SYLLABUS

American Government

GLS 100-H (10415)

Block 1 M/W 0800-0920; Exam Th 5/10 0830-1030

Bentley University

Gary Donato

Office Phone- Message may be left at 781-891-3478

Email: DONATOGRM@MSN.COM (I check this several times each day)

E-Mail: GDonato@bentley.edu (I check this a couple of times per week)

Office Hours: M-F 0630-0730; M 0930-1030; W 0930-1100; TH 0730-1030 and whenever I’m in
the office, or by appointment

Office MO 202 (inside the MOR 200 Department Suite)

SPRING 2018
COURSE DESCRIPTION: Through open discussion of political issues and controversies, this
course examines the framework of our democracy. The broad study focuses on the strengths and
weaknesses of American national government. We will also explore such topics as election
campaigns, political parties, presidential power, and individual liberties.

REQUIRED TEXT: Canon, David T. et. al. 2018. The Enduring Debate: Classic and
Contemporary Readings in American Politics. W.W. Norton Publishing. ISBN: 978-0-393-
28365-5
Any major newspaper; news station
Federalist Papers (www.law.yale.edu/avalon)
Anti-Federalist Papers (http://thefederalistpapers.org/anti-federalist-papers)

NOTE: the importance of understanding government is to get into the discourse of the founders. As
such, when reading one of the Federalist Papers you MUST read the corresponding anti-
Federalist Paper as well. One cannot understand the discourse by “listening” to only one side
of the conversation!!

OBJECTIVES: Besides the obvious acquisition of an appreciation and understanding of American

politics, I specifically tailored this course to focus on the practice of citizenship within what many
call the “removed process of Washington.” I will present varying models of analysis of American
government with which you are to conduct your own analyses and assessments of the policymaking
process. Most importantly, this course seeks to allow you to develop your own evaluation of what
the founding fathers called an “antileadership system of government.”
In addition to discussing issues facing America, we will take an intense look at the concept
of citizenship. In a democracy, citizenship is more than nationality, more than being a subject.
Citizenship is an office, and like other offices, carries with it certain powers and responsibilities.
Citizenship is NOT GIVEN, and it is not an abstract attribute. The “right to have rights” has been a
deeply contingent and contested matter since the founding. Citizenship must therefore be redefined,
away from consent and passivity, toward intelligent criticism. This course and your contributions
will allow us to criticize intelligently and become the “vigilant citizenry” of Thomas Jefferson and
Alexander Hamilton (one of the few points they agreed upon).
The course is essentially divided into five sections, all focusing on “approaching democracy” (i.e.
expanding citizenship – Madison’s extension of the sphere). First, we review the foundations of
American politics where we learn the origins, makeup, and construct of the American political
system. In this first section, we will also establish the structure of government. The second part of
the course lays out the institutions of national government. The third section presents the process of
government, warts and all. Here we will look at how to resolve the problem of precluding absolute
power while developing techniques for sharing that power. Also of importance in this section is the
problem of resolving the liberty/security dilemma. In the fourth, and arguably the most important,
we will discuss how to fix what can be fixed and enhance what is in place. This section places you
the citizen squarely into the political process. You, as citizen, remain the bedrock on which the
“temple of democracy” is built. We will look at the issue of civil rights/civil liberties and how you
the individual engage the political process. Throughout, the role of the citizen remains paramount
and we must concern ourselves with how to keep Madison’s goal in mind – “you must first enable
the government to control the governed and in the next place, oblige it to control itself.” The final
section addresses the specific policies emerging from the last four sections. Throughout the course,
we will monitor the performance of the 45th president. Follow the constitutional and extra
constitutional actors during this period focusing especially on the impact each has as we transition
from campaigning to governing. Your final project will be to assess the effect of the new
government on the public policy process going forward.

