Eastern Michigan University
PLSC 202: State and Local Government
Summer 2014; T-R 9:00-11:40am; Room 419 P-H
Dr. Joe Ohren
Office: 601K Pray Harrold
e-mail: [email protected]
Phone: 734.487.1452 (Faculty Office), 734.487.3113 (PLSC); 734.487.3340 (Fax)
Office Hours: T and R: 8-9am, Noon to 1pm
Course Objectives
This is an introductory course in political science and presumes no previous college level course
work in government. Students who have had the American Government course will have a point
of reference and comparison for much of the class discussion. As the course title suggests,
however, the focus here is on state and local governmental units. Given the number and
diversity of such units, we will be emphasizing general patterns and common characteristics.
Equally important, we will look to our own state and local units as examples, becoming more
familiar with Michigan along the way and using a comparative perspective as a learning tool.
The course is structured to enable students to achieve several learning objectives:
1. Understand the role of state and local government institutions in American society;
2. Distinguish between national, state and local governmental structures and political systems;
3. Understand the function of and patterns in state constitutions and local charters;
4. Explain the nature and functions of the American federal system;
5. Describe the role of parties and interest groups in state and local political systems;
6. Identify nomination and election procedures in the various states;
7. Explain the role and powers of state and local executives;
8. Describe the structure, functions, and procedures of state and local legislative bodies;
9. Outline a typical state judicial system;
10. Distinguish between the various types of local governments in the several states.
This course also satisfies Area IV of EMU’s General Education requirements (Knowledge of the
Disciplines: Social Science). Students are expected to accomplish the following in these classes:
• Acquire an understanding of social science methods and of how they are used to engage in
the systematic study of society and culture.
• Understand and compare formal and informal social and political structures, organizations,
and institutions.
• Explore and understand power relationships and the impact of social change on different
groups and on society in general.
• Develop an appreciation of different interpretations of contemporary issues, institutions, or
structures.
• Use social science methods and content to interpret and analyze data and reports in the
media and to make informed decisions regarding local, national, and international issues.
• Use basic social scientific research techniques to examine and present information in a
clear and concise manner.
• Understand the relation between qualitative and quantitative research.
Course Requirements, Assignments, Grading, and Other Issues
Text: Governing States and Localities: The Essentials, Kevin Smith and Alan Greenblatt, CQ
Press, 2015
The text is available in local bookstores. Additional readings or handouts are listed by date and are
available on the course web site or will be provided in class. Since state and local governments are
in the news every day, I would encourage you to read a daily/weekly newspaper and share any
interesting issues or insights with the class, and I will do the same (these too are fair game on
exams). Digital editions of the New York Times are available through the my.emich system and I
have found that there are almost always articles about state and local issues in the Times that provide
“fuel” for discussions.
Expectations: The course will follow a lecture-discussion format generally reflecting the
outline of topics and readings below. Readings should be completed prior to class discussion,
and regular attendance is expected. Based on past experience, attendance is highly correlated
with success in the course. Reading topics and assignments listed are subject to change, but if
that becomes necessary I will try to give you ample notice. As noted below, on several
occasions during the term students will facilitate portions of the class discussion.
At times during the course we will be discussing issues that prompt strong feelings; however,
discussions should be civil, and disagreements should be based on evidence and logic, and not
personal. My job is to organize material, highlight and extend (but not replace) your reading, and
get you to think. Getting you to think often means that I will argue positions that are not my own.
Unless authorized, electronics/digital devices (e.g., cell phones, laptops) cannot be used during
class; turn them off and stow them beneath your seat once class begins. Note taking is easy since
on most occasions I post my outlines ahead of classes. If you print the notes, bring them to class,
and expand on them, then your subsequent retyping becomes your first careful review.
Grading Policy: Given that this is a summer session, with classes twice a week over seven and
half weeks, I will be relying on two take-home exams, distributed about two weeks in advance of
the due date noted in the outline, accounting for 80% of your grade. The exams will cover
readings as well as classroom discussion, and make-ups will only be given under exceptional
circumstances and with advance approval.
