60228
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Sample Syllabus from Summer 2008 Learning Objectives Political Science 21, “The American Political System,” is an introductory class that surveys the vast arena of American politics from the 1780s to the present—a formidable task to be sure, but one guided by several specific goals: GOAL #1. Mastery of the subject matter First and foremost, the successful completion of this course will lead to your mastery of the subject matter. Important topics include (among others) the constitutional foundations of American government, the basic structure and operation of government institutions, and the relationship between average citizens and their elected officials. GOAL #2. The development of critical thinking skills In addition to mastering the material matter at hand, this course will also help you to develop broader skills, such as critical thinking and problem solving strategies. Our goal is to use a solid foundation of factual knowledge to probe deeper questions about the American political system, including the nature of democracy, representation, liberty, and equality. GOAL #3. Civic engagement and responsibility Finally, this class encourages an active and informed interest in politics by demonstrating the relevance of the topics we study to contemporary political events, ranging from Social Security reform to the war in Iraq.
Course Requirements Our emphasis throughout the term will be on the development of strong analytical thinking and writing skills. Graded assignments are designed to evaluate your growth in these areas. Assignments are also designed to give you many opportunities, using different skills, to build a strong grade in this course. 1.
The bulk of your grade will be determined by two essay examinations, the first on Thursday, June 26, and the second on Monday, July 7. Each of these exams are weighted as 25% of your final grade.
2.
Five brief multiple-choice quizzes will be administered this term. The dates for these quizzes are:
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• • • • •
Tuesday, June 17 Thursday, June 19 Wednesday, June 25 Tuesday, July 1 Thursday, July 3
The single lowest score you receive on these quizzes will be dropped, while the four remaining scores will be averaged to determine 25% of your final grade. 3.
Finally, your frequent participation on the discussion board is essential to the effectiveness of this class. Both the quality and quantity of your posts will account for the remaining 25% of your grade.
In fairness to others, students are not permitted to do “extra credit,” either to compensate for a poor grade, missed assignment, or lost time in class. Since a total of eight grades cumulate to determine your final grade (and no one assignment dominates), there are plenty of opportunities to improve your standing. A score of “0” will be given for any quiz not taken during the allotted period of time, and no make-ups will be offered. In most cases, a missed quiz will simply become the score that is dropped, as described above. If a student misses a midterm or final exam for reasons that are both serious and outside of their control (e.g., serious illness, a death in the immediate family, etc.), a makeup may be offered at my discretion. Documentation of need is usually required. Midterm and final exams received after the assignment deadline will be penalized at a rate of one grade increment per hour. For example, an exam received less than one hour late will receive at most an A-, within two hours late a B+, within three hours late a B, and so on. Exams received 11 hours late or more will receive an automatic “0.” Students are in charge of their own computer equipment, and for securing and maintaining a reliable internet connection to Blackboard throughout the course. In particular, it is not advisable to travel out of town on quiz or exam days, especially if that means relying upon chancy connections at airport kiosks or cyber cafes. Unless a known outage of the UVM server occurs for a significant amount of time during a quiz or exam period, no makeups will be allowed. Finally, students are responsible for learning how to use Blackboard. Inexperience with the Blackboard software will not excuse any failure to complete assignments on time. Be sure to ask questions in advance of deadlines!
Required Reading The following textbook is required reading for this course and must be purchased by the start of term: •
David B. Magleby, David. M. O’Brien, Paul C. Light, James MacGregor Burns, J.W. Peltason, and Thomas E. Cronin (2008). Government By the People, 22nd edition, national version. Upper Saddle River, NJ: Prentice Hall.
Many short articles are also assigned in this class. The full-text of each is provided daily under the “Class Schedule” section of this website. To view each article, simply click on its title.
Lecture Notes Because this class is taught fully online without face-to-face meeting times, lecture notes are provided in text using a .PDF format (you must have the Adobe Acrobat reader installed on your computer to view these files). Hyperlinks to each are provided on the “Calendar” section of this website. While files may be read online, they are more manageable when printed. 2
In order to keep files sizes small to ensure fast download, some charts and graphs are inserted into the text in “thumbnail” size. Full-size versions, and other highlights from the lecture notes, can be viewed in a series of optional slide shows.
Essay Examinations Midterm and final examinations in this class will consist of two essay questions each, both of which must be answers. Questions will be released to the “Class Schedule” page on Thursday, June 26, and Monday, July 7, respectively. Students must complete the exam and return it to me using the Blackboard quiz tool within two hours of starting the test. Exams received after that deadline will be penalized. Students may not, under any circumstances, discuss their exam answers with others. To do so will be viewed as a violation of UVM’s policy on academic honesty. I evaluate written work by the extent to which you support your answers with evidence drawn from class lectures, discussions, and reading assignments. You are not allowed to seek out additional research materials at the library or on the internet when preparing your essays. Keep in mind, too, that writing well is important. The quality of your writing matters, in addition to its content. The grades I assign are based on the following criteria: 92-100
A
90-91
A-
88-89 B+ 82-87 B 80-81 B78-79 C+ 72-77 C 70-71 C-
Excellent (A range): Grades in the “A” range are reserved for work that is superior in quality. “A” essays are lively, interesting, and intellectually sophisticated. The writer develops a clear and creative thesis, and supports their argument with solid and persuasive evidence. The essay itself is polished and beautifully written, free of grammatical and spelling errors. Above all, “A” papers reflect originality. The writer’s own voice and logic are present on the page. Good (B range): Grades in the “B” range reflect work that is good to very good in quality. The essay completes all of the requirements of the assignment at hand. It may have minor errors and flaws, but the foundation of the work is solid, clear, and reasonably well-organized. “B” essays address topics in a thoughtful way, but offer less insight and originality than “A” papers. Fair (C range): A “C” essay represents work that is satisfactory. The writer offers a thesis, but it is usually too broad, or too vague. The essay tends to make assertions without offering specific examples or supporting evidence from class lectures, discussions, and reading assignments. The overall impression of the essay is that of a rough draft. Greater effort is encouraged, and spelling and grammatical errors often require correction.
60-61 D-
Poor (D range): A “D” essay is unsatisfactory. It is sloppy, incoherent and poorly written, marred by mechanical faults (e.g., errors in grammar, punctuation, and spelling), and/or factual errors. The writer has difficulty developing an idea, and holding a paragraph together. The thesis of the essay—that is, what the author is arguing—is usually absent or incomplete.
≤ 59
Failing (F): A failing grade is given for work that is exceedingly poor, cannot be understood, or has little relevance to the course.
68-69 D+ 62-67 D
0
F
No Credit (0): A grade of “zero” is given for any work that is not completed.
Work produced (in whole or in part) by cheating, collaboration, plagiarism or any other violation of academic honesty will be subject to disciplinary action(s) described in the UVM student handbook.
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Quizzes Five multiple-choice quizzes, comprised of 10 questions each, will be administered this term. Each test must be completed within a 24-hour window of opportunity on the days noted above. In other words, quizzes will be available through the automated Blackboard system beginning at 12:00 AM on the assigned date, and ending at 11:59 PM that same day. These quizzes are timed. Once you begin a quiz, you will have 15 minutes in which to complete your work. Quizzes not completed on the assigned day will receive a score of zero. For this reason, it is best not to wait until the last minute to complete your work.
