PSCI 1014: U.S.

Government
Fall, 2015

Prof. J. O. Ra
jora@vt.edu

Graduate Teaching Assistants:

Rebecca Moser, rmoser@vt.edu
Patrick Salmons, psalmons@vt.edu
INTRODUCTION
In most general terms, this course emphasizes two dimensions of American government
and politics in operation.
On the one hand, we focus on the changing psychological, social, economic, and gender
related issues that shape and transform American government and politics in operation. This
dimension, relatively less visible, private, and informal in nature, emphasizes the most
fundamental underpinnings of American political culture. Examples of topics in this regard
include, among other phenomena, the American myth of individualism, the cyber-generated
sense of impatience and the attendant inability for deferred gratification which expresses itself
either in the state of acquiescence or shrill activism, the internet world of individuation and
disaggregation, rising income gaps, increasing demographic diversity, limited upward social and
economic mobility, atrophying social groups, educational inequality, and increasing activism on
the part of women.
The other dimension emphasizes inter alia the institutional, structural, and legal aspects
of American government and the political process: the philosophical foundation, legal
background, parties and interest groups, voting and elections, the formal institutions (the
executive, legislative, and the judicial branches) and the policy making process. Most of the
latter dimension is amply treated in the textbook by Ginsberg, et al. and, therefore, it is of utmost
importance that the members of the class come to class sessions with the reading assignments
completed for the corresponding sessions and a good sense of current affairs which will provide
the nexus between the previous two dimensions and some of the in-class discussion we shall
have about selected issues covered in part in the reader in American politics by Stinebrickner, ed.
The class members will have an opportunity to submit their thoughts by posing questions
informed by the readings. This is the minimal requirement for the course, the importance of
which could not be over emphasized since the level of preparation by the members of the class
will be directly related both to my lectures and subsequent discussions of selected related issues.
COURSE MATERIAL
Benjamin Ginsberg, et al., We the People, 10th ed. (BG)
Bruce Stinebrickner, ed., Annual Editions: American Government, 45th ed. (BS)
Additional readings posted on the course Scholar and possibly on the library reserve.

COURSE REQUIREMENTS
1. All readings before the corresponding sessions.
2. Midterm Test (See below)
3. Final Test (See below)
4. Keeping up with the current affairs
5. Active in-class participation in discussions and debates and additionally on the course
Scholars Forum, making sure your participations are spread throughout the
Semester in a timely fashion
6. Topical questions as tests to be submitted irregularly (see below)
COURSE EVALUATION (approximate point distribution)
1.
2.
3.
4.

Midterm Test 60*

Final Test . .90*
Participation in class and in Scholar.. .......... 20**
10 Topical Question/Tests..30***

*Both the midterm and the final tests are administered in such a way that a list of questions will
be handed out to you approximately 3 to 4 days in advance of the scheduled examination date.
You may study them and, if you wish, bring with you two 8 x 11 sheets (4 pages) of outlines
and/or complete essays to the midterm test and four 8 x 11 sheets (8 pages) of outlines to the
final test to consult while writing your essay. The actual question(s) chosen for the tests which
will be a verbatim copy of one or more questions on the list will be announced on the day of the
test. The final test will cover the contents of the entire course contents. Make sure you write
your essay(s) in one or more Blue Books.
** Make sure you spread your participation evenly throughout the course. Do not cram all of
your questions and comments near the end of the semester. Your participation is evaluated both
in terms of the quality and frequency.
*** Ten sets of one detailed question (treated as tests) single spaced, relating to the assigned
topics. The questions should be informed by your readings and, therefore, they should clearly
show the evidence of you having read the assigned material. Preferably, therefore, either quote
or restate the passage of the material you are commenting on before you enter your comment.
The due dates for each set of the questions to be submitted are indicated in bracket at the end of
the topic title. The format of submitted questions should be fashioned according to the
illustration below.
***An Illustrated Set of Topical Questions as Tests
The following is a set of questions derived from a reading assignment for an introductory U.S.
Government course I taught some time ago. Notice how the authors questions go beyond, much
beyond the obvious repetition of the material read and how instead they reflect her further

