JOHNSON COUNTY COMMUNITY COLLEGE Course Syllabus – College Now Liberal Arts Division American National – Eudora High School POLS 124 Fall 2018 – Meeting daily from 902-952 and 1050-1140

I. Instructor Information Office Hours; 715 – 745am daily Name: Dr. Robyn M. Kelso Teacher Availability: During office Contact Information: hours and plan time and by By phone: 785-542-4980 x appointment. 1661 By email: II. Course Information [email protected] Credit Hours: 3 Teacher Website: Visit Contact Hours: 80 http://www.eudoraschools.org Lab Hours: 0 /Domain/57 Course Type: Transfer Prerequisites: NONE

III. Textbook and Supplies: The Challenge of – American Government in Global , 12th Ed.; by Janda, Berry, Goldman and Schildkraut. Daily Internet access at home is a must.

IV. Late Work Information Daily Work/Homework – 10% off each day its late. Must complete and staple late work form to any late work turned in. Form is located in google classroom. Read directions carefully.. Projects/Papers – 10% off each day its late

V. Make Up Work/Deadlines If you are absent, make up will be handled in the following ways: 1. Daily work/homework/classwork – will be emailed out. Check directions and pay attention to due dates. Hint – if you plan to be gone, getting make up work done in class the next day will generally put you even further behind. If you are absent make up work should be completed on your own time. 2. Exams – 5 school days to get made up. Don’t forget about due dates – deadlines matter. 3. Papers and projects – 10% off each day it’s late. 4. Assignment due dates – if you are absent when an assignment is due, it then becomes due the VERY NEXT DAY you attend school. Failure to comply will result in late work penalties.

NO SOAR TICKETS ACCEPTED FOR ANY ASSIGNMENT

Deadlines/due dates are not optional. Pay attention to when items are due. Deadlines will be set and adhered to regardless of any absences, school related or otherwise

VI. Course Description/Objectives

This course is an examination of the current national -making process. Topics of study include American political culture, constitutional principles, basic political and economic concepts, intergovernmental relations, public opinion, political parties, interest groups, media, budget construction, and decision-making institutions. After successful completion, the student should be able to:

1. Describe, the concepts of , , checks and balances and individual rights; intergovernmental relations; and the expansion of individual and civil rights as a result of judicial review. 2. Explore some of the key myths that have an impact on American’s perceptions of government.

3. Describe, using examples, the fundamentals of American political culture, including the not entirely compatible values of freedom, equality and order upon which it rests, the interpretations of democracy embraced, and underlying ideological principles. 4. Identify and explain the avenues open to the public to participate in the political decision-making process, , including public opinion polling, political parties, , interest groups, and the media. 5. Describe the working relationship among the legislative, , and judicial branches of government with reference to their respective powers, limitations on those powers, areas of friction, and points of public access.

6. Explore types of local and how local government functions and operates.

VII. Course Competencies I. Fundamentals of American Government

A. Describe, using examples, the constitutional foundations of American government, including:

1. The role played by a constitution in a both as a source of and a limitation on the power of government.

2. The role played by federalism, separation of powers, checks and balances and individual rights, including:

a. Distribution of power within the government. b. Limitations on the exercise of that power.

3. The evolution of intergovernmental relations from dual federalism through cooperative, creative and new federalism, including:

a. The influence of grants-in-aid on the relationship between the federal and state governments. b. The role of the Supreme Court in the evolution of the relationship between federal and state governments. 4. The role of judicial review in the evolution of both individual rights and civil rights, including:

a. The due process clause of the Fourteenth Amendment and the expansion of individual rights. b. The equal protection clause of the Fourteenth Amendment and the expansion of civil rights.

B. Describe, using examples, the fundamentals of American political culture, including:

1. The core values upon which it rests and the tension inherent in the relationship among these values. 2. The different interpretations of democracy embraced: response, procedural and substantive. 3. The basic principles of classical liberalism and their application in the Declaration of Independence and other primary documents.