The Discussion Board Since active and lively discussion is vital to the success of this class, you are required to participate in a threaded discussion board. Here are some guidelines to keep in mind: To organize conversation, I have created separate forums for each section of the course on the opening page of the discussion board. Within each folder I have started a “thread” for topics outlined in the lecture notes. This “threads” will be released gradually over the course of the semester to follow the schedule outlined in the “Class Schedule” tab to the left of this page. Feel free to use those topics as a guide, or to create one of your own. To respond to a topic, open the message and click “reply” at the top of the text box. Your responses should be specific, thoughtful, attentive to class reading assignments, and well-written with grammatical conventions in mind. In particular, abbreviations used in text messaging will not be allowed. You should visit the discussion board frequently, and post a MINIMUM of five times each week. In other words, you need to post at least five times per week to receive a passing grade in class participation (that is, D-). Much more frequent participation is necessary if you would like to receive a strong grade. (Based on an unfortunate experience in the past, I reserve the right to disqualify any post that is intended to “pad” a student’s weekly log. Posts must make a genuine contribution). In addition to your obligation to post to the discussion board, I also expect students to read what others contribute. Those who fail to do so will receive a poor mark. Because the discussion board is meant to stimulate conversation between students, it is important that you move through the class material on pace with the rest of the class. Please do not speed ahead, or fall behind. The quality of your participation is emphasized just as strongly as its quantity. Be sure to respond not only to my suggested topics, but to carry on a dialogue with your classmates as well. Your posts should reflect your original thought and analysis, not just basic agreement or disagreement with a prior message. Because I value “real” conversation back and forth between students, rather than questions and answers soley between a single student and the instructor, I prefer to play the role of moderator. I may not respond personally to each message you post, but one or more of your classmates should. Finally, be sure to practice good manners when posting to the discussion board. Students who are unfamiliar with basic “netiquette” should read this guide: The Core Rules of Netiquette Following the lead of Professor Sheila Boland-Chira in the UVM English Department, I use the following guidelines to evaluate class participation online: •
Excellent (A range): You are a leader in class discussions. You always post your responses and follow-ups on time, usually responding more often than is required, and your comments are based on a detailed and 4
insightful reading of the assignment. Your comments often spark an interesting conversation in your group. You tend to refer to specific passages in the text to substantiate your interpretation or to challenge the thinking of others. •
Good (B range): You are always present in the discussion, missing none of the required number of posts. Your contributions usually show good familiarity with the text and show that you have read carefully and thoughtfully. Your comments often refer to specific passages in the text to substantiate your interpretation. Your contribution to the discussion is valuable.
•
Fair (C range): You may have missed a few of the required posts, but your comments show familiarity with the assigned reading and with the overall direction of the discussion. You sometimes make specific reference to the text to substantiate your interpretation.
•
Poor (D range): You chronically miss the deadlines for discussion posts. Some of your comments show comprehension of the assigned readings and the direction of the conversation, but you rarely make specific reference to the reading or to the direction of the conversation.
•
Failing (F): You do not participate at an adequate level.
Accomodations for Students with Disabilities If you have a physical or learning disability, please contact me within the first three days of class so that we can consult with the ACCESS office to determine an appropriate accommodation for your needs. It is important that you consult with me early in the semester, especially if you intend to request extended time on quizzes and/or exams. Since individual adjustments to the Blackboard quiz tool can be complicated, it may not be possible for me to provide an accommodation if I am informed of the request less than three days before an assignment is due.
Learning Online Before you enroll, several warnings are necessary... First, because this class is taught exclusively online, good computer skills are essential. Be sure to familiarize yourself with the Blackboard software before the semester begins. If you have questions about the kind of computer access you need to enroll, click here for a list of minimum and recommended requirements. Second, because our class does not meet face-to-face at a regularly scheduled time and place, it is important that you remain self-motivated to complete your work on time. Successful online students are not procrastinators! Third, since communication is asynchronous online (that is, we all log in to complete our work at different times), maintaining an active sense of community is a challenge. Learning online can be a rewarding experience, but it requires a healthy dose of energy and enthusiasm! If after considering these issues you are still unsure about whether or not learning online is right for you, try reviewing the following guidelines published by UVM’s Division of Continuing Education: Is learning online for you? At the end of last summer’s online experience, the Division of Continuing Education asked students enrolled in this course what advice they might give to students thinking of taking an online course in the future. Here is what they said:
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“Make sure you do everything you are supposed to on time.” “Be prepared for a lot of work and do not procrastinate!” “If possible check the course calendar and syllabus ahead of time to see that it meets your expectations.” “Do it! Just keep up on your work, make sure you sign onto the course at least once a day to check for new listings and e-mails.” “Print out due dates, don’t be overly optimistic on one’s abilities, and communicate with the Professor regardless [to] make yourself known.” “Do all your reading and assignments.” Remember, if you ultimately decide to withdraw from this class, you are responsible for initiating the process. A course withdrawal form is available on-line at: registrar.uvm.edu. Withdrawl deadlines always approach quickly. Contact the Registrar’s Office at (802) 656-2045 or Continuing Education at (802) 656-2085 for dates specific to our class. Keep in mind that if you choose to withdraw after 2/5 of the semester has passed, you will receive no refund on your tuition.
Asking for Help Taking an online course can be a daunting task, especially the first time. Here is a checklist of things to do before the semester begins: Read UVM’s guide titled “Getting Started with Blackboard.” It simplifies and explains the steps needed to log into an online course. Read UVM’s answers to Frequently Asked Questions (FAQs) about learning online. Check to make sure your computer equipment meets Blackboard requirements. Check the configuration of your internet browser to make sure it meets Blackboard requirements. Finally, be sure to ask questions whenever you need to. Here is how: If you have questions about the content of this course (e.g., reading materials, assignments, etc.), do not hesitate to ask me directly (by e-mail at: [email protected], or by using the internal “Messages” tool offered in the navigation pane to the left of this page). If you are having technical difficulties using Blackboard, you should contact the UVM helpline by telephone at (802) 656-2604, or by e-mail at: [email protected]).
Getting Started OK, now you are ready to move on... You should complete the following tasks prior to the start of term: • • •
Test your browser and plug-ins (in particular, you will need the Adobe Acrobat Reader) Read the Syllabus Familiar yourself with the course
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• • •
Take the Academic Integrity & Copyright Policies test at the bottom of this page To gain experience with Blackboard’s quiz tool, take the sample test at the bottom of this page
Introduce yourself in the discussion forum titled “Meet and Greet.”
If you have questions, please do not hesitate to contact me through the Messages tool, which can be found in the navigation pane to the left of our Blackboard page. Academic Integrity & Copyright Policies
Please click on the link above to confirm that you are aware of the University’s statements on academic integrity and copyright. To remain a student in this class, you must use this quiz to agree to abide by these policies. Sample quiz Take Blackboard’s quiz tool for a “test drive” by completing this silly political quiz. Don’t worry... it doesn’t record your score!
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Class Schedule MONDAY, JUNE 16: Introductory Remarks Lecture Notes
• •
Section I: All Optional slide show: Introduction
Reading Assignments
•
Magleby, et al. (2008): Chapter 1.
Discussion Board
•
Get to know your classmates. If you have not already done so, post a message in the “Meet and Greet” forum of the Discussion Board and tell us about yourself!
•
Why do you think Americans tend to be cynical about their government? Are those feelings likely to change permanently in the wake of the September 11, 2001 terrorist attacks? Have they already changed in light of the war in Iraq? Why or why not?
•
What would improve public attitudes towards the government? What is it that we want (e.g., greater populism, more direct democracy, a more efficient government, less political conflict, etc.)?
TUESDAY, JUNE 17: A More Perfect Union Lecture Notes
• •
Section II: Parts 1-3. Optional slide show: The Constitution and the Federalist Papers
Reading Assignments
• • • • •
Magleby, et al. (2008): Chapters 2-3. The Constitution of the United States (reproduced in Magleby, et al., 2008). James Madison, Alexander Hamilton, and John Jay, The Federalist Papers: Nos. 10 & 51 (reproduced in Magleby, et al., 2008). Howard Zinn (1987), “A People’s Constitution: Some Truths are Not Self-Evident,” The Nation, 245: 87-88. Pamela Winston, et al. (2006), “After Katrina: Federalism After Hurricane Katrina.”
