1 UNIVERSITY OF PENNSYLVANIA Introduction to American Politics Political Science 130 Fall Semester 2012 Primary Instructor: Professor John DiIulio Course Administrator: Mr. Joshua Power Mission: To help Penn undergraduates who study hard and participate actively in the course to learn considerably more than they already know about American politics and government; to encourage each student to become more discerning about the historical, constitutional, electoral, legislative, administrative, and other facets of the subject; and to stimulate within each student a life-­‐long interest in how the U.S. political system works and how, if at all, it might be improved in ways that benefit Americans and the peoples of other nations. Required Books: The six books listed below are available for purchase at the bookstore, but, of course, students are free to obtain them from whatever sources they choose. There are a limited number of copies of each book on reserve at the library. Note: **Any unabridged edition of THE FEDERALIST PAPERS will do. **The second edition of the Green and Gerber book, and the thirteenth edition of the paperback (“Essentials”) Wilson textbook, is the edition of each book that will be referenced in lectures and recitations and tested for on the multiple-­‐choice, short-­‐answer, or essay portions of examinations. **The other three books, each co-­‐authored, are all in their first edition. **The primary course instructor, a co-­‐author of the ESSENTIALS textbook, donates an amount greater than all royalties earned on course-­‐related book purchases to Penn’s School of Arts and Sciences. James Madison, Alexander Hamilton, and John Jay, THE FEDERALIST PAPERS. Any unabridged edition will do. James Q. Wilson et al, AMERICAN GOVERNMENT: INSTITUTIONS AND POLICIES—THE ESSENTIALS, 13th Edition (Cengage, 2013). Donald Green and Alan Gerber, GET OUT THE VOTE: HOW TO INCREASE VOTER TURNOUT, 2nd Edition (Brookings Institution, 2008). Amy Gutmann and Dennis Thompson, THE SPIRIT OF COMPROMISE (Princeton University Press, 2012). Thomas Mann and Norman Ornstein, IT’S EVEN WORSE THAN IT LOOKS: HOW THE AMERICAN CONSTITUTIONAL SYSTEM COLLIDED WITH THE NEW POLITICS OF EXTREMISM (Basic Books, 2012). Jeffrey Birnbaum and Alan Murray, SHOWDOWN AT GUCCI GULCH: LAWYERS, LOBBYISTS, AND THE UNLIKELY TIUMPH OF TAX REFORM (Vintage, 1988). 2 Grading: Final course grades are curved: B+ begins just below the median point total. There are no extra credit options. The four graded course components total 1,000 points. They are as follows: Recitations 20% (200 points): There are fourteen weeks in the semester. In this course, recitations begin during the second week of the semester. Each student must attend the recitation to which he or she has been assigned by the registrar (no switching at any point during the semester). Recitation attendance is strictly required. The rules of the College of Arts and Sciences that govern class attendance apply to this requirement. Unexcused absences from recitation may result in a reduced grade or a failing final grade. Recitations are small-­‐group discussion sessions. Each recitation session focuses mainly on questions relating to particular readings. A week-­‐by-­‐week list of recitation discussion questions appears on pages 8-­‐10 of this syllabus. Recitation leaders facilitate discussion. Recitation leaders also serve as graders for the papers and exams of the students in their respective recitations. But recitation leaders do not have any discretion over the content or scheduling of course assignments. Lively discussion or debate among students is one hallmark of a good recitation. Per the rules of the College, students are expected to be courteous and civil in expressing whatever ideas, or debating whatever points, are germane to the readings-­‐focused questions. Recitations are settings where students must actively listen to one another and participate in a group discussion: except in emergencies, no electronic communications devices of any type may be used by students while in recitation. There is a maximum of 20 points allotted for each recitation. A student’s final recitation grade is the sum of his or her ten best recitation point totals. Papers 25% (250 points): Each student writes two papers. The first paper is worth 10% (100 points). The second paper is worth 15% (150 points). The two paper topics and related instructions appear on pages 10-­‐11 of this syllabus. Except in documented (before or after the fact) cases of health problems or other circumstances that the College recognizes as legitimate reasons for missing a paper deadline, each paper must be submitted when it is due (no extensions). Recitation leaders do not have the discretion to grant extensions on papers. Late papers are not accepted. Before writing the first paper, students are encouraged to familiarize themselves with the College’s policies regarding plagiarism. Each paper references books that have been widely reviewed. One may be tempted to paraphrase published reviews or use material from assorted online summaries or “paper writing” services. That would be a serious mistake. The course staff is