COURSE
SYLLABUS
POLITICAL SCIENCE 111(D)---AMERICAN GOVERNMENT
A distance learning course
CRN #2061, 3 credits, June 18-August 2
Instructor: Professor Richard Patrick, Social Sciences Division
COURSE OVERVIEW
I. Scope of course
Scope of course: This course examines our society’s politics and its patterns in the Constitution, congress, judiciary, and presidency. Topics of study include political ideologies, interest group pluralism, elite influence, citizen alienation, elections, institutional power, democracy’s requirements, and others. Present-day issues will be analyzed from the framework of these concepts.
Course
paperback text: The Irony of Democracy, 13th edition, by T.
Dye and H. Zeigler
Course prerequisites: none,
additionally, this course, has been deemed as transferable to most colleges. It
fulfills a general education and/or liberal arts requirement for several
majors. As a designated “D” or diversity course, completing the course will
fulfill a graduation requirement of study in this area.
II. Welcome
As your instructor and facilitator of your learning, I welcome
each of you to this course. I have constructed the course to be supportive and encouraging
of your interest in the study of society’s politics and its effects both
nationally and globally. Whatever advice you may want to communicate to me at
any time which will enhance your success in the course will be taken into
consideration.
This course has been constructed to foster discovery and learning
about range of topics and issues. It requires individual effort from each of
you. Please recognize and remember that there is an ongoing expectation
that you are willing and able to be an independent learner within the unique
circumstances of an on-line distance learning course. Let me assure you,
however, that I will be regularly communicating with you as to how you should be
self initiating for achievement in the course.
III. General Learning Objectives
This course is part of a foundation for an individual’s liberal
arts education which endeavors to nurture a person’s intellectual growth
and responsible citizenship for participation in a democratic society. Critical
thinking, open-minded discovery, creative generalizations, and shared learning
are some of the traits of intellectual growth which will be encouraged in the
learning exercises of our course. This on-line course potentially enables
everyone to become part of a community of learners, but, to re-emphasize, you must be self-initiating and
self-responsible in undertaking the study requirements of the course. In other words, you not let yourself fall
into a habit of being late in doing the assignments.
More specifically, the learning activities of the course are designed to develop your skills in thinking and analyzing current, political events and issues. You will need to regularly read newspapers and devote a lot of regular attention to television news as well as particular Internet sources towards becoming more aware and informed of American politics and government. The course includes a research assignment that requires using internet news sources, particularly from www.washingtonpost.com, in applying course concepts.
Some advice: You will soon realize that politics is extremely
complicated and confusing. Some of the confusion and difficulties in the course
occur because you are moving beyond just a general awareness of political
events in the news to their systematic study. It’s all right to be confused,
and the course provides ideas and terms to help you sort things out. So
jump right in the flow of information and
knowledge, paddle a lot in keeping your above water by conscientiously doing
the assignments, and ask questions by email of me and by posing questions on
the Discussion Board, as I am supposed to help you keep your head above
water and actually achieve academic success.
IV. A community of learners
Beyond your independent studying, we are also a community of
learners. Even though we won’t be together in the typical college classroom, it
is my expectation that we will be engaging each other via threaded discussions
on a web site Discussion Board and by e-mails about the topics of the course. I
encourage each of you to be honest and candid about the issues of the
course. I truly believe we have a lot to learn from each other. As a practical
consideration, your discussion participation and comments in shared learning
will be accorded a grade value for each required activity towards your overall
grade.
While we will be learning from each other, it is my expectation
that we each should always endeavor to be considerate and respectful of each
other’s views---even as we analyze, discuss, and advocate positions on the
issues confronting the
country and its citizens. I encourage candor in your communications, but you
should do so in a civil
manner. Very likely there will be some “stressing” in
this sort of course which involves differing views regarding politics; but
everyone is expected to abide by the norms of tolerance for open expression of
ideas. No one should be targeted for hurtful messages by someone due to
his or her views. Please be mindful that this is a college level of learning
and we must be responsible in our academic freedoms.
