University of Windsor
Department of Political Science
45-100 (02):
Introduction to Canadian Government and Politics
Winter 2006
Dr. Heather MacIvor
Office: CHN 1141
TR 10:00-11:20 am
Extension: 2364
Toldo Room 104
E-mail: [email protected]
Course Website: http://www.uwindsor.ca/users/m/mcivhea/45-100.nsf
Office Hours: W 12:00-5:00, or by appointment.
Goals and Purpose of the Course
This course will introduce you to the study of politics, and to the major institutions and
processes of Canada’s national government. It is designed to fulfill two primary purposes. The first
is to prepare students majoring in Political Science and International Relations for their future
courses. The second is to give every student a basic understanding of politics and government – a
kind of user’s guide to democracy. My goal for the course is simple: I want you to understand the
political events which affect your life. If, by the end of the semester, you can do three things – pick
up a newspaper and put the political news in context; write a well-organized essay answer on a test;
and demonstrate a clear grasp of the major concepts covered in the course – then you will have
succeeded. I will do everything I can to help you get there.
Required Text
Heather MacIvor, Parameters of Power: Canada’s Political Institutions, fourth edition
(Toronto: Nelson Canada, 2005) (hereinafter abbreviated as PP)
The textbook is available in the Campus Bookstore. You MUST buy the fourth edition, which is
more up-to-date than and differently structured from the third edition.
Additional required readings are available on the course Website (see the URL above). They are in
PDF format. Before you can open, save, or print them, you must download Adobe Acrobat Reader
7 (it’s free). Go to the course Website and follow the instructions for using PDF files.
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Course Outline
Be sure to bring your copy of Parameters of Power to EVERY class!
January 10: Introduction to the Course
•
•
•
introduction
key terms
critical analysis; the skills required in the course
Required Reading: PP, “Preface” and Chapter 1; Website, “Course Documents”
January 12-19: Elections
•
•
•
•
•
the Canadian electoral system
voting patterns and turnout
the importance and functions of elections
elections and public policy
recent federal elections
Required Reading: PP, Chapter 4; Website, “Required Readings: Elections”
January 24: Introduction to the Constitution
•
•
Confederation
what a constitution is and how it works
Required Reading: PP, Chapter 8; Website, “Required Readings: Introduction to the Constitution”
January 26-31: Federalism and Intergovernmental Relations
•
•
•
federalism: sections 91-95 of the Constitution Act, 1867
intergovernmental relations
from “megaconstitutional politics” to “nonconstitutional renewal”
Required Reading: PP, Chapters 8 and 9; Website, “Required Readings: Federalism and
Intergovernmental Relations”
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February 2-7: Constitution 2: The Charter
•
•
•
•
changing constitutional values: the Quiet Revolution and the United Nations
the 1960 Bill of Rights
highlights of the Canadian Charter of Rights and Freedoms
principles of Charter interpretation
Required Reading: PP, Chapter 10; Website, “Required Readings: The Canadian Charter of Rights
and Freedoms”
February 9: Quebec after 1982
•
•
the Meech Lake and Charlottetown Accords
fallout from the 1995 sovereignty referendum: the Secession Reference and the
Clarity Act
Required Reading: PP, Chapter 9; Website, “Required Readings: Quebec”
In-class exercise: Writing the Essay Exam
February 14: FIRST MIDTERM (all 80 minutes of class time)
February 16-21: Political Culture, Ideology, Values and the Economy
•
•
•
•
the major political ideologies in Canada
political culture: variations across regions and ethnic groups
women and aboriginals
economic debates
Required Reading: PP. Chapter 2; Website, “Required Readings: Political Culture”
February 23-March 9: Political Parties
•
•
•
•
definition, roles and functions, structures
cleavages and party systems
the history and development of the Canadian party system
what parties do, and how well they do it
Required Reading: PP, Chapter 3; Website, “Required Readings: Political Parties”
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March 14: Second Midterm (all 80 minutes)
March 16: The News Media and Politics
•
•
the impact of the news media on Canadian politics and government
how politicians use the media
Required Reading: PP, Chapter 7, pp. 349-366; Website, “Required Readings: The Media”
March 21: Public Opinion
•
•
survey techniques
how politicians use public opinion data
Required Reading: Website, “Required Readings: Public Opinion”
March 23: Interest Groups
•
•
•
what is an interest group?
