21spsyl 140 -001 - The FitnessGram™ Pacer Test is a multistage aerobic capacity test that progressively PDF

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The FitnessGram™ Pacer Test is a multistage aerobic capacity test that progressively gets more difficult as it continues. The 20-meter pacer test will begin in 30 seconds. Line up at the start. The running speed starts slowly but gets faster each minute after you hear this signal. Ding A single lap...

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U.S. Government (three credits) Caudill College of Arts and Humanities, School of Humanities and Social Sciences, Dept. Philosophy, History, Politics, Global Studies and Legal Studies Pols 140 – section 001; Spring 2021 Adron Doran University Center (ADUC) room 326, Tuesday-Thursday 10:00-1050 Contact: Erik L. Lewis (606) 780-9579 (home – land line) Morehead State University (606) 783-2786 (MSU Adjunct Office, 340 Rader Hall I will arrive early at and leave late from classes. Tuesday - Thursday classes: Mt. Sterling (8:30-9:45); Pols 140 003 (12:30-1:45) Monday-Wednesday-Friday classes: Pols 140 001 (10:00-10:50) Virtual office hours through WebEx “personal room” will be arranged for appointments and drop-in. These will most likely be late afternoon on T-Th or mid-day M-W-F Please keep this syllabus and refer to it to clarify matters of course expectations, policies, grading, timing, contacting the instructor, etc. A copy is posted in Blackboard in case this one gets misplaced. University Course Description: This course introduces students to major features of American government: the Declaration of Independence and Constitution; American ideals including equality and civil liberties; key inflection points in the country's development; the institutions of U.S. government and their operation; non-institutional features of government including public opinion, interest groups, and political parties; and foreign and domestic policy issues of contemporary concern. Pols 140 satisfies the SBS I (social and behavioral sciences) requirement for general education. This syllabus is premised on a face-to-face (“mask-to-mask”) course that can be shifted to remote delivery at any time. If the course shifts on-line, there will be on-line class meetings “synchronously” at the scheduled class time via WebEx, accessible through the class blackboard shell. Text: Hudson, American Democracy in Peril (9th ed.). Please purchase the textbook. Other materials on Blackboard or easily available on the internet or elsewhere; for example, U.S. Constitution, Declaration of Independence. Please bring your text to class each session. Feel free to use it for reference, except when specifically asked not to. Blackboard: students have access to the course ‘blackboard’ site. It will be used for the submission of course assignments. Grades for and feedback on course components will also be given through blackboard. Video of class sessions will (we hope) be posted there, as well as electronic copies of supplementary materials (handouts, outlines, study guides, slide presentations etc.). Masks: Masks are required in all buildings and in instructional activities on the Morehead State University campuses. Student students who cannot wear a mask for medical reasons should attend class remotely (on-line video).