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Discussion Board •
How well has Madison’s “republican remedy” worked over time? One way to evaluate the success and/or failure of his plan is to think about the kinds of factions that exist today. Compile a list of “factions” that influence modern American politics—both majority and minority—and post it to the Discussion Board. Do you agree or disagree with your fellow students in what they define as a “faction”? Why or why not?
•
One team of scholars recently wrote: “Popular democracy proved to be an idea of such power that our political life has become considerably more democratic than the framers imagined or wanted.” Is this true? What evidence can you find? Post your conclusions to the Discussion Board.
•
With the lecture in mind, consider role that federalism plays in areas such as funding education, administering elections, and combating terrorism. Should we “nationalize” laws that govern those issues (e.g., federalizing airport security)? Why or why not? Post your thoughts to the Discussion Board.
•
Post your reaction to Howard Zinn’s article to the Discussion Board. Is Zinn right when he argues that the Constitution is to blame for the problems he cites? What about the willingness of citizens and their elected representatives to enforce the law? In short, which is more important using Tocqueville’s language—laws or mores?
Quiz
Complete multiple choice quiz #1 at any point today. It will cover all material assigned for June 16-17 (e.g., lecture notes, reading assignments, etc). Note: The quiz will not be released until the day it is due, and it must be completed on that day.
WEDNESDAY, JUNE 18: Civil Liberties, part 1 Lecture Notes
• •
Section II: Part 4. Optional slide show: Civil Liberties, Part 1 and Part 2
Reading Assignments
• • • • • •
Magleby, et al. (2008): Chapters 4 & 15. The Bill of Rights (In, Magleby, et al.). “Code of Students Rights and Responsibilities,” The University of Vermont. John Leo (2007), “Free Inquiry? Not on Campus,” City Journal, Winter. Robyn E. Blumner (2005), “Free Speech is Bad Words, Too,” St. Petersburg Times, January 23. Jon Meacham (2007), “A New American Holy War,” Newsweek, December 17.
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Discussion Board •
As Robyn Blumner points out in an article titled “Free Speech is Bad Words, Too,” “[n]owhere in the Constitution is there is a guaranteed freedom from being offended.” Post your thoughts on the Constitution’s protection of freedom of speech to the Discussion Board. Use one of these suggested topics as a guide—indecency on the Internet, “hate speech” on college campuses, degradation of women in rap lyrics—or develop an example of your own.
•
After taking office in 2001, President Bush proposed that the federal government use public funds to support “faith-based” charities and social services. Should that plan be viewed as unconstitutional on the grounds that it violates the Establishment Clause? Consider Harrington’s argument in “The Metaphorical Wall” carefully, then post your thoughts to the Discussion Board.
•
Should the “free exercise” clause of the 1st Amendment protect religious expression when the health and safety of minor children are at risk? Should it be applied to cases where criminal conduct, such as marijuana possession, is at issue? Post your thoughts to the Discussion Board.
THURSDAY, JUNE 19: Civil Liberties, part 2 Lecture Notes
• •
Section II: Part 4 (continued). Optional slide show: Civil Liberties, Part 3
Reading Assignments
• • • •
Magleby, et al. (2008): Chapter 16. Katherine Mangu-Ward (2007), “Is Privacy Overrated?“ Reason, January 9. Adam Liptak (2007), “Does the Death Penalty Save Lives? A New Debate,” The New York Times, November 18. Robert Weisberg (2005), “Cruel and Unusual Jurisprudence,” The New York Times, March 5.
Discussion Board
•
In “Is Privacy Overrated?” Mangu-Ward argues that “more cameras and records, not fewer, may be the best guarantee against abuse of police power in the age of zero privacy.” Do you agree or disagree? Why? With her argument in mind, post your comments to any of the privacy examples cited in the lecture here (e.g., the Patriot Act, Megan’s Law, random drug testing, high-tech snooping, the Internet, Super Bowl surveillance, etc.).
•
In the spring of 2005, the Supreme Court ruled in Roper v. Simmons to abolish the death penalty for those who kill before the age of 18. Does this decision represent, as Weisberg believes, a “national trend of skepticism about the death penalty?” Why or why not? Is there evidence to the contrary?
•
Civil liberties are difficult to regulate in cases that involve competing values. The tradeoffs we make are often painful ones. In the end, how much of our liberty are we 10
willing to give up in the name of security (at airports, schools, etc.), especially at a time when domestic terrorism dominates our thoughts and fears? Post your thoughts to the Discussion Board. Quiz
Complete multiple choice quiz #2 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
FRIDAY, JUNE 20: Public Opinion Lecture Notes
• •
Section III: Parts 1-2. Optional slide show: Public Opinion
Reading Assignments
• •
Magleby, et al. (2008): Chapter 8. Chris Suellentrop (2000), “Why Online Polls are Bunk, Slate, January 12.
Discussion Board
•
From the lecture, evaluate the integrity of the public opinion poll targeting Texas Attorney General Dan Morales and the tobacco lawsuit, and post your comments and criticisms to the Discussion Board.
MONDAY, JUNE 23: Political Participation Lecture Notes
• •
Section III: Parts 3-4. Optional slide show: Voter Turnout and Voting Behavior
Reading Assignments
• • •
Magleby, et al. (2008): Chapter 9. Jeff Jacoby (1996), “Making It Too Easy to Vote?“ The Boston Globe, July 18: A15 . Patricia Cohen (2007), “Counseling Democrats to Go for the Gut,” The New York Times, July 10.
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Discussion Board
• •
If the consequences of low voter turnout are serious, and if Motor-Voter has failed to work, how else might we increase turnout? Post your ideas to the Discussion Board. Aside from demographic characteristics (such as gender and race), voting behavior tends to be influenced by three sets of factors: parties, issues and candidates. How do each help us to understand George W. Bush’s victory over Al Gore in 2000, or John Kerry in 2004? Based on their experiences, which of these influences seems to be most powerful? Why? Post your conclusions to the Discussion Board.
TUESDAY, JUNE 24: Political Parties Lecture Notes
• •
Section III: Part 5. Optional slide show: Political Parties
Reading Assignments
• • •
Magleby, et al. (2008): Chapters 5 & 7. Kurt Andersen (2006), “Introducing the Purple Party,” New York, April 17. Ryan Lizza (2006), “But is a Third Party Possible?“ New York, April 17.
Discussion Board
•
Read each of the excerpts from the party platforms carefully under the section “Which Party Said What?” in the lecture. Post your guess as to the source of each statement (and your reasons for it) to the Discussion Board. The correct answers will be revealed at the end of the assignment.
WEDNESDAY, JUNE 25: Interest Groups and the News Media Lecture Notes
• •
Section III: Parts 6-7. Optional slide shows: Interest Groups and The News Media
Reading Assignments
• • •
Magleby, et al. (2008): Chapters 6 & 10. Ann Reilly Dowd (1993), “How to Get Things Done in Washington,” Fortune, 128 (3): 60-62. Jacob Weisberg (2001), “War and Commentary,” Slate, October 3.
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Discussion Board
•
With examples of your own choosing in mind (e.g., an environmental group seeking to protect endangered whales, or dolphins in tuna nets), evaluate the comparative success of different interest group strategies, including: lobbying, grassroots mobilization, litigation, election activities. Post your thoughts to the Discussion Board.
