Revised due date for Final: Sunday, December 9 at noon.

Revised due date for Final: Sunday, December 9 at noon.

Some recent video clips

Some recent clips we watched:

Final written exam questions

Here's the written portion of test #3 - The test follows the same format as the last test. 2 essays, each 2 pages. Follow the test criteria and sample test for help. Email or call me with questions.

 Question #1 Using the lectures and the text chapter on politics and national security, and the documentaries No End in Sight  and The Fog of War, discuss the ways in which domestic politics drives foreign policy. What do policymakers consider when making foreign policy decisions and what motivates them?

Consider one of more of the following:

 What interest groups are involved. How can citizens oppose or promote certain foreign policy actions? What is the role of nationalism?  Provide examples to illustrate your answer. See below for video clips.

Also consider using one or more of these case studies, all of which we have touched upon:
Cuban Missile Crisis
Firebombing of Japan
The Cold War
The Iraq War
You could explore some issues using Wag the Dog's foreign policy issues

Question #2 Combining your knowledge of interest groups, fiscal policy, monetary policy, public opinion, and political participation, discuss the politics of the current economic situation. considering the fact that most politicians claim to agree that major reforms are necessary, why are no major reforms being made?

Discuss the role of money, ideology, voters and elections in determining how interest groups and parties act to influence candidates. Use examples to illustrate your answer. Use the commanding heights and "Fear the Boom and Bust" we watched in class.

For both questions:

If you value your grade, you will do the following:
Use two FULL pages. Don't waste space on restating the question or putting your name and the class name on a bunch of lines. Don't state a bunch of rhetorical questions and then not answer them. Use vocabulary from the class. Use concrete examples. Be specific!  Use phrases like "for example" and "such as" and "on the other hand." Make comparisons. Show me you know information from the class. Use a variety of sources - lecture, videos, text, etc. Refer to specific people, specific events, specific ideas, and specific groups. Use your two pages to fit in as much information as you possible can. Simultaneously attempt to show both a breadth and a depth of knowledge.

Slides on Foreign policy

Here it is. https://www.box.com/s/29d6axr2bsobglol50ub

Documentary on Iraq

We'll watch the first 35 minutes of this documentary in class:

Essay test #3 DUE NOVEMBER 15

You're almost in the home stretch -

Here's the written portion of test #3 -

The test follows the same format as the last test. 2 essays, each 2 pages. Follow the test criteria and sample test for help.

Email or call me with questions.

#1. Using text chapters on campaigns and elections, political opinion and participation,  and lecture material, discuss the nature and significance of mass media in politics. Draw upon the text material as well as our discussion, as well as the film Wag the Dog. Some possible specific topics include: How mass media shapes public opinion, the use of propaganda, how the internet differs from traditional media, etc. Use specific examples and show your command of the material.

#2. Using the text's material on lobbying, political parties and political participation, and lecture material, discuss the nature and origins of public opinion. Draw upon text material as well as our discussion and the Lysander Spooner reading. Draw upon Spooner to address issues such as majority vs. minority and citizen consent. Other possible specific topics include benefits and criticisms of democracy, and examples of non-voting forms of political participation. What is the interplay between lobbying and elections? Use specific examples and show your command of the material.

Sample test: https://www.box.com/files/0/f/30994958/1/f_401174396

Grading Criteria:
1. Am I being specific rather than vague?
2. Am I using examples?
3. Am I using information from BOTH the lecture and readings whenever possible?
4. Am I using vocabulary and concepts from the class to answer these questions?
5. Do I show that I know what the vocabulary I use actually means?
6. Did I quote the readings?
7. Have I shown that I can summarize information?

Lecture on interest groups and political parties

Here's a lecture on interest groups and political parties: https://www.box.com/s/eac968b95563131d9ebe

Additional videos we'll watched in class

Some additional videos relevant to interest groups and media:

Additional slides on media and political participation

Click here for the additional slides: https://www.box.com/s/82a5a3be383b9f9b1543 

Reading : Lysander Spooner

"No Treason, No.1" 

We'll only discuss "No. 1."