Course Components Three (3) Exams, consisting of questions with paragraph length answers and multiple choice questions will be given in class, conditions permitting. Each exam will emphasize the most recently covered material and how earlier material relates to it. Exams may be shifted on-line if pandemic conditions demand. Pretest: an on-line pre-test of information about U.S. politics will be posted for students to take January 29- February 1. As an incentive to do well on the pre-test, students will receive a course grade no lower than their pre-test grade, provided they complete all course assignments and activities (including taking exams) and have satisfactory attendance for the semester. Not taking the pre-test will be regarded as failing to take an exam. Any academic dishonesty on the pre-test will be regarded as dishonesty on an exam treated according to university policies. Nine (9) short consideration writings, due almost weekly (via blackboard), beginning January 27. These writings and their grading are explained in detail in an instructions handout. In the first writing, students should address the question, “Where does my understanding of U.S. politics begin?” Students can address this question in many ways, depending upon background, personality or simple inclination. However, they should write about what they know, rather than belaboring their ignorance. Beginning with the second assignment, students may write about their choice of topics or features of U.S. politics, ideally related to matters recently covered in class, exploring in writing the chosen topic, briefly describing the matter of interest and its significance for understanding U.S. politics. This will be done for writings: #2, #4, #6, and#8. There are specific prompts for writings #3, #5, #7, and #9, included in the longer instructions. Each writing should be a minimum of one paragraph (five sentences), in standard edited written English (“ESWE”). Ambitious efforts (within reason) are encouraged and rewarded accordingly, if successful. Three (3) event write-ups: This assignment was designed for a traditional, face-to-face class during normal times, to encourage students to participate in and explore aspects of politics outside class. Considerations of safety and health forced some modification of expectations, but observant political engagement remains worth encouraging. Each student should attend or participate in at least three events of a political nature, turning in a short, written description/evaluation of the event or activity (including date, time and place). The write-up should indicate what the student learned about U.S. politics from the event. The “evaluation” of the event should consider the size and nature of the audience. Note in your description whether other students from class attended. Include at least one sentence in the write-up about how the covid19 pandemic complicated or modified events such as the one attended. Historically, “events” included: university speakers, co-curricular programs (with political aspects), public meetings, campaign events, meetings of governing bodies (e.g. student government, local government, school board), and court sessions. Registering to vote or getting others to register to vote also counts as an event. Events must be live or live streamed. Watching televised politics does not qualify for this assignment. Floor meetings in residence halls, sorority or fraternity meetings (despite their parliamentary qualities), athletic events, team meetings, and religious services (despite ther political potential) will not count as events for this assignment. Write-ups should be completed and submitted within two weeks of the event. To prevent procrastination, at least one write-up should be completed before midsemester (March 12). Successfully completing each write-up earns 20 points toward the final course grade. Points will be 2

deducted for failing to complete events and their write-ups in a timely manner, for failing to include specified information in the write-up, and for excessive (three or more) ESWE errors. A few extra points may be awarded to for exceptionally interesting, insightful and thorough work. Students who find attending events a hardship because of situations with work, family, etc. may, upon written request (prior to March 5 – the week before mid-semester) write an alternative essay assignment in lieu of at least one event. Posting class notes on Blackboard: Each class session, two assigned students will take notes for the class and post them on the “Discussion Board” of the class’s Blackboard site. This role supplements students’ individual, personal note taking; it does not replace it. Each set of posted notes should include the note-taker’s name, the date of the session, and a class topic title (identifying the main subject matter dealt with during the session). Note-takers should post their notes directly on the Discussion Board rather than in a file attachment. As a recommendation, post notes as bullet points or brief outline. Do not just copy the instructor’s agenda. Each write-up should explicitly identify: (a) the word of the day – the most important bit of vocabulary taught that session, (b) the phrase of the day – a memorable sentence or saying from that session, (c) the matter most likely to be on the test, (d) a fun fact (that may be important, but likely won’t be on the test) (e) a second significant point of the day, (f) the most confusing matter of the day, (g) the topic the notetaker (or classmates) would most like to hear more about, “most curious.” If possible, students should post their notes prior to the next class meeting. Every student must write-up and post at least one set of notes during the semester. Satisfactory note posting will be worth 10 points. Within reason, students’ notes will not be graded down for small errors, misunderstandings, typos etc. Students who “thread” gentle corrections, additions, amendments and comments to note postings may be awarded two course points for so doing. Opening statements: to encourage engagement with course material, instructor will usually call on one or two students at the beginning of class to make some statement – a question or comment – about the material scheduled to be covered that class. Students may pass on this twice, but may be asked to call on other students. Each student will be expected to do this, “successfully,” at least once during the semester. Successful statements will be worth five (5) points toward the course grade. See comments on “contributing to class” later in this syllabus. The instructor may also assign other roles, make small assignments, assign group work or give quizzes or in-class writings as needed, awarding a small number of course points for each as warranted.