Discuss the role of primary elections, public opinion polling, campaign finance reform laws, interest groups and PACs, media campaigns, and television media in congressional and re-election strategy.

1. Analyze the role played by redistricting and gerrymandering, the advantages of incumbency, and campaign finance reform legislation on the re-election of incumbents.

C. Explain how candidate-centered and entrepreneurial politics within the framework of the constant campaign have reshaped the work of the members of legislative branch, including congressional staff.

1. Describe the organizational structure within which Congress develops . 2. Compare and contrast party government with party-line . 3. Compare and contrast the differing interpretations of a representative's role: trustee, delegate, politico and broker.

D. Explain how the candidate-centered politics of the constant campaign have influenced the presidential election process.

1. Discuss the role of primary elections, public opinion polling, public financing, interest groups and PACs, media campaigns, television media, and the Electoral College in presidential election and re-election strategy. 2. Identify and describe those factors outside the control of campaign strategists that are critical of the success of a presidential election campaign.

E. Compare and contrast the role of the chief executive in a presidential and of government.

1. Identify those factors critical to a president's ability to provide leadership for the country and direction for the policy-making process. 2. Describe those factors that have affected the growth in power and size of the executive branch. 3. Compare and contrast the latitude of discretionary authority exercised by the president in the formulation and conduct of foreign as opposed to .

F. Distinguish among the following components of the federal bureaucracy, describing the differing roles performed by each: departments, regulatory agencies, independent agencies, government corporations and commissions.

G. Discuss the conflict inherent in a political system based on checks and. balances and popular and our need for bureaucracy to implement legislation in a large complex society.

1. Compare and contrast Frederick W. Taylor's bureaucratic theory of neutral competency with the reality of bureaucratic practice. 2. Identify and describe the origins of the bureaucracy's quasi-legislative and quasi-judicial powers. 3. Describe and evaluate the effectiveness of legislative executive and judicial branch oversight of bureaucratic agencies. 4. Describe the role of agency personnel in issue networks and iron triangles.

H. Describe the U.S. dual court system, including:

1. The structure of the federal court system and areas of jurisdiction. 2. Access to judicial decision. 3. Method of judicial appointments and conditions under which offices are held.

III. Explain the Madisonian Dilemma (the conflict inherent in the practice of judicial review in a majority-rule democracy).

1. Compare and contrast the following theories of judicial policy-making authority: judicial activism and judicial restraint, including the concepts of judicial review and stare decisis. 2. Describe those factors that restrain the Court's use of judicial power.

IV. Policy Making and Policy Outputs

A. Identify and apply the process of decision making and policy making.

1. Describe the agenda-setting function of all decision making bodies. 2. Identify the bodies responsible for policy making and having input in policy making. 3. Interpret and apply in a variety of situations the Wilson model of cost-benefit analysis to explain the politics of different policy issues.

a. majoritarian politics b. client politics c. entrepreneurial politics d. interest-group politics

B. Apply the Wilson model to conflicts in civil liberties

1. Resolve issues of First Amendment rights in conflict 2. Resolve issues of Fourth, Fifth, Sixth, and Eighth Amendment rights in conflict 3. Apply the Thirteenth and Fourteenth Amendments to crime and due process issues

C. Apply the Wilson model to conflicts in civil rights

1. Resolve issues of racial, ethnic, and gender discrimination 2. Identify and define the organs of power responsible for protection of civil liberties 3. Identify the significance of the Supreme Court decision in Brown v. Board of Education of Topeka (1954) in protecting civil liberties.

VI. Course Assessment Evaluation of student mastery of course competencies will be accomplished using the following methods:

1. A minimum of three examinations indicating understanding of the basic terms and concepts indicated in the above course objectives. 2. Papers – research, analytical, evaluative and reflective papers. 3. Projects – individual and group projects as determined by instructor 4. Homework – daily work, in class work etc.

