Eastern Michigan University

PLSC 202: State and Local Government

Winter 2015; Tuesday-Thursday, 11:00 to 12:15; Room 419 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: T and Th: 8:30-10:30 am; other hours by appointment

Course Objectives

This is an introductory course in political science and presumes no previous college level course

work in government. Students who have had an 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.

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Course Requirements, Assignments, Grading, and Other Issues

Text: Governing States and Localities, Kevin Smith and Alan Greenblatt, Fourth

Edition, CQ Press, 2014

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). Digital editions

of the New York Times are available through the my.emich system and 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.

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 or handouts 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: I will be relying on three take home exams, equally wieghted, with

approximate dates noted in the outline, accounting for 90% 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 a

policy paper or an observation of your local governing board; both assignments will be discussed

in some detail in class, but are described briefly below.

As the narrative above suggests, you have two alternatives for completing the final 10% of your

course grade. For those so inclined and with the necessary time and transportation, you may

complete a paper describing your attendance at a meeting of a local governing board, due and

discussed on April 2, 2015. I have attached a handout describing the assignment in more detail.

As an alternative, you may select and complete one of the exercises/policy questions noted in

bold italic font in the outline and summarized at the end of the outline. The intent is to become

something of an expert on a specific topic; of course I will be happy to meet with you

individually to give you some guidance on the topics. We of course will discuss the assignment

in more detail in class.

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In summary, grading will be based on:

Exam One 30%

Exam Two 30%

Exam Three 30%

Governing Board Report 10%

or

Policy paper 10%

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.

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.

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Course Outline

Week Of Topic and Readings

1/6 Course introduction, objectives, expectations and requirements; the "Tragedy of

the Commons;" why we need government, what is it, what is politics? The

Tragedy of the Commons

1/13 Studying state and local governments, approaches, issues, a comparative

perspective; an overview of local government arrangements. 1, 10. Bird’s Eye

View, CRC, parts 1-2, through page 22

1/20-27 State governments in the federal system; diversity and uniformity; changing

federalism, intergovernmental relations; functions and roles of state units. State-

local relationships—unitary arrangements in a federal system. 2, 12.

Compare the federal relationship—that between the nation and the several

states—and the relationship between a state and its local government units.

What is the meaning of the “full faith and credit clause” and how is it applicable

today?

2/3 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. History of

the Michigan Constitution; Ann Arbor Charter

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?

Why are state constitutions so much longer than the U.S. Constitution, and

what are the consequences of that length?

2/12 Exam 1 due, discussed in class on 2/17

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2/10-17 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. The Ballot Battleground; Reform of Michigan's Ballot

Question Process; Memo to Self: Don’t Run for Office; Jungle Primary

Should we allow citizen initiatives, given that they are so easily commandeered

by big-money interests in an age where consulting firms contract to secure

petition signatures? Is it really about citizen action?

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 Winter Break

3/3-10 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.

Political Parties and Interest Groups

Identify the most important interest groups influencing state policy here in

Michigan. Why are they influential, perhaps more so than other groups?

3/19 Exam 2 due, discussed in class 3/24

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3/17-24 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;

CRC Term Limits; Full or Part Time Legislature.

Should we have a part-time legislature here in Michigan and what would that look

like?

Why do we have term limits here in Michigan and what are the consequences?

Would you recommend eliminating them?

In your view should we utilize at-large or district-based elections at the local level?

3/31-4/7 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. State and Local Executives; Local

Administration/Bureaucracy; Yonkers Manager or Mayor; Privatization: Is

It Truly In the Public Interest?

What are the differences between the city manager and the strong mayor form

of government, and which is better?

Describe the advantages and disadvantages of contracting out for the

production of local government services.

4/2 Observation or Policy Assignments due, returned on 4/7

4/14 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?

4/23 Final Exam due at scheduled class time, 11 am

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OHREN – PLS 202 – STATE AND LOCAL GOVERNMENT

Policy Papers—Summary

Students may select one, paper due 4/2/2015

1. Compare the federal relationship—that between the nation and the several states—and the

relationship between a state and its local government units.

2. What is the meaning of the “full faith and credit clause” and how is it applicable today?

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. Why are state constitutions so much longer than the U.S. Constitution, and what are the

consequences of that length?

5. Should we allow citizen initiatives, given that they are so easily commandeered by big-money

interests in an age where consulting firms contract to secure petition signatures? Is it really about

citizen action?

6. How do we apportion election districts locally and statewide in Michigan and in your view should that be

changed? What is the gerrymandering process, what is the impact, and should we try and reduce the

impact?

7. Identify the most important interest groups influencing state policy here in Michigan. Why are they

influential, perhaps more so than other groups?

8. Should we have a part-time legislature here in Michigan and what would that look like?

9. Why do we have term limits here in Michigan and what are the consequences? Would you recommend

eliminating them?

10. In your view should we utilize at-large or district-based elections at the local level?

11. What are the differences between the city manager and the strong mayor form of government, and which

is better?

12. Describe the advantages and disadvantages of contracting out for the production of local government

services.

13. Why do we elect judges in Michigan, what are the problems that poses, and what would you recommend

as an alternative?

The policy papers should be about 5-6 pages total, double-spaced, and are due on April 2, 2015

so I can grade it and return it prior to your final exams. Obviously, we can discuss any questions

about this assignment in class—remember, you probably are not the only one who has the same

question—or I will be happy to respond to questions via email, phone or personal contact.

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OHREN -- PLS 202 -- STATE AND LOCAL GOVERNMENT

Observing Your Local Governing Board

Contact the clerk’s office of your local community by phone or check out the community

website to find out when the legislative body holds its regular meeting (regular meetings of the

governing board are different than work sessions and it is in the regular meeting that official

business is conducted). Check to determine whether there are any public hearings or other

special meetings of interest in the next several weeks. Find out where local offices are;

sometimes they are located in a single building while others are spread out in several places.

Attend and observe a meeting of the legislative body and prepare a written description of and

reflection on what you have seen and observed. Be sure to collect a copy of the agenda of the

meeting—they usually are distributed at the meeting. Your observation should be mostly

unstructured. As such, you should observe and report all that you see at the meeting. Consider:

the organization of the Agenda, what gets handled first?

who speaks to Agenda items, is there much debate or discussion on items?

who are the key actors?

how many people are in attendance, are there members of the media in attendance?

how attentive are members of the legislative body during the meeting?

what are the physical arrangements in the meeting room and what impact does it have?

Your write-up of the meeting should include each of the following:

A. A brief introductory section where you note the governing board you are observing and the

time, date and location of the meeting.

B. Your field notes or observations about what you observed, along the lines noted in the questions

above.

C. Your discussion, analysis of and reflection on what you observed.

This observation assignment should be about 5 pages total, double-spaced. The assignment is

due April 2, 2015 when we are discussing local government institutions, but don’t put off

selecting your community, determining when meetings are held, and attending a meeting since

some local governments only meet once a month. Obviously, we can discuss any questions about

this assignment in class—remember, you probably are not the only one who has the same

question—or I will be happy to respond to questions via email, phone or personal contact.