Carnahan Hall Russell Renka
Renka's Home Page
Center for Study of Teaching and Learning|
Learning Assistance - Learning Enrichment Center
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Local voting: Cape Girardeau County - Election Info; also Missouri - Voting In College
Renka, Madison and Federalism
Renka, The Good, the Bad, and the Ugly of Public Opinion Polls
|PS103 U.S. Political Systems||Professor Russell D. Renka|
|Spring 2010 - Southeast Missouri State University||Campus Office: Carnahan 211L; Mail Stop 2920|
|Section 09 Honors - MWF
1:30-2:20 p.m. (Carnahan 210) &
Section 10 - TR 2:00-3:15 p.m. (Carnahan 210)
|Office Hours: MWF 10:00-10:50 a.m., TR 1:00-1:50 p.m., or by appointment|
|Course Web page: http://cstl-cla.semo.edu/renka/ps103/Spring2010/index.htm||Office Telephone: (573) 651-2692|
|Renka's Home Page: http://cstl-cla.semo.edu/renka/||Office FAX: (573) 651-2695|
|Renka's e-mail: firstname.lastname@example.org||Department Telephone: (573) 651-2183|
° Online Instructor Suite (OIS)
° Course Textbook and Readings
° Course Requirements and Credits
° Source Citations and Locations
° What is Expected of You
° How to Reach Me
° Weekly Readings and Examination Itinerary
Introduction Next down; Top
This course addresses government and politics of the United States and its states, including the State of Missouri. Governments have special authority granted to no other organizations--the power to make laws and regulations and to enforce them, and to collect taxes from all of us. Government is a nearly universal way human beings regulate themselves and their fellows. Included here is coverage of our federal and state constitutions which provide the sovereign authority for these governments to exist and exercise powers over us. The course fulfills the Political Systems requirement of the University Studies Program.
Politics is the study of the uses of power in pursuit of public objectives. It's amenable to scientific treatment, and I'm a political scientist. You must learn some politics to truly understand government. We'll go beyond dry formalities of government structure and functions such as "how a bill becomes law" (seen in every textbook). Politics explains why one bill becomes law and a host of fellows fall short. 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; but politics can explain why and how this happened.
This is also a civics course. Wikipedia acceptably defines civics as "education in the obligations and the rights of the citizen under (some political or ethical tradition such as the American one)." Not every student wants a dose of this, but it's good medicine. Many Americans in 2006 dislike politics, politicians, and government. But it's a democracy, it affects you, and you have no way out of that. Effective citizenship in democracy is a worthy personal goal. It requires real knowledge of both government and politics.
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. See University Studies Program Objectives. First is effective citizenship. The course should enhance 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. Some 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.
Online Instructor Suite (OIS): Next Down; Top
OIS is run by Center for Scholarship in Teaching and Learning. We have a class bulletin board called Forum, a locale for posting papers and assignments called Drop Box, and a personal grade and assignment Gradebook. Utest is available for quizzes and short sample tests taken online (more on that below).
Course Textbook and Readings: Next Down; Top
Textbook: Patterson, Thomas E. 2009. The American Democracy, 9th ed. New York: McGraw Hill. This is issued by Textbook Service. See The American Democracy Companion Website > The American Democracy > Student Study Guide. Also do The American Democracy > "Choose a Chapter" for Quizzes, Chapter Outline, Chapter Overview, Flashcards, Glossary, and Weblinks. I strongly recommend that you do the Multiple Choice Quiz for each chapter.
Second Book: Morris P. Fiorina with Samuel J. Abrams and Jeremy C. Pope, Culture War? The Myth of a Polarized America, 2d ed. New York: Pearson Education, Inc., 2005. Southeast Bookstore has used copies for $13.95. You can also get it used at Amazon ad elsewhere for about $6 up, but shipping brings net cost close to $10. On Itinerary it's cited simply as Culture War? in italics; and it's not up until after Week 4. You have time enough to buy it online if that's your choice.
Other readings are specified in the Weekly Readings and Examination Itinerary below.
Web Reference Sources: Paul M. Johnson's website has fundamental terminology used widely in political science, economics, and policy analysis classes, at A Glossary of Political Economy Terms.
Course Requirements and Credits Next down; Top
Examinations: The 15-week course has four sections, each ending with an examination worth 200 points. Each exam covers a 4-week period with two parts: a Utest multiple-choice part (100 points), and a Drop Box Essay (100 points). It's all paperless. Both are recorded on your Gradebook.
