NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
Course Title: American National Government
Course Prefix & Number: GOVT2305
Section Number: 851
Term Code: 141S
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours: 0
Course Description (NCTC Catalog):
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.
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
- Academic NCTC Core Curriculum Course
 - WECM Course
Course Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
Marvin Harris
Northwest High School
817-698-1233
Department Chair:
Office Location:
Telephone Number:
E-mail Address:
Donna Hooper
Corinth Campus, 209
940-498-6266
dhooper@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Enduring Democracy, Dautrich, 3rd Edition, Cengage, ISBN: 9781285921013
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GRADING CRITERIA
# of Graded
Course Elements
Three
One
Two
Continuous
Graded Course Elements
Unit exams, all exams are comprehensive
Final Exam
Research Assignments
Class participation/discussion/preparation and
attendance
Percentage or
Points Values
40%
20%
20%
20%
STUDENT LEARNING OUTCOMES
Student Learning Outcome
At the successful completion of this course the student will be able to:
Explain the origin and development of constitutional democracy in the United States.
Demonstrate knowledge of the federal system.
Describe separation of powers and checks and balances in both theory and practice.
Demonstrate knowledge of the legislative, executive, and judicial branches of the
federal government.
Evaluate the role of public opinion, interest groups, and political parties.
Analyze the election process.
Describe the rights and responsibilities of citizens.
Analyze issues and policies in U.S. politics.
Research and compose an essay assignment/argument using proper grammar/English
and basic computer skills.
ATTENDANCE POLICY

Attendance: Attendance will be taken. The student must be present from the beginning of class
until the class is dismissed in order to be counted present. Students missing more than a week of
class may be withdrawn from the course. Students participating in extra curricular activities
should make sure there are no conflicts with the dual credit course.
CORE CURRICULUM FOUNDATIONAL COMPONENT AREA______________________________
Communication
American History
Mathematics
X
Government/Political Science
Life and Physical Science
Social and Behavioral Sciences
Language, Philosophy & Culture
Component Area Option
Creative Arts
REQUIRED CORE OBJECTIVES
 Critical Thinking
 Communication
 Empirical and Quantitative
2
 Teamwork
 Personal Responsibility
 Social Responsibility
Last day to
Withdraw
The last day to withdraw from a course with a “W” is_Nov 6.
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GENERAL DESCRIPTION AND TENTATIVE SCHEDULE
ADDITIONAL INFORMATION: Policies, Calendars, Test Reviews, Course Requirements, etc
•
Grades-All grades are weighted equally. Each graded course element counts 20% of the
semester grade.
•
Exams-There will be three regular unit exams. The lowest regular exam grade will be dropped.
There will be no make-up exams or retests. If you are absent on the day of an exam that is the exam
grade that will be dropped. All exams are comprehensive but the majority of the exam will cover the
chapters and information covered since the previous test as indicated on the calendar.
•
Final exam-The final exam is comprehensive and will consist of 100 multiple choice questions
and the grade will NOT be dropped.
•
Research Assignment/Political Cartoon Analysis: There are two political cartoon research
assignments. The first political cartoon research assignment is due at the beginning of class on Monday,
Oct 6. The second political cartoon research assignment is due at the beginning of class on Wednesday,
Nov. 12. No late papers will be accepted. Read and follow instructions provided below in the section
titles “Instructions for political cartoon research/analysis assignment: Basic instructions AND detailed
instruction”.
•
Preparation, Performance, and Participation-One grade will be based on the student’s
contribution to class discussions and readings. All students are expected to contribute well-reasoned
arguments to support their positions as well as provide critical analysis of assigned readings and
establish connections between the readings and class discussions. Students are expected to bring all
people in their discussion team into the discussion/debate. Students will complete up to four peer and
self-evaluations during the semester as part of the assessment for this element of the semester grade.
Students must be present and on time for every class in order to earn the maximum number of possible
points for this grade. Points will be deducted from this grade for each absence. However, mere
presence in class does not earn any points. Students must actively listen, take notes, participate in class
discussion, etc. to earn points. Students will turn in notes from selected discussions which will be used
by the instructor for evaluation as a component of this grade.
•
Attendance: Attendance will be taken. The student must be present from the beginning of class
until the class is dismissed in order to be counted present. NOTE: See comments above which explain
how attendance impacts the grade in the “Preparation, Performance, and Participation” category of
graded course elements.
•
Laptop computers-Laptops can only be used at the instructor’s discretion. Students using
laptops for any purpose deemed by the instructor as unrelated to this class will be restricted from
having laptops in class.
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•
Electronic devises-Electronic devises (cell phones, ipods, etc.) are not to be used in class. All cell
phones must be turned off or in mute mode during class. Students using electronic devises in class will
be dismissed from the classroom and counted as absent.
•
Late work-Late work will not be accepted. All assignments will be given a due date and will not
be accepted after that due date. Assignments are due at the beginning of the class period on the due
date.
•
The last day to drop with a “W” is Nov 6.
Tentative Schedule
Aug 25-Sept 3: Ch. 1 & 10
Sept 3-Sept 17: Ch. 2-3, Ch. 15 p. 421-425, 438-445
Wed, Sept 24: TEST #1
Mon, Oct 6: First Political Cartoon Research/Analysis Assignment due
Sept 24-Oct 8: Ch. 9
Oct 8-Oct 15: Ch. 4-6
Mon, Oct 20: TEST #2 (does not include Ch. 6)
Oct 20-Nov 3: Ch. 6, Ch. 14 p. 413-416, Ch. 15 p. 421-437, Ch. 16
Wed, Nov 12: Second Political Cartoon Research/Analysis Assignment due
Nov 6: last day to drop with a “W”
Nov 3-Nov 12: Ch. 7, Ch. 14 p. 390-413, Ch. 8, Ch. 16
Mon, Nov 17: TEST #3
Nov 17-Dec 3: Ch. 11, 13-14, 12
Mon, Dec 8: FINAL EXAM
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Communication/Contact information
My email address at NCTC is mharris@nctc.org. Be sure to identify which course you are in.
NCTC Dual Credit: What Is Expected

