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Savannah State University
Department of Political Science and Public Affairs
POLS 1101 American Government
Section 17
TH: 15:00 PM – 6:15 PM
Social Sciences Building, RM 264
Spring 2013
Ms. Carry Smith, M.S.U.S., Instructor; Telephone: 864-810-4047
Office Hours: TTH 3:00 PM – 4:50 PM; and by appointment.
Office Location: Social Sciences Building 213; Email: smithc@savannahstate.edu
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COURSE DESCRIPTION
As specified in the College catalog, the course is a comprehensive study of the origins, principles, structures, processes, and practices of American government, with an emphasis on various perspectives on democratic theory and practice of governmental institutions. This is also a capstone course designed to equip students with skills that would develop their competences in finding, retrieving, and analyzing information that addresses their topics. Therefore, in addition to providing students with the knowledge on various global issues, making students, “information literate,” would be a major goal to be accomplished.
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PURPOSE
This class is designed to be an introduction to the theory, structure, and practice of American government and the American political process. When the founders convened in Philadelphia in the summer of 1787 to find a “republican solution to the problems of republicanism,” they created what one prominent thinker of the day called “a system without a precedent.” That system has taken on a life of its own, with the practices of American politics dynamically changing throughout the decades into the system of government we have now, haled by some to be the best democracy in the world. We will explore the original understanding of the system of government constructed that summer, and consider the many different ways that system works now. We will also read contemporary analyses of the institutions of government and relevant ancillary institutions, like political parties, the media, etc. Finally, we will be open to the possibility that America could have a better form of government, and consider what could be done about this. Welcome to the study of American Government!
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STUDENT LEARNING OUTCOMES
To help students develop their research skills, a topic will be assigned to every group and most of the assignments including the research presentations will relate to the group’s topic. Upon successful completion of the course, students will (be able to):
1. Demonstrate knowledge of the history, operations, and processes of the government of the United States of America. Operations and processes include, but are not limited to, the powers and limitations of Congress, the Presidency, the courts, and the bureaucracy; the processes through which a bill becomes law; and the role of the citizen in the U.S. political system.
2. Explain the conflicts and compromises that shaped over time the institutions and processes of the U.S. political system.
3. Analyze the impact of national and local media organizations on American politics.
4. Obtain general knowledge of the government and constitution of the state of Georgia.
5. Discuss the relevance and impact of current and historical political issues on American politics and society.
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COURSE GOALS
Expose students to issues that affect the national community by using an interdisciplinary approach.
Help students understand that national changes in government can result from local actions taken individually.
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COURSE OBJECTIVES
In addition to gaining knowledge in global issues, the course is designed to help students develop skills in reading, writing, and critical thinking. Therefore, upon completion of the course, the following objectives will be accomplished:
Students will acquire skills in reading, writing, and critical thinking through regular practice or oral presentations, as well as take-home short writing assignments.
Students will improve analytical skills in regular oral and writing assignments worded to develop their critical thinking.
Students will improve written and oral communication skills by getting exposed to multiple forms of writing in their texts as well as in the periodicals.
Students will be able to discuss daily news events that may have a national impact.
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INFORMATION LITERACY OBJECTIVES
Students will be able to identify a variety of potential sources for information;
Students will have the ability to find and retrieve the information from various sources;
Students will be able to critically evaluate the information retrieved and its source before using it;
Students will have the competence to analyze the information, compare it with other sources, and synthesize it;
Students will be acquainted with various types of information sources including magazine articles, books, academic or research journals, web sites etc.;
Students will be familiar with various research tools such as index, catalog, database or search engine.
COURSE REQUIREMENTS and METHODS of ASSESSMENT
Class attendance and punctuality are mandatory. *However, active class participation is strongly encouraged.* Each absence costs 10 points that will be deducted from the 100 points allocated to class participation and attendance. I take the roll at my discretion during the class. Students who come late will be considered absent and will not be allowed in the classroom. Secondly, while class will be a fun and casual atmosphere, I expect each student to follow University dress codes and conducts.
There will be four exams based on the reading assignments and class lectures. The exams will be designed to assess the student’s level of comprehension. Also, pop-quizzes and group assignments will be designed to assess the student’s level of comprehension about national issues and how our nation is shaped by the Federal government and political divisions.