The multiple choice questions cover all readings, classroom materials, and other materials we may address during that four-week period. 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: both are important, and single items often blend both. Net Value: 100 points per exam, 400 points in all.
Essays are written from two or three essay options. You'll normally have five days to write a paper of about 2.5 to 3 honest pages with appropriate citation of your sources. Each option basically consists of a closely related set of 2 or 3 queries that require you to integrate class material and readings. Typically the first part is basic; for instance, explain the "undue burden" legal standard made in court review of the Supreme Court's Roe v. Wade abortion decision. The next part requires analysis; for instance, explain what's in dispute over this burden. Finally is judgment; considering what you've said before, do you finally accept or reject the Roe v. Wade "undue burden" standard? Remember this: analysis first, then judgments. Moral judgments alone are basically worthless; don't try to substitute your opinion for real evidence. Net Value: 100 points per exam, 400 points in all.
The 4th examination covers material from Weeks 13 through 15 only. The multiple-choice part is done on the date of the final. There is no comprehensive final exam. The 4th essay part is done during Week 15 as an option. So the semester's net value from exams is either 700 points or 800 points.
Polling: I teach about polling because it is such an important technique in modern life for learning about people. It's also a very attractive way to lie or mislead. The web has opened the polling world to millions of people, many of whom cannot distinguish among The Good, the Bad, and the Ugly of Polling. So I assign just that in Week 6 on the Itinerary. Value: 50 points
Forum work: My PS103 classes share a Forum discussion site for material pertinent to this class. It's for addressing what the lecture and readings are about, and for exam preparation. There are also current events on matters related to this class. We'll discuss issues in class and conclude with an orally stated question for you to address on Forum at value of 10 points for acceptable entries (or 0 if no entry) by a designated time. You'll have the opportunity to get up to 100 points added to numerator and denominator of your course average. This will be shown on Gradebook at semester's conclusion. Gradebook also will show these assignments as a reminder when they come up, so keep a close eye on that as we go along. Value: up to 100 points
Political Science Symposia: Our Department or the University will conduct a public symposium this semester on contemporary events of public importance. You should plan to attend these events. If that's impossible, then find comparable events elsewhere. Your assignment is to write a 2 to 3 page summation of what took place at each event. If the summary is adequate, the Symposium earns you 50 points.
In summary, points are allotted by:
Examinations - multiple choice sections 400 points (100 per exam)
Examinations - take-home essays 400 points (100 per exam); or 300 if 4th essay is not done
Polling Assignment 50 points
Forum Work 100 points
All assignments: 950 points; or 850 if 4th essay is not done
Grades: The online Gradebook posts interim grades and the eventual course grade, to let you keep up with your assignments and grades. It includes a statement on the criteria for A, B, C, and D level performances.
Review for Exams: I run an oral review before each exam. We'll set the time in discussion, but for certain it'll be afternoons other than Fridays. I also do review on the Forum.
Source Citations and Locations Next down; Top
For assistance with writing, go to The Writing Lab in Kent Library 412. Or go to OWL, Online Writing Lab for their OWL Tutorials.
Essay writing in PS103 means using and citing sources properly. That means following a Style Guide. If your major field has a Guide such as MLA or APA, use that and be consistent in its use. As a time-saver, whenever you use class readings as sources, you can copy the formal citation straight from this syllabus Itinerary and paste it to your paper. For PS103 paper links done in APA style, you can also use Poly-Cy Internet Resources for Political Science - Style and Web Site Citation Guides. Elsewhere, Kent Library's Web Searching Tools includes "Deep Web Tools" with links to many databases.
Plagiarism: Plagiarists take source work from others and pass it off as their own. It's not carefully policed in high school, to say the least. It can be as simple as taking a quotation and failing to show it properly, to lifting an entire piece verbatim and pasting it to one's own paper or exam. In the commercial world, plagiarism brings lawsuits for copyright violation or outright theft. In the academic world, it brings verdicts of moral and academic failure on the offenders. It's discussed at Southeast's Policy on Academic Honesty, or Professor Hamner Hill's Policy on Plagiarism. I do not tolerate plagiarism. Our classes at Southeast are small, so I can check for it--and know how to find it. If the plagiarism is intentional, I report that as a violation of the University's academic integrity policy while assigning that paper an irreversible grade of zero. If it is not, I return the paper without a grade to its creator for immediate and thorough correction; but I expect the offense never to recur.
