POL201
American National Government
Course Guide
This course is a survey of government at the national level. Emphasis is placed on the constitutional basis of
American government, federalism, the sources and forms of political behavior, the operation of the three
branches of government, and the making of national policy.
POL210: American National Government
COURSE GUIDE
TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................................................................................................................................ 1
COURSE AT A GLANCE ...................................................................................................................................................................... 5
COURSE DESCRIPTION..................................................................................................................................................................... 5
COURSE DESIGN ................................................................................................................................................................................ 5
PREREQUISITES ................................................................................................................................................................................. 5
COURSE LEARNING OUTCOMES ................................................................................................................................................... 5
COURSE MATERIALS .......................................................................................................................................................................... 6
REQUIRED TEXT ................................................................................................................................................................................ 6
REQUIRED RESOURCES ................................................................................................................................................................... 6
Articles .............................................................................................................................................................................................. 6
Multimedia ........................................................................................................................................................................................ 7
Websites ............................................................................................................................................................................................ 7
Supplemental Materials .................................................................................................................................................................... 8
RECOMMENDED RESOURCES ........................................................................................................................................................ 8
Articles .............................................................................................................................................................................................. 8
Website .............................................................................................................................................................................................. 9
COURSE GRADING............................................................................................................................................................................. 10
DISCUSSIONS ................................................................................................................................................................................... 10
QUIZZES ............................................................................................................................................................................................ 10
LEARNING ACTIVITIES .................................................................................................................................................................. 10
FINAL PAPER .................................................................................................................................................................................... 11
GRADING PERCENT BREAKDOWN.............................................................................................................................................. 11
WEEK ONE ........................................................................................................................................................................................... 12
COURSE CONTENT .......................................................................................................................................................................... 12
Overview ......................................................................................................................................................................................... 12
Weekly Learning Outcomes ............................................................................................................................................................. 12
Introduction ..................................................................................................................................................................................... 12
Required Resources ......................................................................................................................................................................... 13
Discussions...................................................................................................................................................................................... 14
Quiz ................................................................................................................................................................................................. 17
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POL210: American National Government
COURSE GUIDE
Learning Activity ............................................................................................................................................................................. 17
WEEK TWO .......................................................................................................................................................................................... 19
COURSE CONTENT .......................................................................................................................................................................... 19
Overview ......................................................................................................................................................................................... 19
Weekly Learning Outcomes ............................................................................................................................................................. 19
Introduction ..................................................................................................................................................................................... 19
Required Resources ......................................................................................................................................................................... 20
Recommended Resources ................................................................................................................................................................ 22
Discussions...................................................................................................................................................................................... 22
Quiz ................................................................................................................................................................................................. 24
Learning Activity ............................................................................................................................................................................. 25
WEEK THREE ...................................................................................................................................................................................... 27
COURSE CONTENT .......................................................................................................................................................................... 27
Overview ......................................................................................................................................................................................... 27
Weekly Learning Outcomes ............................................................................................................................................................. 27
Introduction ..................................................................................................................................................................................... 27
Required Resources ......................................................................................................................................................................... 28
Recommended Resources ................................................................................................................................................................ 29
Discussions...................................................................................................................................................................................... 30
Quiz ................................................................................................................................................................................................. 32
Learning Activity ............................................................................................................................................................................. 33
WEEK FOUR ......................................................................................................................................................................................... 34
COURSE CONTENT .......................................................................................................................................................................... 34
Overview ......................................................................................................................................................................................... 34
Weekly Learning Outcomes ............................................................................................................................................................. 34
Introduction ..................................................................................................................................................................................... 34
Required Resources ......................................................................................................................................................................... 35
Recommended Resource .................................................................................................................................................................. 37
Discussions...................................................................................................................................................................................... 37
Quiz ................................................................................................................................................................................................. 39
Learning Activity ............................................................................................................................................................................. 40
WEEK FIVE .......................................................................................................................................................................................... 41
COURSE CONTENT .......................................................................................................................................................................... 41
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POL210: American National Government
COURSE GUIDE
Overview ......................................................................................................................................................................................... 41
Weekly Learning Outcomes ............................................................................................................................................................. 41
Introduction ..................................................................................................................................................................................... 41
Required Resources ......................................................................................................................................................................... 42
Discussions...................................................................................................................................................................................... 43
Final Paper ..................................................................................................................................................................................... 45
COURSE MAP ....................................................................................................................................................................................... 48
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POL210: American National Government
COURSE GUIDE
COURSE AT A GLANCE
COURSE DESCRIPTION
This course is a survey of government at the national level. Emphasis is placed on the constitutional basis of American
government, federalism, the sources and forms of political behavior, the operation of the three branches of government,
and the making of national policy.
COURSE DESIGN
This course is a study of the national government of the United States, including its roots in the Constitution. The course
begins by outlining the political ideologies that inspired the U.S. political system. Students explore the structure and
process of the federal system and the legislative, executive, and judicial branches of government to learn the expressed
and implied powers of each branch. Having gained an appreciation for the key actors and responsibilities within the
government, students will learn how politicians campaign, participate in political parties, and are elected to office and
how the voters respond. Political processes and the factors that influence these processes are recurring themes throughout
the course. The summative assessment focuses on critically analyzing the primary features of the American national
government. The course design includes the use of multimedia, spirited dialogue in the discussion forums, readings,
research, and written assignments. Students are prompted to enrich the discussions while enhancing their library search
skills by selecting from a broad array of pre-selected articles available from the Ashford University Library.
PREREQUISITES
There are no prerequisites for POL201.
COURSE LEARNING OUTCOMES
Upon successful completion of this course, students will be able to
1. Explain the historical and constitutional basis for the American Government’s structure.
2. Define the system of checks and balances.
3. Examine the role of public opinion, media, and special interest groups with respect to public policy and elections.
4. Analyze our voting system and the election process.
5. Evaluate policymaking and government program administration.
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POL210: American National Government
COURSE GUIDE
COURSE MATERIALS
REQUIRED TEXT
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
This text is a Constellation™ course digital materials (CDM) title.
REQUIRED RESOURCES
Articles
Bates, N. (2004, October 26). What are the arguments made in favor – and against – the Electoral College? History News
Network. Retrieved from http://hnn.us/articles/8163.html
Campbell, A. L. (2012, September/October). America the undertaxed: U.S. fiscal policy in perspective. Foreign Affairs,
91(5): 99-112. Retrieved from http://www.foreignaffairs.com/articles/137838/andrea-louise-campbell/americathe-undertaxed
Cohen, A. (2012, March 16). How voter ID laws are being used to disenfranchise minorities and the poor. The Atlantic.
Retrieved from http://www.theatlantic.com/politics/archive/2012/03/how-voter-id-laws-are-being-used-todisenfranchise-minorities-and-the-poor/254572/
Gizzi, J. (2011, May 18). GOP leaders united in defense of the Electoral College. Human Events, 67, 5. Retrieved from
http://humanevents.com/2011/05/18/gop-leaders-united-in-defense-of-electoral-college/
Hyde, K. (2008, October 13). Fraught with fraud. The New American, 24(22), 18-20. Retrieved from
http://www.thenewamerican.com/usnews/politics/item/2442-fraught-with-fraud
Madonna, G. T. (2005). Why the Electoral College is bad for America. Presidential Studies Quarterly, 35(2), 411-412.
Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291741-5705
Norquist, G. G., & Campbell, A. L. (2012, November/December). Are taxes too damn high? The debate about the rate.
Foreign Affairs, 91(6): 156-162. Retrieved from http://www.foreignaffairs.com/articles/138242/grover-gnorquist-and-andrea-louise-campbell/are-taxes-too-damn-high
Pew Research Center. (2013, December 3). Section 4: The threat of terrorism and civil liberties. In Public Sees U.S.
