POLS100: Intro to American Government
and Politics
Sections
1-6, MWF 1010:50
Professor
Mikel Wyckoff
Office: Zulauf 403
Hours:
MW 11-12:00 & By Appointment
753-7056
mwyckoff@niu.edu
Teaching Assistants:
Section 1 (DU 276) Mr. Neil
Wright nwright3@niu.edu
Section 2 (SH 102) Mr. Michael
Cook mcook3@niu.edu
Section 3 (MC 208) Mr. Scott
LaDeur sladeur@niu.edu
Section 4 (DU 461) Mr. Shaun
Levine slevine1@niu.edu
Section 5 (DU 228) Mr. Lewis
Slawsky lslawsky@niu.edu
Section 6 (DU 280) Mr. Travis
Smith tsmith11@niu.edu
I. INTRODUCTION
This course provides a college level introduction to the
American political system and serves as a prerequisite for many upper level
courses in American Government. Three general topics will be covered during the
semester: (1) politics and the democratic process in the
II. REQUIRED
The following textbook is required and should be
available at either of the campus bookstores:
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7
Additional
required reading assignments are to be located at various Internet
websites. Consult the outline below for specific assignments. Occasionally this
may involve using a computer at an NIU computing lab to gain access to sites
for which NIU has paid subscription fees (for example, www.jstor.org
).
III. COURSE REQUIREMENTS AND RULES OF THE GAME
Cell Phones. With rare exceptions, cell phones, iPODS, etc. should
be turned off upon entering the auditorium. Your fellow students and I greatly
appreciate your voluntary cooperation with this policy.
General Advice. Your best strategy for doing
well in the course is to keep up with the assigned readings, attend class
regularly, take good notes, and then study
(!) for the exams. Study guides will
be provided, but a good set of notes and a familiarity with key readings will
be your best guide to the content of the exams.
Exams. Three hourly exams will be given. All will be multiple
choice in format and each will contribute 22.5% to your final grade. Even
though it is not a comprehensive final, Exam III will be administered during
finals week. Barring extraordinary circumstances everyone must take Exam III at
that time.
Written Assignments. About every other week you will prepare a brief
essay (1-2 pages of text, typed and double-spaced). The course outline (see
below) will tell you what is required and when each paper is due. Papers not
submitted in person during your Friday morning discussion session will normally receive a
grade reduction of at least one letter. Exceptions will be made for persons
experiencing extraordinary circumstances as defined below under makeup
exams. My TAs and I regard these papers as a serious part of the course,
so spelling, grammar, and sentence structure will be taken into account when
assigning grades. Together, your short essays will contribute an additional
22.5% to your final grade.
Participation in Discussion Sections. We strongly
encourage you to attend your Friday morning discussion section because: (1)
participation will contribute 10% to your final course grade; (2) your
discussion leader is the one who will be grading your written assignments
(worth 22.5% of your course grade) and who will be there for help when you need
it; (3) this is a great chance to discuss issues of government and politics in
a small group setting. Those who take the
course seriously will want to attend.
Computation of Final Course Grades. As
suggested by the discussion above, final grades will be computed as follows:
Makeup exams and grades of
incomplete will be provided cheerfully when needed, but only for reasons of
significant illness, family tragedy, being away on university business, or
other extraordinary circumstances. Furthermore, evidence of the extraordinary circumstance normally must be
documented by the student. Should makeup exams be necessary, I reserve the
right to switch to an essay format if I deem it necessary.
Extra credit. Sorry, none is available; no
exceptions. If you encounter difficulty, seek help early in the semester and we will help you devise strategies to
improve your performance on required exams and assignments.
Students with
Disabilities. NIU abides by the Rehabilitation Act
of 1973 which mandates reasonable accommodations for qualified students with
disabilities. If you have a disability and may require some type of
accommodation, please let me know. If you have not already done so, you will
need to register with NIUs Center for Access-Ability Resources (CAAR). The
CAAR office is located on the 4th floor of the University Health Services
building (753-1303). I look forward to working with you to enhance your
academic success in this course.
COURSE OUTLINE AND READING ASSIGNMENTS
I will do my
best to adhere to the following schedule, but I reserve the right to delay a
particular exam or modify a reading assignment if I find it necessary or useful
to do so.
PART I: POLITICS AND
THE DEMOCRATIC PROCESS IN THE U.S.
A. Organizational Issues and Basics of Government and
Politics (Week of August 28)
Read:
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JBG, Ch. 1, pp. 1-24 and bar graphs on pages. 411, 418, & 595.
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W. Saletan, "What Reagan Got Wrong," at www.slate.com/id/2101835
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S. Chapman, Lebanon and the Unlearned Lessons of Iraq, at www.chicagotribune.com/news/columnists
B. Thinking about Democracy (Wednesday, September 6)
Read:
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JBG, Ch. 2 and p. 265 (responsible party government).