You can avoid temptation to plagiarize by properly citing source materials as you write or take notes. I do so above on the listed books for this course. The books do so as well. See those, or see Strunk and White's guide. I do not stipulate a particular source guide, but will expect you to cite one in your References section of any term paper. See Kent Library - Citing Your Sources for proper use of MLA, APA, Chicago Style, and others. I usually employ APA but any of them are fine. The core rule is really very simple: cite your stuff so that anyone who reads your paper can easily track its sources. Give full citation to all sources, including names of all authors, the book/article/website file name or name and position of an interviewee, and all publication information (publisher's location, publisher's name, year of publication, volume and issue of journal, URL of a website plus date of its access). If you got specific information from one page out of 900, cite that page only so I avoid poring through 899 superfluous pages. Simple.
Websites: Websites have specific file names. That includes blogs. Don't cite the URL alone, as URLs are frequently changed. If I cannot find your URL, then it won't count as a source. Cite the authors, the filename, the URL, and the date or dates of access. Filenames are easily acquired from an article's self-assigned title. On use of weblogs (blogs): don't use these unless you can establish why it speaks with authority. A few do, but others are just rants or worse. I won't assume a blog is valid; you have to establish that it is.
On Wikipedia: This prevails now as a standard informational source for web crawlers everywhere. I use it myself and will accept it, but with caution. Wiki isn't a primary source; it gets everything from somewhere else. It has innumerable authors, including me, and it changes daily and weekly with much variation in both precision and accuracy. So always corroborate your Wiki source with other sources, including its own footnotes or other outside materials. When citing it, you get no author, but there's always a specific subject title. Use that and show the specific URL of that site or sub-locale (within a mother site). If you just show Wikipedia at www.wikipedia.org as your source link, I won't accept it. Also cite your date or dates-of-access since Wiki files are subject to frequent change.
To do a web search now, proceed here:
What is Expected of You: Next down; Top
Attendance: Attend every class. We start on time and finish on time too. There's online notes highlighting things I think are important, and they are useful for your essay assignments. But these are not class notes. I don't have any of those, so you must produce your own. If you must miss a class, I recommend that you partner with a reliable classmate to acquire notes. I reserve the right and pleasure to include class material, including impromptu discussion items, on our exams.
Cheating: I had a certain nasty little cheater in 2003, haven't forgotten that, and have since studied some methods for catching and docking offenders. If a student cheats on an assignment, it's an automatic zero grade on that work. If there's evidence of cheating on more than one assignment, it's a zero on each affected assignment. Once I have documented evidence of cheating, then I first confront the offender to elicit an explanation of the behavior, after which I file a report with the Department chairperson. If I catch the evidence post hoc and cannot confront the offender, I proceed directly to that report. If I have my druthers, this will be unnecessary.
Plagiarism (the most common form of cheating): Plagiarism is a chronic plague of universities. It's taking the work of others and passing it off as your own. It ranges from taking a quotation and failing to show it properly, to lifting an entire piece verbatim and pasting it to one's own paper or exam. The common element of this noxious practice is always the same, namely that of falsely claiming for oneself that which another person has created. In the commercial world, plagiarism brings lawsuits for copyright violation. In the academic world, it brings verdicts of moral and academic failure on the offender. See Professor Hamner Hill's Policy on Plagiarism.
The most commonplace web plagiarism is copy-and-paste from unspecified websites onto papers, followed sometimes by penning some cursory word changes. I know these critters when I smell them, and it's not hard to follow the scent back to its source. I do that. I'm familiar with search protocols. Also, don't write any your paper by copying that of a classmate. Two starkly similar papers will mean no grade for either one. Another commonplace problem is using exact or almost exact text wording without enclosing that in quotations. Don't do that either. Any time you use text words directly, enclose them in quotes and cite the source.
Judicial Affairs - Statement of Student Rights and Code of Student Conduct deals with academic honesty. The Faculty Handbook's Policy on Academic Honesty pointedly reminds that you must do your papers in your own words. You may always invoke a source for assistance, but you may not copy or virtually copy their sentences to your paper UNLESS you cite that source and then enclose its wording in quotes. This, by the way, includes the textbook itself. Look at how they do source citations in the chapters. That includes websites. Websites have authors, filenames (titles), and URLs. When you use one, cite all those things, alongside the access date of that file.
If the plagiarism is intentional, I report that as a violation of the University's academic integrity policy while assigning that paper or exam an irreversible grade of zero. If it is not, I return the paper without a grade to its creator for immediate and thorough correction; once corrected, then I grade the paper while making sure the plagiarism has disappeared. After one such occasion, I will assume you know how to avoid this.