Power Declining As Support For Global Engagement Slips. Retrieved from http://www.peoplepress.org/2013/12/03/section-4-the-threat-of-terrorism-and-civil-liberties/
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POL210: American National Government
COURSE GUIDE
Pew Research Center. (2014, June 26). Key facts from Pew Research’s political typology. In Beyond Red vs. Blue: The
Political Typology. Retrieved from http://www.people-press.org/2014/06/26/key-facts-from-pew-researchspolitical-typology/
Pew Research Center. (2014, June 26). Overview. In Beyond Red vs. Blue: The Political Typology. Retrieved from
http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/
Underhill, W. (2011, July). Proof at the polls. State Legislatures, 37(7), 58-60. Retrieved from
http://www.ncsl.org/research/elections-and-campaigns/proof-at-the-polls.aspx
Multimedia
Hinck, T., & Buchanan, C. (Producers). (2013, May 7). Episode I - A more perfect union [Series episode]. In Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfectunion/
Hinck, T., & Buchanan, C. (Producers). (2013, May 14). Episode II - It’s a free country [Series episode]. In Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/its-a-freecountry/
Hinck, T., & Buchanan, C. (Producers). (2013, May 28). Episode IV - Built to last [Series episode]. In Constitution USA
with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/built-to-last/
Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 1 [Video file]. Retrieved from
https://www.youtube.com/watch?v=jn54hCIxF3Q
Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 2 [Video file]. Retrieved from
https://www.youtube.com/watch?v=UX88g3wJTCw
Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 3 [Video file]. Retrieved from
https://www.youtube.com/watch?v=G0Z6idma-CM
Pew Research Center. (2014). Political typology quiz [Online quiz]. Retrieved from http://www.peoplepress.org/quiz/political-typology/
Websites
Constitution Party. (2015). Seven principles. Retrieved from http://www.constitutionparty.com/our-principles/sevenprinciples/
DNC Services Corporation. (2015). Our party. Retrieved from http://www.democrats.org/about/our_party
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Green Party of the United States. (2015). The Ten Key Values of the Green Party. Retrieved from
http://www.gp.org/tenkey.php
Libertarian Party. (2015). Issues. Retrieved from http://www.lp.org/issues
Republican National Committee. (2014). Our party|GOP. Retrieved from https://gop.com/our-gop/
Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
RECOMMENDED RESOURCES
Articles
(2008, November 3). Electoral College 101. New York Times Upfront, 141(5), 6-7. Retrieved from
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f110308_Electoral_Colle
ge
Barnett, A. (2009). Selecting the nation’s CEO: A risk assessment of the Electoral College. Journal of Management
Issues, 21(4), 443, 447-460. Retrieved from
http://www.jstor.org/stable/40604663?seq=1#page_scan_tab_contents
Huang, C-C., & Frentz, N. (2014, February 18). What really is the evidence on taxes and growth? A reply to the tax
foundation. Center on Budget and Policy Priorities. Retrieved from http://www.cbpp.org/research/what-really-isthe-evidence-on-taxes-and-growth
McBride, W. (2012, December 18). What is the evidence on taxes and growth? Tax Foundation, 207. Retrieved from
http://taxfoundation.org/article/what-evidence-taxes-and-growth
Will, G. (2011, October 15). George Will: Electoral College reform tilts presidential balance. San Gabriel Valley Tribune.
Retrieved from http://www.sgvtribune.com/opinion/20111015/george-will-electoral-college-reform-tiltspresidential-balance
Wolverton, J. (2011, September 19). What’s wrong with a National Popular Vote (NPV)? The New American, 27(18), 2528. Retrieved from http://www.thenewamerican.com/usnews/constitution/item/8094-what-s-wrong-with-anational-popular-vote-npv
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Website
Freedom House. (2008). Today's American: How free? Retrieved from https://freedomhouse.org/report/specialreports/todays-american-how-free#.VRl7ght0zm4
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POL210: American National Government
COURSE GUIDE
COURSE GRADING
Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in
more than one way and giving consideration to individual learning styles. Course components that will be assessed
include:
DISCUSSIONS
Each week students will participate in online discussions with classmates, which are related to the week’s readings. These
discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial
discussion posts are due by 11:59 p.m. (in the time zone in which each student resides) on Day 3 (Thursday). Students
will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to
classmates. Discussions represent 34% of the overall course grade.
QUIZZES
In Weeks One through Four, students will demonstrate and reinforce their understanding of the week’s content by taking
open-book quizzes. Students have 12 hours to complete a quiz once they begin. The quiz must be completed in no more
than two sittings, by Day 7 of the week in which it is due. The questions are multiple choice and true/false. Each quiz is
worth five percent. Quizzes represent 20% of the overall course grade.
LEARNING ACTIVITIES
In Weeks One through Four, students will complete written assignments using worksheets to work towards the Final
Paper in Week Five. These assignments must reflect college-level writing. Learning Activities represent 21% of the
overall course grade.
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COURSE GUIDE
FINAL PAPER
The final assignment for this course is a Final Paper on America’s Democracy: Your Report Card. The purpose of the
America’s Democracy: Your Report Card is for you to culminate the learning achieved in the course by critically
analyzing the primary features of our national government. The Final Paper represents 25% of the overall course
grade.
GRADING PERCENT BREAKDOWN
Grading
Activity
Percent
Discussions
34
Quizzes
20
Learning Activities
21
Final Paper
25
Total
100
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COURSE GUIDE
WEEK ONE
COURSE CONTENT
To be completed during the first week of class.
Overview
Activity
Post Your Introduction
The U.S. Constitution
Week One Reflection
Grading
Due Date
Format
Day 1
Discussion
4
Discussion
4
Discussion
2
Day 3
st
(1 post)
Day 3
st
(1 post)
Percent
Week One Quiz
Day 7
Quiz
5
The Constitution
Day 7
Learning Activity
5
Weekly Learning Outcomes
This week students will
1. Discuss personal political philosophies based on the Pew Research Center’s Political Typology Quiz.
2. Explain why the separation of powers and the system of checks and balances are important for our democracy.
3. Evaluate the strengths and weaknesses of the U.S. Constitution.
Introduction
Week One provides you with insights into your own personal political philosophy using the Pew Research Center’s
Political Typology Quiz. The results of the Quiz will expand understanding of the varied political philosophies that guide
the thought processes of most Americans. In addition, essential constitutional concepts related to separation of powers and
checks and balances that constitute the national government will be analyzed this week. The focus is on applying these
political philosophies and concepts to issues being debated in contemporary policy arenas at the national level and at the
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POL210: American National Government
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personal level involving individual jobs and careers. Additionally, the week begins the investigation and evaluation of the
main features of the U.S.’s national government with an in-depth examination of the U.S. Constitution. Please review the
Discussion Post Tip Sheet (available in your online classroom) for tips on developing a quality discussion.
Required Resources
Text
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
Chapter 1: American Politics and Founding Principles
Chapter 2: The U.S. Constitution
Articles
Pew Research Center. (2014, June 26). Key facts from Pew Research’s political typology. In Beyond Red vs. Blue: The
Political Typology. Retrieved from http://www.people-press.org/2014/06/26/key-facts-from-pew-researchspolitical-typology/
This article provides informative background details about the Pew Research Center’s Typology Quiz.
The information provided will help students understand their own political beliefs, norms, and values and
will be applied in future weekly forums.
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Pew Research Center. (2014, June 26). Overview. In Beyond Red vs. Blue: The Political Typology. Retrieved from
http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/
This article introduces the Political Typology terms, concepts, and methods. This article provides
additional information on the political typologies that are utilized in the quiz.
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Multimedia
Hinck, T., & Buchanan, C. (Producers). (2013, May 28). Episode IV - Built to last [Series episode]. In Constitution USA
with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/built-to-last/
This video discusses how the U.S. Constitution has processes and procedures built in to endure political
confrontations and conflicts over time. This video provides students with basic information about the U.S.
Constitution and how the Constitution has become a flexible and adaptable document that is still relevant
in their own lives and jobs. The video will prepare students for the discussion, “The U.S. Constitution.”
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Pew Research Center. (2014). Political typology quiz [Online quiz]. Retrieved from http://www.peoplepress.org/quiz/political-typology/
Students will take this quiz to find out which one of the Political Typology groups is their best match.