In addition, students will participate in group projects on impact of the American political process through its historical origins and constitutional interpretations, and its impacts on individual liberties. The group projects will be a required and presented orally in class. The group research presentations will serve as a supplemental component of the class. The objectives of these assignments are to increase student’s ability conduct research, and retrieve & evaluate resources before using information. As well, students will understand and build a comprehension on how to relate local issues to a local perspective. The assignments will consist of papers, a live analysis of a public events, and group presentations.
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GRADING STANDARDS/SCALE
1. Class participation and attendance: 100 points
a. Observance of Community Event or Local Organization 50 points
2. (2) Papers: 200 points
3. (4) Exams:
Exam 1 100 points
Exam 2 100 points
Exam 3 (Final Exam) 100 points
Final Exam 100 points
4. American Government and Civil Rights Group Research Presentation :
Presentation Proposal, Outline & Presentation 50 points
Group Presentations 100 points
5. Constitutional Law - Group Research Presentation:
Presentation Proposal & Outline 50 points
Group Presentation 100 points
Grading Scale: A= 1100-940; B=939-820; C=829-740; D= 739-580; F= 579 and below
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METHODS of INSTRUCTION
The instruction in the course will be provided through short lectures, films, speakers and active/ interactive discussions. The instructor will introduce the topic and highlight the key questions pertaining to the topic. The students will be expected to read the materials before coming to class. Reading assignments will be given to help students be active learners in class.
The use of Socratic Method in class discussions also will help students understand the arguments presented on both sides of the issue. In short, active class discussion will be the cornerstone of the course.
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COURSE POLICIES
Class attendance and punctuality are mandatory. The Instructor will take the roll at her discretion during each class session. Late students will not be allowed in class. They will be considered absent. Students will lose 10 points for each unjustified absence or absence due to tardiness. These points will be deducted from the 100 points allocated to class attendance and participation.
In class I am doing a one-person performance show. It is a matinee. Chatting to your
neighbor, cell phone use, using wireless for non-class related matters, or reading noncourse related materials, are grounds for removal from class – as is failing to laugh at my jokes.
There will be no make-up assignments or exam unless the student presents a valid excuse. No excuse will be accepted when it is submitted more than a week after the assignment was due or the test was taken. The important dates for work submission are included in this syllabus. Therefore, students should be able to get organized accordingly. Students who have justified excuses will be responsible for their own assignments and to make up the work. However, each excused occurrence will require the student to make up their test. The students are expected to schedule an appointment with the instructor to make-up their tests.
All assignments must be typed (double spaced) and submitted at the beginning of each class session on the due date, following the APA style guide. Late assignments may be accepted upon presentation of proper documentation pertaining to health or other emergencies. Students are not allowed to submit assignments in the Instructor’s Office. Furthermore, the Instructor will not accept assignments submitted via email.
Academic dishonesty will be penalized. This includes cheating and plagiarizing or using the work of another person. Academic dishonesty will not be tolerated in this course. Savannah State University states that every member of its academic community shares the historic and traditional commitment to honesty, integrity and the search for truth. For further clarification plagiarism is described as, “the representation of another’s works or ideas as one’s own; it includes unacknowledged word for word use/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas.” Understand that I have a keen sense for plagiarism, and consider cutting and pasting the equivalent.
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DISABILITY ACCOMMODATIONS
SSU is committed to social justice. I agree with that commitment and expect this course to have a learning environment based upon open communication, mutual respect, and non-discrimination. Our University does not discriminate on the basis of race, gender, age, disability, veteran status, religion, sexual orientation, color or national origin. If a student has a documented and or declared disability or any significant learning or health impairment, reasonable accommodations (support) will be provided if requested by the student according to the recommendations of the Office of Counseling and Disability services: 912-356-2202, Room 233, 2nd floor in King Frazier Annex.
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ACADEMIC INTEGRITY POLICY
It is vitally important to maintain standards of academic integrity inside and outside of the classroom. Therefore, violations of academic integrity will not be tolerated. Such violations may take a number of forms, including, but not limited to, the following:
1. Plagiarism: submitting one’s work, part or all of an oral or written assignment which is copied, paraphrased or purchased from another source, including the World Wide Web and other online sources, without proper acknowledgement of that source. In written assignments, using three or more words in succession from a source without quotation marks and proper acknowledgement can be considered plagiarism. Also, submitting as one’s own course work that which has been prepared or extensively revised by someone else.
