COURSE DESCRIPTIONS Junior State of America Summer School at Georgetown University Washington, D.C. July 1 – 22, 2018

Table of Contents Advanced Placement/Honors Comparative Government & Politics 3 Advanced Placement/Honors U.S. Government & Politics 4 Honors Constitutional Law 5 Honors International Relations 6 Honors Media & Politics 7 Debate Workshop 8 Speakers Program 9 Administrators, Faculty and Staff 11 The Junior State of America & The Junior State of America Foundation 15 ​

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COURSE DESCRIPTION ADVANCED PLACEMENT/HONORS COMPARATIVE GOVERNMENT & POLITICS

This course is a college-level introduction to political institutions and processes across the globe. It is designed to fulfill state educational requirements and to prepare students for the Advanced Placement examination in Comparative Government and Politics. This course has been ​ authorized by the College Board to use the “AP” designation for the 2018-2019 school year.

Students are taught to analyze and explain patterns within countries’ political atmospheres through a political, economic, and social lens. They compare and contrast government processes and institutions abroad as well as deepen their understanding of leadership strategies. After completing the course, students will be able to use the skills they’ve learned in this course to explore current affairs and real-world issues. This course is aimed at allowing students to discover the intricacies of politics outside of the United States of America.

Summer School students in this course take a midterm examination and participate in a researched, multi-period final simulation demonstrating their understanding of comparative politics. Faculty closely supervises all student research. Participation in classroom simulations, exercises, presentations, and discussion also contributes significantly to a student’s grade.

The course is offered for high school credit and is equivalent to a one-semester Advanced Placement course in Comparative Government and Politics. For students from high schools that do not offer Advanced Placement courses, this class also duplicates an Honors Comparative Government course. Classes are held six days a week. Students accumulate over 85 classroom hours in the program.

The assigned college-level textbook for the course is:

ONeil, P. H. (2018). Essentials of comparative politics. New York: W. W. Norton & Company. ​ ​

Additionally, depending on their section assignment, students are assigned readings from a collection of scholarly articles, national journals, and selected chapters from outstanding works in political science.

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COURSE DESCRIPTION ADVANCED PLACEMENT/HONORS U.S. GOVERNMENT & POLITICS

This course is a college-level introduction to the dynamics of the American political system. It is designed to fulfill state educational requirements and to prepare students for the Advanced Placement examination in U.S. Government and Politics. This course has been authorized by ​ the College Board to use the “AP” designation for the 2018-2019 school year.

Through lectures, college texts, scholarly articles, national journals, selected chapters from outstanding works in political science, case studies, and small group discussions, students learn the basic operating principles of the United States government as well as several theoretical and analytic models for understanding the process of American politics at the state and national levels. Course activities prepare students for the College Board AP exam in U.S. Government and Politics with writing exercises similar focused on AP-style questions. In accordance with the ​ AP course guidelines, specific topics include:

- Constitutional Underpinnings - Political Beliefs and Behaviors - Political Parties, Interest Groups, and Mass Media - Institutions of National Government - Public Policy - Civil Rights and Civil Liberties

Throughout the course, students learn the historical origins and foundations of the United States political system. They practice critically analyzing the roles democracy, political thought, civil liberties, and the Constitution play in the American political system and political institutions. Students use case studies to examine the structure and function of Congress, the Presidency, the courts, mass media, interest groups, political parties, the federal bureaucracy, and the part each of these institutions plays in the policymaking process. After completing this course, students have the tools to analyze American economic and political systems, interpret data relating to U.S. governmental affairs, and will be able to explain the roots of patterns within the political processes.

Summer School students in this course take two examinations and write an 8-12-page analytical paper of university caliber demonstrating their understanding of American government. The term paper involves original research and extensive use of the Georgetown University Library. Faculty closely supervises all student research. Classroom material is augmented by a robust speakers program where students attend lectures from premier speakers in their fields.

The course is offered for high school credit and is equivalent to a one-semester Advanced Placement course in U.S. Government & Politics. For students from high schools that do not offer Advanced Placement courses, this class also duplicates an Honors U.S. Government course. Classes are held six days a week. Students accumulate over 85 classroom hours in the program.