Students should remember that a dual credit course is a college course in all respects. The
curriculum is the same that is used on the college campus, and dual credit students'
responsibilities are the same as all other college students. The teaching methods are the same
as on the college campus, and students will be expected to conduct themselves as college
students. [See the NCTC Student Handbook]

Dual Credit students are expected to attend class. Whether the class is on your high school
campus, online or at an NCTC Campus, attendance and class participation are crucial to your
success. Each instructor may set their own attendance policy and students must adhere to those
policies. Students missing more than a week of class may be withdrawn from the course.
Students participating in extra curricular activities should make sure there are no conflicts with
the dual credit course.

College courses sometimes deal with controversial issues or subject matter that high school
courses may not address. This can provide new challenges for the dual credit student.
Nonetheless, dual credit students should be prepared to participate in the same course an
instructor teaches on the college campus.

All college students should expect to invest at least as much time out-of-class as in-class in
reading, studying, and preparing for college course assignments. To be successful and ensure
completion of out of class assignments, most students will need to invest more time than this.

Students should pay careful attention to their instructor's system for assigning grades. Often the
college grading system is different from the system their high school uses. If students do poorly
on a test or assignment, they should not expect to repeat the work in order to improve their
grade. Also, instructors may not allow students to do extra work to bring up a poor grade. The
instructor’s grading system is covered in the course syllabus students receive at the beginning of
the semester. If students have trouble in a dual credit course, it is their responsibility to ask the
instructor what they need to improve in order to succeed in the class.
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Student Rights & Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall
be charged with notice and knowledge of the contents and provisions of the rules and
regulations concerning student conduct. These rules and regulations are published in the
Student Handbook published in conjunction with the College Catalog.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and regulations and is
punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not be
limited to cheating on a test, plagiarism, and collusion. See the Student Handbook for more
information.
STUDENT SUPPORT SERVICES
Disability Services (OSD)
The Office for Students with Disabilities (OSD) provides accommodations for students who have
a documented disability. On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 or call 940-668-4209. Students on the Bowie, Graham,
Flower Mound, and online campuses should call 940-668-4209.
North Central Texas College is on record as being committed to both the spirit and letter of
federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of
1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93112). http://www.nctc.edu/StudentServices/SupportServices/Disabilityservices.aspx
Student Success Center
The Student Success Center is designed to help all students at NCTC develop tools to achieve
their academic goals. The center links students to FREE tutoring, including a Writing Center, a
Math Lab, and free online tutoring in the evening. The program helps students acclimate to
college by providing students free interactive workshops. For more information, please visit
your nearest Student Success Center.
Tobacco-Free
Campus
NCTC restricts the use of all tobacco products including cigarettes, cigars,
pipes and smokeless tobacco on campus property.
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Study Topics for the exams are given below
Students should know and understand the political and/or historical significance of the terms, concepts, events,
people, etc. that are identified in the study topics for each exam
GOVERNMENT 2305 TEST #1 Topics
Chapters 1-3, 10, 15 p. 421-425, 438-445
John Locke
social contract
natural law
Thomas Hobbes
plurality
limited government
Individualism
political culture
voter turnout
Red & blue states
national security vs. individual rights
17th Amendment
power & legitimacy
government
Politics
Jean-Jacques Rousseau
popular sovereignty
checks & balances
Treaty of Paris
majoritarianism
Constitutional Convention of 1787
confederation
Unitary system
Super majority
Declaratory Act
Stamp Act
Sugar Act
Articles of Confederation
Shay’s Rebellion