2. Accomplice in plagiarism: allowing one’s work to be copied, or doing work for another student. Also, maintaining a file of papers with the intent that others may review them or use them for submission is considered plagiarism. Offering aid that differs from or exceeds what is approved by the instructor for any course activity or the dissemination of confidential information is considered plagiarism.
3. Disruption of learning: destroying educational resources or materials or removing, destroying, or otherwise compromising the academic work of another student.
4. Academic misconduct: misrepresenting attendance or reason for absence, using information or accepting aid which is not approved by the instructor, or disseminating unauthorized material. Also, you may not submit work that has been done for another course, whether previous or concurrent, without prior approval.
Violations of academic integrity will incur sanctions to be determined at the instructor’s discretion. The sanctions will range from failure of an assignment to failure of the entire course. For more information, consult the College catalogue.
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CAVEAT
This syllabus outlines the general plan of the course. In case of extenuating circumstances, the Instructor will make appropriate changes in order to adapt the syllabus to new realities. Students are required to keep up with any changes made by the Instructor.
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REQUIRED TEXTS
1. University Press. Volkomer, American Government, 14th ed.
2. Bullock and Gaddie, Georgia Politics in a State of Change, 2d ed.
3. The additional readings will be posted sent to you via your Savannah State University Student E-mail Address.
SUGGESTED TEXT
1. American Psychological Association. Publication Manual of the American Psychological Association. Most Current Addition.
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COURSE SCHEDULE
WEEK ONE: Tuesday, January 8-10
Introduction of students and instructor; Course overview and objectives; Course Requirements and Policies; Methods of instruction; Grading scheme; Introduction of the concept of Information literacy; Global Issues: Challenges of Globalization.
Taking concepts from book, by next Tuesday (in your groups):
In one page summarize:
a) What is the American Political Process in your own words?
b) What do you believe are one or two implications of American Government?
c) What positive or negative emotions does the concept stir up in you?
WEEKS TWO, THREE, and FOUR and FIVE: Tuesday, January 15 to Thursday, February 7
Origins of Politics and Nature of Politics, From Colonialism and to the Constitution, the Federal Government
Readings
Volkomer, Chap. 1-3
Bullock and Gaddie, TBA
Additional Readings, TBA
WEEKS SIX, SEVEN, and EIGHT: Tuesday, February 12 to Thursday, February 28
Civil Liberties, Civil Rights, Diversity & Equality
Readings
Volkomer, Chap. 11-12
Bullock and Gaddie, TBA
Additional Readings, TBA
WEEKS NINE and ELEVEN: Tuesday, March 5 to Thursday, March 21
****NO CLASSES DURING SPRING BREAK: MARCH 12 TO MARCH 14******
Public Opinion, the Media, Political Parities & Interest Groups, Nominations & Elections
Readings
Volkomer, Chap. 4-6
Bullock and Gaddie, TBA
Additional Readings, TBA
WEEKS TWELVE and THIRTEEN: Tuesday, March 26 to Thursday, April 4
Congress, The Executive Branch, The Judicial Branch, State Governments, Foreign Policy
Readings
Volkomer, Chap. 6-10; 14
Bullock and Gaddie, TBA
Additional Readings, TBA
WEEKS FOURTEEN, FIFTEEN, SIXTEEN, SEVENTEEN: Tuesday, April 9 to Thursday, April 29
Constitutional Law & Case Law, The Federal Bureaucracy, Administrative offices, Non-profits, Local Governments
Readings
Volkomer, Chap. 13
Bullock and Gaddie, TBA
Additional Readings, TBA
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IMPORTANT DATES
Tuesday, January 31: Last day to select a topic for
Final Presentation
Tuesday, February 5: Test 1
Thursday, February 26: Test 2
Thursday, March 26: Test 3
Tuesday, February 19 & Thursday, February 21: Civil Rights Group Presentations
Midterm Grades Due – May 3, BY 5:00PM
Tuesday, April 16 & Thursday, April 18: Final Group Presentations
**Final Exam: TBA** (See Final Exam Schedule)
April 30 – May 2
Thursday, February 21: (Individual) Civil Rights Papers Due
Tuesday, April 26 to Thursday, April 28: Final (Individual) Constitution Papers Due
Final Grades Due – May 8, BY 5:00PM
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Proposal:
Develop a proposal for your presentation and paper. Why did you choice this topic? How are you affected by this topic from a national to a local level? What impact does this topic have on you or your group? Choose a topic which will demonstrate how your group is affected by the topic locally; keeping in mind you will also complete a group presentation. ***You are required to visit the R-Write center for additional assistance, before a final draft is submitted. Pick a topic to demonstrate how the American Government impacts are interrelated. Your proposal should be in bullet format and be less than one page. All group members name should be on the first right hand corner of the page.
