POLI 1: Introduction to U.S. Politics

Transcription

1 POLI 1: Introduction to U.S. Politics Santa Clara University, Fall 2017 MWF 10:30-11:35 a.m., Kenna Hall 212 Instructor: Dr. Taewoo Kang Office: Vari Office Hours: MWF 9:15-10:15 a.m. COURSE DESCRIPTION This course is designed to acquaint you with the American political system. But you will do more than just memorize the branches of government or how a bill becomes a law; rather, my focus will be on helping you understand how citizens working through extra-governmental actors (political parties, the news media, interest groups) interact with the institutions of government (Congress, the judiciary, the president, the bureaucracy) in the pursuit of their goals. In other words, this is a course more about politics than government. This class fulfills the Civic Engagement requirement of the Core Curriculum and is designed to meet its two learning objectives: Critically evaluate, and express reasoned opinions about, the role of public organizations (governmental, nongovernmental, multilateral, or international) in civic life through both oral and written work. (Civic Life, Communication) Analyze and evaluate civic issues by engaging in active and collaborative learning with peers and others through one or more of the following: a) working cooperatively with other students in class; b) actual observation and participation in the contemporary ramifications of various types of civic life or civic discourse; or c) working with civic organizations beyond the walls of the University. (Civic Life, Collaboration, and Civic Engagement) This course is also associated with two Pathways: Democracy and American Studies. If you choose to declare either Pathway, you may use your research paper from this course in the Pathway Portfolio that you will complete during your senior year. To enable this option, be sure to save electronic copies of your paper, using Dropbox or Google Docs in addition to your own computer or flash drive. READINGS - Kernell, Samuel, Gary C. Jacobson, Thad Kousser, and Lynn Vavreck The Logic of American Politics. 8th edition. Thousand Oaks, California: CQ Press. ISBN: (LOAP) - Other materials will be posted on the Camino course page. 1

2 EVALUATION Your final grade in this course will depend on your success in four areas: 1. Attendance & Participation (100 points): All students are expected to come to class prepared both to discuss the readings for that day and to contribute thoughtfully to class discussion with their comments and questions. Attendance is mandatory. Excused absences necessitate a note from the Dean, Office of Residence Life, University Health Services, a doctor, or other appropriate documentation. 2. Midterm Examination (250 points): In-class exam. Short-answer questions and short essays. OCTOBER Final Examination (300 points): In-class exam. Short-answer questions and short essays. DECEMBER Assignments (350 points): All assignments are to be submitted on Camino. o Group Project (150 points). DUE NOVEMBER 29: Inform the Public Project. Based on what you learn in this class, you and 2-3 classmates* will work as a group to create an original material (e.g., short video, podcast, blog, or website) educating the public. Your material should be aimed at a general audience (i.e. ordinary Americans who do not know much about politics), NOT me. On October 20, there will be a session for technical help with creating videos, podcast, and blog/website. I will also post some examples on Camino. Be a producer of knowledge. Be creative. Do something for American democracy. Choose a topic that confused you and/or an issue everyone should know (in your opinion). *I will randomly assign you to a group on October 6. If you want to form a group with your friends/particular students, you should contact me by October 5. o Individual Assignment I (100 points). DUE OCTOBER 4: Write a research report (5-7 pages). Visit the website which tracks all campaign contributions to federal candidates. Spend some time familiarizing yourself with the website. Look up the U.S. House representative from your home town (or California s 17th congressional district representative Ro Khanna) and examine the contributions that person received in the most recent campaign. Where does most of his or her money come from, individual contributors, political action committees (PACs), political parties or self-financing? Now click on the Politicians and Elections tab and the Donor Lookup link ( Type in the zip code of your home town or some other interesting place (e.g., Beverly Hills 90210). Look to see who in that zip code gave money. Which candidate, party or interest group received the most money? Do you know any of the donors? Are your findings 2