Separation of powers
Federalist Papers
Federalist #10
Federalist #51
10th Amendment
“necessary and proper clause”
supremacy clause
Theodore Roosevelt
Enumerated, reserved, and concurrent powers
full faith & credit
Cooperative and dual federalism
devolution
New Federalism
liberal and conservative ideology
Presidential approval ratings & public policy
elite theory
Political socialization
Roe v. Wade
Social Security policy
Brown v. Board of Education
2000 election
Annapolis Convention
Constitutional Convention
Great Compromise
Anti-Federalist
Federalist
strict constructionism
Amending the constitution
McCulloch v. Maryland
Public opinion and public policy
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Representative democracy
Direct democracy
Marbury v. Madison
Essay questions will require explanations of the following questions/concepts:
1.
Characteristics of American political culture (p. 10-15 and class notes).
2.
Arguments for and against the decline of the American political system (p. 15-19)
3.
Political orientation, characteristics and examples of conservative and liberal political ideologies (p. 269270 and class notes).
4.
Basic principles of the U.S. Constitution (p. 35-37).
5.
Purpose of the American Declaration of Independence and the political philosophy/ideas embedded in it
(class notes).
6.
Advantages and disadvantages of federalism (p. 67-69 and class notes).
7.
Identify and explain agents of political socialization (p. 272-275 and class notes).
Government 2305 Study Topics for Test #2 Ch. 9, 4-5
Note: The topics identified here are in addition to topics listed for test #1
Supreme Court appointment and confirmation process, how justices get their positions, how cases get to the
Court, how they decide a case, etc
John Locke
natural law
civil law
common law
Criminal law
judicial review
5th amendment
“en banc”
Circuit courts
writ of certiorari
U.S. Solicitor General
plea bargain
Stare decisis
judicial activism
judicial restraint
rule of 4
USA Patriot Act
civil liberties
civil rights
habeas corpus
Alien and Sedition Acts
natural rights
Bill of Rights
amicus curiae brief
“inalienable rights”
13th, 14th, & 15th amendments
right to petition
1st amendment
establishment clause
civil disobedience
free exercise clause
“wall of separation between church and state”
selective incorporation
Freedom of speech, expression, assembly and of the press
libel
Exclusionary rule application of death penalty
strategies of civil right movement
Jim Crow laws
Civil Rights Act of 1964
Voting Rights Act of 1965
Good faith exception
Marbury v. Madison
Brown v Board of Education
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Barron v. Baltimore
West Virginia v Barnette
Employment Division v Smith
Wallace v. Jaffree
Lemon v Kurtzman
Santa Fe v. Doe
Schenck v United States
Mapp v Ohio
Miranda v Arizona
Dred Scott v Sandford
The Slaughterhouse Cases
McCulloch v Maryland
Plessy v Ferguson
Regents of the Univ of California v Bakke
Engel v Vitale
Texas v Johnson
Griswold v Connecticut
Roe v Wade
Planned Parenthood v Casey
Grutter v Bollinger
Lawrence v Texas
Sherbert v Verner
right of privacy
4th amendment
19th amendment
compelling state interest
Strict scrutiny
intermediate scrutiny
rational basis
Legitimate state interest
Essay questions will require explanations of the following questions/concepts/etc:
1.
(a) Explain the constitutional basis for the right to privacy and (b) explain how it has been applied in three
Supreme Court cases discussed in the textbook or in class (p. 97-99 and class notes).
2.
(a) Discuss characteristics of Supreme Court nominees that Presidents consider in choosing a nominee to
the Court.(b) Explain methods used by interest groups to support or oppose a Supreme Court nominee
and one method used by minority members of the Senate to block a nomination.(c) Explain how these
factors influence the President’s choice of a nominee (p. 244-249 and class notes).
3.
(a) Define selective incorporation and explain its significance. (b) Identify and briefly discuss three rights
that have been incorporated and the Supreme Court cases that incorporated these rights (p. 76-78 and
class notes).
4.
Identify and explain the two “religion” clauses in the First Amendment and the debate over each clause.
Explain one specific Supreme Court case that relates to each clause (p. 78-83).
5.
(a) Define and explain the difference between civil liberties and civil rights. (b) Explain how each is related
to the Fourteenth Amendment. (c) Identify and explain one Supreme Court case that deals with civil
liberties and (d) one that deals with civil rights and explain how these cases relate to the Fourteenth
Amendment (class notes and ch. 4-5).
6.
The judicial branch is designed to be more independent of public opinion than are the legislature or the