The assigned college-level textbook for the course is:

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Ginsberg, B., Lowi, T. J., Weir, M., Tolbert, C. J., & Spitzer, R. J. (2017). We the People: An th ​ Introduction to American Politics (11 ​ ed.). New York, NY: W.W. Norton and Co. ​ ​ ​ ​

COURSE DESCRIPTION

HONORS CONSTITUTIONAL LAW

In this college-level course, students explore the development of American Constitutional Law including the origins of the Constitution, the rise of judicial power, the development of the Court’s doctrine in the areas of federalism and economic regulation, the Court’s relationship to other branches of government, and the judicial protection of fundamental rights under the Bill of Rights. Numerous provisions of the Constitution and its amendments guarantee individual rights and liberties. However, conflicts over the meaning and application of such guarantees constantly arise, requiring the courts--ultimately the Supreme Court--to resolve them not only by interpreting the language of the Constitution but also by balancing the interests of the conflicting parties.

To help make sense of all of this, the Constitutional Law course is organized around three questions: (1) What in the Constitution that is to be interpreted? What is its nature and what are its functions? What does it include? How does it legitimately change? (2) Who are the authoritative interpreters of the Constitution and what are the relations among them? (3) How should authoritative interpreters interpret the Constitution?

Students read and analyze Supreme Court decisions with the goal of understanding constitutional doctrine. However, because court decisions also are a reflection of the political and social context in which they are made, students also look beyond court cases to the broader political and social background which is essential to understanding the nature of civil liberties and civil rights in the American constitutional system.

Summer School students in this course take two essay examinations that test their knowledge of readings, lectures, guest speakers, and discussions, and write a 8-12 page analytical paper of university caliber demonstrating their understanding of constitutional issues in conflict and the workings of the Supreme Court. The paper either interprets a specific Supreme Court case or examines a topic concerning constitutional law, constitutional interpretation or the Supreme Court. Students must research their paper using a variety of legal and other sources, citing previous cases as precedents for their decision or brief. The term paper requires original research and extensive use of the Georgetown University Library. Faculty closely supervise student research. Classroom material is augmented by a robust speakers program where students attend lectures from premier speakers in their fields.

While the class is offered for high school credit and is equivalent to a one-semester Honors Social Studies elective, it is taught at a college level. Classes are held six days a week. Students accumulate over 85 classroom hours in the program.

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The assigned college-level textbook for the course is:

Mason, A. T., & Stephenson, D. G. (2012). American Constitutional Law (16th ed.). Glenville, ​ ​ IL: Pearson Education, Inc.

COURSE DESCRIPTION

HONORS INTERNATIONAL RELATIONS

This is an introductory college-level course designed to give students the tools to analyze key conceptual issues in international relations. Students learn about the key issues and actors in international relations. They analyze the origins and evolution of the international system and the role of the state, the nation, international organizations, ethnic groups, and other non-state actors in global affairs.

Through the use of case studies of specific international situations, students explore various themes in international relations including globalization and political economy, the use of force, state formation and failure, international institutions, diplomacy, and the structure of global civil society. They also analyze the dynamics of state relations and discuss why different historical experiences produce different outcomes. After completing this course, students will be able to think critically and conceptually about issues that affect U.S. interests in the short- and long-run.

Honors International Relations goes beyond war and peace and addresses ways of dealing with terrorism, crime, the global economy, environment changes, and human rights. Through lectures, readings, videos, group work, class discussions, and simulations, students gain background and hands-on experience to make informed judgments about our global society and will be able to use the conceptual frameworks they learned to analyze the relations between states. Having been exposed to many differing perspectives on world affairs, after completing this course, students will have a well-rounded exposure to the intricacies of international politics.

Summer School students in this course take two essay examinations and write an 8-12-page analytical paper of university caliber demonstrating their understanding of international relations. The term paper involves original research and extensive use of the Georgetown University Library. The faculty closely supervise all student research. Classroom material is augmented by a robust speakers program where students attend lectures from premier speakers in their fields.

While the class is offered for high school credit and is equivalent to a one-semester Honors Social Studies elective, it is taught at a college level. Classes are held six days a week. Students accumulate over 85 classroom hours in the program.

In addition to supplemental readings and films, the assigned college-level textbooks for the course are:

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Lamy, S. L., & Masket, J. S. (2016). Introduction to Global Politics (4th ed.). Oxford, UK: ​ ​ ​ Oxford University Press.