what do interest groups do?
interest groups in Canadian politics
Required Reading: PP, Chapter 7, pp. 329-348; Website, “Required Readings: Interest Groups”
March 28: Women in Canadian Politics
•
explaining the under-representation of women in Canadian politics
Required Reading: Website, “Required Readings: Women in Canadian Politics”
March 30-April 11: Public Policy
•
•
•
•
•
•
the role of Parliament in the Canadian government
the House of Commons and the Senate
the federal Cabinet
the key central agencies
the Courts in the Canadian policy process
how public policy is made and implemented in Canada
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Required Reading: PP, Chapters 5 and 6; Website, “Required Readings: Parliament, The Political
Executive, The Permanent Executive”
April 13: Summary and Review
Final Exam: April 27, 12:00-2:00 pm
Lecture Format
The class meets twice a week for 80 minutes. The time will be divided as follows:
Time
Activity
10:00-10:10 am
I will put up an overhead with two or three questions about that day’s topic.
The questions are designed to elicit your opinions, not to test your knowledge
of the assigned reading (although that would be good too). You will have five
minutes to jot down your answers. I will then ask for a maximum of five
different answers, which I will write on the board. Those answers will
structure our discussion for that day.
10:10-10:30 am
Lecture
10:30-10:40 am
Questions and discussion
10:40-11:10 am
Lecture (In-class exercise on February 2)
11:10-11:20 am
Questions and summary
Before you do the reading for each class, read over the Discussion Questions posted on the
Website. These are intended to guide classroom discussion. They should also help you to focus on
the key points in that day’s reading. If you are shy about participating in class, as most students are,
you can jot down a few answers to the Discussion Questions ahead of time. Prior preparation is the
best way to build your confidence. ALWAYS DO THE ASSIGNED READING BEFORE
CLASS!
I encourage you to take advantage of the question and discussion periods. However, I also
ask you to respect our time constraints. Keep your questions and comments brief, relevant, and
respectful. While free and open debate is essential to both academic life and democratic politics,
always remember that there are others in the classroom who may not share your opinions, or whose
feelings may be hurt by a careless comment. If any student in the class deliberately insults or
ridicules any group or individual (including the professor!), he or she will face serious
consequences. (Please see the Ground Rules in the “Course Documents” section of the Website for
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further information about classroom conduct.)
If you need to ask a question about the course, but you really don’t want to ask it in class,
send me an e-mail at the address on the front page of this Course Outline. I will answer every
question (anonymously) during the next lecture.
Marking Scheme
Your final grade in this course will be based entirely on the two midterms and the final
exam. The midterms will be written in class. Each will last 80 minutes. You will answer five (of
10) short-answer questions and one (of three) essay questions. Each short answer will be graded out
of 10 marks and the essay will be marked out of 50 (for a total of 100 points). The final exam will
last 2 hours; it will be in the same format as the midterms, except that you will answer two essay
questions (each marked out of 25 points).
M arking Scheme
Midterm 1 (February 14)
30%
Midterm 2 (March 14)
30%
Final Exam (April 20)
40%
Total
100%
Grading
This table shows the range of numerical marks corresponding to each letter grade. The
average grade in 45-100 usually falls in the “C” range.
A+ 93-100
A 86-92.9
A- 80-85.9
B+ 77-79.9
B 73-76.9
B- 70-72.9
C+ 67-69.9
C 63-66.9
C- 60-62.9
D+ 57-59.9
D 53-56.9
D- 50-52.9
F
F- 0-34.9
35-49.9
The grading policy of the Faculty of Arts and Social Sciences is as follows: Instructors
in large enrolment lower level classes should grade so that the “average” grade, or the
expected performance of the average student, is within the “C” range. As a guideline, in
100 and 200 level classes with initial enrolments of at least 50 students no more than
50% of the final grades should be “As” and “Bs” (taken together). At any level and in
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any size undergraduate class, normally there should be fewer grades in the ‘A’ range
(“exceptional”) than in the “B” range (“good”).