*Grading: Teaching is the only form of theatre where performers explicitly rate the audience. I believe grades have a legitimate use only as devices to motivate learning. Individuals’ grades will be assigned accordingly: In-Class Exams, 3 @ approximately 100 points each = 300 points Consideration Writings (9) @ 20 plus points each* for satisfactory work = about 200 points *Writings may be awarded up to 30 points each for extraordinary work. Event Write-ups, 3 @ 20 points each = 60 points Class session notes, opening statements, short assignments, etc. = about 20 points Total = about 580 points 3

Grades will be scaled and understood as follows: A> 522 (c. 90%) – the class and I can learn from you, and have. B> 464 (c. 80%) - honorable performance; you have more to learn, and have made a strong start. C> 406 (c. 70%) – adequate performance; you have more to learn, so please keep trying. D>348 (c. 60%) – you went through the motions. E < 348 – sorry about that, try again. As instructor, I may adjust course grades + 3% (approximately 18 points) based upon improvement, exceptional in-class contributions, extraordinary efforts and preparation, or the negations of these. Some Course Policies (including instructor idiosyncrasies to be conscious of) A Few Common Courtesies: -- If you arrive late or leave early, please do so with a minimum of disruption. -- Please turn-off and put away all mobile communication devices during class. Ask permission to use any electronic systems to access course related information during class time. -- Please use laptops, tablets, smart phones or other electronic information systems only for U.S. government coursework during class. -- Guests (non-disruptive, of course) are also welcome, although I would like to be introduced to them. Any guests need to wear masks and observe safe “distance.” Attendance: Attending class is the easiest and most important thing a student can do to advance their academic success. Faculty try to incentivize this in their course policies. These are not ordinary times, however. The following is a statement of university policy: “Typical policies that govern excused student absences in courses for student illness (i.e. UAR 131) are relaxed for this term. Guidance from health departments and the Center for Disease Control (CDC) require anyone testing positive for COVID-19 to quarantine, monitor symptoms, and seek medical attention. Further, this guidance recommends that anyone experiencing COVID-19 symptoms (fever, cough, tiredness, difficulty breathing, etc.) stay home, monitor symptoms, and seek medical attention. “Students testing positive for COVID-19, those who have been exposed to COVID-19, and those experiencing COVID-19 symptoms must also contact their instructor(s) as soon as possible unless incapable due to illness. Student absences due to COVID-19 illness, exposure, or symptoms, with or without documentation, should be excused and students given a flexible timeline for production, make-up, and/or delivery of missed assignments. After reviewing the specific circumstance for student absence, the instructor and student will discuss make-up of missed assignments and mutually agreed upon deadlines. “In case of illness/medical emergencies, if a period of extended absences is necessary (more than 15% of the total class [six or seven class sessions, by instructor’s math] instructional time) the student should contact the Office of the Assistant Vice President/Dean of Students as soon as possible (but no later than two weeks after the period of absence). In these circumstances, documentation may be required and an institutional excuse may be provided to all of the student’s instructors.” The instructor will usually take attendance and keep a record of it (this helps me learn who people are). Tracking attendance will also alert me to emerging problems that may manifest themselves in lack of attendance. A student cannot contribute to class if they are not there.

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Contributing to Class: -- All students will be expected to speak in class, because learning to verbalize ideas is a major part of college education. -- I will attempt to give all students chances to speak. Consequently, I will sometimes call on students who have not spoken. This is not to embarrass them, rather it is an attempt to give everyone opportunity to practice verbalization. -- Talkative students, on the other hand, should learn not to filibuster, and give others the chance to talk. -- Please listen to other students. Teachers and texts are not the only sources of worthwhile information. -- Please do not try to sidetrack class discussion from the assigned material. -- Class will be more productive if every student comes to class ready to ask and answer questions about the course material. At minimum, bring your book to class for reference. Ideally, write a note to yourself before each class, identifying something you’d like to ask or say. Withdrawal from the Course Student have instructor’s permission withdraw from class, except in circumstances involving academic dishonesty, or when withdrawal is clearly not in the best interests of the individual or the class. Students who cease coming to class should formally “withdraw.” Otherwise, a failing grade for the class will become part of your academic record. The university, incidentally, keeps and reports a “last day of attendance” for students receiving failing grades. University calendar indicates students may withdraw without transcript record before February 16, and with an automatic “w” grade before March 26. Standard Policies: --Emergencies/Safety matters will be discussed in class. Familiarize yourself with the nearest and nearest alternative exit routes in case of evacuations or drills. Please notify the instructor (and if appropriate, other students) at the beginning of the semester if you have special needs that must be considered and accommodated during an evacuation or other emergency. We all should familiarize ourselves with the university’s emergency response protocols at -- Students entitled to accommodations for disabilities (visible and invisible) should appropriately document such entitlement. To arrange for such services or accommodations, please see the Student Disability Services, University Center 202, Evangeline Day, Director, 606-783-5188. --Never copy material into a paper without putting quotation marks around the copied text and identifying its source. A source should be identified even if the exact text has been modified or reworded ("paraphrased"). -- All forms of academic dishonesty will be dealt with severely in accordance with university policies. Never copy material into any assignment without marking it with quotation marks and identifying its source. Never submit someone else’s work as your own or provide someone else with work to submit as theirs. Never purchase work to submit as your own. Student Learning Outcomes, Course Objectives: After completing this course, a student (you) should be able, orally and in writing, to: - Describe the organizational structure of the U.S. Constitution and how it contains evidence of various historical "inflection points" in U.S. political history. 5