executive. Yet, the United States Supreme Court rarely deviates too far for too long from prevalent public
opinion. (a) Identify and explain two ways in which the United States Supreme Court is insulated from
public opinion. (b). Identify and explain two factors that work to keep the United States Supreme Court
from deviating too far from public opinion (class notes).
Identify and explain four factors that influence why justices vote the way they do (p. 252-255).
7.
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Government 2305 Test # 3 Topics
Chapters 6-8, 14, 15 p. 421-437, 16
Note: The topics identified here are in addition to topics listed for test all previous tests.
Constitutional powers and roles of the President
Other powers and responsibilities of the President
Constitutional qualifications for President
State of the Union Address
Checks on the President
executive orders
line of secession
War Powers Resolution
role of the Vice President
White House Chief of Staff executive agreements
Executive signing statements
executive privilege
22nd amendment
prenomination campaign
Executive Office of the President
Compare and contrast the House and the Senate-elections, committee structures, rules, leadership positions,
membership, responsibilities, length of terms, etc.
Role of political parties in Congress
Relationship between the President and Congress
bicameral legislature
incumbency advantage
franking privilege
Reapportionment
gerrymandering
Speaker of the House
Nancy Pelosi
Vice President’s role in the Senate
Leadership positions and roles in Congress-Speaker of the House, majority and minority leaders, whips,
The tasks of members of Congress, i.e., what do they do
ear marks
Congressional committees-types of committees (standing, select, conference, joint, etc), role of the committees
and committee chairpersons, etc
CBO
House rules committee
pork barrel
filibuster
cloture
divided government
President as Chief Legislator
Budget and Impoundment Control Act
Veto, pocket veto, overriding a veto, etc
Role and responsibility of the bureaucracy
Congressional oversight
devolution
laissez-faire economics
Keynesian economics
supply-side economics
case work
role of the President, Congress, and, specifically, Senate in foreign policy
isolationism
containment
domino theory
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Warsaw Pact
NATO
Truman Doctrine
Independent regulatory agency
frontrunner
Military-industrial complex
method of choosing presidential candidates and the phases of presidential campaigns
direct primary
caucus (as it relates to elections)
electoral college-original intent and how it works today
closed primary
choosing the VP as a running mate
‘battleground’ states
first televised debate
Impeaching the President
frontloading
national party conventions
open primary
the census and the electoral college
coattail effect
Essay questions will require explanations of the following questions/concepts/etc:
1.
Explain the significance of and relationship between the census, reapportionment, redistricting, and
House elections and representation (class notes).
2.
Identify and explain 4 factors that influence voting decisions by members of Congress (p. 158-159 and
class notes).
3.
(a) Explain two ways in which political parties influence the organization of Congress. (b) Explain three
ways in which party leadership can influence the legislative process in Congress (p. 143-155 and class
notes).
4.
(a) Define “divided government”. (b) Describe two problems that divided government poses for the
President in making federal appointments. (c) Identify and explain two ways Presidents try to overcome
the problems you described in (b) (class notes and ch. 6-7).
5.
Presidents are generally thought to have advantages over Congress in conducting foreign policy because
of formal and informal powers of the presidency. (a) Identify two formal constitutional powers of the
President in making foreign policy. (b) Identify two formal, constitutional powers of Congress in making
foreign policy. (c) Indentify two informal powers of the President that contribute to the President’s
advantage over Congress in conducting foreign policy. (d) Explain how each of the informal powers
identified in (c) contributes to the President’s advantage over Congress in conducting foreign policy (class
notes, p. 463-472, and ch. 6-7).
GOVERNMENT 2305 Test Final Exam Topics Ch. 11-15
Note: The topics identified here are in addition to topics listed for all previous tests
Students should know and understand the political and/or historical significance of the following terms, concepts,
events, etc. and understand the answer to the questions given below:
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
How do people participate in politics?

