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PS103 Syllabus - Fall 1999
Professor Russell Renka

Introduction
Course Requirements and Credits
Source Citations and Source Locations
Course Textbook and Reader
What's Expected of You
How to Reach Me
Weekly Readings and Examination Itinerary

Introduction                   Top

    This is a course on the government and the politics of the United States.  The modern world is dominated politically by governments of large nation-states such as  the U. S.  Governments have special authority granted to no other organizations.  This includes the power to make laws and regulations and to enforce them, and to impose and collect taxes from all of us.  Government is a nearly universal way human beings regulate themselves and their fellows.   This course introduces the fundamentals of American politics and government in a university studies context.  Coverage of topics is by national standard reflected in any competent introductory textbook.  Included here is state-required coverage of  federal and state constitutions.  There are no formal course prerequisites, although I assume nearly all of you have some background in civics and U.S. history courses.

    Politics has been defined as "the art of the possible."  To understand politics is to get beyond the dry civics and legal formalities of government structure and function.  A formal diagram of "how a bill becomes law" exists in every textbook.  Politics explains why a particular bill becomes law and another falls short, by injecting the motives and assets of politicians to gain insight.  For example, the Republican-majority 104th Congress passed a minimum wage increase in 1996 despite the traditional Republican disdain of such measures and the ardent hostility of many Members of Congress toward it.   Politics explains how that could happen--as we shall see.  Many Americans in 1999 deeply dislike politics and politicians, but it's impossible to understand government without politics.  And any effective citizenship in a democracy requires some real knowledge of politics along with the formal principles of its governance.

    This course is taught at three levels.  Some material is basic description, such as an outline of the trimester system set forth in the Supreme Court's highly controversial Roe v. Wade abortion decision, or a specification of what the First Amendment says about freedom of speech.  Some is analytic; once you know basics, you can interpret whether the distinction in law of first and second trimesters makes sense based on what we know from medical research, or whether public tobacco advertising should be classified as commercial speech.  And ultimately you confront the evaluative or judgmental; you ultimately decide what if anything to accept in Roe v. Wade or in tobacco advertising. 

 All have the objective of enabling you to understand what you read or hear in the public realm, and to react as an informed consumer and citizen.  Essay portions of exams are designed to let you show knowledge at each of these levels.

    This course emphasizes two core university studies objectives (all nine of which are listed at School of University Studies at Southeast Missouri State University; URL is http://www2.semo.edu/registrar/bulletin/univ_stu.html).  First is effective citizenship.  Plainly put, the course enhances your ability to be an informed participant and knowledgeable consumer.  This does not mean I promote an automatic acceptance of the American status quo; quite the contrary, blind acceptance is a fool's path.  The second, equally important objective is to master locating and gathering information.  Few things are more confusing to the average American than to figure out sources of the myriad effects our government has upon our lives.  Website access is a great help, but one must still learn navigation and acquisition skills.  Several assignments are therefore designed to ensure that you become conversant in web usage beyond the simple use of search terms in your favorite search engine.

PS103 Course Requirements and Credits                         Top

    Basically the 16-week course has four sections, each ending with an examination worth 200 points.  In turn, each exam is evenly divided into two sections, multiple-choice, and essay.

    The multiple choice questions cover all readings, classroom materials, and other materials we may address during that four-week period.  Each is worth 100 points--a convenient number I chose to make interpretation of interim grade averaging easy.   These questions combine the basic and the analytic, but largely bypass the judgmental (although some will require you to recognize an opinion of a writer or your instructor on an issue raised in class and/or readings).  On the proportion of questions taken directly from reading, v. those taken from lecture:  I don't know, since both are important, and single items often blend both.      Net Value:  400 points

    The take-home essays are written on your choice from two or three essay options on a basic problem cited in that section (100 points each).  You'll normally have five days (T to R, or F to W, in weekly calendars) to write your paper, which should be about 2.5 to 3 honest pages with appropriate citation of sources.  Each option basically consists of a closely related set of 2 or 3 queries.  These require you to integrate class material and readings to address that issue.  Typically the first part is basic; for instance, show the legal distinctions from Roe v. Wade between trimesters of pregnancy.  The next part requires analysis; for instance, explain why the end of the second trimester is so crucial to the abortion issue.  Finally is judgment; considering what you've said before, do you finally accept or reject the Roe v. Wade trimester distinction?      Net Value:  400 points

    The fourth examination covers material from Weeks 13 through 16 only.  Essay is done during Week 16, and the multiple-choice part is done on the date of the final.  There is no comprehensive (16-week coverage) final in this course.  Before each in-class exam, I will schedule an afternoon review session, to be announced in class after we discuss what time would be best for you.