•
If the news media is a powerful influence on public opinion, why did attitudes toward Bill Clinton not change during the Lewinsky scandal in 1998? Despite a barrage of media attention, by the end of the year a strong majority of Americans continued to oppose impeachment and support the job Clinton had done as president. Does that fact alone reinforce the limits of the news media? Why or why not? Post your thoughts to the Discussion Board.
Quiz
Complete multiple choice quiz #3 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
THURSDAY, JUNE 26: Midterm Exam Midterm Exam
Your midterm exam will consist of two essay questions, both of which must be answered. Questions will be released on Thursday, June 26 and made available throughout the day. Students must complete and submit their answers within two hours of starting the test. Essays will be judged by the extent to which you support your answers with evidence from class lectures, discussions, and reading assignments. Keep in mind that you may not, under any circumstances, discuss your exam answers with others, or seek help from any outside resource, including the Internet. To do so will be viewed as a violation of UVM’s policy on academic honesty.
FRIDAY, JUNE 27: The Legislative Branch Lecture Notes
• •
Section IV: Part 1. Optional slide show: The Legislative Branch
Reading Assignments
• •
Magleby, et al. (2008): Chapter 11. Ross K. Baker (2002), “Why Your Vote Often Means So Little,” The Los Angeles Times, March 18: 11. 13
•
John R. Hibbing and Elizabeth Theiss-Morse (1998), “Too Much of a Good Thing: More Representative is Not Necessarily Better,” PS: Political Science & Politics, 31 (1): 28-31.
Discussion Board
•
Should Congress more closely resemble the demographic characteristics of the population it represents? Why or why not? If so, how could that be accomplished? For example, should the courts allow “racial gerrymandering” (as was done in North Carolina) to increase the representation of minorities in Congress?
•
Some scholars argue that a stronger party system would make Congress a more consistent instrument of democracy. Do you agree or disagree? In light of Clinton’s impeachment proceedings, is party unity beneficial? Why or why not? Post your thoughts to the Discussion Board.
MONDAY, JUNE 30: The Executive Branch Lecture Notes
• •
Section IV: Parts 2-3. Optional slide show: The Executive Branch and The Bureaucracy
Reading Assignments
• • • • • •
Magleby, et al. (2008): Chapters 12-13. Noah Feldman (2006), “Who Can Check the President?,” The New York Times, January 8. Carolyn Jefferson-Jenkins (2001), “Who Should Elect the President? The Case Against the Electoral College,” National Civic Review, Summer: 173. “A History of the National Partnership for Reinventing Government.” Roberta Lynch (1994), “Can Markets Govern?“ The American Prospect, December 1. Charles R. Kesler (2002), “Is Big Government Back?“ National Review, May 14.
Discussion Board
•
Who are our “great” presidents? More importantly, what criteria should we use to measure “greatness” (i.e., moral character and integrity, public policy accomplishments, leadership ability)? Does your list agree with the Schlesinger poll? Why or why not? Post your analysis to the Discussion Board.
•
Can “great” men (and women!) be elected to the presidency today? Some say that presidential elections attract bad candidates because they are chosen chiefly in a series of primary elections in which voters put a premium on superficial qualities conveyed through the media of television, with little consideration given to the qualities needed to run the most powerful country in the world. Do you agree? Why or why not? Post your conclusions to the Discussion Board.
•
In the 1990s, Reinventing Government aimed to make government “work better” and “cost less” for its customers, the American people. Are citizens and customers the same? In what ways are they different? In short, does a marketplace mentality help 14
bureaucracies to work more efficiently, or does it merely muddle their goals further? Post your thoughts to the Discussion Board. •
Is Charles Kesler right? Is “big government” really back? If so, why?
TUESDAY, JULY 1: The Judicial Branch Lecture Notes
• •
Section IV: Part 4. Optional slide shows: The Judicial Branch
Reading Assignments
• • •
Magleby, et al. (2008): Chapter 14. James Madison, Alexander Hamilton, and John Jay, The Federalist Papers: No. 78 (reproduced in Magleby, et al. 2008). Christopher Shea (2007), “Supreme Downsizing,” The Boston Globe, October 7.
Discussion Board
•
Is “judicial review” anti-democratic, even dangerous? It does seem to be a paradox in a system founded on the rule of the majority. Why should an unelected body of officials, tenured for life, be responsible for overturning the decisions of elected representatives? Post your thoughts to the Discussion Board.
•
In Federalist #78, Hamilton argues that the judicial branch is the “least dangerous branch” of the American government—least dangerous, that is, to the political rights of the Constitution. As Hamilton said, the courts have neither the power of the “sword” [the president], nor the power of the purse [Congress], but merely the power to “declare.” Has the Court overstepped its constitutional bounds in recent years? In its decision finalizing the outcome of the presidential election in 2000, has it become too powerful? Or, conversely, does the Court too often react to outside influences— pressure from Congress, public opinion, etc.—thereby demonstrating its weakness? Using the Terry Schiavo case as an example, how powerful are the courts today? Post your thoughts here by clicking on the reply button.
Quiz
Complete multiple choice quiz #4 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
WEDNESDAY, JULY 2: Public Policy, part 1
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Lecture Notes
• •
Section V: Parts 1-3. Optional slide shows: Welfare Policy and Social Security
Reading Assignments
• • • •
Magleby, et al. (2008): Chapter 19. Ron Haskins and Isabel V. Sawhill (2007), “Using Carrots and Sticks,” The American Prospect,” April 22. Century Foundation, “Social Security Reform: The Basics“ (skim). William Saletan (2005), “Back to Work, Grandpa! Biology Can Solve the Social Security Debate,” Slate, February 22.
Discussion Board
•
Is Martin Gilens is right about the news media’s coverage of poverty? Are AfricanAmericans less sympathetically portrayed than whites? Consider the article from the New York Times pictured in the lecture, then post your reaction to the Discussion Board.
•
How should Social Security be reformed to assure its long-term viability? Using the Century Foundation’s factsheet as a guide, consider options such as these — raising the payroll tax, increasing (or eliminating) the ceiling on contributions, delaying retirement age, privatizing investments, etc. Are any of these politically feasible? Why or why not? Post your conclusions to the Discussion Board.
THURSDAY, JULY 3: Public Policy, part 2 Lecture Notes
• • •
Section V: Parts 4-5. Section VI: All. Optional slide shows: Health Policy, Economic Policy and the Budget
Reading Assignments
• • • •
Magleby, et al. (2008): Chapter 19 (continued). Paul Starr (1995), “What Happened to Health Care Reform?“ The American Prospect, no. 20: 20-31. Office of Management and Budget, “Budget of the United States Government, 2007“ (browse). Magleby, et al. (2008): Epilogue.
Discussion Board
•
Since Clinton’s health care reform plan failed in Congress in the mid-1990s, the problem has only grown worse. Given the current political climate in Washington, what opportunity is there now for reforming the system? Consider these three factors, all 16
vital in forcing policy change. Then, post your conclusions to the Discussion Board: 1. Political elites (think about liberal optimism for government, in contrast to conservative distrust) 2. Interest groups (doctors, hospitals, drug companies, insurance companies) 3. Public support (distrust of “big government,” aversion to new taxes, swayed by advertising appeals) •
Consider the Gallup poll cited in the lecture carefully. Most Americans favor reducing the federal budget deficit, and most are willing to cut government programs to do it. If Washington lawmakers were to follow public opinion and reduce spending on unpopular programs, what would the likely impact be? Compare Gallup’s results to actual budget figures, and post your conclusions to the Discussion Board.
•
Americans tend to cynical about their government. Personally, are you more or less critical now than you were at the beginning of this class? Why? Post your thoughts to the Discussion Board.