Who runs the system of voting in the U.S.?

What groups have been denied the right to vote?

What methods were used to deny the right to vote to African Americans and women?

How and why did voter turnout change for African Americans after 1965?

Why were some women allowed to vote before the 19th amendment was approved?

Why do people choose to vote or to not vote?

What characterizes those groups who are most likely to vote or least likely to vote? Which groups benefit
most from low voter turnout?

What type of election has the highest voter turnout?

What influences voter decisions?

How is the president chosen if no one wins a majority of the electoral vote?

How do presidential candidates win their party’s nomination?

How has political party affiliation shifted in the South?
Terms, concepts, events, Supreme Court decisions, etc that the student should understand
1. Republican form of government
2. 12th, 15th,19th, 24th, 26th amendments
3. Dred Scott v. Sanford 4. Abrams v. U.S. 5. Motor Voter Law 6. voter turnout
7. methods of choosing presidential candidates and the phases of presidential campaigns
8. first two political parties in the U.S. 9. election of 1824 & 1828 10. direct primary
11. caucus (as it relates to elections) 12. national party conventions 13. frontloading
14. electoral college-original intent and how it works today 15. open primary
16. closed primary 17. Choosing the VP as a running mate 18. The census and the electoral college
19. “battleground” states
23. hard and soft money
20. First televised debates
21. PACs 22. Coattail effect
24. interest groups 25. political parties
26. c/c interest groups and political parties 27. iron triangle 28. NRA
29. methods used by interest groups 30. U.S. Chamber of Commerce 31. FCC
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32. functions of political parties 33. 3rd party candidates and impact of 3rd parties
34. the media and political campaigns 35. critical or realigning elections
36. political socialization
37. American political culture 38. Pork barrel
39. literacy test 40. Amicus curiae brief 41. Fiscal and cooperative federalism
42. wall of separation 43. Federalist #10 44. Articles of Confederation
45. original intent
48. right to privacy
51. PACs
46. Committees in Congress
49. Roe v. Wade
52. Divided government
47. Rules Committee
50. Griswold v. Connecticut
53. Alexis de Tocqueville 54. pluralism
55. “horse-race journalism” 56. Anti-Federalist 57. Nomination campaign 58. NAM
59. prenomination campaign 60. AFL-CIO 61. AARP
62. Sierra Club 63. Party platform
64. benefits of interest groups
65. Dominate political party in the South
67. advantage of frontrunners
68. Impact of news media
GOVT 2305
66. Franking privilege
69. Labor unions
American National Government
Instructions for political cartoon research/analysis assignment: Basic information AND detailed
instructions. NO credit will be earned if you fail to follow any of the instructions!! Read the
instructions closely and ask the instructor if you have any concerns or confusion regarding the
assignment and instructions.
Basic information:
•
Body of the each cartoon analysis paper is 800-1200 words
•
12 point font, double spaced
•
One inch margins
•
Paper must be grammatically correct. Points will be deducted from the paper if the student
does not follow the correct format, has several grammar errors and/or spelling errors, or does not
properly cite their sources. This is a research and analysis assignment and not a “google-copy-paste”
assignment. Papers that do not follow the basic information guidelines and demonstrate properly cited
research will NOT earn any credit and will be assigned a grade of zero.
•
Follow MLA format for bibliography/works cited and footnotes or parenthetical notation.
•
Must use at least 4 sources in your discussion of the cartoons which must be identified in
bibliography/works cited and the sources must be cited in the paper itself. You may use only the
sources that are approved by the instructor. Acceptable sources are provided after the explanation of
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the requirements for Political Cartoon Research/Analysis section. Any sources that are not included in
the list must be pre-approved by the instructor.
•
The first political cartoon research assignment must be turned in to Turnitin via Canvas before
5:00 pm on Monday, October 6 and a hard copy of the paper must be turned in to the instructor at the
beginning of class on Monday, October 6.. The second political cartoon analysis research assignment
must be submitted to Turnitin via Canvas before 5:00 pm on Wednesday, November 12 and a hard copy
must be turned in to the instructor at the beginning of class on Wednesday, November 12. No late
papers will be accepted.
•
The discussion/argument should include (depending on the topic) reasons based on
constitutional, historical, philosophical, theological, legal, medical, economic, scientific (social science