Rhetoric from the election of 1800; Clint Webb for Senate

Funny video about "dirty" politics
 


 Also: Clint Webb for Senate
 

Lecture on political opinion and political participation

Here's the lecture on political participation and public opinion -

Link: https://www.box.com/s/1c932cb21ded154a98ea

Also, here is "No Treason No. 1" by Lysander Spooner. You ONLY need "No 1." and not the rest of the linked document.

Recent video clips

King Corn:




ALSO:   Food, Inc: Embedding has been disabled, so here's the link - http://www.youtube.com/watch?v=2P1CJ7IEt0c

Essay test #2

DUE OCTOBER 25. Here are the questions for test #2. Use EVERY sentence as a chance to communicate detailed information about the material. Do not use vague generalizations. Again, use the sample test and the test criteria posted earlier in this class to craft your answer.

Question #1 What are the reasons governments provide for the creation of central banks? What are the tools used by governments and central banks to engage in monetary policy? How does monetary policy differ from fiscal policy? Discuss case studies and political motivations behind past events in monetary and fiscal policy. In addition to the lectures and text, you may wish to use the video sample used in class.

Question #2 Using the text chapters on Congress and the Presidency, discuss how the process of selecting elected officials can influence how elected officials act once in office. What tools and powers can the president and members of congress employ to assist in obtaining re-election and other goals? Explain using details and examples. Also, use the Constitution's text to refer to the specific authorization for various powers when applicable.

Sample test-
http://pos111.blogspot.com/2012/02/sample-test-question.html

Grading criteria -
http://pos111.blogspot.com/2012/02/criteria-for-grading-written-tests.html

Thursday, October 18

I'll be posting the written portion of Full Test #2 today or tomorrow. Next week, October 25 will be the multiple choice. The test will cover fiscal policy, monetary policy, and institutions - the judicial branch, the presidency, Congress, and the bureaucracy.

Commanding Heights video on American fiscal and monetary policy events

Here's the Commanding Heights video we watche din class last week. Obviously, I recommend watching the  whole thing, but the section we watched in class begin at:

 1: 07 - Nixon's wage and price controls.

1:22 - Airline regulation

1:31 - Carter's economic problems and the appointment of a new chairman of the Federal Reserve system. Also, interest rates and the recession of 1982.

Note for weeks of Oct 11 and Oct 18

We're going to rely primarily on the Constitution text and textbook for these two weeks, concentrating on the presidency and the courts.

Roosevelt's speech on the court-packing scheme

For next time (Oct 18):

Roosevelt’s speech on the court-packing scheme http://www.wyzant.com/Help/History/HPOL/fdr/chat/  

Article on patents

Here's an article that nicely illustrates how the monopoly power granted by governments known as patents allowed firms to use the judicial branch to crush competition.

Lecture on Monetary Policy

We'll continue our discussion of economic policy by expanding on fiscal policy and then getting into monetary policy. Here's the lecture: https://www.box.com/s/z82oqhs89zadhdqcntde

Full Test #1 DUE October 4

Each answer should be two pages long, double spaced, for a total of four pages. You do not need to restate the question on your paper. There is a lot of information you could potentially use here. Do your best to summarize while touching on a variety of topics. Show that you have broad and precise knowledge of these topics:




1. Describe the difference between a confederation and a federal system. Use examples from the text of the two constitutions we discussed. How does the composition of Congress differ in each case and how is this important to the functioning of each government under each constitution? Make a case for which constitution is more or less democratic using source material from the class.

2. Examine the first ten amendments to the 1787 Constitution, as well as the 13th and 14th amendments. Do these apply to both the states and the federal governments or are they limited to just one level of government? Did this change over time? Explain. What are the origins of the Bill of Rights and why was it added? Historically, how have states attempted to restrain federal power? 

Introduction to fiscal and monetary policy

We'll watch this video in class today: Click here.

The video on the fifth amendment.

Here's the video we watche din class with Prof. James Duane. I also recommend the second half of this with Officer George Bruch.

