Eastern Michigan University PLSC 202 H: State and Local Government Winter 2014; T-R 9:30-10:45am; Room 426 P-H Dr. Joe Ohren Office: 601K Pray Harrold e-mail: johren@emich.edu Phone: 734.487.1452 (Faculty Office), 734.487.3113 (PLSC); 734.487.3340 (Fax) Office Hours: M and W: 11am-Noon; T and R: 8-9am; Wednesday: 4-5pm Course Objectives This is an introductory course in political science and presumes no previous college level course work in government. Students who have had the American Government course will have a point of reference and comparison for much of the class discussion. As the course title suggests, however, the focus here is on state and local governmental units. Given the number and diversity of such units, we will be emphasizing general patterns and common characteristics. Equally important, we will look to our own state and local units as examples, becoming more familiar with Michigan along the way and using a comparative perspective as a learning tool. The course is structured to enable students to achieve several learning objectives: 1. Understand the role of state and local government institutions in American society; 2. Distinguish between national, state and local governmental structures and political systems; 3. Understand the function of and patterns in state constitutions and local charters; 4. Explain the nature and functions of the American federal system; 5. Describe the role of parties and interest groups in state and local political systems; 6. Identify nomination and election procedures in the various states; 7. Explain the role and powers of state and local executives; 8. Describe the structure, functions, and procedures of state and local legislative bodies; 9. Outline a typical state judicial system; 10. Distinguish between the various types of local governments in the several states. This course also satisfies Area IV of EMU s General Education requirements (Knowledge of the Disciplines: Social Science). Students are expected to accomplish the following in these classes: Acquire an understanding of social science methods and of how they are used to engage in the systematic study of society and culture. Understand and compare formal and informal social and political structures, organizations, and institutions. Explore and understand power relationships and the impact of social change on different groups and on society in general. Develop an appreciation of different interpretations of contemporary issues, institutions, or structures. Use social science methods and content to interpret and analyze data and reports in the media and to make informed decisions regarding local, national, and international issues. Use basic social scientific research techniques to examine and present information in a clear and concise manner. Understand the relation between qualitative and quantitative research.
Course Requirements, Assignments, Grading, and Other Issues Text: Bowman, Ann O M and Richard C. Kearney (2014). State and Local Government, Ninth Edition. Wadsworth/Cengage Learning. The text is available at local bookstores. Additional readings are listed by date and are available on the course web site or will be provided in class. Since state and local governments are in the news every day, I would encourage you to read a daily/weekly newspaper and share any interesting issues or insights with the class, and I will do the same (these too are fair game on exams). Daily editions of the New York Times are available on the fourth floor, as many of you probably know, and digital editions are available through the my.emich system. I have found that there are almost always articles about state and local issues in the Times that provide fuel for discussions. Expectations: The course will follow a lecture-discussion format generally reflecting the outline of topics and readings below. Readings should be completed prior to class discussion, and regular attendance is expected. Based on past experience, attendance is highly correlated with success in the course. Reading topics and assignments listed are subject to change, but if that becomes necessary I will try to give you ample notice. As noted below, on several occasions during the term students will facilitate portions of the class discussion. At times during the course we will be discussing issues that prompt strong feelings; however, discussions should be civil, and disagreements should be based on evidence and logic, and not personal. My job is to organize material, highlight and extend (but not replace) your reading, and get you to think. Getting you to think often means that I will argue positions that are not my own. Unless authorized, electronics/digital devices (e.g., cell phones, laptops) cannot be used during class; turn them off and stow them beneath your seat once class begins. Note taking is easy since on most occasions I post my outlines ahead of classes. If you print the notes, bring them to class, and expand on them, then your subsequent retyping becomes your first careful review. Grading Policy: Given that this section is an Honors section, I will be relying on several take home exams, with approximate dates noted in the outline, accounting for 75% of your grade. The exams will cover readings as well as classroom discussion, and make-ups will only be given under exceptional circumstances and with advance approval. The balance of the grade will reflect completion of several exercises or policy papers as noted in the course outline, and as described here. Each student will be completing a paper (15%) describing their attendance at a meeting of a local governing board, due and discussed on April 3, 2014. I will circulate a handout early in the term describing the assignment in more detail. In addition, each student will also select and complete one of the exercises/policy questions noted in bold italic font in the outline and summarized at the bottom of the outline (worth 10%). The intent is to become something of an expert on a specific topic so that you might facilitate the discussion when that topic is addressed in class. These assignments will be confirmed early in the term so you can get a head start in preparation (of course I will be happy to meet with you individually to give you some guidance on the topics). 2