MONDAY, JULY 7: Final Exam Final Exam
Your final exam will consist of two essay questions, both of which must be answered. Questions will be released on Monday, July 7 and made available throughout the day. Students must complete and submit their answers within two hours of starting the test. Essays will be judged by the extent to which you support your answers with evidence from class lectures, discussions, and reading assignments. Keep in mind that you may not, under any circumstances, discuss your exam answers with others, or seek help from any outside resource, including the Internet. To do so will be viewed as a violation of UVM’s policy on academic honesty.
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Course Requirements Our emphasis throughout the term will be on the development of strong analytical thinking and writing skills. Graded assignments are designed to evaluate your growth in these areas. Assignments are also designed to give you many opportunities, using different skills, to build a strong grade in this course. 1.
The bulk of your grade will be determined by two essay examinations, the first on Thursday, June 26, and the second on Monday, July 7. Each of these exams are weighted as 25% of your final grade.
2.
Five brief multiple-choice quizzes will be administered this term. The dates for these quizzes are:
1
• • • • •
Tuesday, June 17 Thursday, June 19 Wednesday, June 25 Tuesday, July 1 Thursday, July 3
The single lowest score you receive on these quizzes will be dropped, while the four remaining scores will be averaged to determine 25% of your final grade. 3.
Finally, your frequent participation on the discussion board is essential to the effectiveness of this class. Both the quality and quantity of your posts will account for the remaining 25% of your grade.
In fairness to others, students are not permitted to do “extra credit,” either to compensate for a poor grade, missed assignment, or lost time in class. Since a total of eight grades cumulate to determine your final grade (and no one assignment dominates), there are plenty of opportunities to improve your standing. A score of “0” will be given for any quiz not taken during the allotted period of time, and no make-ups will be offered. In most cases, a missed quiz will simply become the score that is dropped, as described above. If a student misses a midterm or final exam for reasons that are both serious and outside of their control (e.g., serious illness, a death in the immediate family, etc.), a makeup may be offered at my discretion. Documentation of need is usually required. Midterm and final exams received after the assignment deadline will be penalized at a rate of one grade increment per hour. For example, an exam received less than one hour late will receive at most an A-, within two hours late a B+, within three hours late a B, and so on. Exams received 11 hours late or more will receive an automatic “0.” Students are in charge of their own computer equipment, and for securing and maintaining a reliable internet connection to Blackboard throughout the course. In particular, it is not advisable to travel out of town on quiz or exam days, especially if that means relying upon chancy connections at airport kiosks or cyber cafes. Unless a known outage of the UVM server occurs for a significant amount of time during a quiz or exam period, no makeups will be allowed. Finally, students are responsible for learning how to use Blackboard. Inexperience with the Blackboard software will not excuse any failure to complete assignments on time. Be sure to ask questions in advance of deadlines!
Required Reading The following textbook is required reading for this course and must be purchased by the start of term: •
David B. Magleby, David. M. O’Brien, Paul C. Light, James MacGregor Burns, J.W. Peltason, and Thomas E. Cronin (2008). Government By the People, 22nd edition, national version. Upper Saddle River, NJ: Prentice Hall.
Many short articles are also assigned in this class. The full-text of each is provided daily under the “Class Schedule” section of this website. To view each article, simply click on its title.
Lecture Notes Because this class is taught fully online without face-to-face meeting times, lecture notes are provided in text using a .PDF format (you must have the Adobe Acrobat reader installed on your computer to view these files). Hyperlinks to each are provided on the “Calendar” section of this website. While files may be read online, they are more manageable when printed. 2
In order to keep files sizes small to ensure fast download, some charts and graphs are inserted into the text in “thumbnail” size. Full-size versions, and other highlights from the lecture notes, can be viewed in a series of optional slide shows.
Essay Examinations Midterm and final examinations in this class will consist of two essay questions each, both of which must be answers. Questions will be released to the “Class Schedule” page on Thursday, June 26, and Monday, July 7, respectively. Students must complete the exam and return it to me using the Blackboard quiz tool within two hours of starting the test. Exams received after that deadline will be penalized. Students may not, under any circumstances, discuss their exam answers with others. To do so will be viewed as a violation of UVM’s policy on academic honesty. I evaluate written work by the extent to which you support your answers with evidence drawn from class lectures, discussions, and reading assignments. You are not allowed to seek out additional research materials at the library or on the internet when preparing your essays. Keep in mind, too, that writing well is important. The quality of your writing matters, in addition to its content. The grades I assign are based on the following criteria: 92-100
A
90-91
A-
88-89 B+ 82-87 B 80-81 B78-79 C+ 72-77 C 70-71 C-
Excellent (A range): Grades in the “A” range are reserved for work that is superior in quality. “A” essays are lively, interesting, and intellectually sophisticated. The writer develops a clear and creative thesis, and supports their argument with solid and persuasive evidence. The essay itself is polished and beautifully written, free of grammatical and spelling errors. Above all, “A” papers reflect originality. The writer’s own voice and logic are present on the page. Good (B range): Grades in the “B” range reflect work that is good to very good in quality. The essay completes all of the requirements of the assignment at hand. It may have minor errors and flaws, but the foundation of the work is solid, clear, and reasonably well-organized. “B” essays address topics in a thoughtful way, but offer less insight and originality than “A” papers. Fair (C range): A “C” essay represents work that is satisfactory. The writer offers a thesis, but it is usually too broad, or too vague. The essay tends to make assertions without offering specific examples or supporting evidence from class lectures, discussions, and reading assignments. The overall impression of the essay is that of a rough draft. Greater effort is encouraged, and spelling and grammatical errors often require correction.
60-61 D-
Poor (D range): A “D” essay is unsatisfactory. It is sloppy, incoherent and poorly written, marred by mechanical faults (e.g., errors in grammar, punctuation, and spelling), and/or factual errors. The writer has difficulty developing an idea, and holding a paragraph together. The thesis of the essay—that is, what the author is arguing—is usually absent or incomplete.
≤ 59
Failing (F): A failing grade is given for work that is exceedingly poor, cannot be understood, or has little relevance to the course.
68-69 D+ 62-67 D
0
F
No Credit (0): A grade of “zero” is given for any work that is not completed.
Work produced (in whole or in part) by cheating, collaboration, plagiarism or any other violation of academic honesty will be subject to disciplinary action(s) described in the UVM student handbook.
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Quizzes Five multiple-choice quizzes, comprised of 10 questions each, will be administered this term. Each test must be completed within a 24-hour window of opportunity on the days noted above. In other words, quizzes will be available through the automated Blackboard system beginning at 12:00 AM on the assigned date, and ending at 11:59 PM that same day. These quizzes are timed. Once you begin a quiz, you will have 15 minutes in which to complete your work. Quizzes not completed on the assigned day will receive a score of zero. For this reason, it is best not to wait until the last minute to complete your work.