Lecture 3 - Federalism and Fiscal Policy

The third lecture is available online here:
http://www.box.com/s/7g1qg2dezjruxdrdkpqf

Thomas Jefferson on rebellions and constitutions

Thomas Jefferson to William Smith, 1787

"Yet where does this anarchy exist? Where did it ever exist, except in the single instance of Massachusetts? And can history produce an instance of a rebellion so honourably conducted? I say nothing of it's motives. They were founded in ignorance, not wickedness. God forbid we should ever be twenty years without such a rebellion. The people cannot be all, and always, well informed. The part which is wrong will be discontented, in proportion to the importance of the facts they misconceive. If they remain quiet under such misconceptions, it is lethargy, the forerunner of death to the public liberty. And what country can preserve its liberties, if it's rulers are not warned from time to time, that this people preserve the spirit of resistance? Let them take arms. The remedy is to set them right as to the facts, pardon and pacify them. What signify a few lives lost in a century or two? The tree of liberty must be refreshed from time to time, with the blood of patriots and tyrants. It is its natural manure."

Thomas Jefferson to James Madison, 1789

On similar ground it may be proved that no society can make a perpetual constitution, or even a perpetual law. The earth belongs always to the living generation. They may manage it then, and what proceeds from it, as they please, during their usufruct. They are masters too of their own persons, and consequently may govern them as they please. But persons and property make the sum of the objects of government. The constitution and the laws of their predecessors extinguished then in their natural course with those who gave them being. This could preserve that being till it ceased to be itself, and no longer. Every constitution then, and every law, naturally expires at the end of 19 years. If it be enforced longer, it is an act of force, and not of right.--It may be said that the succeeding generation exercising in fact the power of repeal, this leaves them as free as if the constitution or law has been expressly limited to 19 years only. In the first place, this objection admits the right, in proposing an equivalent. But the power of repeal is not an equivalent. It might be indeed if every form of government were so perfectly contrived that the will of the majority could always be obtained fairly and without impediment. But this is true of no form. The people cannot assemble themselves. Their representation is unequal and vicious. Various checks are opposed to every legislative proposition. Factions get possession of the public councils. Bribery corrupts them. Personal interests lead them astray from the general interests of their constituents: and other impediments arise so as to prove to every practical man that a law of limited duration is much more manageable than one which needs a repeal.

Pre-test written question

Your answer should be two pages long, double spaced. You do not need to restate the question on your paper. There is a lot of information you could potentially use here. Do your best to summarize while touching on a variety of topics. Show that you have broad and precise knowledge of these topics:

Using the readings and the lectures and the text, discuss and define and major components of the development of classical liberalism such as natural law, rights, the bourgeoisie, etc., and the role of this ideology in the American revolution and its aftermath. Which elements of the Articles of Confederation reflect classical liberal ideals, and note any portions that seem anti-liberal to you.

Sample test question

Sample test question
Here's a sample written test question. This should help you with the written portion of your tests. Note that the format is two pages, double spaced for one question. Link: http://www.box.net/shared/q5v9aezq9c

The answer obviously doesn't come from this class, but use its format, style and method to write your test question. Note how the sample test uses information from different sources, how it uses examples, and how it uses specifics.

Criteria for grading written tests

Regarding the written tests:
I urge you to concentrate on communicating your knowledge of the subject and applying it to the question. Do not spend your time on your personal opinions, but on showing that you understand all sides of an issue where relevant. Be sure to answer all portions of each question in an organized fashion.

Criteria:
1. Am I being specific rather than vague?
2. Am I using examples?
3. Am I using information from BOTH the lecture and readings whenever possible?
4. Am I using vocabulary and concepts from the class to answer these questions?
5. Do I show that I know what the vocabulary I use actually means?
6. Did I quote the readings?
7. Have I shown that I can summarize information?

Lecture 2

We still have a lot to cover in Lecture 1 this week, but here's lecture 2. We'll likely get started on it this week, but won't finish it.