aware of what is out there on the books in question, and methods of checking for Internet-­‐related and fee-­‐for-­‐service plagiarism have become ever more sophisticated. Per the rules of the College, to commit plagiarism in any form is to risk penalties that could include a notice on one’s permanent record, suspension, and temporary or permanent loss of degree candidacy. Plagiarism, like all academic cheating, perversely and profoundly undermines the student’s own educational development (and at these prices!) And it is just plain wrong. Because each paper (per the instructions on pages 10-­‐11) is to be written only with reference to selected course materials, avoiding plagiarism and writing on the book(s) in your own words should be easy. But if you have any questions about this, please consult your recitation leader before writing. 3 Midterm Examination 25% (250 points): On Thursday, October 25, there will be a two-­‐part midterm examination administered during class time. It will cover all course material up to that date. Part one will consist of multiple-­‐choice questions. Part two will consist of short-­‐answer questions. More details about the midterm examination will be provided the week before the midterm examination is administered. There will be no “review session,” but recitation leaders will hold additional office hours the week before the midterm examination. Final Examination 30% (300 points): Final examination period is December 12-­‐19. At a time and place to be assigned by the registrar, the final examination for this course will be administered. It will cover all post-­‐midterm examination material, and will also cover bits of pre-­‐midterm examination material (which bits will be specified in advance of the final examination). With the exception of students with special needs to be certified by the Weingarten Center, be advised that students must take the final examination at the time and place to be assigned by the registrar. The instructor and course staff may not administer the final examination at any other time or place. The final examination will have three parts. Part one will consist of multiple-­‐choice questions. Part two will consist of short-­‐answer questions. Part three will be an essay question to which all students respond. There will be no “review session” during the reading period (December 8-­‐11), but recitation leaders will have additional office hours in the week before whatever date the final examination is scheduled by the registrar. More details about the final examination will be provided during the final lecture. Contact Information, Office Hours, and Class/Recitation Communications: On Wednesday, September 5 (the day before the first meeting of the class), Mr. Joshua Power, who is both the course administrator and one of the course recitation leaders, will email to each student who is then enrolled in the class the fall semester 2012 contact information (email addresses, office addresses), brief bios, and course-­‐specific office hours for the instructor and for each recitation leader. This course will not be on “Blackboard,” but throughout the semester, the instructor and/or the course administrator will initiate class-­‐wide communications (memos, teaching notes, links to certain materials, course announcements) via emails. Recitation leaders will also initiate recitation-­‐wide communications via email. Look for the subject “PSCI 130.” Each student is responsible for staying current with all class-­‐wide and recitation-­‐
wide communications. Week 1 September 6 Orientation: What is “politics”? Why bother to study American politics and its “ABCs”? **Wilson, chapter 1 **Federalist, No. 1 **Mann and Ornstein, introduction **Gutmann and Thompson, introduction 4 Week 2 September 11 American Constitutionalism: Unbalanced, unfair, undemocratic, and unholy? **Wilson, chapter 2 and pages A-­‐1-­‐A20 (Declaration of Independence and the U.S. Constitution) **Federalist, Nos. 2, 9, 10, 23, 47, 51, and 55 September 13 The Federalists versus the Antifederalists: James Madison won, but was Patrick Henry right? **Wilson, chapter 5 (page 105 only, section on “Applying the Bill of Rights to the States”) **Federalist, Nos. 6, 8, 9, 10, 14, 15, 21, 37, 38, 39, 44, 45, 46, 51, 78, and 84 Week 3 September 18 Federalism I: Should who gets what depend on who lives where? **Wilson, chapter 3 **Federalist, Nos. 10, 39, 44, 45, and 46 September 20 Federalism II: How, if at all, can “proxy government” be improved? **Wilson, chapter 15 **Emma Ellman-­‐Golan et al, Summer Nutrition Programs for Youth in Philadelphia, Political Science 298, University of Pennsylvania (Spring 2011): pages 1-­‐32 (link to be provided). Week 4 September 25 American Political Culture: Is there a single key to understanding the U.S. political experience? **Wilson, chapter 4 September 27 Public Opinion: Are Americans now a “red-­‐blue” polarized people? **Wilson, chapter 7 5 Week 5 October 2 Political Parties and Interest Groups: “Factions” all, then and now? **Wilson, chapters 9 and 11 October 4 The Media: What’s the Jeffersonian case for a “free press” now? **Wilson, chapter 5 (pages 100-­‐113 