The balance of the grade will reflect completion of a brief policy paper addressing one of the
questions noted in bold italic font in the outline and summarized at the bottom of the outline
(worth 20%). The intent is to become something of an expert on a specific topic so that you
might join me in facilitating the discussion when that topic is addressed in class. These
assignments will be confirmed early in the term so you can get a head start in preparation (of
course I will be happy to meet with you individually to give you some guidance on the topics).
Be prepared for the discussion when the topic is due, as noted in the outline; the written paper,
perhaps 3 to 5 pages in length, is due June 19th so I can grade them and return them to you prior
to the end of class.
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In summary, grading will be based on:
Exam One
40%
Exam Two
40%
Policy paper/Exercise
20%
EMU Writing Support
The University Writing Center (115 Halle Library) offers one-to-one writing consulting for both
undergraduate and graduate students. Students can make appointments or drop in between the hours
of 9 a.m. and 6 p.m. Mondays through Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students
should bring a draft of what they’re working on and their assignment. Check the schedule online for
Center hours.
The UWC also offers small group workshops on various topics related to writing (e.g., Reading in
College: Tips and Strategies; Incorporating Evidence; Revising Your Writing). Workshops are
offered at various times Monday through Friday in the UWC. To register for a workshop, click the
"Register" link from the UWC page at http://www.emich.edu/english/writing-center.
The Academic Projects Center (116 Halle Library) offers one-to-one consulting for students on
writing, research, or technology-related issues. No appointment is required – students can just drop
in. The APC is open 11-5 Monday-Thursday. Additional information about the APC can be found
at http://www.emich.edu/apc. Students visiting the Academic Projects Center should also bring with
them a draft of what they’re working on and their assignment sheet.
The UWC also has several satellite sites across campus—in Sill Hall for COT students; in
Marshall for CHHS students; in Pray-Harrold for CAS students; in Porter for CHHS and COE
students; and in Owen for COB students. The locations of these sites and their hours will be
posted on the UWC web site http://www.emich.edu/english/writing-center.
Academic Integrity
Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in
this class. Penalties for an act of academic dishonesty may range from receiving a failing grade
for a particular assignment to receiving a failing grade for the entire course. In addition, you
may be referred to the Office of Student Judicial Services for discipline that can result in either a
suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of
what constitutes academic dishonesty, and it can be accessed online at www.emich.edu/sjs
Classroom Management Issues
Students are expected to abide by the Student Conduct Code and assist in creating an
environment that is conductive to learning and protects the rights of all members of the
University community. Incivility and disruptive behavior will not be tolerated and may result in
a request to leave class and referral to the Office of Student Services (SJS) for discipline.
Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a
cellular phone, or talking while others are speaking.
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Students with Disabilities
If you wish to be accommodated for your disability EMU Board of Regents policy #8.3 requires
that you first register with the Access Services Office (ASO) in room 203 King Hall. You may
contact ASO by telephone at (734) 487-2470. Students with disabilities are encouraged to
register with ASO promptly as you will only be accommodated from the date you register with
them forward. No retroactive accommodations are possible.
Course Outline
Week Of
Topic and Readings
5/6
Course introduction, objectives, expectations and requirements; the "tragedy of
the commons;" why we need government, what is it, what is politics?
5/8
Studying state and local governments, approaches, issues, a comparative
perspective; an overview of local government arrangements. 1. Bird’s Eye
View, CRC, parts 1-2, through page 22.
How can we compare state governments to one another? Think of criteria that might
be reasonable if you were to conduct a research project comparing states.
Distinguish between top down and bottom up kinds of local governments.
5/13-15
State governments in the federal system; diversity and uniformity; changing
federalism, intergovernmental relations; functions and roles of state units. Statelocal relationships—unitary arrangements in a federal system. 2.
Compare the federal relationship—that between the nation and the several states—and
the relationship between a state and its local government units.