Declaration of Independence (1776)

Here is the text of the Declaration of Independence (1776): http://www.archives.gov/exhibits/charters/declaration_transcript.html

Lecture 1 - Fall 2012

The first lecture can be found online here: https://www.box.com/s/747fa3a665a03939382a

The Articles of Confederation

We'll be reading the Articles of Confederation in class. Be sure to read the document ahead of time. The text can be found online here: http://avalon.law.yale.edu/18th_century/artconf.asp

The Anti-Federalist Papers

Required reading:

Patrick Henry, Speech at the Virginia Ratification Assembly, June 5, 1788
http://www.box.com/s/xiy913bkz2f2voba266a

Syllabus, Fall 2012

POS 111 –American Politics
Meets August 23, 2012- December 6, 2012
Thursday, 5:30 -8:00 pm, Fall 2012

Instructor: Ryan W. McMaken
ryan.mcmaken@arapahoe.edu
Office Hours: After class until 9:00 and by appointment
call the cell phone any time between 8AM and 8PM.
Class web site:  online at http://pos111.blogspot.com or at D2L

Text: Politics in America, Thomas R. Dye, 9th ed.
(Other reading may be required and will be made available by the
instructor.)

Course Description

American Politics is the study of American political institutions, ideologies, trends and traditions. This course will examine the foundations of American political thought, the basics of the Constitution and American legal traditions, the lawmaking process, how it is influenced and those who influence it. The course will include numerous historical case studies that will help to illustrate important concepts. Original readings from a variety of American political theorists and policymakers will also be included.

Core topics:

1.     The background of the U.S. Constitution,

2.     The philosophy of American government,

3.     General principles of the Constitution, federalism, and civil liberties.

4.     Public opinion and citizen participation,

5.     The structure, institutions and functions of the national government.

6.     Fiscal policy, monetary policy and the political economy of the United States

7.     Foreign policy and national defense

8.     Interest groups

9.     Political parties

10.  Campaigns and elections

Standard Competencies:

 

 I.      Identify and evaluate competing theories of American democracy.

 II.     Analyze theoretical, historical and legal background of American democracy.

 III.    Examine the Constitutional Convention and relevant historical events of the era.

 IV.     Identify basic principles and philosophy of the Constitution and examine the impact of these principles on the political system.

 V.      Examine the constitutional, historical, legal basis of federalism and cover recent issues of controversy in the federal system.

 VI.     Identify major controversies and important Supreme Court rulings, based on the Constitution and its Amendments, which affect civil rights and civil liberties, including problems of women and minorities.

 VII.    Examine the nature of public opinion, political socialization, changes in American democracy, methods of measuring public opinion, and the media¿s impact on public opinion.

 VIII.   Analyze the roles and structures of the party system and evaluate the development of the American two party system.

 IX.     Identify the types, functions, and operations of interest groups in the American political system.

 X       Examine the purpose and process of the American electoral system.

 XI.     Describe and evaluate the structure, powers, and functions of Congress.

 XII.    Describe and evaluate the structure, powers, and functions of President.

 XIII.   Describe and evaluate the structure, powers, and functions of Judicial System.

 XIV.    Describe and evaluate the structure, powers, and functions of Federal Bureaucracy.

 XV.     Identify the interrelations among the three branches of government.

 XVI.    Describe and evaluate the content of selected foreign and domestic policies and the role of institutions in shaping policy.

 XVII.   Write and speak clearly and logically in presentations and essays about topics related to American Government.

 XVIII.  Demonstrate the ability to select and apply contemporary forms of technology to solve problems or compile information in the study of American Government.

 XIX.    Read, analyze and apply to new situations, written material related to the study of American Government.

GT Pathways Statement:
Colorado State Competencies: The requirements in this course meet or exceed the critical thinking and written communication competencies established by the Colorado Commission on Higher Education for guaranteed transfer, general education courses in Social and Behavioral Sciences.

Americans with Disabilities Act (ADA): Arapahoe Community College provides accommodations to qualified students with disabilities. To request accommodation, contact Disability Services located in the Center for Academic Resources. M2710 (303) 797-5937

Academic Integrity Statement:  Arapahoe Community College is committed to academic honesty and scholarly integrity. The College can best function and accomplish its mission in an atmosphere of the highest ethical standards. All members of the College community are expected and encouraged to contribute to such an environment by observing all accepted principles of academic honesty.  Academic dishonesty includes but is not limited to: plagiarism, cheating, fabrication, grade tampering, misuse of computers and other electronic technology, and facilitating academic dishonesty. Those found in violation may also be subject to potential disciplinary sanctions under the Arapahoe Community College Code of Conduct as well as academic penalties imposed by the class instructor such as assignment and/or course failure.

