Political
Science 308,
Summer
2015
Bill
Newmann
My
office is 318 Founders Hall. I’m not
going to have regular office hours.
Since we’ll see each other four days a week, we can talk after class or
make an appointment when we see each other in class.
E-mail:
wnewmann@vcu.edu
Newmann's home page
with links to other course syllabi (http://www.people.vcu.edu/~wnewmann)
Links to the
Presidency that will be useful or interesting (some might even be
both).
Polls and Sites with Electoral College
Charts
·
Gallup Poll Index (with
topics indexed)
·
Gallup
Presidential Election Center
·
Congressional
Quarterly Poll Tracker
Sites
with Excellent non-partisan political coverage
·
Real Clear Politics links to articles from
everywhere
·
Politico comprehensive coverage of political events
Possibly the three most
important sites that exist (These examine claims made by politicians, candidates, and pundits. Are they true or are they half-truths, or are
they complete lies. It also checks media
stories and official pronouncements of the president and congress)
· Fact Check.Org From the Annenberg Center at the University of Pennsylvania
· PolitiFact.com From the St. Petersburg Times and others
Reference
·
270 to Win (info on presidential
elections)
·
Dave Leip’s
Atlas of US Presidential Elections info on every US presidential election and more
·
Statistical
Abstract of the United States (US
Census Bureau compilation of statistics on social and economic conditions in
the US)
·
Charts
on Presidential Approval Ratings (from
Wall Street Journal; composites of several polling organizations)
Introduction
The presidency is a huge topic. Recognizing this, the
course will take a sweeping look at the US Presidency, arguably the single most
powerful office in the history of the planet. Getting a handle on the
presidency is a difficult, if not impossible job. Probably the best way to
start learning about the subject is to think of the US presidency as the nexus of
three streams: (1) the times -- the ebb and flow of American political culture,
national trends, and international historical forces; (2) the presidency -- the
office and powers of the institution as it has evolved from the US Constitution
to the media-focused, celebrity Presidency of the 1980s and 1990s; and (3) The president -- the character, vision,
strengths and weaknesses of the man or woman who occupies the Oval Office. As
these three streams come together the political history of the nation is shaped. The US has been called a "Presidential
Nation." It is in the office of the presidency where the US people have
decided to place power time and again. In the historical grappling for power
between the president and Congress the US people have continually sided with
the president. It is the place where we look for leadership, and direction. The
person who occupies that office is given a stature like no other. (Has anyone
seen any monuments to senators or representatives?) The president gets too much
credit when things go well and too much blame when things go wrong. For better
or worse, the president has become the embodiment of the nation, and therefore,
his or her character, personal habits and infirmities become the stuff of
national obsession, and national security. (During the 1980s, the polyps on
Ronald Reagan's colon received more media attention than the workings of the
Federal Reserve.)
The office of the president is the repository of the
greatest powers in the land, not just in terms of physical power (the authority
to use military force, even nuclear weapons), but moral power -- the ability to
shift the ethical standards of a nation and to influence, if not define, the
national mood. Our presidential elections often focus on issues of personal character,
not issues of economic, social or foreign policy. We seem to be choosing not
simply someone to run the country, but someone to represent us -- half-prime
minister, half-monarch. Our choices see to depend on the national mood.
One of the key issues in the study of the presidency
focuses on what really accounts for presidential decisions. Those who have an institutional perspective
believe that the president is no match for the political pressures of congress,
the political environment, and the American people. He responds to them in ways that try to
preserve his power by using his own institutional powers. Every president will
react roughly the same to the same institutional forces. The other perspective, often called the
persuasion or bargaining model, sees leadership of the president as the key
determinant of decisions. The president
matters -- his character, his leadership style, his political skills.
This is the central point we should focus on: Is it
possible for a president to "succeed" in "modern" times?
What do I mean by "succeed?" It is best to take ideological judgments
out of the definition of success. We should not try to define success
subjectively -- in terms of individual political goals that those on one side
or the other of the political spectrum might have, such as reducing poverty
through government action or shrinking the size of the welfare state. Using
these notions as the judgment of success would lead to endless debate about the
purposes of government from a partisan point of view. We’ll probably have a
little bit of that, but we don't want it to dominate the course. It is better
to try for some scholarly objectivity, by defining success in the following
manner -- did the president achieve what he set out to do? Whether you, as an
individual, shared the goals of one president or another, is irrelevant to this
question. Analytically, the focus should be upon how successful was any
president in attaining the goals that he sets for himself.
By the "modern" presidency I refer to the
presidency as it has been defined since Franklin Roosevelt. It is FDR who, with
the help of national crises of the Depression and WW II, transformed the
presidency into the focus of power that it is today. He also raised
expectations so high that it is doubtful that any president can meet those
expectations for any length of time. Can the job be done? That is what we will
focus on during the course of the semester. We will examine the powers of the
presidency, the men who have held the office and the shifting demands that our
political culture places on both the office and the individual.
