This course will examine the origins of American democracy and how from fragile beginnings American republican government has survived.  The development of majority rule and how federalism shapes the political landscape as a vibrant dimension of American political culture will be closely examined. Civil rights, the media, and campaign finance will receive attention.  Finally, the role of the United States in the global community will be examined.

This course will examine the origins of American democracy and how from fragile beginnings American republican government has survived.  The development of majority rule and how federalism shapes the political landscape as a vibrant dimension of American political culture will be closely examined. Civil rights, the media, and campaign finance will receive attention.  Finally, the role of the United States in the global community will be examined.

Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.

A:  Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.

B:  This is highly competent level of performance and directly addresses the question or problem raised.

There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

C:  This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

D:  This level of performances demonstrates that the student lacks a coherent grasp of the material.

Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

F: This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

Requirements:

1. Mid-Term Examination
2. A term paper of 10 pages in length due on the last day of class before Final Exam week begins.   The subject of the paper will be the following:……Sources for the paper will be the readings available in the library.
3. A film review essay of 3 pages covering a film from the attached list that is due on the last day of class before Final Exam week begins.
4. A book review essay of 3 pages due on the last day of class before Final Exam week begins. Students must select a book from those included on the Book Review list.
5. An End Quiz covering the content of the course covered since the Mid-Term exam. It will be held on the last regularly scheduled day of class before Final Week.
6. Oral Report. Each student will participate in a two-member team presentation of a fifteen minute oral report. The topic selection will be made during the third week of class and will come from the attached Oral Report subject list.
7. At least one tutorial will be held with each student during the term to discuss progress in reading and writing assignments.
8. There will be no final exam.

Lessons 1 and 2:  Those Founding Fathers. Is there such a thing as “American Exceptionalism”? American political and cultural identity. (REQUIRED READING: Part 2: “The Founding and the Constitution” pp. 36 – 74 in Benjamin Ginsberg et.al., We The People;  Chapter 2: “The Cultural Legacy of World War II” pp. 30 – 53 in Paul Levine and Harry Papasotiriou, America Since 1945; Part 2: “The American Kaleidoscope, Then and Now” pp. 33 – 47 in Tamar Jacoby, ed. Reinventing the Melting Pot.)

Lesson 3:   Federalism and the States; the Separation of Powers. (REQUIRED READING: Part 3: “Federalism” pp. 74 – 110 in Ginsberg, We The People)

Lessons 4 and 5 :  The Presidency. The World as Seen by the White House. (REQUIRED READING: Part 1: “The Electoral Arena” pp. 2 – 108 in Stephen J. Wayne, The Road to the White House;  Chapter 1: “Kennedy”  pp. 1 – 23 in W.J. Rorabaugh, Kennedy and the Promise of the Sixties; Chapter 2: “Uprooting the Presidential Branch? The Lessons of FDR” pp. 13 – 37 and Chapter 7: “FDR’s Party Leadership: Origins and Legacy” pp. 119 – 133 in Mark J. Rozell and William D. Pederson, FDR and the Modern Presidency; Chapter 8: “The Presidency” pp. 297 – 343 in Christine Barbourd and Gerald Wright, Keeping the Republic; Chapter 1: “The Changing Presidency” pp. 3 – 43 and Chapter 4: “Presidential Character and Performance” pp. 147 – 199 in Norman Thomas, The Politics of the Presidency;  “Introduction” pp. 1 – 13 and “The Effect of Messages” pp. 287 – 307 in Kate Kenski, et. al., The Obama Victory.)

Lessons 6 and 7: Congress. (REQUIRED READING: Part VI: “ Congress and Political Change” pp. 371 – 415 in Lawrence Dodd and Bruce Oppenheimer, Congress Reconsidered; Part 12: “Congress” pp. 434 – 480 in Ginsberg, We The People.)

Lesson 8:  The Courts.

Lesson 9:  Civil Rights.  (REQUIRED READING: Chapter 3: “Civil Rights” pp. 67 –127 in W. J. Rorabaugh, Kennedy and the Promise of the Sixties; Part 5: “Civil Rights” pp. 150 – 196 in Ginsberg, We The People; Chapter 6: “Negroes No More: The Emergence of Black Student Activism” pp. 123 – 145 in Alexander Bloom, Long Time Gone; Chapter 1: “Thinking About Social Change in America” pp. 15 – 31 in Robert Putnam, Bowling Alone.)

Lesson 10:   Public Opinion and Mass Media. (REQUIRED READING: Part 3: “The Presidential Campaign” pp. 207 – 290 in Wayne, The Road to the White House;  Chapter 2: “The Press and the Permanent Campaign” pp. 38 – 54 in Norman Ornstein and Thomas Mann, ed. The Permanent Campaign and Its Future; Chapter 11: “Public Opinion” pp. 421 – 457 in Barbourd and Wright, Keeping the Republic; Part 6: “Public Opinion” pp. 196 – 236 in Ginsberg, We The People; Chapter 13: “Media Culture and the Future of Democracy” pp. 309 – 331 in Edward Morgan, What Really Happened to the 1960s; Michael O’Shaughnessy and Jane Stadler, Media and Society.)

Lesson 11:  Mid-Term Exam

Lessons 11 and 12:  Political Parties:  The Democrats. (REQUIRED READING: Chapter 12: “ Political Parties” pp. 457 – 499 in Barbourd and Wright, Keeping the Republic; Part 9: “Political Parties” pp. 306 – 346 in Ginsberg, We The People;.)

Lessons 13 and 14: Political Parties:  The Republicans. (REQUIRED READING: Part 1: “Political Parties and Democracy” in John Aldrich, Why Parties? The  Origin and Transformation of Political Parties in America; Chapter 5: “Lyndon Johnson and the Roots of Contemporary Conservatism” in Bloom, Long Time Gone.)

Lesson 15: Political Parties:  The Others. (REQUIRED READING:  Frank Smallwood, The Other Candidates.)

Lesson 16:  Elections. (REQUIRED READING: Part 4: “The Election” pp. 291 – 369 in Wayne, The Road to the White House;  Chapter 5: “The Consequences of Election Web Sites” pp. 125 – 143 in Bruce Bimber and Richard Davis, Campaigning Online; Chapter 14: “Voting, Campaigns and Electins” pp. 537 – 581 in Barbourd and Wright, Keeping the Republic; Part 10: “Campaigns and Elections” pp. 346 – 200 in Ginsberg, We The People.)

Lessons 17 and 18: Groups, Interests, Votes and Money. (REQUIRED READING: Part 11: “Groups and Interests” pp. 400 – 434 in Ginsberg, We The People; Ed Keller and Jon Berry, The Influentials.)

Lessons 19 and 20:  Foreign Policy; Imperial Ameica?  (REQUIRED READING: Chapter 4: “Vietnam War Mythology and the Rise of Public Cynicisms” in Bloom, Long Time Gone.)

Lesson 21:  End Quiz