only) and chapter 12 Week 6 October 9 Political Participation: What is “youth voter turnout,” and how does it matter? **Wilson, chapter 8 **Green and Gerber, introduction and chapters 1-­‐5 October 11 Campaigns and Elections: What works to “GOTV”? **Wilson, chapter 10 **Green and Gerber, chapters 6-­‐10 **Alan S. Gerber et al, “Social Pressure and Voter Turnout: Evidence from a Large-­‐Scale Field Experiment,” American Political Science Review, February 2008: pages 33-­‐48 (link to be provided). Week 7 October 16 “ABCs” Revisited: The Spirit of Compromise—A Conversation with President Amy Gutmann **Gutmann and Thompson, chapters 1-­‐3 **Federalist, Nos. 10 and 63 October 18 (Permanent) Campaigns and (Low-­‐Turnout) Elections: Is “civic education” the answer? **Guttman and Thompson, chapters 4-­‐5 and conclusion 6 Week 8 October 23: FALL BREAK (no class) October 25: In-­‐Class Midterm Examination Week 9 Monday, October 29 First Paper: Due to Recitation Leader by or before 3:00p.m. October 30 Congress I: Why is it “the first branch”? **Wilson, chapter 13 and pages A4-­‐A8 (Article I of the U.S. Constitution) **Federalist, Nos. 10, 47-­‐57, and 62-­‐66 November 1 Congress II: Is it now “the broken branch”? **Birnbaum and Murray, chapters 1-­‐6 Week 10 November 6 Legislative-­‐Executive Relations: “Separated institutions sharing powers”? **Birnbaum and Murray, chapters 7-­‐11 and epilogue November 8 The 44th/45th President and the 113th Congress: A Political Science Post-­‐Mortem Panel on the Elections **Mann and Ornstein, chapters 1-­‐3 Week 11 November 13 The Presidency: Traditional, Modern, or Hyper-­‐Rhetorical? **Wilson, chapter 14 and pages A 8-­‐A10 (Article II of the U.S. Constitution) **Federalist, Nos. 67-­‐77 **Mann and Ornstein, chapters 4-­‐5 7 November 15 Executive Orders, Signing Statements, and War-­‐Making: Wither checks and balances? **Federalist, Nos. 23-­‐26, 41-­‐42, 64 **Mann and Ornstein, chapters 6-­‐7 Week 12 November 20 Washington Politics, Then and Now: Is it now “even worse than it seems”? November 22: THANKSGIVING BREAK (no class) Week 13 Monday, November 26 Second Paper: Due to Recitation Leader by or before 3:00p.m. November 27 Federal Judiciary: Representative democracy’s “least dangerous branch”? **Wilson, chapter 16 and page A10 (Article III of the U.S. Constitution) **Federalist, Nos. 78-­‐83 November 29 Civil Rights and Civil Liberties: What’s the First Amendment say about “church and state”? **Wilson, chapters 5 and 6 and pages A13-­‐A20 (Amendments to the U.S. Constitution) Week 14 December 4 The Policymaking Process: Where is the next generation of domestic “policy entrepreneurs”? **Washington Post, latest five stories each on Social Security, Medicare, and Medicaid December 6 American Constitutionalism Revisited: Will you greet Madison at “No. 10 Bourbon Street”? **Wilson, chapter 17 8 READING PERIOD: December 8-­‐11 FINAL EXAMINATION PERIOD: December 12-­‐19 Weekly Recitation Focus Questions Klenias: Somehow or other, stranger, you are once again belittling our lawmakers. Athenian: No! But if I am, I am not doing it intentionally…Let’s follow wherever the argument carries us, if you will. -­‐-­‐Plato, The Laws, Book II Week 1: Recitations in this course do not meet during week 1. Week 2: Exactly what does Madison argue in Federalist No. 10 regarding “factions,” the “public good,” and the case for a large and diverse “republic”? Week 3: What is “federalism”? How does Madison describe America’s “compound republic”? What is the “selective incorporation” of the Bill of Rights? How much (if at all) do you think state laws should be allowed to vary with respect to minors’ access to abortions, the death penalty, funding for local public schools, environmental protection regulations, and other matters? How do intergovernmental relations and “proxy government” define the everyday implementation of most national policies and programs? Week 4: What is “political culture” and what are the main elements of American political culture? Do you think it is true that Americans are now polarized by party and ideology, or is such polarization confined mainly to political officeholders and other political elites? In any case, do you reckon that an increase in mass political polarization would be tantamount to a change in American political culture? Week 5: Why did the authors of the U.S. Constitution disparage political parties? In terms of how each seeks to influence government, what is the main difference between a political party and an interest group? You probably like some interest groups more than others. How do you distinguish among and between interest groups? Which, if any, interest groups do you consider to be “single-­‐issue” or “special-­‐