LEARNING OBJECTIVES:
 Knowledge: This course is designed to provide students with an understanding of politics and
policymaking in the United States. Students will learn the distinctive power dynamics associated
with the U.S.’s federal system.
 Skills: Students will develop intellectual capabilities and complex problem solving skills in
handling cases involving political power and government in a system of government where
branches “rival for power.”
 Perspective: By investigating the distinctive power dynamics associated with the American
system of government, this course will empower students to directly engage government
institutions and processes, and, at the very least, become more informed consumers of political
information.

Though there are specific learning objectives associated with each chapter and subject under review
there are several broad based universal objectives. By the end of the semester, you should:
 Have a firm understanding of the structure and operation of America’s federal governmental
institutions, the challenges they face, and the key political actors within those governmental
units;
 Have a solid understanding of the main contemporary policy issues and controversies that
face political actors as well as the various points of view and perspectives implicated by those
debates;
 Better understand the democratic decision making process and the factors that influence
them, so that each of you might be better equipped for active and informed participation in
the political arena.
 Discuss the differences between republics and democracies.
 Identify the requirements and processes relating to voting, nominations, and elections and the
difficulties of implementation and reform.
 Explain what is meant by the concept “intimate sympathy” and “national character” as it
relates to the relationship between elected officials and their constituents.
 Explain the need for active citizen engagement in the democratic process as it applies to the
various levels of government
 Have improved practical skills that will be useful in professional life including research,
writing, oral presentation, and analytical skills

FOCUS: Each semester the focus changes as the political climate changes. As there are no imminent
elections, the focus this semester will be on various public policies. This focus is especially
significant in that both the Congress and the presidency are all time lows (public opinion
measurements) and operate in a highly contentious political environment. In each of your “issues for
debate” as well as your papers you will make the correlation to the course focal point. More details
below. The final paper will take one salient issue before the government and us voters for you to
analyze and make prediction as to its outcome. You will be required to address the totality of the
course, placing the issue into the policy lifecycle as well as bring out the various constitutional and
extra-constitutional actors in play.

METHOD OF EVALUATION:
 Student participation & attendance
 Five response papers (~5 pages each)
  Participation: Bring to the presentation some article/news of interest correlated to the class
discussion so you may make connections to the readings (including articles).
 A final paper dealing with a topical issue of public policy bringing the whole of course
discussions to bear.
 Note: Participation grades includes active engagement in class discussion of material from
the readings, and/or a topic appearing in the local news. I will call on students at random.

GRADING CRITERIA: I compute your final grade as follows:

 Participation 10%
 Attendance 5%
 Narrative to visual exercise 10%
 Response Papers tied to news 60% (4 @ 15% each)
 Final policy related paper 15%
A 95-100 4.0 C 73-76 2.0
A- 90-94 3.7 C- 70-72 1.7
B+ 87-89 3.3 D+ 67-69 1.3
B 83-86 3.0 D 63-66 1.0
B- 80-82 2.7 D- 60-62 0.7
C+ 77-79 2.3 F below 60 0.0

READINGS: I assign the readings for each session in the syllabus. To properly prepare for class
sessions, I expect you to complete the readings, prepare questions on areas you do not understand,
and engage in discussions with your classmates. Use the questions in the syllabus and those I put on
the board to prepare for class.
In addition to the assigned readings, I expect each of you to read a major newspaper (NY
Times, WSJ, etc.) and to monitor the news with an eye to keeping up with state/local events as they
happen. I do not expect you to know every detail of every event, but I do expect you to be
acquainted with the major events and what is going on in our government. Maintain a journal of
readings CORRELATED to the text and TIED to each weeks reading assignment.