The Discussion Board Since active and lively discussion is vital to the success of this class, you are required to participate in a threaded discussion board. Here are some guidelines to keep in mind: To organize conversation, I have created separate forums for each section of the course on the opening page of the discussion board. Within each folder I have started a “thread” for topics outlined in the lecture notes. This “threads” will be released gradually over the course of the semester to follow the schedule outlined in the “Class Schedule” tab to the left of this page. Feel free to use those topics as a guide, or to create one of your own. To respond to a topic, open the message and click “reply” at the top of the text box. Your responses should be specific, thoughtful, attentive to class reading assignments, and well-written with grammatical conventions in mind. In particular, abbreviations used in text messaging will not be allowed. You should visit the discussion board frequently, and post a MINIMUM of five times each week. In other words, you need to post at least five times per week to receive a passing grade in class participation (that is, D-). Much more frequent participation is necessary if you would like to receive a strong grade. (Based on an unfortunate experience in the past, I reserve the right to disqualify any post that is intended to “pad” a student’s weekly log. Posts must make a genuine contribution). In addition to your obligation to post to the discussion board, I also expect students to read what others contribute. Those who fail to do so will receive a poor mark. Because the discussion board is meant to stimulate conversation between students, it is important that you move through the class material on pace with the rest of the class. Please do not speed ahead, or fall behind. The quality of your participation is emphasized just as strongly as its quantity. Be sure to respond not only to my suggested topics, but to carry on a dialogue with your classmates as well. Your posts should reflect your original thought and analysis, not just basic agreement or disagreement with a prior message. Because I value “real” conversation back and forth between students, rather than questions and answers soley between a single student and the instructor, I prefer to play the role of moderator. I may not respond personally to each message you post, but one or more of your classmates should. Finally, be sure to practice good manners when posting to the discussion board. Students who are unfamiliar with basic “netiquette” should read this guide: The Core Rules of Netiquette Following the lead of Professor Sheila Boland-Chira in the UVM English Department, I use the following guidelines to evaluate class participation online: •
Excellent (A range): You are a leader in class discussions. You always post your responses and follow-ups on time, usually responding more often than is required, and your comments are based on a detailed and 4
insightful reading of the assignment. Your comments often spark an interesting conversation in your group. You tend to refer to specific passages in the text to substantiate your interpretation or to challenge the thinking of others. •
Good (B range): You are always present in the discussion, missing none of the required number of posts. Your contributions usually show good familiarity with the text and show that you have read carefully and thoughtfully. Your comments often refer to specific passages in the text to substantiate your interpretation. Your contribution to the discussion is valuable.
•
Fair (C range): You may have missed a few of the required posts, but your comments show familiarity with the assigned reading and with the overall direction of the discussion. You sometimes make specific reference to the text to substantiate your interpretation.
•
Poor (D range): You chronically miss the deadlines for discussion posts. Some of your comments show comprehension of the assigned readings and the direction of the conversation, but you rarely make specific reference to the reading or to the direction of the conversation.
•
Failing (F): You do not participate at an adequate level.
Accomodations for Students with Disabilities If you have a physical or learning disability, please contact me within the first three days of class so that we can consult with the ACCESS office to determine an appropriate accommodation for your needs. It is important that you consult with me early in the semester, especially if you intend to request extended time on quizzes and/or exams. Since individual adjustments to the Blackboard quiz tool can be complicated, it may not be possible for me to provide an accommodation if I am informed of the request less than three days before an assignment is due.
Learning Online Before you enroll, several warnings are necessary... First, because this class is taught exclusively online, good computer skills are essential. Be sure to familiarize yourself with the Blackboard software before the semester begins. If you have questions about the kind of computer access you need to enroll, click here for a list of minimum and recommended requirements. Second, because our class does not meet face-to-face at a regularly scheduled time and place, it is important that you remain self-motivated to complete your work on time. Successful online students are not procrastinators! Third, since communication is asynchronous online (that is, we all log in to complete our work at different times), maintaining an active sense of community is a challenge. Learning online can be a rewarding experience, but it requires a healthy dose of energy and enthusiasm! If after considering these issues you are still unsure about whether or not learning online is right for you, try reviewing the following guidelines published by UVM’s Division of Continuing Education: Is learning online for you? At the end of last summer’s online experience, the Division of Continuing Education asked students enrolled in this course what advice they might give to students thinking of taking an online course in the future. Here is what they said:
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“Make sure you do everything you are supposed to on time.” “Be prepared for a lot of work and do not procrastinate!” “If possible check the course calendar and syllabus ahead of time to see that it meets your expectations.” “Do it! Just keep up on your work, make sure you sign onto the course at least once a day to check for new listings and e-mails.” “Print out due dates, don’t be overly optimistic on one’s abilities, and communicate with the Professor regardless [to] make yourself known.” “Do all your reading and assignments.” Remember, if you ultimately decide to withdraw from this class, you are responsible for initiating the process. A course withdrawal form is available on-line at: registrar.uvm.edu. Withdrawl deadlines always approach quickly. Contact the Registrar’s Office at (802) 656-2045 or Continuing Education at (802) 656-2085 for dates specific to our class. Keep in mind that if you choose to withdraw after 2/5 of the semester has passed, you will receive no refund on your tuition.
Asking for Help Taking an online course can be a daunting task, especially the first time. Here is a checklist of things to do before the semester begins: Read UVM’s guide titled “Getting Started with Blackboard.” It simplifies and explains the steps needed to log into an online course. Read UVM’s answers to Frequently Asked Questions (FAQs) about learning online. Check to make sure your computer equipment meets Blackboard requirements. Check the configuration of your internet browser to make sure it meets Blackboard requirements. Finally, be sure to ask questions whenever you need to. Here is how: If you have questions about the content of this course (e.g., reading materials, assignments, etc.), do not hesitate to ask me directly (by e-mail at: [email protected], or by using the internal “Messages” tool offered in the navigation pane to the left of this page). If you are having technical difficulties using Blackboard, you should contact the UVM helpline by telephone at (802) 656-2604, or by e-mail at: [email protected]).
Getting Started OK, now you are ready to move on... You should complete the following tasks prior to the start of term: • • •
Test your browser and plug-ins (in particular, you will need the Adobe Acrobat Reader) Read the Syllabus Familiar yourself with the course
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• • •
Take the Academic Integrity & Copyright Policies test at the bottom of this page To gain experience with Blackboard’s quiz tool, take the sample test at the bottom of this page
Introduce yourself in the discussion forum titled “Meet and Greet.”
If you have questions, please do not hesitate to contact me through the Messages tool, which can be found in the navigation pane to the left of our Blackboard page. Academic Integrity & Copyright Policies
Please click on the link above to confirm that you are aware of the University’s statements on academic integrity and copyright. To remain a student in this class, you must use this quiz to agree to abide by these policies. Sample quiz Take Blackboard’s quiz tool for a “test drive” by completing this silly political quiz. Don’t worry... it doesn’t record your score!
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Class Schedule MONDAY, JUNE 16: Introductory Remarks Lecture Notes
• •
Section I: All Optional slide show: Introduction
Reading Assignments
•
Magleby, et al. (2008): Chapter 1.
Discussion Board
•
Get to know your classmates. If you have not already done so, post a message in the “Meet and Greet” forum of the Discussion Board and tell us about yourself!
•
Why do you think Americans tend to be cynical about their government? Are those feelings likely to change permanently in the wake of the September 11, 2001 terrorist attacks? Have they already changed in light of the war in Iraq? Why or why not?
•
What would improve public attitudes towards the government? What is it that we want (e.g., greater populism, more direct democracy, a more efficient government, less political conflict, etc.)?
TUESDAY, JUNE 17: A More Perfect Union Lecture Notes
• •
Section II: Parts 1-3. Optional slide show: The Constitution and the Federalist Papers
Reading Assignments
• • • • •
Magleby, et al. (2008): Chapters 2-3. The Constitution of the United States (reproduced in Magleby, et al., 2008). James Madison, Alexander Hamilton, and John Jay, The Federalist Papers: Nos. 10 & 51 (reproduced in Magleby, et al., 2008). Howard Zinn (1987), “A People’s Constitution: Some Truths are Not Self-Evident,” The Nation, 245: 87-88. Pamela Winston, et al. (2006), “After Katrina: Federalism After Hurricane Katrina.”
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Discussion Board •
How well has Madison’s “republican remedy” worked over time? One way to evaluate the success and/or failure of his plan is to think about the kinds of factions that exist today. Compile a list of “factions” that influence modern American politics—both majority and minority—and post it to the Discussion Board. Do you agree or disagree with your fellow students in what they define as a “faction”? Why or why not?