On electronic devices: Cell phones may attend ONLY when silenced. Should one somehow ring anyway, silence it immediately and avoid any repeat. If you must be on phone alert, tell me at start of class, use vibrate mode only, and depart class if it calls you. If a cell phone disobeys these rules, it's gone for good.
And on texting: just say no (Texting May Be Taking a Toll - NYTimes.com, 5.26.2009). More precisely, finish your texts before class starts, and don't resume till afterward. There's two reasons for this. 1) Nobody pays attention to class when tweeting and sending love messages to friends and lovers. Automobile drivers are dangerous when a cell phone is attached to one hand and ear, because they pay no damned attention to other drivers. They endanger themselves, too. Once I saw a young woman on Montreal's Rue Sainte-Catherine clicking a cell phone number while riding a bicycle amidst rush hour traffic! That was in 2005, so she's probably deceased by now. 2) As for the second reason, texting is outright rude when somebody's up front talking. I had a student oral presenter watch a fellow student who was texting during her presentation. You can imagine how that felt; and I don't have to. I already know.
Laptop computers are welcome in class for note taking, and so are tape recorders. Use your laptop only for note taking, not for texting, tweeting, or otherwise wasting time. You can bring your music, but leave it behind during class.
On guns: Real guns may not attend any of my classes. The Missouri General Assembly passed a "concealed carry" gun statute in 2003 but didn't bother to say when and where it's permissible to pack heat. So I was obliged to write my own law. It's a simple one: no firearms of any kind are permitted in any of my classes, or in my office, under any circumstances. Should there be a violation, I will not confront the offender. Instead I will contact the university's legal authorities and have them press action to ensure that the offender may not continue this practice. There are no exceptions to this rule unless the student is: a) a law enforcement authority authorized to carry a gun in the normal performance of duties, and b) this student gets my advance clearance to carry in class. Note: None of this refers to minor weapons such as Swiss Army knives, Gerber tools, box cutters, nail files, or the like. I refer to guns.
Weather Emergencies: In adverse weather approaching the Carnahan 202 classroom, we'll be online to see Radar Images - KFVS12 and Heartland News Web Site. If a derecho storm like that May 8, 2009 doozy gets within earshot, we hasten to the south wall of the basement floor of Carnahan Building, away from the Foyer windows and doors. Don't ever rush out those south-facing Carnahan side doors during such storms, as they and their twisters usually hit us from the southwest. Know why? If not, look up Coriolis effect.
If a shooter is in the building's hall, then we barricade the classroom door with the heavy podium plus chairs; stay out of view of the door's window; and you guys immediately call DPS at their cell number (573) 651-2911 while citing our classroom locale (Carnahan 202, or Sikeston 117). If a shooter is outside acting as a sniper, we stay inside and out of sight of the exterior windows.
In case of fire, we exit the building promptly but without panic. We physically assist any mobility-limited person to get out quickly with the rest of us. We avoid elevators, of course; and we stay low to the floor in case of smoke. Other stuff: the Southeast Emergency Plan website is www5.semo.edu/dps/EmergencyPlan.asp.
Services and Special Needs: Just advise me directly if you have specific difficulties that I can help you handle. The Learning Enrichment Center offers special services for those with learning or other disabilities.
How to Reach Me: Next down; Top
I have an open door policy, and can very often be found at or near my office computer.
My office is Carnahan 211-L; it's in a suite of offices immediately next to Carnahan 202.
You can reach me any of the following ways:
a) Leave a message at my Department mailbox or with the Department office in Carnahan 211.
b) Leave a message at the mail drop outside my door at Carnahan 211-L.
c) Leave a voice mail message at my office telephone number, 573.651.2692.
d) E-mail me at email@example.com.
e) If you’re out of town and cannot send a paper or assignment by email, deliver it to the Drop Box along with an e-mail notifying me of this. Or if no on-line access, then FAX it to 573.651.2695.
f) Consult Renka's Home Page (URL: cstl-cla.semo.edu/renka) for other details about myself and my courses, including this syllabus.
PS103 Weekly Readings and Examination Itinerary - Professor Renka - Spring 2010 Top
Academic Calendar - Spring 2010
Week 1 - January 19-22 Politics,
Democracy, and Government
º Patterson Chapter 1 - American Political Culture
º The Declaration of Independence - textbook Appendix 1, or on-line: National Archives - Declaration of Independence
º on-line reading: America During the Age of Revolution, 1776-1789
º Missouri tax increase raising ire in Kansas - AP story by David A. Lieb, Monday, 20 August 2007
Week 1 Notes - Why Do We Have Government?