research or other scientific information), cost-benefit analysis (this is not limited to economic costbenefit, it could include social, psychological, political, etc. cost-benefit), political, moral, and/or other
arguments depending on the topic and must have a credible source to support the argument. Your
personal opinion does NOT count as a credible source.
•
The topic must relate to a national government issue and not only a local or state issue. Follow
all instructions including the Political Cartoon Research/Analysis Detailed Instructions given below.
Political Cartoon Research/Analysis Detailed Instructions
1.
The cartoons must be current (2013-2014) political cartoons. Note that not all cartoons are
political and not all illustrations are cartoons. You may not assign a political meaning to a nonpolitical
cartoon or to an illustration that accompanies an article and earn credit. You must cut out the cartoon
from an original print source-no photocopies and nothing off the internet! I want you to read a
newspaper or news magazine and find the political cartoon. Tape, glue, or staple each cartoon to an 8 ½
by 11 sheet of copy paper and attach it to the analysis discussed below.
2.
The student must analyze two political cartoons. You must follow the instructions below for
each cartoon analysis. Divide the analysis of each cartoon into sections A-E as described below. In other
words, you will have two cartoons and each will be followed by the sections described below.
A.
Section A must identify the source of each cartoon-author, publication date, publication in
which the cartoon appears. Use correct grammar and cite reference material correctly (2 points).
B.
Section B must clearly explain the political issue addressed in both cartoons. Discuss the
current event that influenced the cartoons. You must support your discussion with approved and
properly cited sources. Approved sources are given at the end of the instructions. Any other sources
than those listed in the instructions MUST be pre-approved by the instructor to earn credit (12 points).
C.
Cartoonists use pictures and words to communicate their point of view. In the section C you
must identify and explain the techniques used in the each cartoon (i.e., symbolism, exaggeration,
labeling, analogy, irony, humor, caricature, symbols, stereotypes, references to popular culture or
historical events, etc.). Explain what the artist is trying to show the reader by using these techniques.
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Explain the cartoonist's point of view about the topic portrayed in the cartoon. Explain the cartoonist's
message. Give specific examples from the cartoon to support your interpretation (12 points).
D.
In section D, identify and explain the viewpoint of the cartoonist. You must argue in support of
the viewpoint of the cartoonist and provide evidence to support this view. You must demonstrate a
thorough understanding of the issue and provide convincing reasons for the position taken by the
cartoonist which are supported by your research of credible, trustworthy sources. You may also use
information obtained from interest groups who support the viewpoint of the cartoonists. Be sure to
properly cite your sources. If the topic involves a constitutional issue (and many of the topics addressed
in political cartoons are constitutional issues), then a constitutional basis for the position must be
explained and relevant Supreme Court cases must be cited and explained (12 points).
E.
In section E, you will argue against the viewpoint presented by the cartoonists. Repeat the
process explained in section D above except you are explaining why the cartoonist’s view is less valid
than the opposing view (12 points).
Approved Sources are listed below. Other sources must be pre-approved by the instructor.
Scholarly social science or history journals which can be accessed via JSTOR. Check with the librarian if
you need help using the library’s data base of journals. Supreme Court cases that relate to your topic
must be used.
Selected newspapers or news organizations, “watchdog” groups, trustworthy polling organizations
include the following: New York Times, Washington Post, Dallas Morning News, Fort Worth StarTelegram, Politico.com, ProPublica.org, USA Today, The Week magazine, TIME, U.S. News and World
Report, ABC news, NBC news, CBS news, Fox news, CNN, PBS, The Center for Public Integrity,
opensecrets.org, Pew Center for the Public Trust, and Gallup Poll. You may not use the “Comments”
section of any article as a source. You can use http://pag.vancouver.wsu.edu/ or google “political
advocacy groups” to find interest groups that cover a wide variety of topics.
Official U.S. Government sites may be referenced.
Sites which provide access to Supreme Court cases are given below:
http://www.findlaw.com/casecode/supreme.html
http://www.oyez.org/
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Preparation, Performance & Positive Participation Scoring Rubric
4 points (A)