PARTICIPATION: Participation is an ACTIVE process. Class participation is a very

important part of the learning process in this course. I base class discussions on the readings/thought
questions outlined in the syllabus which are to prepare you for active class engagement. The
instructor will evaluate you on the QUALITY of your contributions and insights.
My favored method of introducing the student to active engagement is the think-on-your-
feet Socratic examination, or “cold-calling” method. In cold calling, the professor poses a question
and then calls on students at random to formulate responses. In college, and with requisite
preparation (based on syllabus guidelines), the “I don’t know” response should never be the norm.
Quality comments possess one or more of the following properties:
 Offers a different and unique, but relevant, perspective;
 Contributes to moving the discussion and analysis forward;
 Builds on other comments;
 Transcends the “I feel” syndrome.
 Participation includes some evidence, argumentation, or recognition of inherent
tradeoffs. In other words, the comment demonstrates some reflective thinking.
 Value added participation emerges in the form of:
o Responding to something another student says, including answering (or
asking) another student
 o Constructively disagreeing with something in the text or said in class by
me or another student.
o Comments that are vague, repetitive, unrelated to the current topic,
disrespectful of others, or without sufficient foundation DO NOT add
value to the discourse.
In addition, there are additional ways in engaging in meaningful discourse:
 Visiting my office to:
o engage in discussions of material in class,
o clarifying grading on papers or exams, and
o by asking for help on drafts or assignment questions posed in the syllabus.
 bringing to light questions posed on material evaluated for class (such as articles
for analysis)
Assessment of participation: I regularly write notes about who is doing what. You should
get into the habit of doing so as well. At mid-term I will ask for a self-evaluation of class
contribution. I then compare your memo with my notes then provide an assessment of your current
level of participation. I will also make suggestions for improvement. At the end of the course, we
repeat the process where I respond with the final participation grade and justification. This semester
long assessment accounts for 40% of your participation grade (for example if participation is 10% of
overall grade, this class by class monitoring accounts for 40% of 10% or 4 points).

Cold calling will account for 60% of your participation grade (for example if participation is
10% of overall or 10 points I will make every effort to get you to the 6 point mark).

DISABILITIES STATEMENT: If you have a hidden or visible disability requiring classroom or

test-taking modifications, please see me as soon as possible. Bentley University abides by Section
504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 which stipulate
no students shall be denied the benefits of an education solely by reason of disability. If you have a
hidden or visible disability which may require classroom accommodations, please make an
appointment with the Coordinator of Disability Services Stephanie Brodeur, within the first 4 weeks
of the semester. The Office of Disability Services is located in the Jenison 336, Phone: 781-891-
2004. The Coordinator of Disability Services is responsible for coordinating accommodations and
services for students with disabilities.

HONOR CODE: The Bentley University Honor Code formally recognizes the responsibility of
students to act in an ethical manner. It expects all students to maintain academic honesty in their
work, recognizing that most students will maintain academic honesty because of their own high
standards. The honor code expects students to promote ethical behavior throughout the Bentley
community and to take responsible action when there is a reason to suspect dishonesty. In addition,
the honor code encourages faculty members to foster an atmosphere of mutual trust and respect in
and out of the classroom. Faculty are also expected to share the responsibility of maintaining an
academically honest environment.

MAKE-UP EXAMS: Are NOT given. This also holds true for written assignments. Be responsible,
work with me to provide you the best education possible. I also do not accept late work. You know
the scheduled due dates, plan accordingly.

PERFORMANCE: How well you perform is a combination of three factors:

  How well I present the material
 Your personal motivation to learn. (Notice that I did not mention your capability. You are
capable by the mere fact that you are sitting here)
 Your personal discipline to prepare
COMMENTARY: I welcome, and value, feedback, questions, and comments from you regarding
any subject or aspect of the course. If you are confused, concerned, have issues, or just want to chat
regarding class discussions/topics and your performance in class, please take the initiative and come
see me. Please DO NOT WAIT until the end of the semester to resolve festering issues. Feel free to
approach me before/after class or stop by my office (MOR 202) to discuss and attempt to resolve
such issues. The whole basis of democracy, regardless of the level (federal, state, regional, local, or
between citizens) is discourse, dialogue, and compromise.

CONTROVERSY: This course tackles several issues of controversy which some may find difficult.
As this is a collegiate level course, it is imperative that we deal with issues in a civil, professional,
objective, and respectful manner. If for any reason the student finds material to be “difficult to
handle” please see me immediately. In the job environment (for which I design all of my course
exercises) such moments will arise. Going to your immediate supervisor (in the case of a classroom,
the instructor) is a sign of professionalism and maturity.