issue” groups (or “factions”!) and which do you consider to be “public interest lobbies” or the like? Week 6: What are the “VAP” and “VEP” methods for measuring voter turnout? What is your take on why turnout rates for persons age 18 to 29 are considerably lower than turnout rates for persons age 65 and older? What do you make of the evidence that more personalized “get out the vote” (GOTV) tactics are generally more effective (including more cost-­‐effective) than less personalized ones? Do you think most people your age spend lots or little time gathering hard news about politics and public policy? Do you think most of them consider volunteering/community service, but not voting, to be a “civic duty”? Weeks 7 and 8: What are “mindsets of compromise” and how does contemporary “campaigning undermine” them? We are in the midst of a presidential election season. Can you point to specific examples of how, in your view, the “spirit of compromise” has suffered over the last month or so? To what extent do you think “the media” or “civic education” can foster or frustrate changes in both governing and campaigning that are favorable to a more civil, if not a more consensual, political 9 discourse and policymaking process? In what, if any, respects was the heated partisan battle in Washington over the 2010 federal health care law (the Patient Protection and Affordable Care Act) nonetheless an example of the ABCs of American politics and “the spirit of compromise”? For all the evidence of increased polarization, can you name other areas of public law and policy on which liberal Democrats and conservative Republicans have found common ground over the last two decades (from Clinton-­‐Gore to Bush-­‐Cheney to Obama-­‐Biden)? Viewed through a historical lens that starts in the early twentieth century, how, if at all, do federal policies on such big-­‐ticket budget items as Social Security, Medicare, and Medicaid reflect a politics of alliances, bargains, and compromises? Week 9: Why did the authors of the Constitution make Congress “the first branch”? How, exactly, does a congress differ from a parliament? What powers does Article I of the Constitution give to the Congress? How have the powers of Congress increased over time? How does “a bill become law,” and why do most bills never become law? How does the representative function of Congress relate to its lawmaking function? Are the two functions in tension, and, if so, how might changes in how Congress is organized affect which function predominates? Even when the body is not as highly polarized as it is today, Congress can rarely either stick to a long-­‐term plan or act quickly. What arguments might you make for changing Congress in ways that enable it to legislate for the long-­‐term, legislate more expeditiously, or both? What arguments might you make against such changes? Week 10: What is the story of the “Tax Reform Bill of 1986”? How was that tale told in the Gutmann and Thompson book, and what, if any, amendments might you offer to their account of how that legislation was developed and enacted? Who at each end of Pennsylvania Avenue mattered most to the bill becoming law, and could you name their present-­‐day counterparts? To what extent was the “unlikely triumph” made possible by leaders being able and willing to meet in private and cut deals (including “side deals”) without either the media or the mass public knowing who bargained over or compromised on what? Could you name two national political officeholders in each party who you think preach and practice the “ABCs of American politics” in Washington today? Who? Weeks 11 and 12: In the words of the late, great presidency scholar, Richard Neustadt, Article II of the Constitution makes the president more like a “clerk” than a “king.” But how have presidential powers evolved since the Constitution was ratified? How does a president differ from a prime minister? The president’s constitutional footing remains firmest when it comes to foreign and military affairs and “emergencies.” But have “signing statements” and other devices increased presidential power in domestic policy as well? Do you think most people think of the presidency, not the Congress, as “the first branch”? How, if at all, might the shift toward a presidency-­‐centered popular understanding of the constitutional system alter what Neustadt termed America’s system of “separated institutions sharing powers”? What is the evidence that “the American constitutional system” has “collided” with “the new politics of extremism”? To the extent that you are persuaded by that evidence, do you think presidents and leaders in Congress, Democrats and Republicans alike, are equally to blame? Regardless, do you think that there is yet hope for “the American constitutional system,” and what reforms, large or small, do you think would be worth considering, and why? 10 Week 13: How does Article III of the U.S. Constitution situate the federal judiciary vis-­‐à-­‐vis the other two branches of the national government? What is Hamilton’s argument regarding the federal judiciary being “the least dangerous branch”? How has the U.S. Supreme Court exercised its appellate jurisdiction in cases involving civil rights and civil liberties? Ponder the First Amendment’s two religion clauses: how has the Court interpreted these clauses over time, and how would you characterize present-­‐day “church and state” doctrine? Week 14: What are the main differences between the “old system” and the “new system” of American politics? Are you now more or less inclined than you were at the start of