V. Grading Procedures and Standards
Recognition by me of your learning occurs in a variety of ways:
e-mail feedback from me, exams, and our interactive discussions via the
Discussion Board will be my feedback on the quality of your learning. Grades
for specific activities are useful and necessary. The following is the grading
schema for the various assigned activities indicated throughout the syllabus. Overall, there are four
areas for grades: Discussion board comments/analyses, a research paper,
and two(2) exams. Exams do not cover the whole term’s
concepts; however, there will be a connecting or integrating of ideas between
sections of material.
Each of these areas will be given the standard "A" through "F" grade with corresponding numerical points of “100” to “0.” Each area is 25% of your course grade and the points will be added and averaged by 4. Thus, if you received four “100’s” for a total of 400 points which are then divided by 4, your average will be a 100 or an “A” for the course. I will be scoring your required, posted comments from 10 to 0 points. Then I will add them up for your accumulated points for that requirement and the total will be 1/4th of your final grade average.
More on Discussion Board activities
and grading.
I will be assessing and scoring each of your commentaries and
reports that appear on the Discussion Board. Discussion questions requiring
comments on the Discussion Board are indicated in an Instructor’s Notes
posting on the Discussion Board each week.
Discussion Board Criteria
1.
As
you respond to a particular question, your comments should connect with the
assigned reading material or ideas you have obtained from another significant
source, such as from the Internet which must be cited.
2.
Try
to be concise and stay on topic as to the question posed. If the question
logically leads to another area, make the connection clearly as you develop
your position.
3.
Try
not to ramble or sermonize a bit too much. I know we
each may feel strongly about various issues, but endeavor to develop your
position logically, and based on facts or data, that can be verified.
4. Be a critical thinker. Ask yourself if you’re being somewhat detached and
objective about the topic. Your moral or normative orientations are relevant,
but you need to decide how much they should shape your position on a particular
question or issue. The critical thinker is able to recognize one’s own
subjectivities as well as others’ biases. A normative orientation can help
crystallize discussion, but should not contaminate clear, valid reasoning.
5.
Overall,
I will be assessing your comments as to a. reflecting that you accurately read the
assigned material that is related to the question, b. your inclusion of facts
that make for sound generalizations, c. the logic of your position, and d.
independent and original thoughts brought to the discussion question for all of
us to be challenged by as a community of learners. When questioning your
discussion scores, ask yourself if your posting really does include all the
required elements listed about in situations where you might want to appeal a
grade score from me.
6. As to grade points which will be allotted to each posted
commentary, the following are other considerations and criteria in my grading
your discussion analyses. You are to refer to these considerations when I
report to you that your comments are rated a 7 or a 9, etc. I will not be given
any further explanation as to each of your Discussion Board comments and it is
usually very informative and helpful to compare your analysis in terms of
quality to others which are posted. It is usually very obvious which comments
are really fully and deeply thought about and that some extra research or
reading might even have been undertaken. Everyone should work at improving the
quality of details and logic in each one’s weekly discussion contributions.
A discussion analysis that receives a 10 or 9, which is an “A”
does what I spelled out above. It references terms from the assigned readings,
and from news events---and especially the information I provide in my lectures
in the Lecture file that are related to the discussion topics. An “A” posting
has details and logically, more fully develops ideas. It also contributes new
and independently thought-out ideas in response to the topic or questions.
Analysis which is rated an 8 or “B” includes some terms, but may
also have errors in what is said and is not entirely accurate as to what is
described. Some of the generalizations may not be adequately developed and thus
is less informative and persuasive. A “C” rated discussion comment is rather
general and displays only sketchy information about the topic. Comments less
than a 7 lack elements of these 3 types of answers and is thus very weak and is
typically underdeveloped in constructing generalizations or statements
regarding the questions being discussed. Lower grades may also be because the required
discussion was posted very late or not at all.
GRADING
OUTLINE:
Exams, papers, and discussion criteria for scores
|
A |
90-100 10-9 points |
Analysis is excellent
with many connections to course concepts. Has
supporting examples or evidence, unusual insights, and original reasoning in
the explanation. Information is factually correct and provides details.