THE MOST IMPORTANT ASPECT OF THIS CLASS IS TO ENJOY IT.

 Bentley University Dr. GARY DONATO
American Government M/W 0800-0920
Office: MOR 202 (inside MOR 200) Classroom:

NOTE/REMINDER: for every Federalist Paper reading, you MUST read the
corresponding Anti-Federalist reponse. Remember, the Constitution is the result of a
discourse, debate, and compromise. You cannot understand the ratification by “listening
to only one side” of the argument.

Part I: Foundations of American Democracy

Meeting Discussion Topic Text Focus points Additional Readings

Date Assignments

W Jan 17 Introduction Civility vs PC; Paraphrasing does Focus is on the syllabus

papers; news not equate to quoting and misc. issues for
analysis; prior semester
SETs evaluations Methodology
paragraph for papers

M Jan 22 Approaching Democracy Ch 2 Constitutionalism Begin reading Constitution

Const. - Preamble Republicanism and Declaration of
Decl. of Indep. Liberty v security Independence
Freedom v equality
Discuss RP #1 Focus on theme Federalism FP #10, 15
and major terms.

W Jan 24 Politics of ratification Ch 2 FP 51: nature of mankind;

Wood Ch 2 First paper due in check & balance; ambition;
Storing Ch 3 class 1/24 – flow auxiliary precautions
diagram of FP 10
Understand the What were the concerns of
historical the Anti-Federalists?
complexity of
ratification Should the Constitution be
fundamentally changed?
Look up a map of
ratification. What
jumps out?

M Jan 29 Federalism Ch 3 How do we see FP 39(esp. last para) focus

federalism in practice on layered government
State Sovereignty Centinel I today? Think about
Federal Farmer I sanctuary FP 51
Politics of layered cities/states,
governance. environmental How do the states retain
concerns, etc. their sovereignty in
practice?

Part II: Institutions of American Democracy

W Jan 31 Congress – House of Ch 5 & Article 1 Bicameralism; The Constitution (Art I)
M Feb 5 Representatives & Reread FP 51;
Senate trustee v delegate Compare H & S.
representation
legislation FP’s 52, 62, 63
oversight Intimate Sympathy v
accountability National Character
W Feb 7 Congress Committees Ch 5 & Article I Committee Structure Q: How does structure
M Feb 12 & Lawmaking Process Bill to Law affect the process of how to
Gov’t Reform extend the sphere?
Recommended:
Mann & Ornstein’s What is the effect of
The Broken Branch Discuss Pork Barrel investigative committees in
Politics (also called a hyperpartisan
earmarks). environment?

W Feb 14 The President Ch 6 & Article II Roles of P Constitution (Art II) & FP
M Feb 19 67-70 (esp FP 69)
Expectations Gap
Q: What are the
Executive energy constitutional and extra-
constitutional roles of the
Constitutional v president?
Extra-constitutional
actions; Electoral Q: How does the
College Constitution reconcile
executive energy and
republican liberty?
W Feb 21 The Presidency Ch 6 & Art II Expectations Gap Q: What is the function of a
Ch 7 bureaucracy? Plusses and
Minuses?
Cabinet; EOP;
Agencies; WH Staff Q: How does the
Brownlow bureaucracy meet the
Committee Report expectations gap?

Q: What effect does the

Discuss RP#2 bureaucracy have on
Congress’s oversight
responsibility?
The Judiciary Ch 8 RP #2: Topic: Inter- Q: Judicial Review
M Feb 26 branch relationship. (restraint v Activism)
Due in class Wed Marbury v. Madison
W Feb 28 Feb 28. Judiciary Act 1789
How should one view Constitution Article III
the Constitution? FP 78
“least dangerous branch”
concept
Amicus; stare Q: How does a case get to
decisis; per curiam; SCOTUS?
Q: How does SCOTUS
decide?
Q: What is the difference
 between types of opinions?
Q: How is SCOTUS
checked and balanced?