•
One team of scholars recently wrote: “Popular democracy proved to be an idea of such power that our political life has become considerably more democratic than the framers imagined or wanted.” Is this true? What evidence can you find? Post your conclusions to the Discussion Board.
•
With the lecture in mind, consider role that federalism plays in areas such as funding education, administering elections, and combating terrorism. Should we “nationalize” laws that govern those issues (e.g., federalizing airport security)? Why or why not? Post your thoughts to the Discussion Board.
•
Post your reaction to Howard Zinn’s article to the Discussion Board. Is Zinn right when he argues that the Constitution is to blame for the problems he cites? What about the willingness of citizens and their elected representatives to enforce the law? In short, which is more important using Tocqueville’s language—laws or mores?
Quiz
Complete multiple choice quiz #1 at any point today. It will cover all material assigned for June 16-17 (e.g., lecture notes, reading assignments, etc). Note: The quiz will not be released until the day it is due, and it must be completed on that day.
WEDNESDAY, JUNE 18: Civil Liberties, part 1 Lecture Notes
• •
Section II: Part 4. Optional slide show: Civil Liberties, Part 1 and Part 2
Reading Assignments
• • • • • •
Magleby, et al. (2008): Chapters 4 & 15. The Bill of Rights (In, Magleby, et al.). “Code of Students Rights and Responsibilities,” The University of Vermont. John Leo (2007), “Free Inquiry? Not on Campus,” City Journal, Winter. Robyn E. Blumner (2005), “Free Speech is Bad Words, Too,” St. Petersburg Times, January 23. Jon Meacham (2007), “A New American Holy War,” Newsweek, December 17.
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Discussion Board •
As Robyn Blumner points out in an article titled “Free Speech is Bad Words, Too,” “[n]owhere in the Constitution is there is a guaranteed freedom from being offended.” Post your thoughts on the Constitution’s protection of freedom of speech to the Discussion Board. Use one of these suggested topics as a guide—indecency on the Internet, “hate speech” on college campuses, degradation of women in rap lyrics—or develop an example of your own.
•
After taking office in 2001, President Bush proposed that the federal government use public funds to support “faith-based” charities and social services. Should that plan be viewed as unconstitutional on the grounds that it violates the Establishment Clause? Consider Harrington’s argument in “The Metaphorical Wall” carefully, then post your thoughts to the Discussion Board.
•
Should the “free exercise” clause of the 1st Amendment protect religious expression when the health and safety of minor children are at risk? Should it be applied to cases where criminal conduct, such as marijuana possession, is at issue? Post your thoughts to the Discussion Board.
THURSDAY, JUNE 19: Civil Liberties, part 2 Lecture Notes
• •
Section II: Part 4 (continued). Optional slide show: Civil Liberties, Part 3
Reading Assignments
• • • •
Magleby, et al. (2008): Chapter 16. Katherine Mangu-Ward (2007), “Is Privacy Overrated?“ Reason, January 9. Adam Liptak (2007), “Does the Death Penalty Save Lives? A New Debate,” The New York Times, November 18. Robert Weisberg (2005), “Cruel and Unusual Jurisprudence,” The New York Times, March 5.
Discussion Board
•
In “Is Privacy Overrated?” Mangu-Ward argues that “more cameras and records, not fewer, may be the best guarantee against abuse of police power in the age of zero privacy.” Do you agree or disagree? Why? With her argument in mind, post your comments to any of the privacy examples cited in the lecture here (e.g., the Patriot Act, Megan’s Law, random drug testing, high-tech snooping, the Internet, Super Bowl surveillance, etc.).
•
In the spring of 2005, the Supreme Court ruled in Roper v. Simmons to abolish the death penalty for those who kill before the age of 18. Does this decision represent, as Weisberg believes, a “national trend of skepticism about the death penalty?” Why or why not? Is there evidence to the contrary?
•
Civil liberties are difficult to regulate in cases that involve competing values. The tradeoffs we make are often painful ones. In the end, how much of our liberty are we 10
willing to give up in the name of security (at airports, schools, etc.), especially at a time when domestic terrorism dominates our thoughts and fears? Post your thoughts to the Discussion Board. Quiz
Complete multiple choice quiz #2 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
FRIDAY, JUNE 20: Public Opinion Lecture Notes
• •
Section III: Parts 1-2. Optional slide show: Public Opinion
Reading Assignments
• •
Magleby, et al. (2008): Chapter 8. Chris Suellentrop (2000), “Why Online Polls are Bunk, Slate, January 12.
Discussion Board
•
From the lecture, evaluate the integrity of the public opinion poll targeting Texas Attorney General Dan Morales and the tobacco lawsuit, and post your comments and criticisms to the Discussion Board.
MONDAY, JUNE 23: Political Participation Lecture Notes
• •
Section III: Parts 3-4. Optional slide show: Voter Turnout and Voting Behavior
Reading Assignments
• • •
Magleby, et al. (2008): Chapter 9. Jeff Jacoby (1996), “Making It Too Easy to Vote?“ The Boston Globe, July 18: A15 . Patricia Cohen (2007), “Counseling Democrats to Go for the Gut,” The New York Times, July 10.
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Discussion Board
• •
If the consequences of low voter turnout are serious, and if Motor-Voter has failed to work, how else might we increase turnout? Post your ideas to the Discussion Board. Aside from demographic characteristics (such as gender and race), voting behavior tends to be influenced by three sets of factors: parties, issues and candidates. How do each help us to understand George W. Bush’s victory over Al Gore in 2000, or John Kerry in 2004? Based on their experiences, which of these influences seems to be most powerful? Why? Post your conclusions to the Discussion Board.
TUESDAY, JUNE 24: Political Parties Lecture Notes
• •
Section III: Part 5. Optional slide show: Political Parties
Reading Assignments
• • •
Magleby, et al. (2008): Chapters 5 & 7. Kurt Andersen (2006), “Introducing the Purple Party,” New York, April 17. Ryan Lizza (2006), “But is a Third Party Possible?“ New York, April 17.
Discussion Board
•
Read each of the excerpts from the party platforms carefully under the section “Which Party Said What?” in the lecture. Post your guess as to the source of each statement (and your reasons for it) to the Discussion Board. The correct answers will be revealed at the end of the assignment.
WEDNESDAY, JUNE 25: Interest Groups and the News Media Lecture Notes
• •
Section III: Parts 6-7. Optional slide shows: Interest Groups and The News Media
Reading Assignments
• • •
Magleby, et al. (2008): Chapters 6 & 10. Ann Reilly Dowd (1993), “How to Get Things Done in Washington,” Fortune, 128 (3): 60-62. Jacob Weisberg (2001), “War and Commentary,” Slate, October 3.
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Discussion Board
•
With examples of your own choosing in mind (e.g., an environmental group seeking to protect endangered whales, or dolphins in tuna nets), evaluate the comparative success of different interest group strategies, including: lobbying, grassroots mobilization, litigation, election activities. Post your thoughts to the Discussion Board.
•
If the news media is a powerful influence on public opinion, why did attitudes toward Bill Clinton not change during the Lewinsky scandal in 1998? Despite a barrage of media attention, by the end of the year a strong majority of Americans continued to oppose impeachment and support the job Clinton had done as president. Does that fact alone reinforce the limits of the news media? Why or why not? Post your thoughts to the Discussion Board.
