Introduction to National Government*Syllabus Overview*

• National Government is a semester long survey: – American Federal Government system

– Introductory study of the U.S. constitutional framework

– Role and context of American political process

– Key individuals & groups

• directly and indirectly influence US political process

• Second half of the study concentrates on the examination of:– U.S. Government institutions

– Their role in formulating US public policy

General Course Objectives– Acquire knowledge & interest in American political

system:– Develop understanding of Fed Government & its

institutions– Examine political & social context of politics– Examine the constitution & its guaranteed freedoms– Analyze role of government in domestic & foreign

policy– Develop & reinforce reading, writing, and verbal

skills*

Grading Criteria: Total GRADE Points = 100 point scale:

– Meaningful Participation

• Discussion of assigned Learning Objectives– (preparation/contribution/attendance)

• Quiz & RP Thesis Statement => 10 points

– Test I (Key Terms Part I) => 10 "

– Midterm Exam (Parts I & II) => 20 "

– Test II (Key Terms Part III) => 10 "

– Research Paper Project*

• (8-10 pages: due last class meeting) => 20 "

– Final Exam (Parts I, II, III, & IV) => + 30 “

– Possible accumulated points => 100 total points

Letter Grades:

• Total accumulated points => letter grade

– 100-90 points = A

– 89-80 points = B

– 79-70 points = C

– 69-60 points = D

Research Project:

• 8-10 page double-spaced typed paper– Based on student's own research and analysis

• Select & thoroughly research, examine and answer =>– One of the political, economic, or social questions

below:

Research Project=> Questions:

• 1. Senate Approval Process of Presidential Judicial Nominees (The “Nuclear Option”)

• 2. Supreme Court’s “Balance of Judicial Philosophy”

• 3. Iraqi Exit Strategy (Should we have one?)

• (See paragraph IX of Syllabus for details)

Thesis Statement & more guidance

• Clearly state your thesis and rationale• Objectively analyze both sides of issue(s) identified• Present supporting rationale for your conclusion(s)• Submit IAW standard Style Manual & use 4+ sources

– (see Syllabus- paragraph IIIC for details)

• Write IN YOUR OWN WORDS (Cite all work!) • Due: Week 15b -Turn in at beginning of class

Attendance: • Complete attendance is strongly encouraged• Class discussions highlight significant areas of

interests– Class discussions/lectures clarify potential tested

material• 10% of your grade is based in part on class

preparation– Student discussion of learning objectives– Quizzes (announced & unannounced)

• 3 or more absences may result in a lower grade– 5 or more will result in failing the course.)– No make-up Quiz or Test will be administered.– No make-up exams w/o a properly excused absence

Campbell University’s Purpose, Mission, and Policies:

– Core University Policy Theme: • Provide students with the option of a Christian

World view

– Described in further detail in the Campbell University Bulletin

– Standards and Expectations –(see University Bulletin & paragraph IV of syllabus)

Textbook & Reading Materials:

• Squire, Peverill & James Lindsay et.al. Dynamics of Democracy- 4th ed. (2006)– (Available at bookstore or: www.atomicdog.com)

• Supplemental: – Additional articles and readings as assigned

Course Outline- Part I: Context of American Politics (Chapters 1-5)

• Chapter 1- Conflict, Rules, and Change

• Chapter 2- The Constitution

• Chapter 3- The Social Context of American Politics

• Chapter 4- Civil Liberties

• Chapter 5- Civil Rights

Course Outline Chapter 1 Learning Objectives:

• Be prepared to discuss, analyze, and be tested on each chapter’s Learning Objectives & Key Terms as identified and discussed in the Text and highlighted in Bold Print below:

• Chapter 1- Conflict, Rules, & Change- Learning Objectives:– (1). Define Politics and examine the role of conflict & its roots in US political process.– (2). Explain government's role in managing conflict, and why its citizens comply.– (3). Contrast government's structural rules and policy rules.– (4). Examine the bias character of the rules.– (5). Examine the changing rules of government.– (6). Summarize overall objectives of the text (Parts I-IV): Political Context, Individual & Groups, Institutions, Policy

Parts I & II Course Requirements and Learning Activities

• Classroom discussions and learning objectives:

• Be prepared to discuss: – all key terms (KT) & learning objectives prior to

class.