     Outside assignments and classroom participation are worth 200 points.  Half of that consists of periodic assigned questions derived from material specific to the forthcoming semester.  For example, in Spring 1999 the State of Missouri held an April statewide referendum vote on whether to adopt a  'concealed carry' gun law; we held a forum on the subject and had everyone write essays based upon that and their own votes on the issue.  In Fall 1999, I'm not yet sure what its counterpart will be, but something interesting always shows up.  Once on hand, I’ll give written or oral details.    Net Value:  200 points

    Extra Credit:  On occasion I accept individual proposals to something above and beyond the items listed above.  This requires that you submit a properly written proposal either before or after we discuss what you want to do.  Please understand that this isn't meant to compensate for problems elsewhere in the course.    Net Value:  negotiable!

    In summary, points are allotted by:
examinations - multiple choice:  400 points (100 per exam)
examinations - take-home essay:  400 points (100 per exam)
other assignments, class participation:  200 points
All assignments:        1000 points

Source Citations and Source Locations                           Top

    Essay writing in PS103 means using and citing sources, including but not limited to those cited as reading in this Syllabus.  Use any style guide you wish, but do not copy or paraphrase something from a source while failing to cite it.  If you have an established major, become familiar with the style guide in that profession and use it.  I don't care which one you use in PS103; just pick one and then be consistent in its use.  As a time-saver, whenever you use class readings as sources, you can copy them straight from this syllabus and paste them to your paper's source list.  On doing internet source citations, click on Poly-Cy Guide to Internet Resources for Political Science - Style and Web Site Citation Guides, and/or consult the Reference Desk at Kent Library.
    On website sources, see Kent Library's Kent Library - Online Databases (Accessible only to users of the SEMO Network), Southeast Missouri State University.  You are entitled to use the Semo server as a registered student, but cannot access these source materials otherwise.  As an excellent starting point for extensive website references on American government, see Grace York's University of Michigan Documents Center and click on appropriate categories, including Federal Government Resources on the Web.  If you use other major research library sites instead, OK; but you surely will find this one useful./p>

Course Textbook and Reader:                  Top

The text, available through Textbook Service, is:  Edwards, George C. III, Martin P. Wattenberg, and Robert L. Lineberry.  1999.  Government in America:  People, Politics and Policy, 8th ed., Election Update ( New York:  Addison Wesley Longman).  Textbook website:  Government in America, Eighth Edition Election Update Online (http://occ.awlonline.com/bookbind/pubbooks/edwards8e/); from there, click on Student Resources--Online Course Companion for chapter-by-chapter review including sample exam questions, website links, web source citation guide, and glossary.

The Reader (a collection of articles) is available at Southeast Bookstore on shelves referring to my two PS103 sections (04H, 06), is:  Cigler, Allan J., and Burdett A. Loomis, eds.  1999.  American Politics:  Classic and Contemporary Readings, 4th ed.  Boston:  Houghton Mifflin.

Additional readings come primarily from websites and occasional in-class handouts.  Website-based material is frequently included when and where appropriate  For instance, I illustrate how modern political polling is done by reference to major survey websites such as The Gallup Poll--and I then ask you to find and analyze another website poll at a site of your choosing, and to specify how you located it.

What's Expected of You:                   Top

Attendance:  It's been obvious for years that attenders typically do well in class, and absentees don't.  Attend each class session unless there’s a valid reason to miss (i.e., personal illness or ill child, death in immediate family, motorcycle wreck, full blown Midwestern blizzard, New Madrid Fault disturbance of 6.0 or greater magnitude on Richter Scale).  We often use class discussion for short writing assignments and/or assignments to find relevant information from journals, the library, or websites.  Some of these are impromptu, and it’s often difficult or impossible to compensate by asking later that I email you the assignment details.  Use email or telephone voice mail to advise me if you will miss or have missed class.  

Lateness to class:  Just come in quietly.  I don’t encourage deliberate lateness, but traffic, weather, and professors in earlier classes all can cause you to arrive at six after the hour.  If you routinely amble in at 10 or so after without giving a reason, then I will invite you to find a new class.  We have a clock in class, and I'll make an honest try at closing on time.

On plagiarism :  You should review the Student Handbook (sorry, it's currently not available online) on plagiarism.  Most of you are familiar with the chronic problem of someone passing off another’s work as his or her own, yet it still crops up with distressing regularity.  I cannot accept any work except your own.  In academic circles, proper recognition of authorship is the coin of the realm.  We are all required to maintain the currency.  Distinguish what’s yours from what is borrowed from and attributed to someone else.  Don't use papers written by others, if only because this is typically very easy to detect.