VII. Evaluation and Grading Scale The grading policy will be in compliance with JCCC Department . Grades will be weighted as follows:

Homework……………………………………..……………10% Exams………………………………………………………..40% Papers/Projects……………………………………………..25% Civic Engagement Activities………………….……… ….25% (civic engagement activities – see attachment)

Grades will be rounded and set on a scale in compliance with the JCCC Political Science Department. Semester grades will be calculated as 80% semester grades and 20% final exam.

Grades are figured on the standard scale: 90%-100% = A 60%-69% = D 80%-89% = B 59% or below = F 70%-79% = C

VIII. Caveats 1. Internet access is a must outside of school. 2. This is a REQUIRED CLASS that must be passed to meet the graduation requirements established by Eudora District Schools. 3. NO SOAR tickets for assignments accepted 4. Be a civil citizen – of the class, of the school and of the community. (A civil citizen is a person who obeys the laws of his country/school, contributes to society and participates in public affairs with wisdom. Good citizenship is closely tied to the concept of civic duty, the idea that citizens have responsibilities they must fulfill with regard to their country – modified from Reference.com) 5. Check school email daily. 6. School rules will be enforced per student planner. 7. Ear buds/headphones of some kind are helpful. 8. You do you boo boo – but you need to own that choice. 9. Time management suggestion – if you work between 20-30 minutes each day on this class, you will find it easier and more manageable than waiting to meet deadlines at the last minute. 10. If you have any questions, puzzles, quandaries or wonderments, just ask!

Student Access and Academic Dishonesty Per Eudora High School policies as stated in the handbook. Plagarism defined includes, but is not limited to: 1. an act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own, as by not crediting the original author: 2. Synonyms: appropriation, infringement, piracy, counterfeiting; theft, borrowing, cribbing, passing off. 3. a piece of writing or other work reflecting such unauthorized use or imitation; 4. A direct quote or information from a source that is not properly cited.

Technology Use In addition to USD 491 and Eudora High School policies, on RED days in this classroom, ALL student electronic technology is to be put away in bags (including personal phones/tablets etc). Out of sight, out of mind. Consider this your one warning. Failure to observe RED days will result in disciplinary action taken. Devices should be charged and ready to go daily – no charging allowed in the classroom, per compliance with Eudora School District policies.

Tentative Course Schedule – Subject to Change – Following every unit will be an assessment activity.

Date/ Week Of Topic Chapters/Readings

Welcome/Intro Chapters 1 August 15 Foundations of Government/Freedom, Chapter 2 August 20 Order or Equality Civic Engagement August 27 Majoritarian or Pluralist Democracy? activities

Sept 3 NO SCHOOL – LABOR DAY – Sept 3 Chapter 3 Sept 4 The Constitution Chapter 4 Sept 10 Federalism Week of Exam – Week of Sept 10 EXAM –– Chapters 1-4 Sept 10

Chapters 6,7,9 Sept 17 Campaigns, Elections and the Media Civic Engagement Sept 24 Campaigns, Elections and the Media Activities

Chapters 6,7,9 Civic Engagement Activities

Chapters 6,7,9 Oct 1 NO SCHOOL – INSERVICE – Oct 1 Civic Engagement Oct 2 Campaigns, Elections and the Media Activities

Week of Exam – Chapters 6,7,9 Exam – 6,7,9 – week Oct 8 of Oct 8

Oct 12 No School – Oct 12 Chapters 5, 8, 10 Oct 15 Opinion and Socialization, Political Parties, Civic Engagement Interest Groups Activities

Oct 18-19 No School – Conferences

Oct 22 Opinion and Socialization, Political Parties, Chapters 5, 8, 10 Interest Groups Civic Engagement Oct 29 Opinion and Socialization, Political Parties, Activities Interest Groups Chapters 5, 8, 10 Civic Engagement Nov 5 Opinion and Socialization, Political Parties, Activities Interest Groups Chapters 5, 8, 10 Civic Engagement Week of Exam – Chapters 5,8,10 Activities Nov 12 Exam – Week of Nov 12 Nov 19-23 NO SCHOOL - Thanksgiving break

Nov 26 Branches of Government Chapters 11-14 Civic Engagement Activities

Branches of Government Dec 3 Chapters 11-14 Branches of Government Civic Engagement Dec 10 WTP Hearings/Civic Engagement Activities

Dec 17 Final Exams Study old exams

American National Government Civic Engagment Activities – Final due date for all assignments December 7, 2018.