- Identify and describe the evident presence (and absence) of the American ideals of equality and civil liberties in the Constitution and Declaration of Independence. - Articulate complexities and contradictions in the relationship between capitalism and democracy. - Identify and explain the basic features and operations of the legislative (both houses of Congress), executive (including agencies), and judicial branches of the federal government. -Summarize characteristic features of elections, political parties, and voting in the U.S. -Describe problematic features of U.S. politics ("perils" and "challenges"). Tentative Schedule Hudson = American Democracy in Peril: Eight Challenges in America’s Future Course Part I: Institutions Week One: Introductions, U.S. Constitution Wednesday, January 20; Friday, January 22 Syllabus, “Basics” 1787 U.S. Constitution Consideration Writing Instructions Week Two: Basic Documents and Their Issues, “Models of Democracy” Monday, January 25; Wednesday, January 27; Friday, January 29 **First Consideration Writing due, Wednesday, Jan. 27** Hudson, Introduction Declaration of Independence (“unalienable Rights,” “merciless savages”) Articles of Confederation (problems of ‘too weak’ government) **Pre-test to take on-line, Jan. 29-Feb. 1** Week Three: Three Branches, Checks and Balances; Parliamentary Contrast Monday, February 1; Wednesday, February 3; Friday, February 5 **Second Consideration Writing due, Wednesday, Feb. 3** Hudson, chapter 1, “Separation of Powers” Blackboard material on Congress, institutional Presidency, and agencies Week Four: Judicial Review, Restraint and Activism Monday, February 8; Wednesday, February 10; Friday, February 12 **Consideration writings due flexibly, approximately weekly after this** Hudson, chapter 2, “Imperial Judiciary” Holmes, dissent in Lochner v. New York Court cases list on Blackboard Week Five: Review and Catch-up - Separation of Powers and Judicial Review Monday, February 15; Friday, February 19 (no class, Wednesday, February 17) [Tuesday, February 16 is the last day to withdraw without ‘w’ on transcript] **Frist Exam – Friday, February 19***

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Part II: Elections and Other Participation Week Six: U.S. Political Culture, ‘What’s Wrong with Rights?’ Monday, February 22;Wednesday, February 24; Friday, February 26 Review exam, preview citizen politics and its perils Hudson, chapter 3, “Radical Individualism” Week Seven: Participation, political action, democratic citizenship Monday, March 1; Wednesday, March 3; Friday, March 5 Hudson, chapter 4, “ Citizen Participation” Week Eight: “Social Capital” and its decline; Participatory excess or “too many evenings”? Monday, March 8; Wednesday, March 10; Friday, March 12 **One event assignment should be completed by March 12** continue Hudson, chapter four review related materials Week Nine: Politics of Elections and Voting; Why [an only] Two Party System? SMP v. PR Monday, March 15; Wednesday, March 17; Friday, March 19 Hudson, chapter five, “Without the People’s Voice” with attention to the ‘infamous’ Electoral College Blackboard materials on evolution of U.S. voting and political parties Week Ten: “Populism” – a complex history, then and now; Jackson to Trump and beyond; and Three Facets of Parties and their Evolution, “nationalization” of parties Monday, March 22; Wednesday, March 24; Friday, March 26 catch-up and continue with Hudson, chapter five Genovese, “Wizard of Oz” on Blackboard Blackboard materials on evolut...