Special Needs:  We have a campus office to handle formalities on this.  On a practical level, just advise me directly if you have specific difficulties that I can help you handle.  For example, I'll do oversized-print handouts if someone is visually impaired so that the usual 12-point type doesn't work.  On University policy, see Southeast Missouri State University's Accessibility Plan at the Bulletin's mislabeled site entitled Academic Calendar 1997-1998 for Southeast Missouri State University (http://www2.semo.edu/registrar/bulletin/calendar.html).

How to Reach Me:                Top

     I have an open door policy, and can very often be found at or near my office computer.  My office is located in the new A.J.S.Carnahan Social Science Building, in Room 211-L.   The Department of Political Science is also located at SS211; you can leave messages for me there if I am absent.   In general, I can be reached as follows:

a)      Leave a message at my Department mailbox or with the department office.

b)      Leave a message at the drop outside my door at 211-L.

c)      Place a voice mail message at 651-2692.

d)      Email me at rdrenka@semo.edu.

e)      If you're out of town and cannot send a paper or assignment by email, then FAX it to 573/651-2695.

f)    Consult my website at Home Page (or http://cstl-cla.semo.edu/renka) for other details about myself and my courses, including this syllabus.

PS103 Weekly Readings and Examination Itinerary - Renka - Fall 1999         Top

Monthly Calendar - Southeast Missouri State University (includes current month only)

Academic Calendar 1999-2000 for Southeast Missouri State University (includes full academic year)

Week 1 - August 23-27, 1999     Politics, Collective Problems, and the Place of Government
Readings:  Text Chapter 1 - Introducing Government in America
    Text Appendix - The Declaration of Independence
    Cigler and Loomis Reader, selection 1.1 - Jack N. Rakove, "A tradition Born of Strife"
    Text Chapter 2 - The Constitution

Week 2 - August 29-September 3    Constitutional Foundations and the Problems of Democracy
Readings:  Text Appendix - James Madison,  Federalist No. 10 (or in Reader, selection 9.1, pp. 293-299 with editors' preface)
    Text Appendix - James Madison, Federalist No. 51 (also in Reader, selection 1.5 with editors' preface)
    Reader selection 1.2 - John P. Roche, “The Founding Fathers:  A Reform Caucus in Action”
    Reader selection 1.3 - Richard Hofstadter, "The Founding Fathers:  An Age of Realism"

Week 3 - September 7-10    Federalism in the United States; Comparing U.S. and State Constitutions
    Note:  Monday, September 6 is Labor Day - No classes are held.
Readings:  Text Appendix - The Constitution of the United States
    Text Chapter 3 - Federalism
    Reader selections 2.1 through 2.4: 
        2.1 - James Madison, Federalist No. 39
        2.2 -  McCulloch v. Maryland
        2.3 - John D. Donahue, "The Devil in Devolution"
        2.4 - Jonathan C. Dunlap, "The Absent Federal Partner"

Week 4 - September 13-17     State and Local Government; Diversity, Democracy and Civil Liberties
Readings:  Text Chapter 21 - The New Importance of State and Local Government

Readings:  Text Chapter 4 - Civil Liberties and Public Policy
    Reader selection 3.6 - Joshua Wolf Shenk, "Steve Forbes, Joe Camel, and the ACLU"
    website:  Roe v. Wade 

** Exam no. 1 - Thursday, 9/16 & Friday, 9/17 (multiple choice, in class); essays topics are handed out at exam's end and are due by class time five days later, on Tuesday, 9/21 (Section 06) or Wednesday, 9/22 (Section 04H).

Week 5 - September 20-24     Diversity, Democracy and Civil Rights
Readings:  Text Chapter 5 - Civil Rights and Public Policy
    Reader selection 3.2 - Griswold v. Connecticut (1965)
        Selection 3.4 - Brown v. Board of Education (1954; 1955)
        Selection 3.5 - Nathan Glazer, "In Defense of Preference"

Week 6 - September 27-October 1     Public Opinion and Polling
Readings:  Text Chapter 6 - Public Opinion and Political Action
    Reader selections 4.1 through 4.3:
        4.1 - Charles Kenney, "They've Got Your Number"
        4.2 - Benjamin Ginsberg, "Polling and the Transformation of Public Opinion"
        4.3 - Larry J. Sabato and Glen R. Simpson, "When Push Comes to Poll"

    website materials - Ken Blake,  The Ten Commandments of Polling
            The Gallup Poll - The Gallup Organization (exact site and material to be specified)
            The Pew Research Center for The People & The Press - THE PEOPLE THE PRESS HOME PAGE

Week 7 - October 4-8     Unelected Agents of Influence
Readings:  Text Chapter 7 - The Mass Media and the Political Agenda
    Reader selections 8.1 through 8.3:
        8.1 - Joshua Meyrowitz, "Lowering the Political Hero to Our Level"
        8.2 - Thomas E. Patterson, "Bad News, Bad Governance"
        8.3 - Doris A. Graber, "The 'New' Media and Politics:  What Does the Future Hold?"