• Reading Assignments and student preparation: (Refer to schedule in Syllabus)

Course Schedule- Part I:(see Syllabus for details)

• Week 1: Introduction to Text & Chapter 1-Dynamics of Politics: – Class 1: Introduction & Course Overview; Review text and Syllabus; Discuss chapter learning – Objectives; Discuss student preparation:=>Outline chapter 1 learning objectives #1-5.– (students should read chapters 1 and 2a (objectives 1-8) prior to next class # 2a)

• Week 2: Chapter 1- Dynamics of Politics & Chapter 2- The Constitution:– Class 2a: Text (chapter 1) => Review learning objectives #1-5; – Text (chapter 2a)=>Discuss learn object#1-8. Read Constitution! (pp 63-

76)– Class 2b: Text (chapter 2b)=>Discuss learning objectives #9-14;

• Week 3: Chapter 3- The Social Context of Politics & Chapter 4- Civil Liberties:– Class 3a:Text (chapter 3)=> Discuss learning objectives #1-4; – Class 3b:Text (chapter 4)=> Discuss learning objectives #1-8;

• Week 4: Chapter 5- Civil Rights: – Class 4a:Text (chapter 5a)=> Discuss learning objectives # 1-11; Research Paper Guidance – Class 4b:Text (chapter 5b)=> Discuss learning objectives #12-15

• Week 5: Test I (Part I) & Chapter 6-Public Opinion: – Class 5a: Text (chapter 6)=> Discuss learning objectives #1-10 & Quiz I

Class 5b: Test 1 (Part I)=> (test on key terms in chapters 1-5)

Course Schedule- Part II(see Syllabus for details)

• Week 6: Chapter 7- Voting & Participation & Chapter 8- The News Media: – Class 6a: Text (chapter 7)=> Discuss learning objectives #1-10; Res. Paper Preparation – Class 6b: Text (chapter 8)=> Discuss learning objectives #1-11.

• Week 7: Chapter 9-Political Parities & Chapter 10- Interest Groups:– Class 7a: Text (chapter 9) => Discuss learning objectives #1-11; – Class 7b: Text (chapter 10) => Discuss learning objectives #1-8 (possible Quiz) – Continue to work on Research paper Thesis Statement & identify sources.

• Week 8: Make-up/Review- Parts I & II & Midterm Examination: – Class 8a: Make-up for remaining learning objectives & Review of Parts I & II (Chapt 1-10) – Class 8b: Midterm Exam = > Chapters 1-10 Learning Objectives & Key Terms.– - Bring Blue Book & pen and SCANTRON 100/W & #2 pencil to class;– - Also Due: e-mail your Research Paper thesis statement with bibliography

Course Schedule - Parts III & IV& Additional Information

• We will begin 2nd Half (Parts III & IV) upon return from break

• Office Hours (M/W 1100-1230 or after class)– Contact me for appt via e-mail or Vicki (ext. 1480)

• Roll/Seating Chart & provide e-mail address • History/Gov Dept. website links – Class Notes

– Short cut: www.google.com => Captain Slattery SEAL– Syllabus & Class Notes available on my Campbell Web Page

• Questions regarding syllabus or schedule?

Chapter 1 overview• Chapter One’s main discussion points:

– Sources of Political Conflict– Political Conflict and the Government’s role– Tools of Government: legitimacy & force– Rule Making to manage Political Conflict

• Structural Rules versus Policy Rules– Bias nature of the Rules– Changing the Rules

• So what are the sources of political conflict?

Conflict

Material Scarcity Conflicting Values

Sources of Political Conflict

Values

Conflict in the Political Community

Principles Beliefs

So what’s the Government’s role?

What are values?

Governments Manage Political Conflict

Governments allocate society’s resources,

reflect society’s values, and enforce its decisions.