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Federalist 10, in
JBG, pp. A15-A18. In Federalist 10,
founding father James Madison is worried about self-interested groups
(factions) and how to design a democratic system to protect the nation from
them. In this regard, does he favor: (1) direct or indirect democracy? (2)
majority rule or pluralistic democracy? (3) a large nation or a small nation?
C. Public Opinion and Ideology in America (Week of
September 11)
Read:
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JBG, Ch. 19, pp. 611-620 (the Great Depression and its aftermath).
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JBG, Ch. 1, pp. 24-27; Ch. 5, pp. 143-160; Ch. 6, pp. 183-191.
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S. Chapman, The Customer is King, Tossing Money at
Terrorism, Whos Afraid of Gambling? and Conservatives
are Losing on Gay Rights, at www.chicagotribune.com/news/columnists
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G. Will, Transformations Toll, (traditional conservatives
vs. neoconservatives), at
www.washingtonpost.com/wp-dyn/content/article/2006/07/17/AR2006071701152.html
Write:
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First, run IDEALOG at www.uspolitics.org (do the readings
and the survey you find there). Then write a 1-2 page essay briefly summarizing
the value preferences and policy views of each ideological type (liberal,
conservative, libertarian or communitarian). If possible cite examples of
politicians or political parties that provide illustrations of each type. Due
Sept. 15.
D. Political Parties (Week of September 18)
Read:
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JBG, Ch. 8 and review portions of Ch. 2 dealing with majority rule
democracy.
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V.O. Key, A Theory of Critical Elections, Journal of Politics (1955), pp. 3-11 only.
(Find at www.jstor.org using an NIU Internet
connection).
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C. Page, Rescuing the Party of Lincoln, at www.chicagotribune.com/news/columnists
Write:
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In this article, Key argues that some Presidential elections are much
more important than others. What are the essential characteristics of a
critical election and why are they so important? In his examination of
Massachusetts, why did Key choose the particular communities that appear in his
analysis (Figure A)? What do the trends for those two communities reveal?
Explain in a 1-2 page paper due September 22.
E. Interest Group Politics (Week of September 25)
Read:
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JBG, Ch. 10 and review portions of Ch. 2 dealing with pluralistic
democracy.
EXAM
I: Friday, September 29 (administered in your discussion section)
PART II: THE CONSTITUTION AND BILL OF RIGHTS
A. Civil Rights (Week of October 2)
Read:
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JBG, Ch. 7, pp. 214-217 and Ch. 16.
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Loving v. Virginia (1967). Locate
at www.findlaw.com.
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S. Coontz, "The Heterosexual Revolution." Locate at: www.stephaniecoontz.com/articles/article21.htm)
B. Principles of the Constitution I (Week of October 9)
Read:
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JBG, Ch. 3, pp. 73-78, 86-end; Federalist
51, in JBG, pp. A18-A19.
Write:
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Still concerned about the dangers of factions, in Federalist 51 Madison hopes to use the very structure and
organization of government to create a system of checks and balances. How will
his scheme of checks and balances work? One requirement is that every branch
have a will of its own. How does the Constitution encourage that?
Also, certain branches deserve special attention. Comment and explain in a 1-2
page paper (due October 13).
C. Principles of the Constitution II: Federalism
(Monday, October 16)
Read:
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JBG, Ch. 4, pp. 98-112, 121-end.
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U.S. v. Lopez, 1995 (locate at www.findlaw.com). Read the first 3-4
pages of Justice Rehnquist's opinion for the Court and the first 3-4 pages of
Justice Breyer's dissent (scroll down some 30 pages to find it). Compare and contrast
these opposing interpretations of Congress' authority stemming from the
commerce clause.
D. Civil Liberties and the Bill of Rights (October 18,
23, 25)
Read:
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JBG, Ch. 15, pp. 472-497 and Amendment 1-3 & 14, p. A11-A12.
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Engel v. Vitale
(locate at www.findlaw.com)
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C. Krauthammer, Phony Theory, False Conflict, locate at:
www.washingtonpost.com/wp-dyn/content/article/2005/11/17/AR2005111701304.html
Write:
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Read Justice Blacks opinion of the Court in Engel v. Vitale and Justice Stewarts dissenting opinion.
Compare and contrast these two conflicting interpretations of the establishment
clause. Which is most convincing to you? Why? (1-2 page paper due Friday, Oct.
27)
Read:
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JBG, Ch. 15, pp. 497-end and Amendments 4-10, p. A11.
E. Constitutional Origins (Week of October 30)
Read:
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JBG, Ch. 3, pp. 56-72, 79-86. Also read the Declaration of Independence, in JBG, pp. A1-A2.
