Introduction to American Government: Theory and Politics Spring PSC 141 (online) Department of Government - Stephen F. Austin State University

Size: px

Start display at page:

Download "Introduction to American Government: Theory and Politics Spring PSC 141 (online) Department of Government - Stephen F. Austin State University"

Cody Evans
6 years ago
Views:

1 Introduction to American Government: Theory and Politics Spring PSC 141 (online) Department of Government - Stephen F. Austin State University INSTRUCTOR INFORMATION Name: Peyton Wofford Gooch pgooch@sfasu.edu or D2L NOTE: is the best way to reach me. Office: Vera Dugas Liberal Arts North 112 Office Phone: Office Hours: online COURSE INFORMATION Name: Introduction to American Government: Theory and Politics Prefix and Number: PSC 141 Sections: 500, 501, 530, 532 SFA Prerequisites: None Unofficial prereqs: Common sense, time management skills, stick-to-itiveness and a sense of humor Semester Credit Hrs: 3 COURSE DESCRIPTION Origins and development of American and Texas government systems; federalism; civil liberties and civil rights; interest groups, political parties and elections. Meets the state requirement for American Government. This course meets the legislative requirements for a course on the Constitutions of the United States and Texas. From General Bulletin, , p.333. REQUIRED TEXTS 1) Barbour, Christine; Gerald C. Wright. Keeping the Republic: Power and Citizenship in American Politics. (5th brief ed.) Washington, D.C.: CQ Press ) Baily, Alan (Editor). PSC 141 Workbook American Government: Theory & Politics NOTE: I will refer to our two texts as KTR and WB in s, newsfeed items, discussion questions, and such. Both texts are required. To put it another way, in my experience, these two texts are necessary or essential to the aim of earning a passing grade in this course. The SFA Campus Bookstore has ISBN information for both texts. COURSE OBJECTIVES General Education Core Curriculum Objectives In any given semester, one or more of the following Core Curriculum Objectives for the political science Foundational Component Area may be assessed. See the Texas-Mandated Assessment Rubric below for more information. Program Learning Outcomes This course is a general education core curriculum course and no specific program learning outcomes for a political science major are addressed in this course. CLASSROOM POLICIES This is an online course, so you will be required to engage in self-study and utilize self-reminders about deadlines and requirements. We will maintain regular contact throughout the semester through D2L and the course s newsfeed. Check both frequently. 1

2 Late assignments are not accepted. Make-up exams will only be allowed under exceptional circumstances (see evaluation section below). Having another exam or paper due that day is not an exceptional circumstance. Grades are non-negotiable. Let s take a moment to address civil discourse. The respectful exchange of ideas is a requirement of this course. Make it a goal to develop critical thinking about the American political system. As such, I encourage you to ask questions and to (respectfully) challenge assumptions of class discussions. You are allowed to express your opinion. Please do so in a reasoned, professional manner. Please also remember that your fellow students are allowed to express their (potentially different) opinions. Stated another way, discussion posts and other online behavior should not interfere with my ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be subject to penalties. This prohibition applies to all instructional forums. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the class. D2L, COMPUTER, and LIVETEXT SUPPORT To learn more about using D2L, visit SFA ONLINE at where you ll find written instructions and video tutorials. For technical support, contact the Office of Instructional Technology (OIT) at d2l@sfasu.edu or If you call after regular business hours or on a weekend, please leave a voic . For general computer support (not related to D2L), contact the Technical Support Center (TSC) at HELP (4357) or at helpdesk@sfasu.edu. For LiveText technical support (including registration questions), contact Jennifer Stringfield at jstringfield@sfasu.edu or EVALUATION (aka grades) Grades will be determined by the three examinations and numerous discussions. Each exam will count for 25% of your grade and your cumulative discussion performance will count for 25% of your grade. Discussions You will be required to post in multiple discussion activities (or forums) each week and to provide at least two (2) responses/replies to your classmates posts in each discussion activity (or forum). The discussions will require you to analyze the material presented and, at times, offer an argument about a particular component of the material. Treat your posts and replies as small writing assignments. Use proper punctuation and spelling. Pay close attention to your grammar and word choice. The quality of your writing impacts your ability to present an argument. As such, I may deduct points for low quality writing. Exams Examinations (except make up exams) will consist of 50 multiple-choice questions and true/false questions. You will have 60 minutes to complete each exam. There will be three exams. The exams will only cover the information in each segment. Exams will cover reading and lecture material. You are responsible for each of these. Exam dates are noted below. Make up exams will be given only in the case of documented illness, documented emergencies or University related absences. Make up exams may be more difficult than scheduled exams that is, they may include short answer questions or essay questions. If you miss an exam and would like to take a make up exam, it is your responsibility to inform me why you were absent and to provide documentation. If the absence meets the above criteria, we will schedule a make up 2