NOTE Spring Break Saturday to Sunday Enjoy the break,

March 3 March 11 read the news, and
most importantly,
please return safely
M Mar 12 Judiciary Ch 8 Look at the federal Look specifically at the
court decision related amicus briefs to the wedding
Look at news to the wedding cake cake decision.
Based on your articles while on
observations of break relating to Additionally, and if Other cases to review are
SCOTUS decisions, SCOTUS decisions. available look at the the DC v Heller and the
was Hamilton correct? Gill v Whitford case McDonald v City of
How would the anti- Chicago gun rights cases
Federalists react?
Why are dissenting opinions
and amicus briefs so
important?

Part III: Processes of American Democracy

(Extra-Constitutional Actors)

W Mar 14 Political Parties Ch 11 Primaries v caucuses FP #10

M Mar 19
Discuss roles of Up to page 384 Dem v Rep PIG-PIE-PO
extra-constitutional Concepts: realignment,
actors: inform, www.politics1.com dealignment, and
educate, motivate. ideological platforms

W Mar 21 Political Parties Ch 11 Alternative arties Minor Parties – What is

their role in a democracy?
384-392

www.politics1.com

M Mar 26 Interest Groups Ch 12 Discuss the various FP #10

social movements
from Obama and Q: Compare functions of
Trump eras: Black IGs to PPs. Concept:
Lives Matter; pluralism
Discuss RP#3 Women’s March;
#metoo; militia
movements.
W Mar 28 Interaction PP-IG Ch 12 414-429 RP #3 – Discuss the Lobbying forms
relationship between PACs/SUPERPACS/Single
parties and interest Member PACS
Discuss RP #4 groups. Effect on
electoral process
M Mar 26 Discuss Citizen’s United:
Are corporations = people?
M Apr 2 Public Opinion Ch 1 & Ch 9 303-316 Additional reading: FP #10
W Apr 4 Creveceour Q: What are some of the
Think about the effect Elazar’s framework uses of polling/surveys?
of opinion on political as compared to
effectiveness. Go back Smith’s Q: What is political
Discuss RP #4 to our discussion on ideology?
executive energy as
well as congressional Q: How does political
oversight/investigation. ideology change over a
persons’ life?

M Apr 9 Media as an extra Ch 9 316-333 What is “fake news”? Q: What constitutes media?
W Apr 11 constitutional actor What are the differences
RP #4 – Discuss the between types of media?
role of presidential Q: How can the media be
tweets/social media both controlled and
on the democratic controlling?
process. (bring in
concepts from Ch 1
& 10)
W Apr 11

T=M Participation, Ch 10 Concepts of VE; VR; What are the connections

T Apr 17 Voting, and Go back and review Ch VT between extra-
Elections 1&9 constitutional actors and
citizen engagement?
Go beyond voting to
other forms of
participation.

Part IV: Liberties and Rights in American Democracy

W Apr 18 Civil Liberties & Ch 4 Note the careful Constitution (Amendments –
Civil Rights Bill of Rights & 14th differences between 1-8, 11,13-15, 19, 23, 24,
M Apr 23 Amendment liberties and rights. 26) Concepts: equal
Discuss RP #5 opportunity, equal outcomes,
Discuss the wedding and affirmative action
Go online and read cake case again.
Martin L. King Jr.’s Whose rights Q: How does one reconcile
“Letter from prevail? What does liberty/equality and
Birmingham Jail” it mean for a freedom/security?
right/liberty to be
Relook at the concept preferred? Q: Who has rights? Bring in
of social movements the discussion of the rights of
we introduced on 26 immigrants (legal and
March. illegal).

Part V: Policy Making in American Democracy

W Apr 25 Policy Making Ch 13-15 You will receive Q: What will be the effect
Lifecycle deeper insight into of the new structure on
M Apr 30 policy with Public policy making?
Policy courses.