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John Roche, The Founding Fathers: A Reform Caucus in Action, American Political Science Review
(1961), Intro and Parts 2-4, pp. 799-800 and 803-811. Locate at www.jstor.org. Save pp. 810-811. You will need them
for Part III.B below.
EXAM
II: Friday, November 3 (administered in your discussion section)
PART III: NATIONAL
POLICY MAKING INSTITUTIONS
A. The Supreme Court and Judicial Review (Week of November
6 )
Read:
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JBG, Ch. 14, pp. 442-452 (organization of court system) and Article
III, pp. A9-10.
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JBG, Ch. 14, remainder (judicial review and judicial decision making).
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C. Krauthammer, "From Thomas, Original Views," locate at:
www.washingtonpost.com/wp-dyn/content/article/2005/06/09/AR2005060901726.html
B. Presidential and Congressional Elections (Week of
November 13)
Read:
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JBG, Ch. 9, pp. 268-293 and Ch. 11, pp. 341-349.
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Federalist Paper #68 (
locate at www.yale.edu/lawweb/avalon/federal/fed.htm)
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John Roche, The Founding Fathers: A Reform Caucus in Action, American Political Science Review (1961), Part V, pp. 810-811 (at www.jstor.org ).
Write:
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Writing in Federalist 68,
Alexander Hamilton argues that the Electoral College is a sophisticated
institution carefully designed by the great thinkers at the Constitutional
Convention. Based on his reading of the debates that actually occurred at the
Convention, Political Scientist John Roche has a different analysis of the
origins of this peculiar institution. Explain and discuss in a 1-2 page paper
due Friday, November 17.
C. The U.S. Congress (November 20 and 27)
Read:
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JBG, Ch. 11 and Article I of the Constitution, pp. A6-A8, especially
sections 8 & 9.
Write:
D. The Presidency & the Executive Branch (November
29 and Week of December 4)
Read:
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JBG, Ch. 12, pp. 372-379, 384-end and Article II, pp. A8‑A9
(presidential powers).
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JBG, Ch. 12, pp. 379-384 and Ch. 13, pp. 406-423 (Executive Branch
organization).
EXAM
III: 10:00 a.m., Monday, December 11 (administered in Cole Auditorium)
POLS 100, Professor Wyckoff
Exam 1 Review Questions
1. Define: government, politics, public policy. What
functions do governments perform for society?. What alternatives to government
are available to us?
2. Be familiar with basic terms: (1)
totalitarianism, libertarianism, anarchism; (2) socialism, capitalism,
laissez-faire.
3. Be familiar with the values of freedom, order and
equality as defined in the textbook and lecture.
4. In 20th Century America the most commonly used
ideological labels are liberal and conservative. Know what
these terms mean in the context of: (1) economic policy; and
(2) social/moral issues. Furthermore, know how
economic liberalism emerged in the era of the Great Depression and how this
kind of liberalism relates to the policies of the New Deal. Be familiar with
the historical circumstances that led to a debate over social and moral issues
instead of economics in the 1960s.
5. By cross-classifying economic
liberalism-conservatism with social/moral liberalism-conservatism Janda
generates four different ideological classifications. Be familiar with them
(liberals, conservatives, libertarians, communitarians) and the value tradeoffs
that underlie them.
6. Define political party. What functions
do political parties perform for democratic political systems, according to the
lecture? Be familiar with responsible party democracy" as one
approach to majority rule democracy.
7. What is a
"critical" or "realigning" election and how did V.O. Key
demonstrate that critical realignment occurred in the New England region in the
late 1920s? Using the New Deal realignment as an example, explain how critical
elections have helped promote democracy in America. What kind of party era do we
find ourselves in now and how did it come about?
8. How do interest groups differ from political
parties? How do interest groups try to influence public policy? What type of
democracy do interest groups tend to promote? What are the pitfalls of relying
too much on interest groups to provide democracy?
9.
There are many ways to think about democracy and how democratic political
systems work. Discuss and evaluate democracy in America using the ideas
encountered in this course (in the lecture and in Chapter 2 of Janda, Berry and
Goldman).
10. In
Federalist 10, founding father James
Madison is worried about self-interested groups (factions) and how to design a
democratic system to protect the nation from them. Where do factions come from?
Can they be gotten rid of? In dealing with factions does he prefer: (1) direct
or indirect democracy? (2) majority rule or pluralistic democracy? (3) a large
nation or a small nation? Explain.
POLS 100, Professor Wyckoff
Exam II Review Questions
1. In the 1760s and 1770s, the British government
adopted a variety of policies that greatly offended the colonists. Why, given their history, did the colonists
react so negatively?
2. What body served as a national government for the
colonists during the Revolutionary War? What two significant founding documents
were adopted by this body (one with the help of Thomas Jefferson)?
3. What kind of national government operated in the
U.S. during most of the 1780s? What factors led to its demise?