5/15-20
State Constitutions and local charters; meaning, nature and purpose of a
constitution or charter; patterns and principles in state and national constitutions
and local charters; Michigan's constitution; a typical local charter. 3.
Why are state constitutions so much longer than the U.S. Constitution, and what are
the consequences of that length?
Find the city or village Charter of the community in which you live (or an adjacent city
or village) and read and react to it. How does it compare with our most familiar
“fundamental law,” the U.S. Constitution?
5/22
Political participation and elections; state and national requirements governing
elections; voting procedures and patterns across state and local units; who votes,
why and why not? Direct democracy techniques—why do we have them, what
are the consequences (analysis of state ballot propositions), neighborhood
governance. 5. Citizen Involvement; Elected Neighborhood Councils; The
Ballot Battleground; Reform of Michigan's Ballot Question Process
How do we apportion election districts locally and statewide in Michigan and in your
view should that be changed?
What is the impact of gerrymandering on the political process?
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5/27-29
Political parties; party functions; nature of the party system; party organization;
nomination and campaign processes. Pressure groups; nature, role and impact of
interest groups; sources of influence; distinguished from political parties. 6.
Identify the most important interest groups influencing state policy here in Michigan.
Why are they influential, perhaps more so than other groups?
Describe the structure of the political parties here in Michigan.
6/3
Exam 1 due
6/3-5
Legislative bodies; the institution, role, authority and power; representative
government—what does that mean? Structure, process and conflict in legislative
decision-making—why it is so hard to make law. 7, 10. Local Legislative Bodies.
Should we have a part-time legislature here in Michigan and what would that look like?
In your view should we utilize at-large or district-based elections at the local level?
6/10-12
State and local executives; Governors, Mayors and Managers—institution, role,
authority and power variations; other state and local elected officials; nature and
role of bureaucratic agencies; civil service; questions of accountability;
reinventing government. 8. Local Administration/Bureaucracy.
What are the differences between the city manager and the strong mayor form of
government, and which is better?
Describe the advantages and disadvantages of contracting out for the production of
local government services.
6/12-17
The Courts and the judicial process; typical court system; selection of judges; the
nature of law; judicial policy-making. 9.
Why do we elect judges in Michigan, what are the problems that poses, and what would
you recommend as an alternative?
If time permits
6/19
Community governance, metro-politics, other local government challenges.
Metropolitan Politics; Metro America Report Overview
6/24
Financing local government; the sources, the challenges, and the future. 4.
Ohren, the Politics of Budgeting
6/26
Final Exam
Due at scheduled last class time
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Exercises/Policy Papers--Summary
Students select one, be prepared to discuss the topic on the date noted in the outline; paper due
1. Distinguish between top down and bottom up kinds of local governments.
2. How can we compare state governments to one another? Think of criteria that might be
reasonable if you were to conduct a research project comparing states.
3. Compare the federal relationship—that between the nation and the several states—and the
relationship between a state and its local government units.
4. Find the city or village Charter of the community in which you live (or an adjacent city or
village) and read and react to it. How does it compare with our most familiar “fundamental
law,” the U.S. Constitution?
5. Why are state constitutions so much longer than the U.S. Constitution and what are the
consequences of that length?
6. How do we apportion election districts locally and statewide in Michigan and in your view
should that be changed?
7. What is the gerrymandering process, what is the impact, and should we try and reduce the
impact?
8. Identify the most important interest groups influencing state policy here in Michigan. Why
are they influential, perhaps more so than other groups?
9. Describe the structure of the political parties here in Michigan.
10. Should we have a part-time legislature here in Michigan and what would that look like?
11. In your view should we utilize at-large or district-based elections at the local level?
12. What are the differences between the city manager and the strong mayor form of government,
and which is better?
13. Describe the advantages and disadvantages of contracting out for the production of local
government services.
14. Why do we elect judges in Michigan, what are the problems that poses, and what would you
recommend as an alternative?
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