RP #5 – Discuss the
Discuss Final Paper
significance of
due 5/10
dissenting opinion
and amicus briefs in a
SCOTUS decision
related to civil
liberties and/or civil
rights.
W Apr 30

W May 2 Reading Day I will be in my office during

regularly scheduled office
hours to answer any
questions on the final exam.
Th May 10 FINAL PAPER Your final paper is Ensure you Exam due hardcopy to my
DUE No Later one of your office between 0830 and
than 1030 am in choosing dealing
follow directions 1030 on May 10
MOR 202 with any aspect of very carefully.
HARDCOPY policy. See prompt Reminder: NO LATE
for more details. WORK ACCEPTED.
Reminder: NO Most importantly,
LATE WORK it must include the
ACCEPTED. range of material
covered over the
semester as well as
opposing
perspectives
(Federalist v Anti-
Federalist; state v
federal; Dem v
Rep) and
likelihood of
passage.
 Thought statements:

 The Constitution is a complex document, reflecting the conflicts and compromises of

American history.
 The “national power structure” -- that is the prevailing beliefs and values and the
conditions that are based upon them -- has been inalterably modified since the collapse
of the New Deal coalition.
 Only with a renewal of electoral mobilization and a rebuilding of America’s electoral
institution can governmental power again be harnessed to democratic accountability.
 Freedom of the press is so important to a functioning democracy that the power of the
media must be left unchecked, even though this allows for the possibility of abuse of
that power.
 The role of interest groups presents a dilemma for the organization of American
politics.
 How did the Madisonian model protect against mass democracy and limit
governmental power?
 What constitutes abuse of power?
 What threats exist to American democracy in the contemporary world?
 Is American democracy exportable?
 Have we maintained the chief characteristics of the Constitution, namely limited
government, rule of law, separation of powers, and checks and balance?
 The concept of citizenship is no longer valid.
 RANGE OF VIEWPOINTS IN AMERICA

LIBERALS would like to see a country in which there are no great disparities of income, wealth,
power, and status. They would also like to see stalemate and inertia removed from our
constitutional system. In foreign policy, they favor discouraging the obsession of ideology.

RADICAL LEFTISTS desire a socialist society. Property, except for a few personal possessions,
should be communally owned, and cooperation replaces competition in the economic realm.
Inequalities should be eliminated and corporate wealth broken up. In foreign policy, the radical
left wants a reconstruction of America’s aims and an elimination of corporate businesses’ undue
influence in shaping that policy.

CONSERVATIVES believe that America should be a land in which individuals are encouraged to
improve themselves by hard work, initiative, and creativity. Power should reside at the state and
local levels. America must remain a leader among nations. They denounce the drab conformity
of the welfare state and denounce liberal programs that engage in “social engineering.”

RADICAL RIGHTISTS have two differing strands of thought. One embraces the elitist position
typified by the John Birch society, which advocates competitive individualism and unrestricted
business activities. On the other side, populist rightists seek a much broader base for their ideal
system that denounces the poor, the minority, and the counter-culturalists. They are highly
aggressive in foreign policy.

CENTRISTS hope to create a land of moderation, reasonableness, and goodwill based on

diversity and multiple interests. They believe in equality of opportunity, but allow substantial
variations in income and property. Their foreign policy, they believe, has been a judicious
mixture of firmness and restraint.

The continuum would look something like this:

RADICAL LEFT --- LIBERALS --- CENTRISTS --- CONSERVATIVES --- RADICAL RIGHT
 Papers and Examination Information
I will constantly evaluate your writing skills as the course develops.

EXAMS Examinations will be of the "mixed type" combining

true/false, multiple choice, short answer (less than a paragraph),
longer answer (paragraph), and essay (page to page and a half).
Responses other than multiple choice require supporting evidence in
the form of citation/quotation using either MLA/APA/Chicago Manual
of Style format.

NOTE: Grading on take home examinations consist of 50%

for the correct answer and 50% for germane supporting evidence.