3 consistent with your beliefs about the political leanings of this zip code? Why or why not? Are you concerned about the current state of affairs? Why or why not? o Individual Assignment 2 (100 points). DUE NOVEMBER 17: Write a short essay (5-7 pages) answering the following questions: What is the most important political issue to YOU? Why? In what ways has the American political system been succeeding/failing to deal with that issue? Why? Which theory, concept, and/or idea is most relevant for explaining such successes/failures? What should be done and why? Make sure your answers distinguish between the way things empirically are and the way they normatively ought to be in your opinion. I will grade your assignments using several criteria, including the extent to which your work: Identifies, summarizes, and defines the issue or problem at hand Clearly states purposes, objectives, or hypotheses. Presents observations and results in a complete, logical and clear fashion. Assesses, discusses, and reconciles the supporting data/evidence acquired from the exercise in relation to the existing literature. Identifies conclusions, implications and consequences. Effectively organizes and articulates information to promote understanding and communicate significance of the issue or problem. GRADING SCALE A: A-: B+: B: B-: C+: C: C-: D+: D: F: *Numbers will not be rounded up or down. EXTRA CREDIT I generally do not provide opportunities for extra credit, but if a special event arises (e.g., a professor needs participants for an experiment or a political strategist comes to give a talk on campus), I may offer an extra credit opportunity. 3

4 CLASS DISRUPTIONS In order to create an effective learning environment free of needless distractions, students are not permitted to use cell phones in class. They must be turned off and put away in backpacks or purses. Because arriving late or leaving the room during class time is also disruptive, it is not permitted (except for emergencies). DISABILITY ACCOMMODATION POLICY If you have a disability for which accommodations may be required in this class, please contact Disabilities Resources, Benson 216, as soon as possible to discuss your needs and register for accommodations with the University. Students who have medical needs related to pregnancy or parenting may be eligible for accommodations. While I am happy to assist you, I am unable to provide accommodations until I have received verification from Disabilities Resources. The Disabilities Resources office will work with students and faculty to arrange proctored exams for students whose accommodations include double time for exams and/or assisted technology. Students with approved accommodations of time-and-a-half should talk with me as soon as possible. SEXUAL HARASSMENT AND DISCRIMINATION (TITLE IX) Santa Clara University upholds a zero tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic and dating violence or stalking, we encourage you to tell someone promptly. For more information, please go to and click on the link for the University s Gender-Based Discrimination and Sexual Misconduct Policy or contact the University's EEO and Title IX Coordinator, Belinda Guthrie, at or by at bguthrie@scu.edu. Reports may be submitted online through or anonymously through Ethicspoint: or ACADEMIC INTEGRITY Students are expected to adhere to the University s policy on academic integrity as stated in the Undergraduate Bulletin: Students are expected to do their own work and to cite any sources that they use [A] student who is guilty of a dishonest act in an examination, paper, or other required work for a course or who assists others in such acts may, at the discretion of the instructor, receive a grade of F for the course [and] may be subject to sanctions up to and including dismissal from the University. The policy of the Political Science Department is to give violators of the university s academic integrity policy a grade of F for the course and report the infraction to the Office of Student Life. Santa Clara University is implementing an Academic Integrity Pledge designed to deepen the understanding of and commitment to honesty and academic integrity. The Academic Integrity Pledge states: "I am committed to being a person of integrity. I pledge, as a member of the Santa Clara University community, to abide by and uphold the standards of academic integrity contained in the Student Conduct Code." I ask that you affirm this pledge and apply these principles to your work in this class. COMMUNICATION I will post announcements about the course on Camino ( so please check the site frequently. 4

5 I will also contact you by to the official course mailing list, so you should check your SCU regularly. If there are things I talk about in class that you do not understand, do not hesitate to talk to me about them. I am here to help you learn the course material. And if there are other matters that you think should be brought to my attention, let me know. MAKE-UP EXAMS I will give make-up exams only in extraordinary circumstances. These are limited to 1) absences due to membership in an official university group or athletic team that will be out of town on the day of the exam 2) serious illness or injury and 3) family emergencies. Students who will miss an exam due to membership in an official university group must notify me at least FIVE days in advance, and I will have you take the exam before you leave town. LATE ASSIGNMENTS Each assignment has the due date (see above). For each day an assignment is late, including weekends, I will subtract 10 percent of the assignment s total point value from your score. 9/18 Introduction (1) 9/20 Introduction (2) & The Constitution (1) - LOAP Ch.2 o LOAP Ch.1 o Federalist #10, #51 o Dahl, R. A. (2003). How democratic is the American constitution? Ch.2 9/22 The Constitution (2) - LOAP Ch.2 o LOAP Ch.1 o Federalist #10, #51 o Dahl, R. A. (2003). How democratic is the American constitution? Ch.2 9/25 Federalism - LOAP Ch.3 o Harrigan, J. J., & Nice, D. C. (2013)., Politics and policy in states and communities. Ch.3 9/27 Civil Rights - LOAP Ch.4 9/29 Civil Liberties 5