In summary, grading will be based on: Exam One 20% Exam Two 20% Exam Three 30% Governing Board Report 15% Policy paper/exercise 15% EMU Writing Support The University Writing Center (115 Halle Library) offers one-to-one writing consulting for both undergraduate and graduate students. Students can make appointments or drop in between the hours of 9 a.m. and 6 p.m. Mondays through Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students should bring a draft of what they re working on and their assignment. Check the schedule online for Center hours. The UWC also offers small group workshops on various topics related to writing (e.g., Reading in College: Tips and Strategies; Incorporating Evidence; Revising Your Writing). Workshops are offered at various times Monday through Friday in the UWC. To register for a workshop, click the "Register" link from the UWC page at http://www.emich.edu/english/writing-center. The Academic Projects Center (116 Halle Library) offers one-to-one consulting for students on writing, research, or technology-related issues. No appointment is required students can just drop in. The APC is open 11-5 Monday-Thursday. Additional information about the APC can be found at http://www.emich.edu/apc. Students visiting the Academic Projects Center should also bring with them a draft of what they re working on and their assignment sheet. The UWC also has several satellite sites across campus in Sill Hall for COT students; in Marshall for CHHS students; in Pray-Harrold for CAS students; in Porter for CHHS and COE students; and in Owen for COB students. The locations of these sites and their hours will be posted on the UWC web site http://www.emich.edu/english/writing-center. Academic Integrity Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, and it can be accessed online at www.emich.edu/sjs Classroom Management Issues Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conductive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the Office of Student Services (SJS) for discipline. Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular phone, or talking while others are speaking. 3
Students with Disabilities If you wish to be accommodated for your disability EMU Board of Regents policy #8.3 requires that you first register with the Access Services Office (ASO) in room 203 King Hall. You may contact ASO by telephone at (734) 487-2470. Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible. Course Outline Week Of Topic and Readings 1/7 Course introduction, objectives, expectations and requirements; the "tragedy of the commons;" why we need government, what is it, what is politics? 1/9-16 Studying state and local governments, approaches, issues, a comparative perspective; an overview of local government arrangements. 1, 10. Bird s Eye View, CRC, parts 1-3. 1/21-30 State governments in the federal system; diversity and uniformity; changing federalism, intergovernmental relations; functions and roles of state units. Statelocal relationships unitary arrangements in a federal system. 2, 12. How can we compare state governments to one another? Think of criteria that might be reasonable if you were to conduct a research project comparing states. Compare the federal relationship that between the nation and the several states and the relationship between a state and its local government units. 1/28 No class; MLGMA Workshop 1/30-2/6 State Constitutions and local charters; meaning, nature and purpose of a constitution or charter; patterns and principles in state and national constitutions and local charters; Michigan's constitution; a typical local charter. 3. 2/11 Exam 1 due Find the city or village Charter of the community in which you live (or an adjacent city or village) and read and react to it. How does it compare with our most familiar fundamental law, the U.S. Constitution? 2/11-20 Political participation and elections; state and national requirements governing elections; voting procedures and patterns across state and local units; who votes, why and why not? Direct democracy techniques why do we have them, what are the consequences (analysis of state ballot propositions), neighborhood governance. 4. Citizen Involvement; Elected Neighborhood Councils; The Ballot Battleground. 4
How do we apportion election districts locally and statewide in Michigan and in your view should that be changed? What is the impact of gerrymandering on the political process? 2/24-3/2 Winter Break no class 3/4-13 Political parties; party functions; nature of the party system; party organization; nomination and campaign processes. Pressure groups; nature, role and impact of interest groups; sources of influence; distinguished from political parties. 5. Identify the most important interest groups influencing state policy here in Michigan. Why are they influential, perhaps more so than other groups? 3/18 Exam 2 due 3/18-27 Legislative bodies; the institution, role, authority and power; representative government what does that mean? Structure, process and conflict in legislative decision-making why it is so hard to make law. 6, 11. Local Legislative Bodies. Attend a meeting of your local governing board village, city, or township and write a brief summary of what you experienced (use the class handout to guide your description). 4/1-8 State and local executives; Governors, Mayors and Managers institution, role, authority and power variations; other state and local elected officials; nature and role of bureaucratic agencies; civil service; questions of accountability; reinventing government. 7-8. Local Administration/Bureaucracy. What are the differences between the city manager and the strong mayor form of government, and which is better? 4/10 The Courts and the judicial process; typical court system; selection of judges; the nature of law; judicial policy-making. 9. Why do we elect judges in Michigan, what are the problems that poses, and what would you recommend as an alternative? 4/15 Community governance, metro-politics, other local government challenges. 11-12. Metropolitan Politics; Metro America Report Overview 4/17 Financing local government; the sources, the challenges, and the future. 13. Ohren, the Politics of Budgeting Final Exam Due at scheduled exam time 5
Exercises/Policy Papers--Summary All students, due April 3 Attend a meeting of your local governing board village, city, or township and write a brief summary of what you experienced (use the class handout to guide your description). Students select one, be prepared to discuss the topic on the date noted in the outline; paper due April 15 1. How can we compare state governments to one another? Think of criteria that might be reasonable if you were to conduct a research project comparing states. 2. Compare the federal relationship that between the nation and the several states and the relationship between a state and its local government units. 3. Find the city or village Charter of the community in which you live (or an adjacent city or village) and read and react to it. How does it compare with our most familiar fundamental law, the U.S. Constitution? 4. How do we apportion election districts locally and statewide in Michigan and in your view should that be changed? 5. What is the impact of gerrymandering on the political process? 6. Identify the most important interest groups influencing state policy here in Michigan. Why are they influential, perhaps more so than other groups? 7. What are the differences between the city manager and the strong mayor form of government, and which is better? 8. Why do we elect judges in Michigan, what are the problems that poses, and what would you recommend as an alternative? 6