Students will use this quiz to complete the discussion, “The U.S. Constitution.”
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Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
This resource can be accessed through the online classroom.
Discussions
Participate in the following discussions:
1. Post Your Introduction. 1st Post Due by Day 1.
Prepare: Prior to posting your introduction, read the two articles provided by the Pew Research Center on
Political Typology: “Key Facts from Pew Research’s Political Typology” and “Beyond Red vs. Blue: The
Political Typology.” Next, take the Political Typology Quiz by clicking on “Begin Quiz” at the bottom of the web
page. Respond to the questionnaire to get information about your political philosophy or ideology. Save your
results for future reference in this course.
Reflect: Once you complete the quiz, look over the results and evaluate if they reflect your personal political
beliefs and how accurate the quiz is at identifying your views on American politics.
Write: Post your two-paragraph introduction. In the first paragraph, tell a little about your personal and
professional interests. In the second paragraph, describe your political philosophy based on the results of the
Political Typology Quiz. If you disagree with the results, please discuss what you found inaccurate about the
results and what you contend is your personal, political ideology.
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POL210: American National Government
COURSE GUIDE
Respond to Peers: By Day 7, respond to at least three classmates’ introductions. Compare and contrast your
political ideology with your classmates’ political ideologies.
* For an alternate accessible quiz for use with assistive technology, please reach out to your instructor.
2. The U.S. Constitution. 1st Post Due by Day 3.
Prepare: Prior to writing your initial post, read Chapters 1 and 2 of American Government. In addition, watch the
video provided on the U.S. Constitution, Episode IV - Built to Last.
Reflect: The U.S. Constitution is the cornerstone of our federal government. The Constitution establishes a basic
operational framework that enables the three branches of government – executive, legislative, and judicial – to
interact and function as a unit. Embedded in this operational framework are two key principles: separation of
powers and a system of checks and balances.
Write: In your initial post, explain why the separation of powers and the system of checks and balances are
important for our democracy. Provide recent, real-world examples of the separation of powers and
checks/balances in action (one example each). Also, discuss how the Constitution protects individual and group
rights. Again, provide a recent real-world example of these Constitutional protections being applied here in the
U.S. You must fully respond to all parts of the prompt and write your response in your own words.
Support your position with APA citations from two or more of the assigned resources required for this discussion.
Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite
them properly. Your initial post should be 200 to 250 words and be written in complete sentences.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. Demonstrate your understanding of the topic by respectfully asking questions, raising
new points for consideration, or requesting clarification from your fellow students. For example, you may want to
compare your real-world examples to those of your classmates and see how they are similar or different and
discuss why.
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3. Week One Reflection. 1st Post Due by Day 3.
Prepare: Prior to beginning your reflection this week, complete all course readings, your introduction, and the
Discussion, “The U.S. Constitution.”
Reflect: Once you have completed these assignments think about how American politics have and could affect
your career aspirations. The Founding Fathers created an amazing governmental structure that affects almost
every aspect of our lives even today. For instance, if you are a criminal justice major, what parts of the U.S.
Constitution are applicable to what you are learning in your major? If you are a business major, which branch of
government – executive, legislative, or judicial – has, or will have, the greatest influence on your business
ambitions? If you are a political science major, how does separation of powers in the U.S. government affect the
operations of most economic, social, and political processes throughout the United States?
Write: In your initial post, based on your current academic major (declared or not), complete one of the
following:
Describe which actions of the Founding Fathers are continuing to affect your future career goals.
Discuss how separation of powers is influencing your current or future job.
Explain why checks and balances are important to know in your future employment positions.
Expound on how the Constitution is still relevant to the career you want to pursue.
Fully respond to all parts of the prompt and write your response in your own words. Support your position with
APA citations from two or more of the assigned resources required for this discussion. Please be sure that you
demonstrate understanding of these resources, integrate them into your argument, and cite them properly. Your
initial post should be 200 to 250 words.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses
should be 75 to 100 words each. Comment on a peer response that you did not select to respond to and extend the
conversation by examining their claims or arguments in more depth. Keep the discussion on target and try to
analyze things in as much detail as you can. For instance, you might consider comparing your perspectives on
how the Constitution affects your career goals to how it affects a classmate with different career goals.
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Quiz
1. Week One Quiz. Due by Day 7. Complete the quiz on the assigned readings for the week.
What should I do to prepare for this quiz?
Carefully read and critically reflect on this week’s readings before attempting this quiz. Keep in mind that you
may use your book as you complete this quiz.
How many chances do I have to take the quiz?
You will have two opportunities to take this quiz. This quiz utilizes a test bank so each attempt may contain
different questions. Please note that your last attempt will be the grade recorded in the gradebook.
How can I improve my score between each attempt?
Review the quiz feedback available in the gradebook.
Review chapters and resources related to quiz topics.
How much time do I have to take this quiz?
Once you open this quiz, it will remain open for 12 hours. However, you must finish it in one sitting, as it will
time out after 45 minutes of inactivity. When finished, click on Save Answers and then on Submit for Grade.
The amount of time the quiz will take to complete will vary by individual.
Learning Activity
1. The Constitution. Due by Day 7. The weekly worksheets will help you build all the necessary parts for your
Final Paper. This week, you will evaluate the strengths and weaknesses of the most important document for
America’s national government, the U.S. Constitution. In your worksheet, you will describe one strength and one
weakness of the Constitution. In addition, you will need to recommend a way to maintain the strength of this
amazing document and a way to correct a weakness. This effort begins the process of critically analyzing key
features of our national government.
To complete the assignment, save the Week One Learning Activity Worksheet (available in the online classroom)
to your computer, fill it out, and submit it.
Develop a detailed outline of your first main point using the Week One Learning Activity Worksheet.
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POL210: American National Government
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1. The Constitution:
a. Provide a topic sentence that briefly describes one strength and one weakness of the U.S.
Constitution.
b. Provide a topic sentence that recommends one option to maintain the strength and one to correct
the weakness.
2. Scholarly Support: (Please access the Ashford Writing Center’s Sample Annotated Bibliography)
a. Provide two credible sources in APA format to support your main points.
b. Briefly discuss how these sources support your main point.
c. Briefly evaluate your sources for bias, validity, and reliability.
View the POL201 Research Guide (available in the online classroom) for help on how to find and evaluate
sources for assignments in this course.
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POL210: American National Government
COURSE GUIDE
WEEK TWO
COURSE CONTENT
To be completed during the second week of class.
Overview
Activity
Policy and Your Life
Week Two Reflection
Due Date
Day 3
st
(1 post)
Day 3
st
(1 post)
Format
Grading
Percent
Discussion
4
Discussion
2
Week Two Quiz
Day 7
Quiz
5
Federalism
Day 7
Learning Activity
5
Weekly Learning Outcomes
This week students will
1. Discuss challenges to federalism that emerge when policies are implemented.
2. Describe how federalism and the U.S. Congress have or will affect your life.
3. Evaluate the advantages and disadvantages to a national policy implemented by agencies of the federal
bureaucracy.
Introduction
Week Two closely examines the national and individual impacts of federalism and congressional operations. The
emphasis is on discussing and describing how the federal structure of our government and the actions of Congress
(legislating, delegating, oversight, etc.) impact national issues, individual citizens, and how these impacts can be
positively enhanced. Additionally, national policies that are implemented by federal agencies will be critically analyzed
and evaluated for strengths and weaknesses. Each American is affected by national policies passed by Congress and
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implemented by the federal bureaucracy, and investigating some of these impacts will broaden knowledge and awareness
of how and why American lives are affected. Please review the Discussion Post Tip Sheet (available in your online
classroom) for tips on developing a quality discussion.
Required Resources
Text
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
Chapter 3: Federalism
Chapter 4: Congress and Policy Making
Articles
Campbell, A. L. (2012, September/October). America the undertaxed: U.S. fiscal policy in perspective. Foreign Affairs,
91(5): 99-112. Retrieved from http://www.foreignaffairs.com/articles/137838/andrea-louise-campbell/americathe-undertaxed
This article provides information to support arguments that Americans are not taxed excessively. The
information provided should enable students to better understand both sides of the taxation argument in
the U.S., which is core area of conflict concerning the powers of the federal government. This information
will help students in the Discussion, “Week Two Reflection.”