Understanding Your Grades
At first sight, the University grading scheme looks pretty familiar: each piece of work is
(usually) graded out of 100, and the grades range from A through F. But there are differences
between University grades and high school grades, and you should be aware of those differences
before your marks start coming back. Once you know how to interpret your grades, you can figure
out how to improve them (if need be). Here’s what it all means:
•
A grade reflects the quality of a piece of work, not your worth as a person. An F on a test is
disappointing, but it does NOT mean that you’re stupid. Nor does it mean that the prof or
the TA has a character flaw, or that he or she is out to get you. It means you didn’t study
hard enough for the test, or you haven’t yet learned to express your ideas clearly in writing.
A poor grade is a wake-up call to work harder and improve your skills; it is not the end of
the world.
•
Professors rarely grade on a curve. Nonetheless, University grades are fairly consistent. The
average grade in most first-year courses is in the C range (60-69 percent). So if you finish
your first year with straight B’s, you’re doing great! For future reference: The average
grade in most second- and third-year courses is in the B range (70-79 percent), while the
fourth-year average hovers around 80 percent (B+/A-).
•
Few first-year students do as well in University as they did in high school. In other words, a
90 average in OAC does not automatically translate into a 90 average in your first-year
courses. Your marks will probably drop, even if you work hard. Don’t panic! Keep
learning, polish your skills, and your grades will go back up over time.
•
Each grade should give you clear information about the quality of your work. Does your
test demonstrate a thorough understanding of the course content? Is your essay clear,
logical, and well substantiated? Ideally, the marker should write detailed comments
explaining the grade and telling you how to do better the next time. The lower the grade, the
more feedback you should expect. If the marker (either the prof or a Teaching Assistant)
doesn’t provide a full written explanation of your grade, you have the right to ask – politely!
– for a verbal explanation. Take your test to the marker’s Office Hours, and ask him or her
to tell you why you did poorly and how you can do better in the future. Never challenge the
competence or integrity of the marker, and NEVER talk to a prof or a TA when you’re
upset. Give yourself a few days to calm down before you approach the marker to discuss a
disappointing grade. Don’t grovel for marks! In rare cases, you might succeed with a wellsubstantiated and objective argument for a higher mark. (Be careful – you don’t want to be
tagged as a whiner.) On the other hand, begging for extra points without a good reason is
demeaning for you and annoying for the marker. He or she might cough up a point just to
get rid of you, but you will have lost his or her respect forever.
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The Midterms and Final Examinations
The two midterm tests will be written in class. You will have the full 80 minutes to answer
the questions. The format for both midterms is the same. There are 10 short-answer questions in
Part A, of which you must answer five. Each will be graded out of 10 points, so Part A is worth 50
points in total. The marking scheme for the short answers is as follows:
9-10
Clear; shows real understanding of the concepts in the question; explains concepts in
your own words instead of just regurgitating. Answers the whole question well, and
includes all the main points. Demonstrates comprehension, not just memorization.
7-8
Not quite as good; one or two small errors or misunderstandings; doesn’t
quite get all the main points, or doesn’t present them clearly. Repeats the course
material verbatim instead of putting it in your own words. Lists all the main points
without explanation.
5-6
Doesn’t answer the whole question; one serious error or misunderstanding,
but otherwise good; lack of clarity; little evidence of really understanding the
concept. Lists some of the main points, but doesn’t explain them.
1-4
Shows no understanding of the concepts; an obvious Hail Mary pass; gets it
completely or mostly wrong; misses the point of the question.
There are three essay questions in Part B, of which you will answer one. Your answer in
Part B will be graded out of 50 points. The grading criteria are as follows:
45-50 (A+)
Excellent essay structure (introduction, thesis statement, clear organization in the
body of the essay, strong and succinct conclusion); answers the question clearly,
directly and explicitly in the introduction, and follows the thesis through to the
conclusion; synthesizes the concepts in the course material into a coherent and
focused answer to the question; shows a thorough understanding of the course
material relevant to the question; clear and well written throughout.
40-44 (A-/A) Not as explicit in the introduction, thesis statement or conclusion, or as clearly
structured in the body of the essay; misses one key point in the relevant course
material; not quite as well written; doesn’t show quite as thorough a grasp of the
relevant course material; doesn’t synthesize the relevant concepts as smoothly or
effectively.