Makes significant, valuable contributions to the discussion, helps to move the discussion
forward

Demonstrates exceptional preparation for the discussion

Has notes and an annotated text with comments/questions

Demonstrates that she/he is actively listening to others, takes notes on others’ comments,
offers clarification and/or follow-up comments/questions/analysis to extend the discussion;
made connections to previous comments and/or assignments or readings

Offers solid analysis, demonstrates a thorough knowledge of the reading/topic, remarks often
refer to specific parts of the text, supports opinions and comments with references to the
assigned text and previous assignments

Takes a voluntary, thoughtful, and active role in their own learning; kept an open mind for and
was respectful to the expressed opinion of others
3 points (B)

Makes meaningful contributions to the discussion

Demonstrates good preparation for the discussion

Has notes and an annotated text

Shows that he/she is actively listening to others, offers clarification and/or follow-up
comments/questions, takes notes on others; comments

Offers solid analysis, demonstrates a good knowledge of the reading, supports opinions with
references to the assigned text

Takes an active role in their own learning and was respectful to the expressed opinions of others
2 points (C/D)

Makes a minimal contribution to the discussion

Demonstrates very limited preparation for the discussion

Has few notes or annotations in the text

Listens to others but does not offer clarification and /or follow-up to others’ comments
17

Offers some analysis but needs prompting to participate, relies more on her/his opinion than on
the text to drive his/her comments

Displays a minimum effort in contributing to their own learning but was respectful to the
expressed opinion of others
1 point (F)

Makes no meaningful contribution to the discussion

Demonstrates little or no preparation for the discussion

Has no notes, text is not annotated or highlighted

Does not listen to the discussion

Offers no commentary to further the discussion

Makes no contribution to their own learning, demonstrates a lack of respect for the opinions of
others
18
Participant …..
Student
name
Student
name
Student
name
Student
name
Evaluator’s selfevaluation
A. was well prepared and
made a positive contribution to the
discussion based upon his/her knowledge
& understanding of the question or
prompt and associated readings and
research
B. used evidence from the readings and/or
research to support their own comments
C. used evidence from the readings and/or
research to answer /challenge or to
support another participant’s
questions/comments
D. expanded or added to another
student’s ideas or observations and/or
contributed an original idea or perspective
to the discussion. The participant kept an
open mind and respectful attitude
towards the expressed
opinions/comments of other participants
E. demonstrated that he/she kept up with
the discussion and actively listened to
other participants; made connections
between previous comments and/or
assignments/readings; brought other
participants into the discussion
Total Points
19
20