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Norquist, G. G., & Campbell, A. L. (2012, November/December). Are taxes too damn high? The debate about the rate.
Foreign Affairs, 91(6): 156-162. Retrieved from http://www.foreignaffairs.com/articles/138242/grover-gnorquist-and-andrea-louise-campbell/are-taxes-too-damn-high
This article provides information to support arguments that Americans are taxed excessively. The
information provided should enable students to better understand both sides of the taxation argument in
the U.S., which is core area of conflict concerning the powers of the federal government. This information
will help students in the Discussion, “Week Two Reflection.”
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Privacy Policy
Multimedia
Hinck, T., & Buchanan, C. (Producers). (2013, May 7). Episode I - A more perfect union [Series episode]. In Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfectunion/
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This video examines one of the “revolutionary” features of the Constitution, federalism, and how this
system contributes to the strength of the United States’ government. The video provides students with
several different views of how federalism affects the U.S. and how it can affect their lives. This video will
provide additional background material for the Discussion, “Policy and Your Life.”
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Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 1 [Video file]. Retrieved from
https://www.youtube.com/watch?v=jn54hCIxF3Q
Part One will explain basic concepts of American federalism. This three-part video (15 minutes) describes
historical debates about the division of power between national and state government and describes
concepts used in modern debates about federalism. This information should expand student’s
understanding and appreciation for the complexities and conflicts that involve the U.S.’s federal system of
government.
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Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 2 [Video file]. Retrieved from
https://www.youtube.com/watch?v=UX88g3wJTCw
Part Two will explain early Supreme Court decisions about American federalism. This three-part video
(15 minutes) describes historical debates about the division of power between national and state
government and describes concepts used in modern debates about federalism. This information should
expand student’s understanding and appreciation for the complexities and conflicts that involve the U.S.’s
federal system of government.
Accessibility Statement
Privacy Policy
Klein, J. H. [JamesEducationMedia]. (2012, January 29). Quick study of Federalism part 3 [Video file]. Retrieved from
https://www.youtube.com/watch?v=G0Z6idma-CM
Part Three explains later Supreme Court decisions about American federalism: dual federalism and
cooperative federalism. This three-part video (15 minutes) describes historical debates about the division
of power between national and state government and describes concepts used in modern debates about
federalism. This information should expand student’s understanding and appreciation for the complexities
and conflicts that involve the U.S.’s federal system of government.
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Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
This resource can be accessed through the online classroom.
Recommended Resources
Articles
Huang, C-C., & Frentz, N. (2014, February 18). What really is the evidence on taxes and growth? A reply to the tax
foundation. Center on Budget and Policy Priorities. Retrieved from http://www.cbpp.org/research/what-really-isthe-evidence-on-taxes-and-growth
This article provides information on the impacts of taxes on economic growth in the U.S. This article also
provides additional material on how taxes can affect growth and give students insights into the impacts
taxes can have on the overall economy. The perspective provided is counter to the perspective found in
the McBride (2012) article.
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McBride, W. (2012, December 18). What is the evidence on taxes and growth? Tax Foundation, 207. Retrieved from
http://taxfoundation.org/article/what-evidence-taxes-and-growth
This article discusses the impacts of taxes on economic growth in the U.S. This article provides additional
material on how taxes can affect growth and give students insights into the impacts taxes can have on the
overall economy. The perspective provided is counter to the perspective found in the Huang & Nathaniel
(2014) article.
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Discussions
Participate in the following discussions:
1. Policy and Your Life. 1st Post Due by Day 3.
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Prepare: Prior to beginning work on this discussion question, read Chapters 3 and 4 in American Government. In
addition, watch the videos provided on federalism: Quick Study of Federalism Part 1, Quick Study of Federalism
Part 2, and Quick Study of Federalism Part 3, and the U.S. Constitution: Episode I - A More Perfect Union.
Reflect: The U.S. government's expansive role in public policy is caught in a swirl of conflicting crosscurrents.
On the one hand, popular expectations about government's responsibility to solve problems often exceed the
capacity of state and local authorities to respond effectively. On the other hand, policies developed at the national
level may not sufficiently reflect the great diversity of interests across the U.S. to be effective at the local level.
Moreover, the search for effective policy is further complicated by theoretical debates about the constitutional
framework of federalism, that is, what limits on national power can be derived from the Tenth Amendment?
Write: Select a policy or piece of legislation that involves the program you are seeking a degree in (i.e., your
major). In your initial post, discuss the federalism challenges that this policy is creating or facing. For example:
If you are an education major, how are local, state, and federal government policies affected by the No
Child Left Behind legislation or some other piece of education-related legislation?
If you are a criminal justice major, how does recent legalization of marijuana in some states affect local,
state, and federal control over this issue?
If you are a business major, how does the insurance mandate in the Affordable Care Act affect local, state,
and national businesses and their employees?
If you are a political science major how has the recent Citizen’s United ruling affected the amount of
money available for campaigns at the local, state, or federal levels?
Fully respond to all parts of the prompt and write your response in your own words. Your initial must be 200 to
250 words. Support your position with APA citations from two or more of the assigned resources required for this
discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your
argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses each
should be 75 to 100 words. As your reply to your classmates, attempt to take the conversation further by
examining their claims or arguments in more depth or responding to the posts that they reply to you with. Keep
the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider
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reflecting on why the legislation selected by one of your classmate’s is impacted differently than the one you
selected.
2. Week Two Reflection. 1st Post Due by Day 3.
Prepare: Prior to beginning your reflection this week, complete all course readings and assigned videos, and the
Discussion, “Policy and Your Life.”
Reflect: Once you have completed these assignments, think about how federalism and the U.S. Congress have or
will affect your life. The federal structure ensures that there is a clear line between local, state, and federal
government regulations, policies, and oversight—sometimes! Think about how federal statues affect your work or
will affect your work in the future. Does Congress have oversight of any of the processes or products in your
workplace? Do the government regulations, policies, and oversight sometimes conflict with local or state
regulations, policies, and oversight?
Write: In your initial post of, based on your current or desired job, complete the following:
Describe how a federal policy affects your current or desired workplace.
Explain what role Congress has in establishing workplace conditions in your current or desired job.
Fully respond to all parts of the prompt and write your response in your own words. Your initial post should be
200 to 250 words. Support your position with APA citations from two or more of the assigned resources required
for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your
argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. As your reply to your classmates, extend the conversation by examining their claims or
arguments in more depth or by responding to the posts that they reply to you with. Keep the discussion on target
and try to analyze things in as much detail as you can. For instance, you might consider comparing how federal
policies affect your workplace to how they affect a different workplace of one of your classmates.
Quiz
1. Week Two Quiz. Due by Day 7. Complete the quiz on the assigned readings for the week.
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What should I do to prepare for this quiz?
Carefully read and critically reflect on this week’s readings before attempting this quiz. Keep in mind that you
may use your book as you complete this quiz.
How many chances do I have to take the quiz?
You will have two opportunities to take this quiz. This quiz utilizes a test bank so each attempt may contain
different questions. Please note that your last attempt will be the grade recorded in the gradebook.
How can I improve my score between each attempt?
Review the quiz feedback available in the gradebook.
Review chapters and resources related to quiz topics.
How much time do I have to take this quiz?
Once you open this quiz, it will remain open for 12 hours. However, you must finish it in one sitting, as it will
time out after 45 minutes of inactivity. When finished, click on Save Answers and then on Submit for Grade.
The amount of time the quiz will take to complete will vary by individual.
Learning Activity
1. Federalism. Due by Day 7. This week, we continue completing the worksheets in preparation for the Final Paper.
One of the most important structures in the national government is federalism. Understanding the relationship
between local, state, and national level governments is critical in being able to understand all of the key features
of our national government. Describe an advantage and a disadvantage to a national policy that an agency in the
federal bureaucracy must implement. In addition, recommend an option to maintain the advantage and one to
improve the disadvantage.