Safety Statement: The safety and security of all our students, faculty, staff and visitors is of the utmost importance to the Campus Police Department. We rely on each of you to be an additional set of ears and eyes to help maintain campus safety. Please be diligent in your efforts to report suspicious or unusual behavior or circumstances to the Campus Police Department. Trust your instincts when something doesn’t look, seem or feel right and tell someone. The Campus Police can be reached at 303-797-5800 or in M2600 on the second floor behind Information Central. Additional safety information can be found on the website at htttp//www.arapahoe.edu/studentsvcs/campuspolice/index.html

Contact Information for Learning Support Services

Library: M2500 303-797-5090
Technical Support: 797-5700 x3199
Writing Center: M2720 303-797-5669
Advising/Counseling: M2010 303-797-5651
Instructional Testing Center: M2280 303-797-5993
Bookstore: M1200 303-797-5676
Computer Lab: M1650 303-797-5907
Tutorial Services: M2720 303-797-5669
Career Center: M2025 303-797-5805
eLearning: 303-797-5700 x6700
Peer Mentoring: M2720 303-797-5669

Online Course Evaluations: As this course nears completion, you will have the opportunity to complete a confidential evaluation of the class online. Login instructions will be sent to your ‘student.cccs.edu’ e-mail address. Your feedback is important, and ensures that ACC continues to offer quality instruction that meets your needs. Please take time to complete the survey – I appreciate your feedback.

E-mail Communication: Effective January 20, 2009 electronic correspondence from ACC employees will go to your student email account only. When you activate your account you can forward emails to an e-mail account that you already have. To activate your student e-mail account, go to http://www.arapahoe.edu and click on the “Activate Student E-mail” link. Questions? Please call 303-797-5621.

Course Requirements
4 Tests-These tests will be spaced throughout the semester and will be in written format and in multiple-choice. On the day that the essay portion is handed out, students will take the multiple-choice section in class. The multiple-choice section will be “closed note” and is designed to test the breadth of knowledge of students in the covered material. The essay portion will be take-home, and students may consult the text, the readings and notes for the take-home portion. The answers will be short essays. The font may be no larger than 12-point font in a type face similar or identical to Helvetica, Ariel or Times New Roman. Each test’s written portion will ask the student to examine a specified concept for a total of four (4) double-spaced pages. Tests will ask students to examine two sides of a concept or issue. The multiple-choice portion will be worth 40 percent of the total test score. The essay portion will be worth 60 percent. Overall, each test is worth 200 points for a total of 800 points.

Students will be given a sample test early in the course that will provide a model on which to base essay answers.

The short “pre-test.” To help students prepare for the full-size tests, the class will feature a “pre-test” early in the course. The test will be in the style and format of the full tests, but will be worth only 100 points total, and the written answers will be only 2 pages long. It too will consist of multiple-choice. Multiple choice and essays will be weighted the same as in the full-size tests, but the total value of the test is 100 points.

Nota Bene: Tests do not require the use of outside sources. However, a student may maximize his or her grade on the essay portion by using in-text citations to note where in the readings or in the text is featured a concept or fact that one has used in the writing of the essay.

Attendance and Participation – this course includes a participation grade worth 1/10 of the overall grade (100 points). After three absences, 25 points may be subtracted per missed day. Documented reasons for absence such as health will be accepted. If a student misses substantial portions of a particular class period, the instructor reserves the right to subtract points commensurate with the amount of time missed. Keep in mind that we meet only 14 times (not counting the final test day) so 4 missed class periods equal more than 25% of all class time, and 3 missed class periods equals more than 20% of all class time. Students who participate regularly in class discussions and have regular attendance will receive a full participation score.