Values:

People often disagree and fight

over values

Political Violence:

This is always a danger if there are not agreed upon rules and laws

Material Scarcity:

Leads to conflicts and even violence

An essential Government tool necessary for effective conflict management?

How?

Why?

Legitimacy

• Self-imposed willingness to follow government’s decisions

• Respect for ruling government• Government is accepted as the sole and rightful

user of coercive authority

• What other tools do governments use?

The Tools of Coercive Force

• Military

• Judicial System

• Police

So Legitimacy + Force = ?

Legitimacy

Coercive Force

Key Government Tools for managing

Conflict

So how do Governments decide how to use their tools to manage conflict? By what means?

Roles of Legitimacy & Force

Rules

Two different types of Rules:• Structural Rules • Policy Rules

Governments Manage Conflict with Rules

Structural Rules

• Structural Rules determine:– Organization of government

– Procedures of government

– Distribution of power

• In other words- … the “ground rules”

• What are the Sources of Structural Rules?

Sources of Structural Rules:

Structural rules originate from:

– The U.S. Constitution– State Constitutions– Federal Laws– State Laws– Federal Courts– State Courts

• How do Policy Rules differ?

Policy Rules:

• When government agencies make decisions within their jurisdiction, the result is called a policy rule… – or just plain “Policy.”

• Government’s policy rules = public policy.– (Tax cuts/increases, Social Security, Military Draft)

• Policy rules are developed according to the procedures established by structural rules.

What is the special nature of the rules?

The Biased Nature of Rules

• Rules create winners and losers:– Who benefits? (Rich vs. Poor, Influential groups)– Bigger tax cuts = less revenue = program cuts– Caps on law suits (Insurance Corps vs. Injured litigants)

• Rules are the center of contentious debate:– Conflict over scarce resources and values– Majority democratic rule versus minority rights– Supreme Court Appointments (Who gets to decide?) – Debate over Constitutional Amendments

Example: History of Rules of Voting=>Evolving Changes in the Rules:

• Originally only white men with property could vote

• Passage of 15th Amendment allowed all male American citizens over 21 year old to vote

• The 19th Amendment allowed women to vote

• The 26th Amendment lowed the voting age to 18

Chapter 1 Summary:• Text: Dynamics of Democracy:

– Conflict, Rules, & Change

• Chapter 1 examined: Politics and Conflict– Roots of Conflict– Role of Government in Managing Conflict

• It also examined the Government as Rule Maker:– Structural Rules– Policy Rules– The Biased Character of Rules– The Changing Rules of Government

Summary Overview- Putting it all together:

• Themes of the Text’s four main sections:– Part 1: The Context of American Politics

– Part 2: Individuals & Groups in US Politics

– Part 3: Institutions of American Politics

– Part 4: Policy Process in American Politics

Key Terms Summary:• Material scarcity: The inability of a society to provide its citizens

with all the goods and services they may want or need.

• Values: Principles and beliefs embraced by society.

• Legitimacy: A self-imposed willingness of citizens to respect and obey the decisions of their government.

• Coercive force: The ability of a government to compel its citizens to obey its decisions.

• Structural rules: Rules that establish the organization, procedures, and powers of government.

• Policy rule: A decision a government institution reaches on a specific political question within its jurisdiction.

Readings for Class 2a (for next Monday):

• IAW the Syllabus Course Schedule- Read:– Squire Text- Chapter 1 (Learn Objectives 1-6)

– Squire Chapter 2a (Learning Objectives 1- 8)

– Constitution (Squire Text- at end of Chapter 2)

Election 2000Gore

vs.

Bush

Electoral Votes Needed to Win

271

Gore

267

Votes

Bush

246

Votes

Electoral Vote Total as of Nov. 8, 2000

Election 2000: A Bitter Race

to the Finish

Gores files protest of election in 4 counties.

Harris says all vote recounts need to be completed in one week

A Brief History of the Election Saga

Gore files suit to postpone Harris’ decision.

Lower Court rejects Gore’s suit.

Florida Supreme Court rules for Gore, moves deadline to Nov. 26.