Some of the issues we will discuss include: The
Presidency and the Constitution; Presidential Character; The Roosevelt
Revolution; "The Personal Presidency;" Presidential Management
Styles; Bureaucracy, Organizations, and Presidential Power; The "Imperial
Presidency" and Foreign Policy; The White House Staff and its power;
Watergate and the abuse of power; The post-Watergate Presidency; The Reagan
Revolution; The President and the media; Presidential Campaigns; Expectations
of the President; Image making; Shifting Coalitions in Presidential Voting; Red
and Blue America; And more, other issues you might bring up.
Texts: You need to read them; you don't need to buy them.
There is a lot of reading for this course, but it is fun reading. I've tried to
keep the dry political science textbook style to a minimum. I've assigned
mostly journalistic accounts that are entertaining and educational.
The
books are available at the Virginia Book Company (intersection of Shafer and
Franklin) and the VCU Bookstore. Some of them may be found also at the large
chain bookstores in town (Borders, Barnes and Noble). You might find them there
at a discount. If anyone has problems getting access to the texts, for any
reason, let me know as soon as possible so you don't get too far behind in the
reading. You may find these texts other places; be sure you get an edition of
the text that includes everything that is in the edition I have assigned. Some
of these books have been placed on reserve.
Assigned
Texts:
Grading
System: Grades will be determined
through the following:
|
Exam
1 |
July
2 |
30% |
|
Exam
2 |
July
13 |
35% |
|
Exam
3 |
July
23 |
35% |
How
do you calculate your grade? Use the percentages from the above table. So, if
you received the following grades, you would calculate your grades in the
following manner:
I
give you this very detailed formula for a number of reasons. You should never
be unaware of what your class average is. You can calculate it at any point in
the semester. If your grade is not what you'd like it to be, you should know,
and you should come see me about it. Please don’t wait to come to my office
hours until after the final exam and say then tell me that you're having
trouble in the class. It's too late at that point; there’s nothing that I’d be
able to do to help at that point. But
any time in the semester that you feel you are having trouble, or not doing as
well as you feel you should, come talk to me. During my office hours and by
appointment I am happy to talk to you about the class
Grading
scale: I use a typical scale: A = 90-100; B = 80-89; C = 70-79; D = 55-69.
Borderline grades are considered in the following manner.
·
If your grade is
69.5, 79.5, or 89.5 or higher, then you may be a candidate for a round up to
the higher grade (Notice those numbers in the sentence; do not ask for a higher
grade if your average is a 68 or 78 or 88 or lower; those are not borderline
averages).
·
You may become a
candidate if your grades are borderline and if your grades have been going up
during the semester.
·
That means that
if you are borderline, but your last exam is lower than the previous exams (you
are between a B and C, but your third exam is a C for example), you will
probably get the lower grade.
·
If you are
borderline, and your last exam is higher than the previous exams (you are
between a B and C, but your third exam is a B), you will probably get the
higher grade.
·
Another factor I
consider is the typical grade you receive. Let’s say we have three grades for
the class and two are grades of B and one is a C (bad day) and your average is
a 79.6, you are a candidate for receiving a B.
If you have three grades and two grades are grades of C and one is a
grade of B, you are probably not candidate for a round up to the next grade.
·
There is no extra
credit for this class. Please do not
ask.
EXAMS: Below you’ll see on line Review Sheets below this
paragraph. This review sheet should be used as your study guide for the exam. The
review sheet will include some terms that are from the readings only, so that
you can go back and review those items from the readings. These review sheets
are based on what I think we’ll do in the class because of time and maybe just
things we discuss in class that I didn’t intend to discuss, the review sheets
may change slightly before the exam (no more than 10%) and I will make sure
that you know if I change anything. I’ll
give plenty of leeway if I do.
Generally, it will be eliminating terms, not adding them. The third exam
may have additions if we get farther than I planned. They’ll have asterisks in
front of them. Once you have the review sheet, feel free to ask me questions
about the terms. This is the best way to study for the exam. If you understand
the terms on the review sheet, you can define each one and see how each one
relates to the larger concepts and issues we've discussed in class, you should
do just fine on the exam. The exams will consist of short
answer/identifications and one essay. I will give more details on the exams in
class as we approach the first exam.
Attendance and Class Behavior
First,
I may be passing out an attendance sheet each class period. I have noticed the past few semesters that
some students feel class attendance is optional. They feel that way until they get back their
first exam then they want to do extra credit to get their grade back up. The simple answer is: be there the first
time. Second, you may use computers in
class to take notes. However, that is
all you should be doing with your computer – taking notes. If you surf the web, check your facebook page or play Angry Birds, you will be disrupting
other students in the class. They can
see your computer. This qualifies as the
type of class behavior that can result in your removal from the class.