3 exam. No exams will be given early. Texas-Mandated Assessment Writing Assignment The State of Texas requires a writing assignment be given in PSC 141 for the purpose of core assessment at SFA. The writing topic, assignment, criteria, and rubric can be found at the end of this syllabus and under the Content tab on D2L. Students will receive instructions for submission using LiveText on D2L. Students are required to register for a free LiveText account to complete this writing assignment. s will be sent to students SFA account with information about registration. WEIGHTING SCALE DISCUSSIONS 25% EXAM 1 25% EXAM 2 25% EXAM 3 25% TOTAL 100% GRADING SCALE A 90% and up B 80% - 89% C 70% - 79% D 60% - 69% F 59% and lower 3

4 WITHHELD GRADES The following is taken from SFASU s Policy Manual (2011), Semester Grades Policy (A-54). At the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future semesters, the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. ACADEMIC HONESTY Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. - SFASU s Policy Manual (2011), section on Academic Integrity (A-9) Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at All cases of academic dishonesty will be handled according to University policies and procedures (A-9.1). The consequences for academic dishonesty may range from a score of zero (0) on the assignment to an F for the course. For details, students should refer to the SFA Policy Manual (2011) or the University s General Bulletin, section entitled Academic Integrity and other sources of University policy. STUDENTS WITH DISABILITIES To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to 4

5 TENTATIVE SCHEDULE OF LESSONS, DISCUSSIONS, and EXAMINATIONS NOTE: This calendar is subject to change. Lessons/modules open at 8am on the Saturday after the previous lesson closes unless otherwise indicated. KTR = Keeping the Republic WB = Texas Politics 141 Workbook Weeks 1 and 2: LESSONS 1 and 2 - American Government and US Political Culture Readings: KTR, Chapters 1 and 2 Discussions due: Friday, 1/30 by noon NOTE: These two lessons are combined to give you time to get used to the reading material (you ll need to read the chapters more than once) and familiarize yourself with D2L. Future lessons will open and close within one week. Week 3: LESSON 3 Texas Political Culture Readings: WB, Chapter 1 Discussions due: Friday, 2/6 by noon Week 4: LESSON 4 U.S. Constitution Readings: KTR, Chapter 2 Discussions due: Friday, 2/13 by noon Week 5: LESSON 5 Texas Constitution Reading: WB, Chapter 2 Discussions due: Friday, 2/20 by noon Exam I opens at 8am on Sunday, 2/22 and and closes at noon on Tuesday, 2/24 Week 6: LESSON 6 Civil Liberties Reading: KTR, Chapter 4 Discussions due: Friday, 2/27 by noon Week 7: LESSON 7 Civil Liberties and Civil Rights Readings: KTR, Chapters 4 (please reread the chapter) and 5 o Discussions due: Friday, 3/6 by noon Week 8: LESSON 8 Civil Rights Readings: KTR, Chapter 5 o Discussions due: Friday, 3/13 by noon Week 9: Spring Break 5

6 Week 10: LESSON 9 US Elections Readings: KTR, Chapter 12 o Discussions due: Friday, 3/27 by noon Week 11: LESSON 10 Texas Elections Readings: WB, Chapter 4 o Discussions due: Friday, 4/3 by noon Exam II opens at 8am on Sunday, 4/5 and closes at noon on Tuesday, 4/7 Week 12: LESSON 11 Federalism Readings: KTR, Chapter 3 o Discussions due: Friday, 4/10 by noon Week 13: LESSON 12 Parties and Interest Groups Readings: KTR, Chapter 11 and WB, Chapters 6 and 7 o Discussions due: Friday, 4/17 by noon Week 14: LESSON 13 U.S. Public Opinion Readings: KTR, Chapter 10 and WB, Chapter 5 o Discussions due: Friday, 4/24 by noon Week 15: LESSON 14 Texas Public Opinion Readings: WB, Chapter 5 o Discussions due: Friday, 5/1 by noon Week 16: LESSON 15 - Media Readings: KTR, Chapter 13 o Discussions due: Friday, 5/8 by noon EXAM III opens at 8am on Saturday, 5/9 and closes at noon on Thursday, 5/14 6