For the paper, tell me what your main objective is in the paper. Include a simple 2 sentence thesis statement telling me what your paper is about. Relate your thesis statement to an important topic covered by current discussions in Georgia that are affected by the Federal Government. How are you impacted? Are you enlightened by the topic? How does your topic relate from a macro-national level to a micro-local level?
Outline:
Develop an efficient outline to plan the delivery of your presentation. Following APA format, use headings and subheadings to tell me what you are going to include in your paper, keeping in mind you will also discuss a local event or organization relevant to your topic. The planned subject matter should reflect relevance to your headings and subheadings. Keeping in mind your topic should relate to a local level, and how your local government impacts your ideas to include in your paper and presentation, tell me what your main objective is in the paper. Relate to American Government. i.e. How are you impacted? Are you enlightened by the topic? How does your topic relate from a macro – National level to a micro- local level? Your outline should be no more than 2 pages and in bullet format, with only brief headings and subheading to demonstrate your presentation. All group members’ names should be on the first right hand corner of the page, with your topic following group member names.
A Successful Bibliography will be Included in the Outline:
Develop a bibliography on the topic of your topic for your paper and presentation. The bibliography must have 8 different sources that include articles from relevant (peer reviewed) magazines, newspapers, articles from scholarly sources, books and websites. Please, diversify and balance your sources (with up to date material: within the last 5 years).
Individual Observance of Community Event or Local Organization Completed:
Your group must select a local community event or organization, which connects your community and national perspective to expand your knowledge of American Government. In order to enhance your experience with the topic, the organization or event must be relevant to your research topic. Your experience should enhance your knowledge about the subject and give you personal subject matter that will add relevant content to your paper. For example, if you should choose the issue of Immanent Domain, you would want to investigate how a local organization is affected by local zoning ordinances. *You may want to observe a local Savannah – Chatham Historic Review Board or Metropolitan Planning Commission Meeting, or a Savannah City Council Meeting. You will want to relate your experience from a micro – local level and discuss the impacts and how it relates to a National – macro level.
The Following format will help you prove you have completed your community service hours:
I ______________________ have attended a local event or meeting of the following _____________ (organization).
Student Signature: ______________________ Date: _______________________
Community Leader Signature: ___________________________ Date: ______________
Phone Number or E-mail to contact Lead: _____________________________________________
Grading Rubric for the Group Research Paper Oral Presentations: 100 points
Use resources to demonstrate the visual competence of your paper such as pictures, Power Point and other tools to highlight your paper. Use the paper format to break down your presentations into sections. For more insight on how to conduct a proper Power Point Presentation please visit: http://www.online.tusc.k12.al.us/tutorials/ppttips/ppttips.htm.