Grading Scale
900-1000----------A
800-899-----------B
700-799-----------C
600-699-----------D
599 and below—Fail

Full tests = 800 points
“Pre-test” = 100 points
Participation = 100 points

***If you wish to drop, make sure and do so before the final withdraw date.

***Late assignments may be subject to deductions in points proportional to the number of days late. In general, 25 points will be deducted each day that an assignment is late. If you are unable to attend class the day an assignment is due, you may email your assignment to the instructor by class time.

Student Responsibilities

Students are responsible for completion of all required reading. Tests will include information in the text and readings that is not necessarily covered in the lectures.
Students are required to complete all assignments and have them to the instructor on the date due.

Students will need to make use of personal computing resources during the course. These especially include use of the internet for accessing additional readings.

Participation is essential to learning in this class, therefore, it is highly encouraged.
Do not leave class early unless you have made arrangements with the instructor ahead of time.

It is extremely unlikely that any classes will be cancelled without prior notice, but if that does happen, the office will be notified, and I will email the class.

A student’s grades or identification information will not be discussed with or released to any non-college staff except the student himself or herself.

Finally and most importantly, it is essential that each student maintain a polite, professional, and non-threatening demeanor toward the students and the instructor. Other members of the class—and certainly other members of society—have radically different views on what is good/bad or right/wrong in the political arena. Every issue should be looked at as objectively as possible. Each student has a responsibility to alert the instructor if he or she feels offended or abused by either another student or the instructor himself. This classroom should be a safe arena for the sharing of ideas.

Professionalism extends into classroom behavior: be on time, turn off cell phone ringers, and keep excess noise (eating, drinking, whispering, rustling, etc.) to an absolute minimum. Do not sleep.

Important Dates

Course Schedule
(This schedule may be subject to change.)

August 23: Syllabus, introductions, general overview.
Introduction: Classical liberalism and the foundations of American political ideologies.

Readings: Chapters 1, 2 in text. Short reading: Declaration of Independence

August 30: American political ideologies continued, the foundations of the Constitution of 1787. Readings: Chapters 1-4, Short reading: The Articles of Confederation 

September 6: The U.S. Constitution and its components. Federalism.
Readings: Chapters 3-4. Short reading: Federalist #10

Pass out first “pre-test.”

September 13: The Constitution and Civil Liberties
Readings: Chapters 14-15. The Anti-Federalist: Speech by Patrick Henry 

Video: Commentary on the 5^th Amendment by James Duane.

“Pre-test” essay portion due. Multiple choice section taken in class

September 20: Civil Liberties, continued.

Politics and the economy, fiscal policy

Readings: Chapter 16, selections from The Commanding Heights video

Pass out full test #1.

September 27: Politics and the economy, monetary policy and the Federal Reserve System.

Test #1 essays due Multiple choice section taken in class

October 4: Institutions of the national government: the Presidency and the Congress

Readings: Roosevelt’s speech on the court-packing scheme, Chapters 10 and 11. http://www.wyzant.com/Help/History/HPOL/fdr/chat/

October 11: Judicial politics

Readings: Chapter 13

Pass out test #2.

October 18:  Political opinion and participation:

Readings: Chapter 5, Lysander Spooner, “No Treason, No.1” http://lysanderspooner.org/node/44

Video: Wag the Dog, hour 1

Test # 2 essays due. Multiple choice section taken in class.

October 25: Mass Media and politics

Readings: Chapter 6

Video: Wag the Dog, conclusion


November 1: Politics and national security. Domestic politics and foreign policy.

Video: No End in Sight, Hour 1

Reading: Chapter 18, “City Upon a Hill” speech by Ronald Reagan http://reagan2020.us/speeches/City_Upon_A_Hill.asp

Pass out test #3.

November 8: Politics and national security. The United States in the international system. Video: No End in Sight, Hour 2

Readings: Chapter 16

Test #3 essays due. Multiple choice section taken in class.

November 15: Politics and social welfare, interest groups

Readings: Chapters 9 and 17

November 22: THANKSGIVING

November 29: Campaigns and elections, political parties

Readings: Chapters 8 and 7

Test #4 essay portion passed out

December 6: Review. Multiple choice section of test #4 in class. Test #4 essays due.