7 Texas-Mandated Assessment Assignment Instructions - PSC 141: American Government Constitutional Principles Writing Assignment: This assignment requires you to select a key constitutional principle such as a civil liberty (e.g. the right to privacy, right to bear arms, or freedom of speech); a civil right (e.g., the right to vote or due process), or a constitutional power (e.g., Congress power to tax and spend for the general welfare or regulate interstate commerce). You will develop a well-written essay on the constitutional principle that you select. Your assignment must include a graphic representation of some aspect of the material that you are discussing, for example a chart or graph of data that helps to demonstrate your understanding of the constitutional principle. The assignment will directly assess your mastery of all four Core Curriculum Objectives assigned to this course: critical thinking, communication skills, social responsibility, and personal responsibility. To this end, you assignment, including the graphic representation, must address each of the following issues. Mastery of critical thinking is demonstrated by: Clear and concise conceptualization of the constitutional principle (e.g., defining free speech) Correctly identifying points of contention or debate over the constitutional principle (e.g. defining hate speech, when and why may speech be limited, the Clear and Present Danger test, etc.) and collection of relevant sources. Evaluation of relevant arguments and construction of a logical conclusion Mastery of communication is demonstrated by: Organization and clarity in writing Content and accuracy of the information Correct use of grammar and syntax Use of appropriate sources for your assignment Extent to which visual aids (such as charts, graphs, etc.) support your ideas Extent to which visual aids are seamlessly integrated into your assignment Mastery of social responsibility is demonstrated by: Clearly and precisely discussing the impact of one s own culture or subculture associated with the key constitutional principle (e.g. identify what differentiates hate speech from other forms of speech protected under freedom of expression). Identifying the role of civic responsibility and the complexity of civic responsibility as they relate to the key constitutional principle (e.g. describing the responsibility of those who exercise their second amendment rights to the larger community). Discussing the relationship of the constitutional principle to various regional or national communities (e.g. how the understanding of the right to bear arms differs from the American South versus the urban centers of the Northeast versus the Pacific Northwest). Mastery of personal responsibility is demonstrated by: Evaluating your personal beliefs regarding the constitutional principle and how those beliefs affect others. For example, what is your personal position on hate speech and why do you hold that perspective? Explaining how the context of your life and the lives of others influence your position on the constitutional principle. For example, how would your perspective on freedom of religion vary if you lived in an Evangelical Christian majority area or a Muslim majority community within the United States? Evaluating the perspectives of other viewpoints associated with the constitutional principle. For example, how do you view those who disagree with your position on the right to bear arms? Do your conclusions about your own personal beliefs point toward a full consideration of the strengths and weaknesses of alternative viewpoints or of the application of the constitutional principle to a new setting? For example, how does fourth amendment search and seizure apply to cell phone conversations held in public while walking across campus? 7

8 General Education Core Curriculum This course has been selected to be part of Stephen F. Austin State University s core curriculum. The Texas Higher Education Coordinating Board has identified six objectives for all core courses: Critical Thinking Skills, Communication Skills, Empirical and Quantitative Skills, Teamwork, Personal Responsibility, and Social Responsibility. SFA is committed to the improvement of its general education core curriculum by regular assessment of student performance on these six objectives. Assessment of these objectives at SFA will be based on student work from all core curriculum courses. This student work will be collected in D2L through LiveText, the assessment management system selected by SFA to collect student work for core assessment. LiveText accounts will be provided to all students enrolled in core courses through the university technology fee. You will be required to register your LiveText account, and you will be notified how to register your account through your SFA account. If you forward your SFA to another account and do not receive an concerning LiveText registration, please be sure to check your junk mail folder and your spam filter for these s. If you have questions about LiveText call Ext or SFALiveText@sfasu.edu.The chart below indicates the core objectives addressed by this course, the assignment(s) that will be used to assess the objectives in this course and uploaded to LiveText this semester, and the date the assignment(s) should be uploaded to LiveText. Not every assignment will be collected for assessment every semester. Your instructor will notify you which assignment(s) must be submitted for assessment in LiveText this semester. Core Objective Definition Course Assignment Title Date Due in LiveText Critical Thinking Skills To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. LiveText Bonus Writing Assignment Last day of class Communication Skills To include effective development, interpretation and expression of ideas though written, oral, and visual communication. Empirical and Quantitative Skills To include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions. Teamwork To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Personal Responsibility To include the ability to connect choices, actions and consequences to ethical decision-making. Social Responsibility To include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. 8

HMS 241 Lab Introduction to Early Childhood Education Fall 2015

HMS 241 Lab Introduction to Early Childhood Education Fall 2015 Instructor: Louann Williams E-Mail: D2L e-mail or lawilliams@sfasu.edu Toddler I classroom: 106 Phone :(936) 468-4006 Office: 106A Course