To complete the assignment, save the Week Two Learning Activity Worksheet (available in the online classroom)
to your computer, fill it out, and submit it.
Develop a detailed outline of your second main point using the Week Two Learning Activity Worksheet.
1. Federal Policies:
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a. Provide a topic sentence that briefly describes one advantage and one disadvantage to a national
policy that must be implemented by one agency of the federal bureaucracy.
b. Provide a topic sentence that recommends one option to maintain the advantage and one to
improve the disadvantage.
2. Scholarly Support: (Please access the Ashford Writing Center’s Sample Annotated Bibliography)
a. Provide two credible sources in APA format to support your main points.
b. Briefly discuss how these sources support your main point.
c. Briefly evaluate your sources for bias, validity, and reliability.
View the POL201 Research Guide (available in the online classroom) for help on how to find and evaluate
sources for assignments in this course.
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WEEK THREE
COURSE CONTENT
To be completed during the third week of class.
Overview
Activity
The Electoral College
Week Three Reflection
Due Date
Day 3
st
(1 post)
Day 3
st
(1 post)
Format
Grading
Percent
Discussion
4
Discussion
2
Week Three Quiz
Day 7
Quiz
5
Branches of Government
Day 7
Learning Activity
5
Weekly Learning Outcomes
This week students will
1. Analyze the Electoral College’s process for electing presidents.
2. Explain how and why the actions of the executive and judicial branches can affect individual citizens.
3. Evaluate the strengths and weaknesses of the three branches of the American national government.
Introduction
Week Three investigates the Presidency, the executive branch, and the judicial branch. The elections of U.S. presidents
are not a straightforward process where the candidate with the most votes wins. A complex system where the voting in
every state has a direct impact on who becomes president is imbued in the Electoral College. Understanding how the
Electoral College works, some of the pros/cons of this system, and how some critics would change the system will help
you better understand U.S. presidential elections. Additionally, the executive and judicial branches of our government
implement and evaluate laws passed by Congress and signed by the president. These laws often have no direct impact on
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our lives, but sometimes they do. If you understand why they affect your lives, you will learn more about the U.S.
government and how it works, or does not. In sum, understanding how the three branches work, and sometimes do not
work, will ensure you have a deeper knowledge and insight into a key feature of America’s government. Please review the
Discussion Post Tip Sheet (available in your online classroom) for tips on developing a quality discussion.
Required Resources
Text
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
Chapter 5: The Presidency
Chapter 6: The Executive Branch
Chapter 7: The Judiciary
Articles
Bates, N. (2004, October 26). What are the arguments made in favor – and against – the Electoral College? History News
Network. Retrieved from http://hnn.us/articles/8163.html
This article provides arguments for and against the Electoral College process and background information
on the origins of the process. The article exposes students to a pro/con style of discussion concerning the
Electoral College that is supported by factual and relevant information. This information will prepare
students for the Discussion, “The Electoral College.”
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Gizzi, J. (2011, May 18). GOP leaders united in defense of the Electoral College. Human Events, 67, 5. Retrieved from
http://humanevents.com/2011/05/18/gop-leaders-united-in-defense-of-electoral-college/
This brief article reviews pro and con arguments about the Electoral College. This article also provides
students with a pro/con style of discussion concerning the Electoral College. This information will
prepare students for the Discussion, “The Electoral College.”
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Madonna, G. T. (2005). Why the Electoral College is bad for America. Presidential Studies Quarterly, 35(2), 411-412.
Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291741-5705
The full-text version of this article can be accessed through the ProQuest database in the Ashford
University Library. This brief article reviews a book of the same name, which argues that the historical
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purposes of the Electoral College are irrelevant to contemporary American politics. This information will
prepare students for the Discussion, “The Electoral College.”
Multimedia
Hinck, T., & Buchanan, C. (Producers). (2013, May 7). Episode I - A more perfect union [Series episode]. Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfectunion/
This video examines one of the “revolutionary” features of the Constitution, federalism, and how this
system contributes to the strength of the United States’ government. The video provides students with
several different views of how federalism affects the U.S. and how it can affect their lives. This video will
prepare students for this week’s discussions.
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Hinck, T., & Buchanan, C. (Producers). (2013, May 14). Episode II - It’s a free country [Series episode]. Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/its-a-freecountry/
This video explores the U.S. Constitution’s Bill of Rights and how the various branches of government
protect and preserve these rights. The interplay between the branches of government highlights the
various powers that each branch possesses and utilizes. This video will prepare students for this week’s
discussions.
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Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
This resource can be accessed through the online classroom.
Recommended Resources
Articles
(2008, November 3). Electoral College 101. New York Times Upfront, 141(5), 6-7. Retrieved from
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f110308_Electoral_Colle
ge
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This short article gives an overview of the Electoral College process.
Barnett, A. (2009). Selecting the nation’s CEO: A risk assessment of the Electoral College. Journal of Management
Issues, 21(4), 443, 447-460. Retrieved from
http://www.jstor.org/stable/40604663?seq=1#page_scan_tab_contents
This academic article analyzes the probabilities that the winner of the Electoral College vote will not also
win a majority of the national popular vote.
Will, G. (2011, October 15). George Will: Electoral College reform tilts presidential balance. San Gabriel Valley Tribune.
Retrieved from http://www.sgvtribune.com/opinion/20111015/george-will-electoral-college-reform-tiltspresidential-balance
This brief article critiques two proposals for changing the winner-take-all system for determining how a
state's electoral votes are cast for a presidential candidate.
Wolverton, J. (2011, September 19). What’s wrong with a National Popular Vote (NPV)? The New American, 27(18), 2528. Retrieved from http://www.thenewamerican.com/usnews/constitution/item/8094-what-s-wrong-with-anational-popular-vote-npv
This short article critiques the proposed National Popular Vote compact that has been approved by several
state legislatures.
Discussions
Participate in the following discussions:
1. The Electoral College. 1st Post Due by Day 3.
Prepare: Prior to beginning work on this discussion question, read Chapters 5 and 6 in American Government. In
addition, read the following articles: “What Are the Arguments Made in Favor – and Against – the Electoral
College?,” “GOP Leaders United in Defense of the Electoral College,” and the ProQuest article “Why the
Electoral College is Bad for America.” Also, please watch this week’s videos, Episode I - A More Perfect Union
and Episode II - It’s a Free Country regarding the U.S. Constitution.
Reflect: As the textbook author asserts, the Framers intentionally designed a process for selecting presidents that
would minimize the president’s political power – the Electoral College. They hoped this institution would insulate
the chief executive from the public because they feared the power of presidents who might be elected by the
people. However, the Electoral College has also spawned a long ongoing debate about whether the Electoral
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College should be abandoned in favor of new methods, which would ensure that the candidate elected has the
most popular votes. The controversy over the Electoral College must be understood in order to better understand
how and why U.S. presidents are elected.
Write: In your initial post, summarize how the Electoral College works. Explain some of the main pros and cons
in the debate about whether to keep or abolish the current Electoral College process. In addition, evaluate one
proposal to change how the system works without formally abolishing it. Would this proposal effectively
address some of the cons that you identified earlier in your post? Please explain your response.
Fully respond to all parts of the question and write your response in your own words. Your initial post must be
200 to 250 words. Support your position with APA citations from two or more of the assigned resources required
for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your
argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining
their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on
target and try to analyze things in as much detail as you can. For instance, you might consider comparing your
classmates’ proposals for changing the Electoral College against your own proposal.
2. Week Three Reflection. 1st Post Due by Day 3.
Prepare: Prior to beginning your reflection this week, read chapters 5, 6, and 7 in American Government. Review
the videos, Episode I - A More Perfect Union and Episode II - It’s a Free Country regarding the U.S.
Constitution.
Reflect: The executive and judicial branches of the U.S. national government often seem to operate independently
and with little conflict. Many laws are signed by the President and then implemented without a word from the
judicial branch. However, there are times when executive decisions are challenged by the judicial branch in a
process called judicial review. In addition, there are times when a judicial review has direct impact on your life.