Baylis, J., Smith, S., & Owens, P. (2017). The globalization of world politics: An introduction to ​ international relations. Oxford: Oxford University Press. ​

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COURSE DESCRIPTION

HONORS MEDIA & POLITICS

This course examines the role of the mass media in politics, beginning with the news media’s role during the founding of the U.S. Constitution, the impact on political parties, and today’s political arena. The course underscores the freedom of the press, objectivity, and how they relate to American and International politics.

From newspapers to TV and radio to the Internet, what role does media play in influencing public policy? What impact do political campaign “attack ads,” the blogosphere, and the media pundits have on the attitudes and voting behavior of Americans? Media watchdogs contend that a liberal or conservative bias can prevent objective reporting. Blogs and “infotainment” shows lack the same journalistic standards that traditional news sources attempt to achieve. In this course, students learn how all forms of media influence the political process and the public’s perception of reality.

Through studying the daily work routines of journalists, the impact that corporate conglomerates have on the dissemination of news, and the media’s role in the democratic procedures, from the campaigns to foreign policy decision-making, students learn the intricate relationship between the freedom of the press and politics, including how the news media influence political parties and political dialogue. Through speeches (both prepared and impromptu), written work, and readings, students learn to evaluate media sources, think critically about news coverage, and become familiar with general concepts in media theory and law such as media hegemony and libel. The course informs students and acquaints them with one of the most important socializing agents in their lives, one that will shape their views of political, economic, and social trends for years to come.

Summer School students in this course take two essay examinations and write an 10-12 page analytical paper of university caliber demonstrating their understanding of international relations. The term paper involves original research and extensive use of the Georgetown University Library. The faculty closely supervise all student research. Classroom material is augmented by a robust speakers program where students attend lectures from premier speakers in their fields.

This course is designed to meet the requirements of a one-semester Media & Politics course. If Media & Politics is not offered at a student's high school, this course also meets the requirements of an English elective. Classes are held six days a week. Students accumulate over 85 classroom hours in the program.

The assigned college-level textbooks for the course are:

Trent, J. S., Friedenberg, R. V., & Denton, R. V. (2018). Political Campaign Communication: ​ Principles and Practices (updated 8th ed.). Communication, Media, and Politics. Lanham, ​ MD: Rowman & Littlefield Publishers.

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DEBATE WORKSHOP During the Summer School, students participate in a micro-political system patterned after the U.S. Congress that serves as a practical demonstration of the principles and issues discussed throughout the program. Each student researches and writes an argumentative brief for or against a public policy issue and then leads the debate for his or her side of the issue in a session of the Debate Workshop. Students at the JSA Summer School at Georgetown participated in over 20 hours of Debate Workshop. To complete the Debate Workshop successfully, students engage in substantial library research, demonstrate an understanding of contemporary issues, political theory, and argumentation, and acquire and polish their skills in parliamentary procedure. Students also lead the debate on their own resolution and participate as supporting speakers during the debate of three other resolutions. The Debate Workshop Faculty participate in two areas: 1) oral critique and written evaluation of the knowledge demonstrated by the students 2) identification of the areas where speaking, debating, and other leadership skills of individual students could be improved.

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SPEAKERS PROGRAM During their three weeks in Washington D.C., Summer School students participated in informal, off-the-record question and answer sessions at the U.S. Capitol, the White House (Eisenhower Executive Office Building, Executive Office of the President) the Department of State, the Department of Education, the State Department, and various embassies.

The 2018 Georgetown Speakers Program included the following guest speakers:

Capitol Hill Program: Representative Mark Takano (D-CA)** Alex Evans, Chief of Staff, Office of Rep. Eric Swalwell** Heath Tarbert, Asst. Secretary of the Treasury for International Markets and Investment Policy Delegate Stacey Plaskett (D-USVI) Rod Rosenstein, United States Deputy Attorney General, U.S. Department of Justice

Department of State: Michael Alpern, Head of the Office of Press and Public Diplomacy at Bureau of International Narcotics and Law Enforcement Affairs Teeta Manson, Public Affairs Officer, Bureau of Conflict and Stabilizations Operations, U.S. Department of State Robert Raines, Deputy Director for Press and Communications at the Bureau of Near Eastern Affairs Faisal Khan, Human Resources and Recruitment

Embassy Visits: Tarik Allagany, Public Affairs Supervisor, Royal Embassy of the Kingdom of Saudi Arabia Alberto Fierro, Executive Director, Mexican Cultural Institute and Counselor for Culture and Education, Embassy of Mexico