PAPERS All written material must be typed double-spaced and with

1 ½” left margin, 1” margins top/bottom/right. The writing must
comply with MLA standards. I most strongly recommend you acquire a
writing guide/handbook. I evaluate the papers for content,
grammar, and historical accuracy and most importantly, integration
of reading material (text, reader, contemporaneous readings). The
best way to ensure you have a presentable paper is to conduct both
spell and grammar check and have at least one peer read your paper,
preferably aloud so you can hear your errors. The quality of your
papers falls into and between three categories: Superior,
Excellent, and Good.

Superior:(A/A-) Paper is historically accurate with main

ideas supported by facts. The paper has a clear thesis,
original/thoughtful interpretation and demonstrates significant
knowledge of the topic. This paper also exhibits creative use of
wide ranging sources that advance the thesis and analysis.
Finally, this paper exhibits a balance between interpretations.

Excellent:(B+/B/B-) The main ideas have factual support but can be

improved with more evidence. The thesis is present, but not clearly
stated. This paper presents more description than analysis. The
author uses a variety of sources to support the thesis but provides
little analysis of the supporting material. Finally, this paper
inordinately selects one position over another with little convincing
evidence or analysis.

Good:(C+/C/C-) Little evidentiary material to support thesis.

The paper has a focus but no clear thesis. The work is essentially
non-specific in that there is little analysis and factual material to
support a position. Source material is not diverse, too much emphasis
on one type of resource. The paper only presents one point of view
when it is obvious that others exist.
 POOR: (D/F) There are no cogent or pertinent ideas present. No
evidence or analysis, source material not present. The paper was
obviously written in haste. (you generally have to “work” to achieve a
grade this low!)
 ARTICLE NEWS ANALYSIS
The purpose of article analyses is to make direct correlations between what we see happening
in the real world to the theory presented in the text. Analysis is more than a synopsis (like you
probably did in middle school). You must provide a quick synopsis of the article focusing on both
what topic the article addresses as well as the underlying core issue (the issue and the topic are not
the same). At a minimum, for every article (attach the article with date stamp) your analysis must
include:
1. The title of the article with proper sourcing to include the author, title, date of article, date
accessed, and the URL.

2. What topic does the article address?

3. What is the underlying core issue?

4. A brief synopsis or statement of the main ideas of the article. This must include a germane
quote fragment integrated into your narrative. The quote should get at the very core of the
article. Provide a fact or two the author uses to support the main idea of the article.

5. How the article is directly and explicitly related to the theory presented in the text. This
correlation must include a germane quote from the text.

6. As an ongoing necessity to enhance your vocabulary, pull terms/concepts from the article that
you didn’t understand. Define the term. Develop a question to ask in class related to a
concept not understood.

7. Any general thoughts or considerations. This is the only section of the analysis that can be in
the first person.
 Oral Presentation
Oral presentations are a hallmark of professionalism and a necessary component of the hiring
process. As such, you will present a 5-7 minute power-point presentation of a particular topic. I
would expect the presenter to be professional, well versed in the issue and its correlation to the
readings (you may have to read ahead to find such a correlation). The audience must have read the
relevant chapter (or go online) to be able to properly evaluate the presenter and pose questions
demonstrating you’ve read something about the topic being presented.. Be critical thinkers and
constructive critics.

The components of the presentation must, at a minimum include:

1. A synopsis of the topic. This must include the main idea and at least two
important facts found in the course of research? You must have an
ARGUMENTATIVE thesis rather than a descriptive thesis. Ensure you know
the difference. Reference a writing guide to be sure.

2. A connection of issue to the institutions of government- both constitutional and

extra-constitutional. Use quotes here to make a direct connection to the readings
from the text. Ensure you identify where the issue is in the policy life cycle.

3. Ensure you focus on the comparative nature of the topic. Go back to our
discussion on critical analysis and to review what is meant by comparative
analysis. You must also be clear on the difference between methodology and
table of contents.

4. A conclusion as to the broader implications of the article on us as citizens (use

the model of Barbour’s “What’s At Stake”. In other words, why should we care
about the issue as voters?

5. Make the presentation professional – visually appealing, not overwhelming for

the audience (no “death by power point”), make use of graphs and charts to
emphasize the comparativeness of your project.