4. What kinds of people attended the Constitutional
Convention of 1787? What major issues were debated and what major agreements
were achieved there? According to Roche, what does all of this tell us about
the founders of the Constitution?
5. Still concerned about the dangers of factions, in Federalist 51 Madison hopes to use the
very structure and organization of government to create a system of checks and
balances. Discuss the logic of his separation of powers/checks and balances
system. One requirement is that every branch have a will of its own.
How does the Constitution encourage that? Also, certain branches deserve
special attention. Explain.
6. Over the course of our history, the relative
powers of the national and state governments have varied with the outcomes of
presidential elections, wars, and Supreme Court decisions (e.g., McCulloch v.
Maryland). Be familiar with major events and turning points discussed in the
lecture on federalism.
7.
Be able to identify the basic contents of Articles I - VII (e.g., Article I
defines the legislative branch of government).
8. Why isnt the Bill of Rights found in the
main body of the Constitution? Identify: the federalists, the anti-federalists,
the Federalist Papers.
9. Know the opinion of the Supreme Court in Barron
v. Baltimore (1833). Why is Amendment 14 such an important addition to the
original Bill of Rights? Define: selective incorporation of the Bill of
Rights.
10. Know the key provisions of Amendment I
(discussed in class) and how those provisions have been interpreted by the
Supreme Court in Near v. Minnesota (1931), N.Y. Times v. U.S. (1971), Miller v.
California (1973), Schenck v. U.S. (1919), Engel v. Vitale (1962) and Lemon v.
Kurtzman (1971).
11.
Know the key provisions of Amendments IV- VIII (discussed in class) and how
those provisions have been interpreted by the Court in Mapp v. Ohio (1961),
Miranda v. Arizona (1966), and Gideon v. Wainwright (1963).
12. Know how a Constitutional right to
privacy was defined by the Supreme Court in Griswold v. Connecticut (1965)
and know how that right has a bearing on the decision of Roe v. Wade (1973).
13. Be familiar with major events and turning points
in the struggle for racial equality (e.g., Dred Scott v. Sandford, 1857; Civil
Rights Cases, 1883; Plessy v. Ferguson, 1896; Brown v. Board of Education,
1954; the Civil Rights Act of 1964; the Voting Rights Act of 1965) discussed in
the lecture on civil rights in America.
14. Be familiar with major events and turning points
in the struggle for womens equality.
POLS 100, Professor Wyckoff
Exam III Review Questions
1. The American court system: (1) in reality we have
two different court systems; why? (2) within each system there are courts with
different functions; what are those functions and what names do the courts go
by? (3) how do judges in Illinois differ from federal court judges with regard
to manner of selection and terms of office? (4) what conditions must be met to
bring a case before the U.S. Supreme Court? (5) what happens when a case is
heard by the U.S. Supreme Court?
2. Judicial Interpretation: (1) what is the power of
judicial review, and what is the source of that power? (2) There are two
general schools of thought with regard to how judges should go about
interpreting the Constitution: judicial activism and judicial
restraint. Be familiar with the basic tenets of each.
3. According to Madison, "In a republic the
legislative authority necessarily predominates." What did he mean by that
and what evidence do we have that the founders really believed in this
principle?
4. Be familiar with legislative reapportionment
redistricting. When do these processes occur and why? Who is responsible? What
is gerrymandering?
5. What factors favor incumbents in House and Senate
races?
6. Bicameralism: Know the basic differences between
the House and Senate.
7. Be familiar with the various stages in the
legislative process: (1) introduction and referral; (2) processing in
committee; (3) scheduling (e.g., by the House Rules Committee); (4) floor
debate (note House and Senate differences here); (4) conference committee
adjustments; (5) presentment to the president.
8. Regarding party leadership and organization: (1)
what is a party caucus? (2) who are the day-to-day party leaders in the House
and Senate? (3) who are the Constitutional presiding officers in each house and
why are two of them relatively unimportant most of the time? (4) why is it
advantageous to be a member of the majority party in Congress?
9. Nominations: (1) what are primary elections and
how did we come to use primaries as the principal method of making nominations
in the
10. Presidential nominations involve both primaries
and conventions. Explain. What does it take to win a presidential nomination?
11. Know the basic rules and procedures involved in
the Electoral College. What potentially undesirable outcomes can occur with
this method of presidential selection? Why did the Framers of the Constitution
adopt the Electoral College?
12. What major Constitutional roles or powers are
granted to the President in Article I and II? What other kinds of informal
powers and resources are required for effective presidential leadership? Why
are some presidents more successful with their legislative proposals than
others?
13. What are the major elements of the White House
Executive Office and why are these groups sometimes more important than the
Cabinet?
14. Define the term bureaucracy. Know the
major kinds of bureaucratic organizations found in the federal government
(departments, independent executive agencies, independent regulatory boards,
and government corporations).