Conclusions logically following from the information and data. |
|
B |
80-89 8 points |
Good explanation which uses
pertinent supporting examples and reasoning. Most information is factually
correct and several valid generalizations, but also has some weak or
under-developed propositions |
|
C |
70-79 7 points |
A mix of some solid and
some weak generalizations which meets minimum required by the assignment, but
some statements are questionable and insufficiently developed. Sketchy or
minimal application of pertinent course concepts. |
|
D |
60 – 69 6 points |
Response does not meet the
minimum required for assignment by lacking application of concepts and not
pertinent to the topic or question. Factual inaccuracies or reasoning flaws,
and response is too general and lacks specific evidence overall. |
|
F |
59-0 5-0 points |
Response doesn't
directly address the discussion questions or assigned topic. The response
fails to support assertions with relevant examples,
major flaws in reasoning, explanations are unclear, displays inadequate
understanding of main concepts. Did not complete the assignment. |
|
|
|
|
(Note: This grading format is developed for Professor Patrick’s political science courses.)
And by the way, I always encourage valid and considerately made
corrections to anyone's comments made in the posted discussions. I certainly am
not infallible and if I state something that is erroneous, or anyone else for
that matter, then, please make your contribution in correcting any
misinformation
As to your concerns about your grades, I will, of course,
discuss any of your questions via e-mail and, if there are generalized
concerns, I will post any clarifications on the Discussion Board. While grades
are an understandable concern for each student, please be reassured that I am
open to constructive and confidential e-mail discussions as to a fair grade for
your various efforts; so try not to stress over them too, too much. While most
of our email will occur through the WebCT email, more confidential matters can
be communicated via my other email address: Richard.Patrick
@ snet.net.
Paper Assignments
The course requires a short paper on your political orientation as a self profile that is an application of our study of political ideologies. Student papers are to be posted on the Discussion Board and I will announce in advance the specific due dates.
The guidelines indicated above for Discussion Board comments
concerning critical thinking, logic, facts, etc. also apply to the paper
assignments.
Extra credit---While I prefer students to focus more on putting
the time in to do well on the assigned activities and thus get maximum
points, some are interested in extra credit and there are activities which can
be undertaken. For example, you might view a relevant film such as “Nixon” or
you may regularly watch the national Sunday morning talk shows which review the
week’s significant political events. From these or other sources you may be
able to connect course concepts and analyses which further our shared
understanding by posting a summary on the Discussion Board. Also, refer to item
5.b as to another possibility from Chapter 15 in investigating civil rights
issues.
In undertaking extra credit exercises, approval is required from
the instructor who will offer questions to be explored concerning the bonus
work. Students will need to be in email communication with me on such
exercises.
VI. On keeping informed
I want to strongly emphasize that this distance education course
really assumes and requires that you are regularly, if not daily, accessing
valid, useful Internet sources in making yourself informed about current
political events and issues. All the major newspaper and T.V. news sources
provide abundant information over the Internet and you should bookmark some of
the web sites. For example, http://www.washingtonpost.com/
has links to “Politics,” “Congress,” etc. which contains tons of news reports
and analyses. Similarly http://www.pbs.org/
has a link to the “OnLine News Hour” of the Jim
Lehrer news program and you can download useful information from that
television news source which is on Public T.V.,
usually channels 16 and 24.
Our open society provides for an abundance of other news sources
such as magazines and journal such at http://www.thenation.com/ which is a source of “progressive” political
reports and analyses. The conservative magazine, The National Review, is a
contrasting source for your thinking. In short, as a self-initiating,
independent learner, you are required to seek out information, cite the
sources, and make timely information part of your posted discussion comments.
Since we are not together in a real-time classroom, you cannot pickup info from
classroom discussion and thus must do a lot on your own and at your own pace.
You will discover that there are a lot of lively, controversial sources such a http://www.moveon.org/ and others, but
refrain from relying too much on extremely partisan, ideological sources.
VII. Other Standards
The following provisions are required by the college for your
notification.
Academic Standards. "At
VIII. College Internet Access
You may look for journal articles in electronic databases from the college or from home. To use computers at the college, you must set up a computer account. You will need your student ID number, also known as your Banner number. Ask a staff person the library or the computer lab about how to do this. When using a computer from outside the college, you will gain access to the databases through a Proxy Server. All the information you need on how to do that can be found at this site: http://www.mxcc.commnet.edu/distance/Library/ocaccess/ocaccess.html
You will find many excellent and useful databases listed there. Two databases which may be most useful are MasterFile Premier and Advanced Academic ASAP. Each database includes online help.