To cooperate with the larger Kansas Can Initative* (see fact sheet, last page of syllabus) and in order to promote good citizenship behavior and life long participation in American civic life, American Government classes will earn points for completing various civic engagement activities, divided into two parts.

Civic Engagment Part I. Each of the activities listed below has been assigned a point value. Each activity requires a verification (or proof) piece. These activities will be completed throughout the semester. You must complete 25 points worth of activities, however if you want to earn up to 30 points for either extra credit or provide a cushion for not attending a meeting, that is acceptable as well. Activities MAY BE REPEATED (except for registering to vote/register for the draft) to gain the 25 points. IN ADDITION, FAILURE TO ATTEND A MEETING OPTION WILL RESULT IN FIVE POINTS BEING DEDUCTED OFF YOUR FINAL TOTAL. Should you not be able to attend a meeting,, to offset the 5 point deduction, plan to work towards earning 30 civic duty points, which means you can still get 25/25 points even without attending a meeting. Various due dates throughout the semester.

Points Activity Verification Volunteering - 1 point =1 hour. Can’t be for pay Signed record of hours 1 or for a grade worked/reaction paper

2 Letter to public policy maker Copy of letter

2 Register to Vote/register for the draft Voter Identification/Draft Card Research an issue at www.bbcnews.com, copy of article/ 1 page www.aljazeera.com; www.icij.org or other NON US summary/critical 2 based news source analysis/reaction Copy of interview questions/1 3 Interview a public policy maker page summary and reaction

Students MUST have ONE of the following activities Attend school board, city council or county Copy of agenda if offered/1 page 5 commissioners meeting. report 1 page report over court 5 Attend court session/state case/reaction Attend other state wide event-Boys State or Girls 1 page report over 5 State experience/reaction

How To Complete Civic Engagment Activites – Part I

Observe FORMAL writing protocols: FORMAL WRITING PROTOCOL includes the following in this class: • Must be typed and printed • Must be in MLA format • Must have some length and depth to the writing commensurate with senior level standing in high school. • Must include a critical analysis, including: o Any bias and how do you know? o What’s NOT being said?

Register for the draft/register to vote • To register for the draft go to: www.sss.gov. Complete and then print out the confirmation number and turn in. • To register to vote visit Google classroom. Find the register to vote assignment and follow directions.

Letters: • Research how to write a letter to the editor and then do so. Send to Lawrence Journal World. Make sure to follow specific letter to the editor formats. • Letter to public policy maker. Research how to write a business letter then find an elected official to write to. Complete the letter. Extra points if they answer back.

Volunteering: • Volunteer for any issue – humane society, working 5k races etc. Have someone in charge sign a sheet of paper that you volunteered your time in an acceptable manner. Then complete a 1 page reaction to the experience. Staple both items together and turn in. Make sure to follow formal writing protocol for the reaction. • Volunteering must meet the spirit of the idea – things you do for a class grade or get paid to do do not count. • As you write – answer the basics (who what when where why and how). Decide how this event improved your life or someone else’s. Would you recommend this volunteer experience to others? Explain.

Current Event Research • Browse the sites listed. • Find an article that interests you. Print off and read it. • TYPE the following – 1 paragraph summary of the article (also include critical analysis), 1-2 paragraphs of your reaction (what did you think?). MUST follow formal writing protocol. • MUST BE AT LEAST 1 page in length.