the semester to agree with “modernist” critics of American constitutionalism who think the nation would be better off with a parliamentary or quasi-­‐parliamentary system? Regardless, to what, if any, extent do you think Madison’s hopes about America becoming a large, diverse republic have been realized over the last 225 years? Finally, what, if any, specific “modernist,” “neo-­‐Antifederalist,” or other constitutional reforms would you prescribe, and why? First Paper: Instructions Read and reflect on The Spirit of Compromise. Summarize, analyze, and assess what Gutmann and Thompson argue regarding how “governing demands” but “campaigning undermines” the “spirit of compromise” in American politics today. This is not an independent research assignment. There is no need to read or reference any other book or any other publicly available commentary (other than the course-­‐related commentary in lectures and recitations) either on the general subject or on this particular book. Your paper must be between 800 words and 1,000 words. You must put the word count, your name, your recitation leader’s name, and the day and time of your recitation at the top of your paper’s first page. Any paper that does not provide this information as instructed will be penalized 10 points. Any paper that is fewer than 800 words or more than 1,000 words will be penalized 20 points and be returned for rewriting. The paper is due to your recitation leader on Monday, October 29, by or before 3:00p.m. As noted on page 2 of this syllabus, late papers are not accepted. If you have any questions regarding the rules of the College as they pertain to plagiarism, you should consult with your recitation leader before you write. You should read, reflect, reason, and write your best essay on the book. An informed guess is that, apart from the time spent reading and reflecting, it will take a student a half-­‐dozen hours or more to write (draft, edit, re-­‐draft, and finalize) his or her best essay of the length specified. Among the questions that you might wish to ask yourself as you think and write about the Gutmann and Thompson book are the following: How well do they deal with counter-­‐arguments and counter-­‐
evidence? Are you more inclined to agree or disagree with their view that “it would be a mistake to dwell on who is most to blame at the moment” for the “uncompromising spirit that pervades current American politics” (p. 23). How, if at all, do their two main case studies (the 1986 tax reform law and the 2010 health care reform law) support their main theses? Which, if any, of their proposals for reform strike you as both feasible and desirable, and which, if any, strike you as either infeasible or undesirable—and why? 11 Second Paper: Instructions Read and reflect on It’s Even Worse than It Looks and on Showdown at Gucci Gulch, and revisit The Spirit of Compromise. Write a paper that addresses the following questions: What do Mann and Ornstein argue regarding “how the American constitutional system collided with the new politics of extremism”? On what, if any, points do Mann and Ornstein differ with Gutmann and Thompson? All things considered, which book do you find to be more persuasive, and why? Are Gutmann and Thompson too hopeful about the contemporary relevance and lessons of the tax reform bill of 1986 (about which they write at length)? Are Mann and Ornstein too nostalgic for legislative-­‐
executive politics like those practiced in the “Gucci Gulch” case (which case they do not discuss or cite)? Students should attempt to write a seamless essay that addresses each of the questions specified above. Avoid writing a paper that reads more like four bead-­‐strung answers to four separate but related questions. Like the first paper, this is not an independent research assignment. Once again, there is no need to read or reference any other books or any other publicly available commentaries either on the general subject or on these particular books. (You may, however, incorporate your own notes from lectures, recitations, and the October 16, 2012 class featuring one of the book’s co-­‐authors.) Your paper must be between 1,000 words and 1,500 words. You must put the word count, your name, your recitation leader’s name, and the day and time of your recitation at the top of your paper’s first page. As with the first paper, any paper that does not provide this information as instructed will be penalized 10 points. Any paper that is fewer than 1,000 words or more than 1,500 words will be penalized 20 points and be returned for rewriting. The paper is due to your recitation leader on Monday, November 26, by or before 3:00p.m. As noted on page 2 of this syllabus, late papers are not accepted. If you have any questions regarding the rules of the College as they pertain to plagiarism, you should consult with your recitation leader before you write. You should read, reflect, reason, and write your best essay on the books. An informed guess is that, apart from the time spent reading and reflecting, it will take a student ten hours or more to write (draft, edit, re-­‐draft, and finalize) his or her best essay of the length specified.