Friday, January 22 - last day to add a full semester class
Week 2 - January 25-29 A Constitutional
Democracy; the United States in Year 2010
º The United States today (from Wikipedia); JPEG map - 2000 Population Distribution in the United States (from Census 2000 Population Distribution in the United States)
º Patterson Chapter 2 - Constitutional Democracy
º The Constitution of the United States - Patterson Appendix, pp. A5-A16, or Constitution of the United States
º Roger A. Bruns, A More Perfect Union: The Creation of the U.S. Constitution at http://www.archives.gov/exhibits/charters/constitution_history.html
º James Madison, Federalist No. 10 in Patterson A-17 to A-20, or www.constitution.org/fed/federa10.htm
Week 2 Notes - Creation of the U.S. Constitution
Week 3 - February 1-5 Federalism and
the American States; U.S. and State
of Missouri Constitutions
º Patterson Chapter 3 - Federalism
º Patterson Chapter 18 - State and Local Politics
º James Madison, The Federalist No. 51 in Patterson A-21 to A-23 or www.constitution.org/fed/federa51.htm
º Russell D. Renka, Madison and Federalism
Week 3 Notes - American Federalism
** Sample Test 1 - 10 questions in 15 minutes time limit, from now to next Tuesday, Feb. 9, at Utest
Week 4 - February 8-12 Civil Liberties **
º Patterson Chapter 4 - Civil Liberties
º Future of the First Amendment - Key Findings (poll from Knight Foundation’s High School Initiative)
Week 4 Notes - Civil Liberties As A National Concern
Saturday, February 13: last day to withdraw from a class with partial refund
** Friday, February 12 (on or after 12 noon) through Monday, February 15 (before midnight) ** Examination 1 (multiple choice) is on
under an "Examination 1" subheading. You'll have 90 minutes and 1 take to do this test, which
covers all readings including Renka notes.
Initially you will get only a grade for feedback, but once the Exam period ends,
complete feedback from Utest
plus a posted grade on your
Gradebook under "Exam 1" heading.
Before doing Exam 1 I recommend you prepare in two ways. One is to take advantage of textbook multiple choice exams, via The American Democracy > "Choose a Chapter" for Chapters 1, 2, 3, 4 and 18. Also do Sample Test 1 (by T, Feb. 9) via Utest (per my email message).
You should have close at hand your Patterson text, and the Renka notes for each week. Go somewhere quiet, and budget up to 90 minutes in case you need it.
Essay 1 is due by or before midnight on Monday, February 15, at the Drop Box under "Essay 1" heading. I will write a critique and grade there as well, and the grade will be posted on your Gradebook under "Essay 1" heading.
Week 5 - February 15-19 Equal Rights
º Patterson Chapter 5 - Equal Rights
º David Pilgrim, What Was Jim Crow? plus More Pictures; main site at www.ferris.edu/news/jimcrow/what.htm
º PBS, The Rise and Fall of Jim Crow. A Century of Segregation PBS - 1863 to 1954 timeline; and One-drop rule - Wikipedia
º Pew Center's Trends in Political Values and Core Attitudes: 1987-2007 at people-press.org/reports/pdf/312.pdf - Section 5 on Race, pp. 39-44
Week 5 Notes - Civil Rights As a Growth Industry
Week 6 - February 22-26
Public Opinion and Polling
º Patterson Chapter 6 - Public Opinion and Political Socialization
º Russell D. Renka, The Good, the Bad, and the Ugly of Public Opinion Polls (** and 50 point Polling Assignment due by midnight Wednesday, March 3 at the Poll site on Drop Box **)
º subtle bias in polls: USCCB - (Office of Media Relations) - New Poll Americans Continue To Oppose Funding Stem Cell Research That Destroys Human Embryos v. Polling Report's Science and Nature section on Stem cell research
Week 7 - March 1-5 Political Participation and Voting
º Patterson 7 - Political Participation and Voting
º Michael McDonald, United States Election Project: Voter Turnout for 1948-2008 (with VEP and VAP); details on 2008: Voter Turnout 2008 General Election
Week 7 Notes - Voters and Nonvoters
Week 8 - March 8-12 Political Parties and Elections
º Patterson 8 - Political Parties, Candidates, and Campaigns
º Pew Research Center, May 21, 2009 > Trends in Political Values and Core Attitudes: 1987-2009 > Independents Take Center Stage in Obama Era - Overview and Section 1 - Party Affiliation and Composition
Week 8 Notes - The Two-Party System in America
** Examination 2
is due by or before midnight Sunday,
March 14 under "Essay 2" subheading at
Utest. This covers Weeks 5 through 8 with
Patterson 5-8 and Week 5 Notes through Week 8 notes, plus the other readings for
those weeks. Do Exam 2 by or before midnight on Friday, March 12.