Attend a Meeting – see list on the board • Attend a meeting of publicly elected folks. (list on the board). • Pick up an agenda while there (if offered)and take notes on what happens • TYPE up a summary of what happened AND your reaction. Make sure to follow formal writing protocol. • Only have to attend for 90 minutes • Please dress appropriately.

Reminder - FORMAL WRITING PROTOCOL includes the following in this class: • Must be typed and printed • Must be in MLA format • Must have some length and depth to the writing commensurate with senior level standing in high school. • Must include a critical analysis, including: o Any bias and how do you know? o What’s NOT being said?

Civic Engagement Part II. Engage with a supplemental curriculum entitled We The People to provide depth and breadth to civic engagement knowledge. This curriculum is suggested by those who developed the Kansas Can initiative (see below). Formal writing protocol will apply in many situations.

*Kansas Can Civic Engagement Fact Sheet.

For more information on this state wide initiative read below.

www.ksde.org

Civic Engagement

July 2016

Civic Engagement: Individuals sharing their skills and knowledge through actions intended to improve communities, states, nations, the world, and themselves.

Background In 2015, the Kansas State Department of Education neighbor, or other informal volunteering activities that hosted over 280 focus groups in twenty communities lead to stronger communities. across the state, asking “What are the characteristics, The first three words of the Constitution, We the qualities, abilities and skills of a successful 24-year People, best underscore the principle of civic old Kansans? Kansas community and business leader engagement. The Kansas History, Government, and focus groups identified “citizenship, ethics, and duty to Social Studies standards mission statement reinforces others” as critical interpersonal social skills required this principle by asking schools to prepare students to for student success. In response the Kansas State be “informed, thoughtful, engaged citizens.” Schools Board of Education created the following definition. must provide students with the academic and cognitive preparation, and the technical skills required A successful Kansas high school graduate has for future success, in an environment that encourages the academic preparation, cognitive and facilitates civic engagement pre-Kindergarten preparation, technical skills, employability through the 12th grade. In order for schools to skills and civic engagement to be successful cultivate a culture of civic engagement students need

in postsecondary education, in the attainment regular opportunities to engage in civic learning, of an industry recognized certification or in the participate in their communities, and see similar workforce, without the need for remediation. behavior modeled by adults. This would involve partnering with communities, organizations, Civic engagement is comprised of actions and businesses, and other groups to provide engagement attitudes associated with social participation. The opportunities at all academic levels. Civic engagement most obvious are voting, volunteering, and donating isn’t learned by reading text, listening to a lecture, or money, but civic engagement may also involve watching a video. Students learn to be civically membership in civic and community organizations, engaged by being civically engaged. public speaking, petitioning, mentoring, assisting a

Mission Statement for the Kansas History, Government, and Social Studies Standards: The Kansas Standards for History, Government, and Social Studies prepare students to be informed, thoughtful, engaged citizens as they enrich their communities, state, nation, world, and themselves.

An informed citizen possesses the knowledge needed to understand contemporary political, economic, and social issues. A thoughtful citizen applies higher order thinking skills to make connections between the past, present, and future in order to understand, anticipate, respond to, and solve problems. An engaged citizen collaborates, contributes, compromises, and participates as an active member of a community.

Career Standards and Assessment Services | Kansas State Department of Education

*We The People supplemental curriculm

“…We the People…The Citizen and the Constitution is a nationally acclaimed civic education program focusing on the history and principles of the U.S. Constitution and Bill of Rights for upper elementary, middle, and high school students. The program is administered with the assistance of a national network of coordinators in every state and congressional district in the nation.

The We the People…curriculum not only enhances students’ understanding of the institutions of American constitutional democracy, it also helps them identify the contemporary relevance of the Constitution and Bill of Rights. The culminating activity of the program is a simulated congressional hearing in which students demonstrate their knowledge and skills as they evaluate, take, and defend positions on historical and contemporary constitutional issues. At the high school level, classes have the opportunity to take part in a national competition at local, state, and national levels.”