For example, when the Supreme Court declared the Affordable Care Act constitutional, many people without
health care insurance were finally able to purchase health care insurance. Additionally, when the Supreme Court
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declared sections of the Defense of Marriage Act unconstitutional, some of the constraints that prevented many
gay and lesbian couples from marrying were eliminated. Executive Order 13658 on February 20, 2014 also had a
direct impact on many business people that contract with the federal government by increasing the minimum
wage to $10.10 per hour. Clearly, the actions of the executive and judicial branches often directly affect our lives.
Write: In your initial post, explain how and why the actions of the executive and/or judicial branches have
personally affected your life. Fully respond to all parts of the question. Write in your own words. Support your
position with APA citations to two or more of the assigned resources required for this discussion. Fully respond to
all parts of the prompt and write your response in your own words. Your initial post must be 200 to 250 words.
Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite
them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining
their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on
target and try to analyze things in as much detail as you can. For instance, you might consider contrasting the
impacts of the executive and/or judicial branches on your life with the impacts of these branches described by
your peers on their lives.
Quiz
1. Week Three Quiz. Due by Day 7. Complete the quiz on the assigned readings for the week.
What should I do to prepare for this quiz?
Carefully read and critically reflect on this week’s readings before attempting this quiz. Keep in mind that you
may use your book as you complete this quiz.
How many chances do I have to take the quiz?
You will have two opportunities to take this quiz. This quiz utilizes a test bank so each attempt may contain
different questions. Please note that your last attempt will be the grade recorded in the gradebook.
How can I improve my score between each attempt?
Review the quiz feedback available in the gradebook.
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POL210: American National Government
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Review chapters and resources related to quiz topics.
How much time do I have to take this quiz?
Once you open this quiz, it will remain open for 12 hours. However, you must finish it in one sitting, as it will
time out after 45 minutes of inactivity. When finished, click on Save Answers and then on Submit for Grade.
The amount of time the quiz will take to complete will vary by individual.
Learning Activity
1. Branches of Government. Due by Day 7. The three branches of our government each play crucial roles in the
U.S. national government. Each branch has specific power, duties, and responsibilities that are the most apparent
features of our system of separate powers. Nevertheless, each branch has been critiqued for having definite
strengths and weaknesses that become obvious in certain situations. Analyzing these strengths and weaknesses
will enable you to evaluate and recommend ways to enhance and correct these fundamental assets and
deficiencies of the branches of our national government.
To complete the assignment, save the Week Three Learning Activity Worksheet (available in the online
classroom) to your computer, fill it out, and submit it.
Develop a detailed outline of your third main point using the Week Three Learning Activity Worksheet.
1. Branches of Government:
a. Provide a topic sentence that briefly describes one strength and one weakness of one branch of
our government: executive, legislative, or judiciary.
b. Provide a topic sentence that recommends one option to maintain the strength and one to correct
the weakness.
2. Scholarly Support: (Please access the Ashford Writing Center’s Sample Annotated Bibliography)
a. Provide two credible sources in APA format to support your main points.
b. Briefly discuss how these sources support your main point.
c. Briefly evaluate your sources for bias, validity, and reliability.
View the POL201 Research Guide (available in the online classroom) for help on how to find and evaluate
sources for assignments in this course.
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WEEK FOUR
COURSE CONTENT
To be completed during the fourth week of class.
Overview
Activity
Individual Rights and the Obligations of
Government
Week Four Reflection
Week Four Quiz
Political Parties, Interest Groups, and
Elections
Due Date
Format
Day 3
Grading
Percent
Discussion
4
Discussion
2
Day 7
Quiz
5
Day 7
Learning Activity
6
st
(1 post)
Day 3
st
(1 post)
Weekly Learning Outcomes
This week students will
1. Describe the obligations the U.S. government has towards all American citizens and how these obligations affect
individual and group rights.
2. Compare and contrast the stated goals of major U.S. political parties.
3. Evaluate the stated goals of major U.S. political parties based on results from the Political Typology Quiz.
4. Evaluate the positive and negative impacts of political parties, interest groups, and federal elections.
Introduction
Week Four continues the investigation into the U.S. national government by first discussing some of the critical
obligations the government has in protecting the individual and group rights of all American citizens. In addition, the
goals and objectives of the major political parties in the U.S. will be evaluated this week using the results of the Pew
Center’s Political Typology Quiz as criteria for analysis. The discussions should reveal more insights into how well the
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goals of the major political parties align or do not align with individual political ideologies. Additionally, the analysis will
expand to include not only political parties but interest groups and federal elections, as the discussions will center on the
negative and positive impacts of these political processes and actors on the federal government. Please review the
Discussion Post Tip Sheet (available in your online classroom) for tips on developing a quality discussion.
Required Resources
Text
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
Chapter 8: Civil Liberties and Civil Rights
Chapter 9: Political Parties
Chapter 10: Elections and Public Opinion
Articles
Pew Research Center. (2013, December 3). Section 4: The threat of terrorism and civil liberties. In Public Sees U.S.
Power Declining As Support For Global Engagement Slips. Retrieved from http://www.peoplepress.org/2013/12/03/section-4-the-threat-of-terrorism-and-civil-liberties/
This website provides data and statistical information concerning the public’s views on the intersection of
terrorism and civil liberties. This background information highlights some of the rights U.S. citizens have
along with some of the obligations of the federal government. This website will aid students in this
week’s discussions.
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Pew Research Center. (2014, June 26). Overview. In Beyond Red vs. Blue: The Political Typology. Retrieved from
http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/
This article introduces the Political Typology terms, concepts, and methods. The additional information
will enable students to expand their insights into their own personal political norms, beliefs, and values.
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Multimedia
Hinck, T., & Buchanan, C. (Producers). (2013, May 14). Episode II - It’s a free country [Series episode]. In Constitution
USA with Peter Sagal. Retrieved from http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/its-a-freecountry/
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This video from PBS explores the Constitution’s Bill of Rights, how they were developed, how they have
been expanded, how they continue to be challenged, and how they have been enforced. This video will
prepare students for this week’s discussions.
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Websites
Constitution Party. (2015). Seven principles. Retrieved from http://www.constitutionparty.com/our-principles/sevenprinciples/
This page presents national policy goals of the Constitution Party. Scroll down on page to select a specific
policy area.
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DNC Services Corporation. (2015). Our party. Retrieved from http://www.democrats.org/about/our_party
This page presents national policy goals of the Democratic Party. Click on the “Issues” tab and select a
specific policy area.
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Green Party of the United States. (2015). The Ten Key Values of the Green Party. Retrieved from
http://www.gp.org/tenkey.php
This page presents national policy goals of the Green Party. Scroll down on page to select a specific
policy area.
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Libertarian Party. (2015). Issues. Retrieved from http://www.lp.org/issues
This page presents national policy goals of the Libertarian Party. Scroll down on page to select a specific
policy area.
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Republican National Committee. (2014). Our party|GOP. Retrieved from https://gop.com/our-gop/
This page presents national policy goals of the Republican Party. Scroll down on page to select a specific
policy area.
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Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
This resource can be accessed through the online classroom.
Recommended Resource
Website
Freedom House. (2008). Today's American: How free? Retrieved from https://freedomhouse.org/report/specialreports/todays-american-how-free#.VRl7ght0zm4
This report from Freedom House provides several chapters on various aspects of politics, freedom,
liberty, and rights in America and if they are being negatively impacted by the war against terrorism.
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Discussions
Participate in the following discussions:
1. Individual Rights and the Obligations of Government. 1st Post Due by Day 3.
Prepare: Prior to beginning work on this discussion, read chapters 8, 9, and 10 in American Government and
watch the video, Episode II - It’s a Free Country.