Essay 2 is due by midnight Friday, March 12 at the Drop Box under "Essay 2" subheading.
Spring Recess - March 15-19
Week 9 - March 22-26 National Elections of 2000 through 2008; Are Americans Engaged in a Culture War?
º Morris P. Fiorina, Culture War?, Chapters 1 through
º maps - President Map - Election Results 2008 - The New York Times (with comparisons dating from 1992 election)
º Dave Leip's Atlas of U.S. Presidential Elections - 2000 and 2004 and 2008 presidential election results
º Russell D. Renka, The Election of 2004 and Presidential Election Maps, by County
º Missouri bellwether - Wikipedia
Week 10 - March 29-April 1 Interest Groups; the News Media
º conclude Fiorina, Culture War?, Chapters 7 through 10
º Patterson 9 - Interest Groups
º Patterson 10 - The News Media
Week 10 Notes - Interest Groups and Free Riders
Week 10 Notes - Political Bias in the News Media
Note: There is no class on Good Friday, April 2.
Week 11 - April 5-9 The U.S. Congress
º Patterson 11 - Congress, pp. 275-288
º data site: Psephos - Adam Carr's Election Archive - 2008 U.S. House Congressional Districts, by state
Week 11 Notes - The Incumbency Advantage in the U.S. Congress
Note: Wednesday, April 7 is the last day to drop a class in the fall semester.
Week 12 - April 12-16 The U.S. Congress
º Patterson 11 - Congress, pp. 288-305
º Russell D. Renka, Presidents and Congresses
º data site: Keith Poole, The Ideological Structure of Congressional Voting, 1927-2000 (still shots of each Congress); and Keith Poole's NOMINATE Roll Call Data, 1st to 109th Congresses
Week 12 Notes - The U.S. Congress At Work
** Examination 3 (multiple choice) is on Utest under "Examination 3" subheading. This covers Weeks 9 through 12 with Patterson chapters 9-11, Fiorina, Renka notes, and other readings for those weeks. Do Exam 3 by or before midnight on Sunday, April 18.
** Essay 3 is due by midnight Sunday, April 18 under "Essay 3" at the Drop Box.
Week 13 - April 19-24 The Presidency
° Patterson Chapter 12 - The Presidency
° Renka, Presidential Elections through 2008
° Professor Renka's Presidential Election Maps, by County
° Renka on succession in the modern presidency (Timeline of Modern Presidents)
Week 13 Notes - The Selection and Election of Presidents
Week 14 - April 26-30 The Presidency
° Renka, Party Control of the Presidency and Congress, 1933-2010
º Alexander Hamilton, The Federalist No. 70 - "The Executive Department Further Considered"
Week 14 Notes - Powers of the Modern Presidency
Week 15 - May 3-7 War, Peace, and Diplomacy of a Superpower;
The Federal Judiciary
° Patterson 17 - Foreign and Defense Policy
° Patterson 14 - The Federal Judicial System
Week 15 Notes - The Judiciary as a Lightning Rod
Optional Essay 4 is due by midnight Sunday, May 9 under "Essay 4" at the Drop Box. Remember that this is optional. I recommend it only for those who've done well on the essays and who could see a grade improvement by doing it. If it's done, I review it on the Drop Box Essay 4 site and post the grade to Gradebook for averaging the course grade. If not done, I average the course grade without it.
Finals Week - May 10-14
** Sunday, May 9 through Thursday, May 13 (by 12:00 noon) ** Examination 4 (multiple choice) is on
"Examination 4" subheading. Examination 4 is not a comprehensive exam. It covers Weeks
13 through 15 material only. Because we're doing this online via
all papers are done via Drop Box, we don't need to directly meet at finals times
which are listed below. But we'll
have optional Oral Review at a time to be specified. Here's the final
dates shown by Final Exam
Schedule, Southeast Missouri State University:
º Section 09 Honors - MWF 1:30-2:20 p.m. - 12:00 noon on Wednesday, May 12
º Section 10 - TR 2:00-3:15 p.m. - 2:00 p.m. on Tuesday, May 11
Copyright©2010, Russell D. Renka
April 27, 2010 04:28 PM