Clarity in organization and communication
Variety and quality of sources of information (demonstrate the ability to find and retrieve relevant information from various sources)
Organization (cover page, table of contents, sub-titles, bibliography) 30 points
Eye contact (does not concentrate on reading) 10 points
Clear discussion of the sources of information
Analysis of information, comparison and evaluation of sources 30 points
Use of visual support
Clarity of information (history and current information) 10 points
Ability to address questions from the audience Overall impression (contribution to your group’s understanding of the issue)
Community Service Relevance to paper 20 points
You must demonstrate your competence in comparing information from various sources, evaluating them, and explaining your position. Your presentation must have five sections. You will address the origin or background of the issue in the first section; a discussion of the impact of the issue will constitute the second section; In the third section, you will discuss and evaluate the actions taken or efforts being made by governments or the international community through various organizations such as the United Nations to address the problem; a discussion of the current status of the issue will constitute the fourth section; Your recommendations as to what should be done will be presented in the fifth section. In addition to these five sections, you must have an introduction and a conclusion. You should not only describe the information you retrieve, you must analyze it. Therefore, the presentation must be analytical and not descriptive. Your presentation must have references whenever you paraphrase, quote, or use somebody’s ideas. The quality of your presentation will depend on your analytical skills. Show your ability to compare various positions and to critically evaluate the relevance of the information you have collected. Your group will have to present it orally in class.
Papers
A successful very rough draft includes your methodology. You should follow the format discussed in the Final Draft Section. Visit the Re-write center early-on for more guidance.
Keep in mind:
Organization
Variety and quality of sources used.
Description and evaluation of the sources used.
Proper use of the APA format.
Writing competence (grammar, spelling, punctuation, sentence structure etc.)
Final Draft of Papers
Submit at least a 5-page paper referring to the sources used in the outline bibliography and any additional sources. The paper (excluding cover page, table of contents and bibliography) is 5 pages or more each. Each must show your ability to analyze and to think critically. You must demonstrate your competence in comparing information from various sources, evaluating them and explaining your position. Your paper must have five sections.
(1) You will address the origin and background of the issue in the first section; (2) a discussion of the impact of the issue will constitute the background of the issue in the second section; (3) in the third section, you will discuss and evaluate the actions taken or efforts being made being made by the Federal Government or State Government (Georgia) through various agencies to address the problem or direction; (4) a discussion of the current status of the issue will constitute as the fourth section of the paper; (5) your recommendations as to what should be done will be presented in the fifth section of the paper. In addition to these five sections, your paper must have an introduction and a conclusion. Your paper must have references whenever you paraphrase, quote or use someone else’s ideas. In addition to your parenthetical references, you must provide a bibliography at the end of the paper. The quality of your paper will depend on your analytical skills and how well you present your case. Secondly, you must show your ability to compare various positions and to critically evaluate the information you have collected.
Grading Rubric for Papers:
Organization (cover page, table of contents, sub-titles, bibliography)
Analysis of information, comparison, and evaluation of sources.
Variety and quality of sources of information (demonstrate the ability to find and retrieve relevant information from various sources).
Description and evaluation of the sources used.
Proper use of the APA format.
Writing competence (grammar, spelling, punctuation, sentence structure etc.)
Clear application of the APA style throughout the paper (parenthetical references whenever your paraphrase, quote, or use some-else’s ideas)
Bibliography (complete and well organized); at least 8 sources used in paper.
Overall impression (paper’s contribution is understood in clarity of the issue presented)
Suggested Format for Papers: Papers should be thought provoking and open with a statement to get my attention. You must evaluate your arguments. Are your arguments, a valid argument? Valid Arguments are arguments supported with evidence or facts. You have to back-up what you say. I do not care so much about whom? However, I need to know WHY? Your introduction paragraph should include a thesis statement with 3 (or more) subjects to be discussed in the body of your paper.
Body Paragraphs: should relate to your thesis statement. Your body should provide a flow and concise structure; your body topic sentence should follow with other sentences to support your argument to provide evidence and facts.
Paragraph 2: Topic Sentence
2-3 Supporting Sentences
Etc.
Conclusions: Should briefly restate thesis and tie everything together from paper. Offer a rebuttal or policy suggestion to change the current thought.
Bibliography: Cite sources regardless; use in-text citations Following APA Manual. For more information consult: http://owl.english.purdue.ed/.
***I encourage you to visit the Re-write Center before submitting papers. For more insight please visit: http://customessayblog./essay-writing/proper-writing-style-needs-approppriate-essay-format.
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Syllabus Agreement
I, ______________________________, have read the syllabus and understand all of the policies
(print your name here)
and procedures for this class. I cannot and will not claim that I should be excused from any policy and procedure because “I did not know about that/it.”
Signed,
_____________________________________
(sign your name on this line)
Date
_____________________________________
(put the date on this line)
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