Week 8 - October 11-15**    Interest Groups
Readings:  Text Chapter 11 - Interest Groups
    Reader selections 9.2 through 9.4:
        9.2 - Burdett A. Loomis and Allan J. Ciglar, "The Changing Nature of Interest Group Politics”
        9.3 - Jeffrey H. Birnbaum, "Lobbyists--Why the Bad Rap?"
        9.4 - Robert Dreyfuss, "The New China Lobby"

** Exam no. 2 - Thursday, 10/14 & Friday, 10/15 (multiple choice, in class); essays topics are handed out at exam's end and are due by classtime five days later, on Tuesday, 10/19 (Section 06) or Wednesday, 10/20 (Section 04H).

Week 9 - October 18-22     Political Parties
Readings:  Text Chapter 8 - Political Parties
    Reader selections 6.1 through 6.3:
        6.1 - Kay Lawson, "Why We Still Need Real Political Parties"
        6.2 - Everett Carll Ladd, "Of Political Parties Great and Strong"
        6.3 - Kathryn Dunn Tenpas, "Promoting President Clinton's Policy Agenda"

Week 10 - October 25-29   The Nominations, Elections, Voters--and Nonvoters
Readings:  Text Chapter 9 - Nominations and Campaigns
      Reader selections 7.2 through 7.4:
        7.2 - Everett Carll Ladd, "1996 Vote:  The 'No Majority' Realignment Continues
        7.3 - Clyde Wilcox and Wesley Joe, "Dead Law:  The Federal Election Finance Regulations, 1974-1996"
        7.4 - Ronald D. Elving, "Accentuate the Negative:  Contemporary Congressional Campaigns"

    Text Chapter 10 - Elections and Voting Behavior (carryover to Week 11, Nov. 1-2)
    Reader selections 5.1 through 5.3:
        5.1 - Ruy Texeira, "Voter Turnout in America:  Ten Myths"
        5.2 - Michael Schudson, "Voting Rites:  Why We Need a New Concept of Citizenship"
        5.3 - Robert D. Putnam, "Bowling Alone:  America's Declining Social Capital"
         PVS General Population and Youth Survey--1999

Week 11 - November 1-5   The U.S. Congress (beginning on November 3-4)
Readings:  Text Chapter 12 - Congress 
    Text Appendix - Party Control of the Presidency, Senate, and House of Representatives in the Twentieth Century
    Reader selection 7.1 - Gary C. Jacobson, "The 1994 House Elections in Perspective"
    Reader selection 10.1 - Kenneth A. Shepsle, "The Changing Textbook Congress"
    Reader selection 10.2 - Linda L. Fowler, "Who Runs for Congress?"

Week 12 - November 8-12    The Congress
Readings:  Reader selection 10.3 - Richard F. Fenno, Jr.  "Learning to Govern"
        10.4 - Lizette Alvarez, "Four Days in a Life Where the Grass Was Greener"
        14.2 - James Kitfield, "Jousting with Jesse""
        
**Exam no. 3 - Thursday, 11/11 & Friday, 11/12 (multiple choice, in class); essays topics are handed out at exam's end and are due by class time five days later, on Tuesday, 11/16 (Section 06) or Wednesday, 11/17 (Section 04H).

Week 13 - November 15-19     The Presidency and the Modern Presidency
Readings:  Text Chapter 13 -  The Presidency 
    Text Appendix - Presidents of the United States
    Reader selection 11.1 - Richard E. Neustadt, "The Power to Persuade"
    Reader selection 11.2 - Robert A. Dahl, "Myth of the Presidential Mandate"

Week 14 - November 22-23    The Presidency (conclusions)   
Readings:  Reader selection 11.3 - Charles O. Jones, "Perspective on the Presidency"
   Reader selection 11.4 - E.J. Dionne, Jr., "Governing in an Age of No Majorities"

Week 15 - November 29 - December 3    Divided Government in America
Note:  No classes are held Wednesday, November 23 through Friday, Nov. 25 due to Thanksgiving Holiday.
Readings: Text Chapter 14 - The Congress, the President, and the Budget

Week 16 - December 6-10    The Judges and Courts
Readings:  Text Chapter 16 - The Federal Courts
    Reader selection 13.3 - David J. Garrow, "The Rehnquist Reins"
    Reader selection 13.4 - Richard A. Posner, "What Am I?  A Potted Plant?"

Finals Week - December 13-17
    Section 04H final (for MWF 10) - Monday, December 13, 10:00 a.m. - 11:50 a.m.
    Section 06 final (for TR 11) - Thursday, December 16, 10:00 a.m. - 11:50 a.m.

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