35-39 (B)
Missing one key element of essay structure; a few problems with the writing, but the
meaning is usually clear; misses two key points in the relevant course material; some
effort to synthesize concepts into a coherent argument, but not consistent; does not
demonstrate a sure mastery of the relevant course material.
30-34 (C)
Missing at least two key elements in essay structure; gets one or two of the main
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points, but does not demonstrate a sound overall understanding of the relevant course
material; shows some effort, but regurgitates instead of demonstrating real
comprehension; does not explain relevant ideas clearly; discusses ideas in isolation,
instead of synthesizing them into a coherent answer to the question; fails to answer
one of the major elements in the question; not particularly well written.
25-29 (D)
Missing most of the required elements of essay structure; regurgitates one or two of
the main points, without explaining them; goes off on irrelevant tangents; misses two
or more of the major elements in the question; not well written.
0-24 (F)
Little or no effort to follow proper essay structure; little or no apparent effort to
master the relevant course material; poorly written and/or difficult to understand;
does not answer the question.
The final examination will consist of three parts: one short-answer section and two essays.
Each of your two essay answers will be graded out of 25 points; otherwise the grading criteria are
identical for both tests. The essay questions in Part B will only cover the course material since the
midterm; those in Part C will cover the entire semester’s work.
Policy on Make-up Tests
There will be no make-up tests in this course without a credible doctor’s note or other
genuine documentary evidence of personal emergency. Because there are reports of forged medical
notes on campus, I will check the authenticity of every excuse, and I will not automatically accept
such notes as justification for a make-up test. Any make-up tests will be written exclusively at the
convenience of the instructor and the Department of Political Science, so students must be prepared
to adjust their schedules accordingly. Make-up tests will be substantially different from, and more
difficult than, the tests written by the class at the scheduled time.
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Course Schedule:
45-100 (02), Winter 2006
(In this table, “PP” stands for Parameters of Power; “W” stands for “Course Website”. The assigned
materials on the Website for each date are in the “Required Readings” section of the Table of Contents.)
Date
Topic
Required Reading
January 10
Introduction to the Course
PP, “Preface” and Chapter 1; W,
“Course Documents”
January 12
Elections 1
PP, Chapter 4; W, “Elections”
January 17
Elections 2
as above
January 19
Elections 3
as above
January 24
Introduction to the Constitution
PP, 377-410; W, “Introduction to
the Constitution”
January 26
Federalism and
Intergovernmental Relations1
PP, 377-410; W, “Federalism”
January 31
Federalism and
Intergovernmental Relations 2
PP, 410-422 and Chapter 9; W,
“Intergovernmental Relations”
February 2
Charter 1
PP, Chapter 10; W, “The Canadian
Charter of Rights and Freedoms”
February 7
Charter 2
as above
February 9
Quebec After 1982
PP, 48-52 and Chapter 9; W,
“Quebec”
February 14
FIRST MIDTERM
February 16
Political Culture 1
PP. Chapter 2; W, “Political
Culture”
February 21
Political Culture 2
same as above
February 23
Political Parties 1
PP, Chapter 3; W, “Political
Parties”
March 7
Political Parties 2
as above
March 9
Political Parties 3
as above
March 14
SECOND MIDTERM
March 16
News Media
PP, 349-366; W, “The Media”
March 21
Public Opinion
W, “Public Opinion”
March 23
Interest Groups
PP, 329-348; W, “Interest Groups”
March 28
Women in Canadian Politics
W, “Women in Canadian Politics”
Tests
In-class exercise:
“Writing the Essay
Exam”
FIRST MIDTERM
First Midterm returned
SECOND MIDTERM
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March 30
Parliament
PP, Chapter 5; W, “Parliament”
April 4
Parliament and the Cabinet
PP, 269-299; W, “The Political
Executive”
April 6
The Permanent Executive
PP, 299-319; W, “The Permanent
Executive”
April 11
Public Policy: Summary
none
April 13
Conclusions
none
April 27
FINAL EXAM, noon-2 pm
Second Midterm
returned
FINAL EXAM
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