Reflect: Our political system is characterized by certain fundamental features to include a system of laws, rights,
and liberties. The laws, created and supported by the Constitutional framework, are designed to protect and secure
the rights and liberties of individuals and groups throughout the U.S. However, the government also has an
obligation to provide for the security of its citizens from serious internal and external threats that could cause
grave or severe damage to our country. The need for homeland and national security can create a dilemma where
conflicts emerge between these security needs and the demands for civil rights and liberties.
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Write: In your initial post, explain what obligations the U.S. government has towards its citizens and how can
these obligations impact individual and group rights? Provide real-world examples to support your explanation.
Fully respond to all parts of the prompt and write your response in your own words. Your initial response must be
200 to 250 words. Support your position with APA citations to two or more of the assigned resources required for
this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your
argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining
their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on
target and try to analyze things in as much detail as you can. For instance, you might consider if your classmate’s
arguments are well supported with valid sources and logically argued.
2. Week Four Reflection. 1st Post Due by Day 3.
Prepare: Prior to beginning work on this discussion, read chapters 8, 9, and 10 in American Government, watch
the video, Episode II - It’s a Free Country, and review your results from the Political Typology Quiz.
Reflect: Political parties mobilize voters to win elections and implement policy goals. Parties use their stated
policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a
two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of
voters.
Write: Identify one issue area that you want investigate. Use the assigned resources required for this discussion to
gather information about the goals and proposals, in that issue area, of three U.S. political parties – the
Democratic and Republican parties and a third party. Summarize each of the three parties’ policy goals in your
issue area. Evaluate each party's goals from two perspectives:
According on your own political philosophy, values, or ideology based on the Political Typology Quiz
results, which party’s position on this issue is closest to your own and which is furthest and why?
Does each party currently have national popular support on this issue? If so, why, and if not, why not?
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For example, if you are a ‘Steadfast Conservative,’ what do the Democratic Party, the Republican Party, and a
third party have to say about your position on taxation? If you are a ‘Solid Liberal,’ what do Democrats,
Republicans, and a third party say about your views on environmental issues? Who is the closest? Furthest away?
Why?
Your initial response must be 200 to 250 words. Justify your conclusions with facts and persuasive reasoning.
Fully respond to all parts of the question and write your response in your own words. Support your position with
APA citations to two or more of the assigned resources required for this discussion. Please be sure that you
demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. They must demonstrate critical thinking. For example, ask a relevant question about
your peer's post while explaining why your question is significant, or state a perspective that contrasts with your
peer's while explaining or justifying your position.
Quiz
1. Week Four Quiz. Due by Day 7. Complete the quiz on the assigned readings for the week.
What should I do to prepare for this quiz?
Carefully read and critically reflect on this week’s readings before attempting this quiz. Keep in mind that you
may use your book as you complete this quiz.
How many chances do I have to take the quiz?
You will have two opportunities to take this quiz. This quiz utilizes a test bank so each attempt may contain
different questions. Please note that your last attempt will be the grade recorded in the gradebook.
How can I improve my score between each attempt?
Review the quiz feedback available in the gradebook.
Review chapters and resources related to quiz topics.
How much time do I have to take this quiz?
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Once you open this quiz, it will remain open for 12 hours. However, you must finish it in one sitting, as it will
time out after 45 minutes of inactivity. When finished, click on Save Answers and then on Submit for Grade.
The amount of time the quiz will take to complete will vary by individual.
Learning Activity
1. Political Parties, Interest Groups, and Elections. Due by Day 7. The various political actors involved in the
processes, activities, and policies of the U.S. government each have evolving goals and objectives. In addition,
these actors have produced differential effects, both positive and negative, on the processes, activities, and
policies of the federal government. In this last weekly worksheet, you will assess the positive and negative
impacts of political parties, interest groups, or federal elections on the national government. In addition, you will
recommend one option to enhance the positive impact and one to diminish the negative impact. This final effort
will conclude the process of critically analyzing key features of our national government and prepare you for
completion of your Final Paper in Week Five.
To complete the assignment, save the Week Four Learning Activity Worksheet (available in the online classroom)
to your computer, fill it out, and submit it.
Develop a detailed outline of your fourth main point using the Week Four Learning Activity Worksheet.
1. Political Parties, Interest Groups, and Elections:
a. Provide a topic sentence that briefly describes the one positive impact and one negative impact of
one of the following: political parties, interest groups, or federal elections.
b. Provide a topic sentence that recommends one option to accentuate the positive impact and one to
lessen the negative impact.
2. Scholarly Support: (Please access the Ashford Writing Center’s Sample Annotated Bibliography)
a. Provide two credible sources in APA format to support your main points.
b. Briefly discuss how these sources support your main point.
c. Briefly evaluate your sources for bias, validity, and reliability.
View the POL201 Research Guide (available in the online classroom) for help on how to find and evaluate
sources for assignments in this course.
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WEEK FIVE
COURSE CONTENT
To be completed during the fifth week of class.
Overview
Activity
Voting and Voter Turnout
Week Five Reflection
America’s Democracy: Your Report Card
Due Date
Day 3
st
(1 post)
Day 3
st
(1 post)
Day 7
Format
Grading
Percent
Discussion
4
Discussion
2
Final Paper
25
Weekly Learning Outcomes
This week students will
1. Explain the debate over voter turnout and voter registration requirements.
2. Review and organize the four weekly learning activity worksheets for completeness and readability.
3. Write a paper that incorporates all four weekly learning activity worksheets.
Introduction
The final week of class will concentrate on two fascinating discussions and your efforts to complete the Final Paper. First,
a robust debate on the pros and cons of voter turnout and voter registration laws will expand our understanding of one of
the most important political activities in a democracy: voting. The examination of the U.S. democracy will continue with a
discussion of the most significant facets of our democracy that you have investigated over the last four weeks. These
discussions will culminate with concluding preparations for the Final Paper. All of the efforts of the last four weeks
should provide all the knowledge and insights needed to produce a valid critical analysis of the U.S. national government's
primary features. Please review the Discussion Post Tip Sheet (available in your online classroom) for tips on developing
a quality discussion.
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Required Resources
Text
Levin-Waldman, O. M. (2012). American government [Electronic version]. San Diego, CA: Bridgepoint Education, Inc.
Chapter 9: Political Parties
Chapter 10: Elections and Public Opinion
Articles
Cohen, A. (2012, March 16). How voter ID laws are being used to disenfranchise minorities and the poor. The Atlantic.
Retrieved from http://www.theatlantic.com/politics/archive/2012/03/how-voter-id-laws-are-being-used-todisenfranchise-minorities-and-the-poor/254572/
This short article critiques voter ID laws as a partisan effort to suppress voter turnout. The article provides
information on one side of the debate concerning voting and voter turnout in America.
Accessibility Statement does not exist.
Privacy Policy
Hyde, K. (2008, October 13). Fraught with fraud. The New American, 24(22), 18-20. Retrieved from
http://www.thenewamerican.com/usnews/politics/item/2442-fraught-with-fraud
This short article defends voter ID laws as a strategy to discourage election fraud. The article provides
information on a different side of the debate concerning voting and voter turnout in America.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Underhill, W. (2011, July). Proof at the polls. State Legislatures, 37(7), 58-60. Retrieved from
http://www.ncsl.org/research/elections-and-campaigns/proof-at-the-polls.aspx
This short article reviews the various arguments for and against voter ID laws being passed by many state
legislatures. The article provides information on both sides of the debate concerning voting and voter
turnout in America.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Supplemental Materials
Ashford University Library (n.d.). POL201 research guide. Retrieved from
http://outboundsso.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEzP&ur
l=http%253A//ashfordonline.libguides.com/POL201
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This resource can be accessed through the online classroom.
Discussions
Participate in the following discussions:
1. Voting and Voter Turnout. 1st Post Due by Day 3.
Prepare: Prior to completing this discussion question, review Chapters 9 and 10 in American Government and the
following articles: “How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor,” “Fraught
with Fraud,” and “Proof at the Polls.”
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One
study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan,
2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns
about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by
the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently
passed legislation imposing new registration and identification requirements. This has sparked debate about
whether these are tactics intended to suppress turnout or to prevent fraud.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and
describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our
democracy or are some groups trying to make it harder for some segments of society to vote? Draw your own
conclusion about the debate over voter ID laws. Justify your conclusions with facts and persuasive reasoning.