White House: Steve Munisteri, DAP & Principal Deputy Director of the , Assistant of Intergovernmental & Technology Initiatives Brian Jack, SAP & Deputy Director of Political Affairs Zoe Jackman, Director of Student Leadership Initiatives & Volunteer Engagement , Associate Director for the Office of Public Liaison for President Trump

Other Speakers: Katharine Stevens, Resident Scholar--Education Policy Studies, AEI Justin Kintz, Policy & Communications, Uber Technologies Reza Marashi, Research Director, National Iranian American Council Sofia Sokolowski, Assistant Managing Director, Penn Biden Center for Diplomacy** Zero Hour, Youth Climate Advocacy

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Congressional Appointments

In addition to the speakers previously listed, students from the United States met in small groups with the following Members of Congress and their staff: ​ ​

Senator Pat Toomey (R-PA) Senator Bob Corker (R-TN) Senator Dean Heller (D-NV) Senator Claire McCaskill (D-MO) Senator David Perdue (R-GA) Senator Debbie Stabenow (D-MI) Senator Dick Durbin (D-IL) Senator Jeff Merkley (D-OR) Senator Ted Cruz (R-TX) Senator (R-TN) Senator Maria Cantwell (D-WA) Senator Mike Lee (R-UT) Senator Sherrod Brown (D-OH) Senator Richard Blumenthal (D-CT) Senator Joe Donnelly (D-IN) Senator Richard Burr (R-NC) Senator Stacey Plaskett (D-USVI) Senator Maria Cantwell (D-WA) Senator Ron Johnson (R-WI)

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SUMMER SCHOOL ADMINISTRATION

Dan Hess Summer School Director B.A. in Political Science and History from Gonzaga University. M.A. in American Government from Georgetown University. Junior State of America Northern California Program Director. Junior States of America Summer School Deputy Director (Stanford 2016, Georgetown Session II 2015). JSA Summer School Alumnus (Stanford 2004), Summer Institute Alumnus (Davis 2004), and Junior State of America Alumnus (2001-2005)

Tracy Getselman Summer School Deputy Director B.S. in Psychology from The University of Tampa. Junior State of America Southeast and Northeast Program Director. JSA New Jersey Institute on Leadership and Politics Director.

Lydia Shepherd Staff Director B.A. Candidate in Political Science at Northern Arizona ​ University. JSA Summer School Resident Advisor (Georgetown 2016). JSA Summer School Alumna (Georgetown 2014).

SPEAKERS PROGRAM ADMINISTRATION

Elizabeth Ventura Speakers Program Director B.A. in Political Science and Psychology ​ from Old Dominion University. Junior State of America School-Year Administrator and Mid-Atlantic Program Director. JSA Summer School Director (Georgetown 2008-2016), Deputy Director (Georgetown 2005-2007), and Resident Advisor (Georgetown 2003-2004). JSA Summer School Alumna (Stanford 1996).

Abe Kruger Speakers Program Deputy Director B.A. in Anthropology and Chinese ​ from The College of William & Mary. JSA Foundation Student Services Coordinator. JSA Diplomat Program Alumnus (2012). JSA Chapter Member and President (2011-2013).

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FACULTY

Danny Adkison Honors Constitutional Law Associate Professor of Political Science, Oklahoma State University. Ed.D. in Higher Education (American Studies) from Oklahoma State University. M.A. in Political Science from Oklahoma State University. B.A. in Political Science from Oklahoma State University. JSA Summer School Faculty (Georgetown 1985-1993, 1998, 2000-Present.)

John Davis Honors International Relations Former Assistant Professor and Director of International Security Studies ​ Master’s Program at Trinity Washington University. B.A. Political Science and International Relations from Memphis State University. M.A. in International Studies from Old Dominion University. Ph.D. in Political Science from Howard University. JSA Summer School Faculty ​ (Georgetown 2014-Present).

William Huddy Honors Media & Politics Instructor at the Metropolitan State University of Denver. Ph.D. in Human Communication Studies from the University of Denver. M.A. in Communication from the University of Colorado, Colorado Springs. B.A. in Mass Communication and International Relations from California State University, Chico. JSA Summer School Faculty (Georgetown 2010-present).

David Jervis Honors International Relations Associate Professor of International Relations at Marie Curie-Sklodowska University in Lublin, Poland. Ph.D. in Political Science from Temple University. M.A. in Political Science from Villanova University. B.A. in Political Science from Eastern College. JSA Summer School Faculty (Georgetown 2004-Present).