Quiz
Complete multiple choice quiz #3 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
THURSDAY, JUNE 26: Midterm Exam Midterm Exam
Your midterm exam will consist of two essay questions, both of which must be answered. Questions will be released on Thursday, June 26 and made available throughout the day. Students must complete and submit their answers within two hours of starting the test. Essays will be judged by the extent to which you support your answers with evidence from class lectures, discussions, and reading assignments. Keep in mind that you may not, under any circumstances, discuss your exam answers with others, or seek help from any outside resource, including the Internet. To do so will be viewed as a violation of UVM’s policy on academic honesty.
FRIDAY, JUNE 27: The Legislative Branch Lecture Notes
• •
Section IV: Part 1. Optional slide show: The Legislative Branch
Reading Assignments
• •
Magleby, et al. (2008): Chapter 11. Ross K. Baker (2002), “Why Your Vote Often Means So Little,” The Los Angeles Times, March 18: 11. 13
•
John R. Hibbing and Elizabeth Theiss-Morse (1998), “Too Much of a Good Thing: More Representative is Not Necessarily Better,” PS: Political Science & Politics, 31 (1): 28-31.
Discussion Board
•
Should Congress more closely resemble the demographic characteristics of the population it represents? Why or why not? If so, how could that be accomplished? For example, should the courts allow “racial gerrymandering” (as was done in North Carolina) to increase the representation of minorities in Congress?
•
Some scholars argue that a stronger party system would make Congress a more consistent instrument of democracy. Do you agree or disagree? In light of Clinton’s impeachment proceedings, is party unity beneficial? Why or why not? Post your thoughts to the Discussion Board.
MONDAY, JUNE 30: The Executive Branch Lecture Notes
• •
Section IV: Parts 2-3. Optional slide show: The Executive Branch and The Bureaucracy
Reading Assignments
• • • • • •
Magleby, et al. (2008): Chapters 12-13. Noah Feldman (2006), “Who Can Check the President?,” The New York Times, January 8. Carolyn Jefferson-Jenkins (2001), “Who Should Elect the President? The Case Against the Electoral College,” National Civic Review, Summer: 173. “A History of the National Partnership for Reinventing Government.” Roberta Lynch (1994), “Can Markets Govern?“ The American Prospect, December 1. Charles R. Kesler (2002), “Is Big Government Back?“ National Review, May 14.
Discussion Board
•
Who are our “great” presidents? More importantly, what criteria should we use to measure “greatness” (i.e., moral character and integrity, public policy accomplishments, leadership ability)? Does your list agree with the Schlesinger poll? Why or why not? Post your analysis to the Discussion Board.
•
Can “great” men (and women!) be elected to the presidency today? Some say that presidential elections attract bad candidates because they are chosen chiefly in a series of primary elections in which voters put a premium on superficial qualities conveyed through the media of television, with little consideration given to the qualities needed to run the most powerful country in the world. Do you agree? Why or why not? Post your conclusions to the Discussion Board.
•
In the 1990s, Reinventing Government aimed to make government “work better” and “cost less” for its customers, the American people. Are citizens and customers the same? In what ways are they different? In short, does a marketplace mentality help 14
bureaucracies to work more efficiently, or does it merely muddle their goals further? Post your thoughts to the Discussion Board. •
Is Charles Kesler right? Is “big government” really back? If so, why?
TUESDAY, JULY 1: The Judicial Branch Lecture Notes
• •
Section IV: Part 4. Optional slide shows: The Judicial Branch
Reading Assignments
• • •
Magleby, et al. (2008): Chapter 14. James Madison, Alexander Hamilton, and John Jay, The Federalist Papers: No. 78 (reproduced in Magleby, et al. 2008). Christopher Shea (2007), “Supreme Downsizing,” The Boston Globe, October 7.
Discussion Board
•
Is “judicial review” anti-democratic, even dangerous? It does seem to be a paradox in a system founded on the rule of the majority. Why should an unelected body of officials, tenured for life, be responsible for overturning the decisions of elected representatives? Post your thoughts to the Discussion Board.
•
In Federalist #78, Hamilton argues that the judicial branch is the “least dangerous branch” of the American government—least dangerous, that is, to the political rights of the Constitution. As Hamilton said, the courts have neither the power of the “sword” [the president], nor the power of the purse [Congress], but merely the power to “declare.” Has the Court overstepped its constitutional bounds in recent years? In its decision finalizing the outcome of the presidential election in 2000, has it become too powerful? Or, conversely, does the Court too often react to outside influences— pressure from Congress, public opinion, etc.—thereby demonstrating its weakness? Using the Terry Schiavo case as an example, how powerful are the courts today? Post your thoughts here by clicking on the reply button.
Quiz
Complete multiple choice quiz #4 at any time today. Note: The quiz will not be released until the day it is due, and it must be completed on that day.
WEDNESDAY, JULY 2: Public Policy, part 1
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Lecture Notes
• •
Section V: Parts 1-3. Optional slide shows: Welfare Policy and Social Security
Reading Assignments
• • • •
Magleby, et al. (2008): Chapter 19. Ron Haskins and Isabel V. Sawhill (2007), “Using Carrots and Sticks,” The American Prospect,” April 22. Century Foundation, “Social Security Reform: The Basics“ (skim). William Saletan (2005), “Back to Work, Grandpa! Biology Can Solve the Social Security Debate,” Slate, February 22.
Discussion Board
•
Is Martin Gilens is right about the news media’s coverage of poverty? Are AfricanAmericans less sympathetically portrayed than whites? Consider the article from the New York Times pictured in the lecture, then post your reaction to the Discussion Board.
•
How should Social Security be reformed to assure its long-term viability? Using the Century Foundation’s factsheet as a guide, consider options such as these — raising the payroll tax, increasing (or eliminating) the ceiling on contributions, delaying retirement age, privatizing investments, etc. Are any of these politically feasible? Why or why not? Post your conclusions to the Discussion Board.
THURSDAY, JULY 3: Public Policy, part 2 Lecture Notes
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Section V: Parts 4-5. Section VI: All. Optional slide shows: Health Policy, Economic Policy and the Budget
Reading Assignments
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Magleby, et al. (2008): Chapter 19 (continued). Paul Starr (1995), “What Happened to Health Care Reform?“ The American Prospect, no. 20: 20-31. Office of Management and Budget, “Budget of the United States Government, 2007“ (browse). Magleby, et al. (2008): Epilogue.
Discussion Board
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Since Clinton’s health care reform plan failed in Congress in the mid-1990s, the problem has only grown worse. Given the current political climate in Washington, what opportunity is there now for reforming the system? Consider these three factors, all 16
vital in forcing policy change. Then, post your conclusions to the Discussion Board: 1. Political elites (think about liberal optimism for government, in contrast to conservative distrust) 2. Interest groups (doctors, hospitals, drug companies, insurance companies) 3. Public support (distrust of “big government,” aversion to new taxes, swayed by advertising appeals) •
Consider the Gallup poll cited in the lecture carefully. Most Americans favor reducing the federal budget deficit, and most are willing to cut government programs to do it. If Washington lawmakers were to follow public opinion and reduce spending on unpopular programs, what would the likely impact be? Compare Gallup’s results to actual budget figures, and post your conclusions to the Discussion Board.
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Americans tend to cynical about their government. Personally, are you more or less critical now than you were at the beginning of this class? Why? Post your thoughts to the Discussion Board.
MONDAY, JULY 7: Final Exam Final Exam
Your final exam will consist of two essay questions, both of which must be answered. Questions will be released on Monday, July 7 and made available throughout the day. Students must complete and submit their answers within two hours of starting the test. Essays will be judged by the extent to which you support your answers with evidence from class lectures, discussions, and reading assignments. Keep in mind that you may not, under any circumstances, discuss your exam answers with others, or seek help from any outside resource, including the Internet. To do so will be viewed as a violation of UVM’s policy on academic honesty.
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