A Brief History of the Election Saga

On Nov. 26 Harris certifies vote, Bush wins by 537 votes.

As allowed by Florida law, Gore challenges certified results.

From the beginning Bush argues in Federal Court that hand recounts must be stopped.

Bush argues that the Florida Supreme Court overstepped its authority.

The U.S. Supreme Court hears Bush v. Gore

• Bush argues according to the Federal Electoral Court Act of 1887, rules cannot be changed once a vote takes place

• Bush argues that this is what Florida has done; changed the rules

• The U.S. Supreme Court rules that the Florida Supreme Court must clarify its ruling

Circuit Court Judge N. Saul Sanders hears Gore on hand recounts

• Judge Sanders rejects Gore’s request for hand recounts to continue

• Judge Sanders rules that Gore cannot show that hand recounts will alter the outcome of the election

The Florida Supreme Court Rules on Judge Sanders

• The Court rules that Judge Sanders misread Florida law

• Gore is in a “Catch-22,” he can’t show that the recount will change the election unless he can have a recount

• Orders recounts to continue

The U.S. Supreme Courts Ends it All

• The Court rules that Florida must stop its hand recounts

• The Bush team argues that Florida is violating the Constitution’s equal protection under the law provision

• The Court rules that the standard for what should be counted and what should be discarded in the recounts is unclear

• Bush wins

How America Counts the Vote

Federal Election: Local Power

• As Florida Secretary of State, Ms. Harris had broad power to interpret election law

• She ruled that hand recounts had to be completed by Nov. 14

• Ruled that recounts could be conducted only if voting machines failed

• Florida Supreme Court ruled she had misapplied the law

Fairness or Partisan Politics?

• Member of Palm Beach County Election Canvassing Board

• Demanded a recount of Palm Beach County’s votes after finding 19 missed Gore votes

• Her mandated recount missed the deadline by two hours

• She was praised by Democrats and lambasted by Republicans

Counting the Vote

• Individual states are responsible for counting votes.– In turn, counties tally their own votes.

• Undervotes: the voting machine records no vote for a candidate.

• Overvotes: the voter votes for more than one candidate.

The Sloppy Dems Thesis

• Democrats made more mistakes on their ballots in Florida than Republicans. Why?

• As a result of a “get-out-the-vote” campaign, many Democrats were first time voters.

• “Democratic counties” more likely to use punch cards than voting machines.

Possible Solutions & Problems

• Buy new voting machines.• Develop more precise voting rules.• Will more money spent mean better elections

results?• Rather than spending money updating election

technology, are there more pressing needs?

How the College Works

• Each state receives the number of electors equal to the number of senators (2) plus the number of its representatives.

• Political parties each choose electors, usually through their conventions.

• Electors cast their votes on the Tuesday following the first Monday in November.

• Whichever party wins the popular vote becomes the elector of its respective state.

• The electoral votes are read before both Houses of Congress on January 6.

How the College Works (con’t.)

• The winner of the presidency is the candidate with the absolute majority of electoral votes.

• If no candidate wins the absolute majority, the U.S. House of Representatives selects the winner from among the top three candidates.

• The President and Vice President are sworn into office January 20.

The 22nd Amendment

• The Framers of the U.S Constitution, after debate, decided that term limits were unnecessary.

• George Washington said that it made no sense at all "in precluding ourselves from the services of any man who on some emergency shall be deemed universally most capable of serving the public."

Tradition

• Tradition, not law, mandated Presidents serving two terms.

• Between 1789 and 1947, 270 Congressional resolutions were brought to the floor seeking presidential term limitations.

FDR

• Roosevelt was elected for an unprecedented 4 terms.

• Roosevelt was in his 7th year as President when World War II broke out and was re-elected to serve a third term.

• He died three months into his fourth term in 1945.

Passing the 22nd Amendment

• Republicans won control of Congress in 1946.• Congress passed the 22nd Amendment, which

reads: “No person shall be elected to the office of the president more than twice, and no person who has held the office of president, or acted as president, for more than two years of a term to which some other person was elected president shall be elected to the office of the president more than once.”