Justin Moeller Advanced Placement/Honors U.S. Government & Politics Assistant Professor and Pre-Law Advisor at West Texas A&M University Department of Political Science and Criminal Justice. B.S. in Political Science from University of Wisconsin. M.A. in Political Science from San Diego State University. Ph.D. in Political Science from University of Georgia.

Azamat Sakiev Advanced Placement/Honors Comparative Government & Politics

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Assistant Professor at Pennsylvania State University. Ph.D. in Political Science from Maxwell School of Citizenship. M.A. in Political Science from Maxwell. M.A. in International Relations from Central European University. B.A. in International Relations from American University of Central Asia. ​

Dwight Podgurski Debate Workshop Adjunct Faculty at University of Indianapolis. M.A. in Speech Communication from California State University, Northridge. B.A. in Communication Theory from the University of Wyoming. JSA Summer School Faculty (Stanford 2007, Georgetown 2014-Present).

Erik Roebuck Debate Workshop Graduate Teaching Assistant at University of Oklahoma. Former Assistant Professor of Communication at John Brown University. Ph.D. in Communication University of Oklahoma (expected 2019). M.A. in Speech Communication from California State University at Fullerton. B.A. in Communication Studies from Biola University. ​

Ashley Torrence Debate Workshop Visiting Assistant Professor at Clark Atlanta University. Ph.D. in Mass Communication Media Studies from Howard University. M.A. in Communication from State University of New York at Albany. B.A. in Speech Communications and Political Science from Clemson University. JSA Summer School Faculty (Princeton 2011-2014).

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RESIDENT ADVISOR STAFF

Sarah Knickerbocker J.D. Candidate at Syracuse University. JSA Summer School Alumna (Yale 2009, Princeton 2010, Georgetown 2011). Gaby Tumbaga B.A. Candidate in Political Economy at Georgetown University. JSA Summer School Alumna (Georgetown 2016). JSA Summer School Institute (Arizona 2015, 2016). Hannah Edwards B.A. Candidate in Social Work at University of Indianapolis. JSA Summer School Alumna (Georgetown 2015). Chace Paulson B.A. Candidate in Political Science at American University. Uyiosa Elegon B.A. in Marketing at University of Houston. JSA Summer Institute Alumnus (Texas). Sarah Haney B.A. Candidate in Russian and Political Science. JSA Summer School Alumna (Virginia 2015). Tamia Gaitwood B.A. Candidate in Liberal Studies/Pre-law at North Carolina AT&T State University. JSA Summer School Alumna (Georgetown 2015). Eric Jewel B.A. Candidate in Political Science at Northeastern University. JSA Summer School Alumnus (Georgetown 2016).

Elias Allen BA in Politics, Philosophy, and Economics at the University of Oxford.

Kevin Wu Bachelor of Arts in International Studies and Minor in Business at Johns Hopkins University.

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The Junior State of America Foundation The Junior State of America Foundation sponsored three Summer School programs in 2018 on the campuses of Georgetown, Princeton, and Stanford, as well as three Summer Institutes, conducted at UCLA, UC Davis, and Princeton. The Junior State of America Foundation is a nonprofit, nonpartisan 501(c)(3) educational foundation.

The Junior State of America – JSA For over eighty years, in cooperation with public and private high schools throughout the United States and in seven insular areas (American Samoa, the Federated States of Micronesia, Guam, the Northern Marianas, the Republic of the Marshall Islands, the Republic of Palau, and the U.S. Virgin Islands), The Junior State of America has guided the activities of a nonpartisan, student-run organization for high school students interested in politics and debate. On high school campuses, Junior State of America chapters are extracurricular social studies clubs. Chapter activities include student debates and nonpartisan political programs on campus. Participation in the Junior State of America gives high school students practical experience in the art of self-government, preparing them for the challenge of democracy. Each spring, the Junior State holds three weekends of a mock Congress simulation in Washington, D.C. The National Association of Secondary School Principals has placed this ​ JSA program on the National Advisory List of Contests and Activities. If you have any ​ questions about the Summer School or would like more information about The Junior State of America Foundation or The Junior State of America, please contact:

Djibril Anthony Summer Programs Director (202) 591-3726 [email protected]

The Junior State of America Foundation 111 Anza Blvd, Suite 109, Burlingame, CA 94010 (800) 334-5353, www.jsa.org ​

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