6 - LOAP Ch.5 10/2 Congress (1) - LOAP Ch.6 o Mayhew, D. R. (1974). Congress: The electoral connection. Yale University Press. 10/4 Congress (2) - LOAP Ch.6 o Mayhew, D. R. (1974). Congress: The electoral connection. Yale University Press. *Individual Assignment I Due 10/6 The Presidency/The Bureaucracy (1) - LOAP Ch.7 & Ch.8 o Neustadt, R. E. (1960). Presidential power (p. 33). New York: New American Library.Ch 1-3. o Moe, T. M. (1989). The politics of bureaucratic structure. In Can the government govern? Eds John E. Chubb and Paul E. Peterson, pages /9 The Presidency/The Bureaucracy (2) - LOAP Ch.7 & Ch.8 o Neustadt, R. E. (1960). Presidential power (p. 33). New York: New American Library.Ch 1-3. o Moe, T. M. (1989). The politics of bureaucratic structure. In Can the government govern? Eds John E. Chubb and Paul E. Peterson, pages /11 The Federal Judiciary (1) - LOAP Ch.9 o Dahl, R. A. (1957). Decision-making in a democracy: The Supreme Court as a national policy-maker. J. Pub. L., 6, /13 The Federal Judiciary (2) - LOAP Ch.9 o Dahl, R. A. (1957). Decision-making in a democracy: The Supreme Court as a national policy-maker. J. Pub. L., 6, /16 Catch-Up Day/Exam Review 10/18 Midterm Exam 6

7 10/20 Group Project Preparation & Technical Help *Class meets at LC (Learning Commons) /23 Public Opinion (1) - LOAP Ch.10 - Also Recommended o Converse, P. E. (2006). The nature of belief systems in mass publics (1964). Critical review, 18(1-3), /25 Public Opinion (2) - LOAP Ch.10 - Also Recommended o Converse, P. E. (2006). The nature of belief systems in mass publics (1964). Critical review, 18(1-3), /30 Voting, Campaigns, and Elections (1) - LOAP Ch.11 o Lau, R. R., & Redlawsk, D. P. (2006). How voters decide: Information processing in election campaigns. Ch /1 Voting, Campaigns, and Elections (2) - LOAP Ch.11 o Lau, R. R., & Redlawsk, D. P. (2006). How voters decide: Information processing in election campaigns. Ch /3 Political Parties (1) - LOAP Ch.12 o Aldrich, J. H. (1995). Why parties?: The origin and transformation of political parties in America. Ch 1-3, 6 11/6 Political Parties (2) - LOAP Ch.12 o Aldrich, J. H. (1995). Why parties?: The origin and transformation of political parties in America. Ch 1-3, 6 11/8 Interest Groups (1) - LOAP Ch.13 o Olson, M. (1965). The logic of collective action. Ch.1, 5-6 o Schattschneider, E.E. (1960). The Semisovereign People 7

8 11/10 Interest Groups (2) - LOAP Ch.13 o Olson, M. (1965). The logic of collective action. Ch.1, 5-6 o Schattschneider, E.E. (1960). The Semisovereign People 11/15 The News Media (1) - LOAP Ch.14 o Iyengar, S., & McGrady, J. (2007). Media politics: A citizen's guide. o Schudson, M. (2002). The news media as political institutions. Annual review of political science, 5(1), /17 No Class *Individual Assignment II Due 11/20-24 Thanksgiving Break 11/27 The News Media - LOAP Ch.14 o Iyengar, S., & McGrady, J. (2007). Media politics: A citizen's guide. o Schudson, M. (2002). The news media as political institutions. Annual review of political science, 5(1), /29 Group Presentation 12/1 Catch-Up Day/Exam Review 12/8 (9:10 a.m.-12:10 p.m.) Final Exam 8