Fully respond to all parts of the question and write your response in your own words. Your initial post must be
200 to 250 words. Support your position with APA citations from two or more of the assigned resources required
for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your
argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. They must demonstrate critical thinking. For example, compare your post to a
classmate’s post that takes a contrary position. If you are arguing voter fraud is a major problem then contrast
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POL210: American National Government
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your argument to a classmate that argues voter ID laws are designed to suppress voting, or vice versa.
2. Week Five Reflection. 1st Post Due by Day 3.
Prepare: Prior to beginning your reflection, review all course readings and videos as required.
Reflect: The U.S. national government is based on the framework detailed in the U.S. Constitution. The process
that the Founding Fathers used to map out our national government is fascinating and illuminating. The
Constitution creates a system of checks and balances and separation of powers that have been focal points for
class discussions. In addition, the Constitution identifies three main branches for the national government: the
legislative, executive, and judicial, which are tasked, respectively, with the creation of the legislation to guide the
country, the implementation and execution of that legislation, and the review of that legislation for
constitutionality and legality. Interacting with the federal government includes a variety of different actors and
political processes such as the states, political parties, interest groups, and federal elections. All these features
create a vibrant and healthy democracy.
Write: In your initial post of at least 200 to 250 words, explain how and why one feature of the U.S. government
is the most important for America’s democracy. Choose one feature below to discuss in detail:
Written, detailed, flexible Constitution.
Robust checks and balances.
Explicit separation of powers.
Expansive interaction by different political actors and processes with the federal government.
Use real-world examples and details to support your arguments. Support your position with APA citations from
two or more of the assigned resources required for this discussion. Please be sure that you demonstrate
understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers: By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should
be 75 to 100 words each. As you reply to your classmates, attempt to take the conversation further by examining
their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on
target and try to analyze things in as much detail as you can. For instance, you might critique a classmate’s
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argument concerning what they found to be the most important feature of the U.S. government for persuasiveness,
accuracy, and logic.
Final Paper
1. America’s Democracy: Your Report Card. Due by Day 7. The primary goal of your last assignment is to
critically analyze the primary features of the American national government. The results of your analysis will
indicate what you have learned over the last five weeks. In order to accomplish this task, it is important to
critically evaluate the key facets of our American democracy.
You have been preparing for this final assignment each week by constructing a detailed outline of the Final
Paper’s main points through the weekly Learning Activities. In addition, you have read the course text and course
readings, reviewed videos, and researched additional material for each week’s assignments and for this paper.
This week, you will put all of those outlines, readings, reviews, and research together into a one summative paper.
As we wrap up our course, reflect back on what you have learned about the key structures, systems, roles, and
processes that embody our national government. Focus on the strengths and weaknesses, advantages and
disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned
so far to evaluate our national government and recommend ways to enhance what works and repair what is not
working well.
Construct a six-page paper based on the detailed outlines that you created over the last four weeks. Scaffold your
paper around the following outline:
1. Title page
2. Introduction (half page):
a. Describe the paper’s overall thesis.
b. Provide an overview of main points.
3. The Constitution (1-1.5 pages) (Week 1):
a. Describe one strength and one weakness of the U.S. Constitution.
b. Recommend one option to maintain the strength and one to correct the weakness.
4. Federalism (1-1.5 pages) (Week 2):
a. Describe one advantage and one disadvantage of a national policy that must be implemented
by one agency of the federal bureaucracy.
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POL210: American National Government
COURSE GUIDE
b. Recommend one option to maintain the advantage and one to improve the disadvantage.
5. Branches of Government (1-1.5 pages) (Week 3):
a. Describe one strength and one weakness of one branch of our government: Executive,
Legislative, or Judiciary.
b. Recommend one option to maintain the strength and one to correct the weakness.
6.
Political Parties, Interest Groups, and Elections (1-1.5 pages) (Week 4):
a. Describe one positive impact and one negative impact of one of the following: political
parties, interest groups, or federal elections.
b. Recommend one option to accentuate the positive impact and one to lessen the negative
impact.
7. Conclusion:
a. Review your main points.
b. Review your overall thesis.
8. References page
Writing the Final Paper
The Final Paper:
1. Must be at least six double-spaced pages in length (excluding title and reference pages), and formatted
according to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
a. Title of paper
b. Student’s name
c. Course name and number
d. Instructor’s name
e. Date submitted
3. Must begin with an introductory paragraph that has a succinct thesis statement.
4. Must address the topic of the paper with critical thought.
5. Must end with a conclusion that reaffirms your thesis.
6. Must use at least eight scholarly resources, including a minimum of two from the Ashford University
Library.
7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
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8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford
Writing Center.
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COURSE MAP
The course map illustrates the careful design of the course through which each learning outcome is supported by one or
more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
Course Learning Outcome
Week
Activity
1. Explain the historical and constitutional basis
1
Post Your Introduction – Discussion
for the American Government’s structure.
1
Week One Reflection – Discussion
1
Week One Quiz
1
The Constitution – Learning Activity
3
Week Three Quiz
3
Branches of Government –
Learning Activity
4
Individual Rights and the
Obligations of Government –
Discussion
4
Week Four Quiz
4
Political Parties, Interest Groups,
and Elections – Learning Activity
5
Week Five Reflection – Discussion
5
America’s Democracy: Your Report
Card – Final Paper
2. Define the system of checks and balances.
1
The U.S. Constitution – Discussion
1
Week One Reflection – Discussion
1
Week One Quiz
1
The Constitution – Learning Activity
3
Week Three Quiz
3
Branches of Government –
Learning Activity
48
5
Week Five Reflection – Discussion
5
America’s Democracy: Your Report
POL210: American National Government
COURSE GUIDE
Card – Final Paper
3. Examine the role of public opinion, media,
4
Week Four Reflection – Discussion
and special interest groups with respect to
4
Week Four Quiz
public policy and elections.
4
Political Parties, Interest Groups,
and Elections – Learning Activity
5
Voting and Voter Turnout –
Discussion
5
Week Five Reflection – Discussion
5
America’s Democracy: Your Report
Card – Final Paper
3
4. Analyze our voting system the election
Presidential Leadership and the
Electoral College – Discussion
process.
3
Week Three Quiz
4
Week Four Reflection – Discussion
4
Week Four Quiz
4
Political Parties, Interest Groups,
and Elections – Learning Activity
5
Voting and Voter Turnout –
Discussion
5
Week Five Reflection – Discussion
5
America’s Democracy: Your Report
Card – Final Paper
5. Evaluate policymaking and government
program administration.
2
Policy and Your Life – Discussion
2
Week Two Reflection – Discussion
2
Week Two Quiz
2
Federalism Worksheet – Learning
Activity
3
Week Three Reflection –
Discussion
3
Week Three Quiz
4
Individual Rights and the
Obligations of Government –
Discussion
4
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Week Four Quiz
POL210: American National Government
COURSE GUIDE
5
Week Five Reflection – Discussion
5
America’s Democracy: Your Report
Card – Final Paper
50
POL201
American National Government
Course Guide
This course is a survey of government at the national level. Emphasis is placed on the constitutional basis of
American government, federalism, the sources and forms of political behavior, the operation of the three
branches of government, and the making of national policy.
POL210: American National Government
COURSE GUIDE
TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................................................................................................................................ 1
COURSE AT A GLANCE ...................................................................................................................................................................... 5
COURSE DESCRIPTION..................................................................................................................................................................... 5
COURSE DESIGN ................................................................................................................................................................................ 5
PREREQUISITES ................................................................................................................................................................................. 5
COURSE LEARNING OUTCOMES ................................................................................................................................................... 5
COURSE MATERIALS .......................................................................................................................................................................... 6
REQUIRED TEXT ................................................................................................................................................................................ 6
REQUIRED RESOURCES ................................................................................................................................................................... 6
Articles ..............................................................................................
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