Persons at the library are available for assistance on questions
in using the databases and can be reached there or at 343-5830. Also the
Distance Learning Assistants can be of assistance at (860) 343-5822. The DL
Assistant
is helpful regarding computer and software questions towards getting you
operational into the course.
IX. Other Standing Operating Procedures
1. Each week you must regularly check the “Announcements,”
"Calendar," “Discussion Board,” and "Lecture Notes" links
of the course's web site for your assigned study activities, related readings,
and due dates. This is a must; so regularly check the
"Announcements" as it will contain updates and reminders
regarding our weekly activities.
2. You will notice that in my Instructor’s Notes comments and
lectures in the Lecture file, I intersperse references and citations of
material from the course text, cited as Dye and Zeigler. The text is very
informative and I emphasize additional topics and questions which sometimes
necessitates referencing material from various other sections of the
book.
3. Be aware that some of the ideas of discussion comments and
especially my Instructor’s Feedback will later reappear in some variation in
the exam questions. Taking notes from other student comments of our
shared discussion
exercises can be useful information for more fully formed answers in the exams.
4. On-line
study is an active work–in-progress. There will be occasional
modifications due to emerging newsworthy items and issues that are relevant to
our study. Rest assured that notice of modifications will be given in advance
and will not deviate significantly from the general learning activities
5. Also, I want to alert you in advance that sometimes a
particular article may be difficult to read due to formatting or other screen
presentations features of your computer. You may have to
enlarge the print on some articles for better readability and attempt other
adjustments to the transmitted material. I suggest that you call the DL
Assistants (860)-343-5822 in these technical difficulties. But hang in there and
you'll improve in dealing with these factors.
X. Instructor Communication and Contact
Most weekly course communication should be through the WebCT email
link. But exams will be through Assessments in WebCT. I will endeavor to respond to your general
messages within 24-48 hours. Graded assessment on assignments, and particularly
exams, will likely take longer.
COURSE TOPICS AND TEXT
READING ASSIGMENTS
1. A. Focussing on politics
B. Political orientation self sketch
Learning
objective: a. develop a working
definition of politics
b. apply to current issues such as affirmative action in education and employment
2. Political ideologies and ideologues
Chapter 7, pp.181-190, especially
Learning
objective: a. identify main beliefs of two contrasting
political ideologies and
b. apply
ideology to family socialization
3.
A.Principles and requirements of democracy
B. Democratic and authoritarian personalities
Learning
objective: a. identify core principles of democratic
societies
b. examine a current issue in which democratic principle is at issue
c.
explain how group pluralism fosters and
impedes democratic outcomes
4. Beliefs and politics in constitution-making
Learning
objective a. identify the key beliefs of the Founding Fathers
b. explain the beliefs’ limitations in terms of democracy’s ideals
c. describe early constitutional effects on women, slaves, the lower class
5. Democracy’s irony: elitism and
semi-democratic masses
Reading: Chapters 1 & 5, esp.128-144.
5.b. Optional
credit assignment: Chapter 15-Civil Rights
Learning
objective: a. differentiate the politics
of elites from the
masses
b. explain why the masses can foster democratic outcomes
6. The Functions of elections and voting
Learning
objective: a. describe
the pre-primaries campaign politics of the
2008
presidential election
b. identify the critical role of minority groups in voting
Exam # 1
7. Congress’s structures and procedures
Learning
objective: a. identify the major political forces in
lawmaking
b. explain the
positive functions of legislative
politics
8.
Legislative determinants: the officialdom, iron triangles, etc.
Learning
objective: Describe the caucuses in the
identity politics of
Congress
9. The president as co-legislator
10. The politics of presidential leadership
Learning
objective: a. describe the politics of presidential leadership in lawmaking
b. specify
requirements of presidential leadership in democratic foreign policy
making/implementation
11. Presidential role: figurehead and ideologue
Learning
objective: Compare and contrast
presidents’ leadership
in democratic
symbolism and its deviation
12. Presidents in warmaking
and diplomacy: President Reagan’s
Central American war
Learning
objective: Compare and contrast the military
interventionism
of Presidents Reagan and
Bush, Jr.
Final
Exam