thoughts based on and derived from the reading material assigned. Be sure to refer to all of the
assigned sources and specifically refer to the page numbers to which you refer and from which
you derive your questions.
1. According to Ginsberg et al. in We the People, Americans share the ideal of equality of
opportunity. However, if someone were to promote this idea in todays society, he or she
would be marked as a communist or a socialist. If most Americans share this value, why
are they so unwilling to make strides to make this ideal possible?
2. In We the People, Ginsberg et al. define citizenship as informed and active
membership in a political community (p. 8). They go on to say that voting is the most
basic form of citizenship because it is presumed that voters are informed about who they
are voting for and are actively participating by casting their ballot. However, there is
evidence to demonstrate that most voters are uninformed when they vote. What are some
possible remedies to inform voters and make them more active in other ways than voting?
Why do some members of the electorate more active participants of the political
community than others? Which groups are voters are more likely to vote and why?
3. In the United States of America, as well as in other political systems, the legislative
branch of the national government is composed of two houses, or is bicameral. However,
this can lead to bickering between both parties in each house as well as members of each
house and the retarding of the legislative process due to the Constitutional rule that both
houses of Congress must pass identical pieces of legislation. Would a unicameral
legislative branch help solve this problem? Or should the identical rule in the
Constitution be amended so that legislation that is passed not have to be identical and it
be up to the President of the United States to decide which piece of legislation should be
passed?
4. The United States of America has used the Electoral College system for its entire
history in order to elect the President of the United States. However, this has led to some
controversy in regards to the elections because candidates who have won the popular vote
have not gained enough electoral college votes to win the election or the members of the
electoral college have not listened to the voters in their state and have cast their ballots
for someone else. Should the Electoral College system be abandoned and a new system
be implemented? What system would the American people perceive as the best one for
their voices to be heard in an election? Does the fact that the President is not directly
elected by the people affect the degree of accountability he has to the citizens of the
Country?
5. When the Founding Fathers wrote the Constitution, they wanted to make sure that no
one branch of government would gain too much power and become the strongest branch.
They did this by implementing a system of checks and balances. However, this system
has caused multiple skirmishes between the branches, especially when there is a divided
government. Has the polarization of political parties defeated the purpose of what the
system of checks and balances was created to do? Does the fact that the three branches of
government do not have distinct powers, rather shared and overlapping powers, play into
the partisan polarization seen at the federal level?

GENERAL COURSE POLICIES

1.

Class attendance is very important for two reasons among others. Class participation
is given a considerable weight in the final evaluation of member evaluation. In
addition, a great deal of essay content in the two tests, the midterm and the final, rely
heavily on the ability to collate the reading, lectures, and class discussions.
2. A policy of no late submission is strictly enforced in this course except in the case of
an official notice concerning University sponsored activity, a note from the health
center, or an excuse from your Deans office. An unexcused late submission is reduced
in its grade proportionate to the extent of its lateness. Aside from the fundamental
principle of this particular policy, untimely submissions create a clerical quagmire in
administering the process, given the constant pace of submissions throughout the
semester and they are unfair to the rest of the members of class who do their work on
time.
3. Students are expected to individually complete alone all assignments unless permitted in
a few exceptional cases.
4.
Services for Students with Disabilities:
If you need adaptations or accommodations because of a disability (learning disability,
attention deficit disorder, psychological, physical, etc.), if you have emergency medical
information to share with me, or if you need special arrangements in case the building
must be evacuated, please make an appointment with me as soon as possible. Students
with disabilities are responsible for self-identification. To be eligible for services,
documentation of the disability from a qualified professional must be presented to the
appropriate university authority. Academic adjustments may include, but are not limited
to: priority registration, auxiliary aids, program and course adjustment, exam
modifications, oral or sign language interpreters, cassette taping of text/materials, note
takers/readers, or assistive technology.
5. IMPORTANT: NO assignment due will be accepted via the email to me. Hand
deliver a printed version on the due dates indicated in bold numbers in brackets
following the topic titles.
TOPICS AND DISCUSSIONS
1.

The Nature and Study of Politics and American Government

2.

The American Political Environment ( 1 question due on August 31)

Readings: BG, Ch. 1
BS, 1.5-1.11, 1.13, 3.12

3.

The Declaration of Independence and The U.S. Constitution (1 question due on 9/14)
Readings: THE U.S. CONSTITUTION (Read at least five times)
THE DECLARATION OF INDEPENDENCE (Read at least six times)

BG, Chs. 2-3

BS, 1.1-1.4,1.12, 1.14 and 2.1
4.

The Nature of Democracy (1 question due on 9/21)

Readings: John Livingston and Robert C. Thompson, THE CONSENT OF THE
GOVERNED, 2nd ed., Ch. 4: The Conflict of Democratic Theories,
pp.94134 in Scholar.
BG, Ch.1 (Review)

5.

Public Opinion and Political Attitudes (1 question due on 9/28)

Readings: BG, Ch.6
BS, 3.3

6.

Media, Campaign, and Elections (1 question due on 10/5)

Readings:

7.

BG, Chs.7-8, 10
BS, pp.150-151, 3.7-3.9 and 3.13-3.17

Interest Groups and Political Parties (1 question due on 10/12)

Readings: BG, Chs.9, 11
BS, 3.1-3.6 and 3.10-3.12

Midterm Test on Wed., October 14

8. Selecting a President
Readings: Review Section 6 above on The Media, Campaigns, and Elections
(1 question due on 10/19)
9. The Office of Presidency and the Bureaucracy ( 1 question due on 10/26)
Readings: BG, Chs. 13-14
BS, 2.1-2.7
10. Congress (1 question due on 11/2)
Readings: BG, Ch.12
BS, 2.8-2.13
11. The U.S. Supreme Court (1 question due on 11/9)
Readings: BG, Chs. 4-5, 15
BS, 2.14-15
12. Governmental Policy and Coda
Readings: BG, Chs. 16-18
BS, 4.1-4.10
Final Test on 12/7 and 12/9