COURSE AND RE
(page numbers are included as
necessary; if there are no page numbers, it means read the entire
chapter)
Day
1: June 22: Introduction
No
Readings
Being
a Good Political Consumer
Day
2: June 23: Origins of the
Presidency
Rudalevige,
Chapters 1 and 2 (pages 1-30).
Skowronek,
Chapter 1 (pages 17-32)
Day
3: June 24: Pre-Modern Presidency
Skowronek, Chapters 3 (pages 33-58),
Chapter 5 (pages 130-154)
Rudalevige, Chapter 2 (page 30-40)
Day 4:
June 25: Weak Presidents and
Crisis Leadership
Skowronek,
Chapter 6 (pages 198-259)
Day
5: June 29: The Depression and
FDR
Skowronek, Chapter 6 (pages 260-285)
Rudalevige, Chapter 2 (Pages 42-56)
Day 6: June 30: FDR and the Modern Presidency
Skowronek, Chapter 7 (pages 287-324)
Day 7: July 1:
Eisenhower Manages the Chaos
No Readings
Day 8: July 2:
No
Readings
Exam 1
Day 9: July 6: JFK, LBJ
and The Politics of Persuasion
Skowronek,
Chapter 7 (pages 325-360)
Rudalevige,
Chapter 3 (pages 57-69, 76-85)
Day
10: July 7: The Rise and Fall of
Richard Nixon
Olsen,
Introduction and Chapters 1-3
Day 11: July 8: Nixon and The Post-Watergate, Post-Vietnam
Presidency
Olsen,
Chapter 4 (pages 160-172), Chapter 5 (pages 103-122), and Chapter 8 (155-167)
Day
12 July 9: Return of the Weak
Presidency: Carter and Ford
Skowronek,
Chapter 7 (pages 361-406)
Day
13: July 13:
No Readings
Exam 2
Day
14: July 14: The Reagan Revolution
Skowronek,
Chapter 8
Brownstein,
Chapter 1
Day
15: July 15: The Reagan Realignment
Brownstein,
Chapter 4 (pages 105-136)
Brownstein, Chapter 5 (pages
127-149)
Day
16: July 16: Into the Wacky 1990s
Brownstein, Chapter 5 (pages
146-174) and Chapter 6 (175-200)
Day 17: July 20: From Clinton’s Impeachment to the New Crisis
Presidency
Brownstein,
Chapter 6 (pages 200-220) and Chapter 8 (pages 221-252) (These readings are on
Bush)
Day 18: July 21: The Bush Presidency and the Rise of the New Imperial Presidency
Rudalevige,
Chapter 7
Day 19: July 22: The Drama of Obama
No
Readings
Day
20: July 23
No Readings
Exam 3
VCU Policies
VCU Email Policy
Email
is considered an official method for communication at VCU because it delivers
information in a convenient, timely, cost-effective, and environmentally aware
manner. Students are expected to check their official VCU email on a frequent and
consistent basis in order to remain informed of university-related
communications. The university recommends checking email daily. Students are
responsible for the consequences of not reading, in a timely fashion,
university-related communications sent to their official VCU student email
account. This policy ensures that all students have access to this important
form of communication. It ensures students can be reached through a
standardized channel by faculty and other staff of the university as needed.
Mail sent to the VCU email address may include notification of
university-related actions, including disciplinary action. Please read the
policy in its entirety: http://www.ts.vcu.edu/kb/3407.html.
VCU Honor System: Upholding Academic
Integrity
The
VCU Honor System policy describes the responsibilities of students, faculty and
administration in upholding academic integrity, while at the same time
respecting the rights of individuals to the due process offered by
administrative hearings and appeals. According to this policy, "Members of
the academic community are required to conduct themselves in accordance with
the highest standards of academic honesty and integrity." In addition,
"All members of the VCU community are presumed to have an understanding of
the VCU Honor System and are required to:
More
information can be found at in the VCU policy library at
http://www.assurance.vcu.edu/Policy%20Library/Honor%20System.pdf.
Student Conduct in the Classroom
According
to the Faculty Guide to Student Conduct in Instructional Settings
(http://www.assurance.vcu.edu/Policy%20Library/Faculty%20Guide%20to%20Student%20Conduct%20in%20Instructional%20Settings.pdf),
“The university is a community of learners. Students, as well as faculty, have
a responsibility for creating and maintaining an environment that supports
effective instruction. In order for faculty members (including graduate
teaching assistants) to provide and students to receive effective instruction
in classrooms, laboratories, studios, online courses, and other learning areas,
the university expects students to conduct themselves in an orderly and
cooperative manner." Among other things, cell phones and beepers should be
turned off while in the classroom. The Student Code of Conduct also prohibits
the possession of or carrying of any weapon. For more information see
http://register.dls.virginia.gov/details.aspx?id=3436.
Students with Disabilities
Section
504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
of 1990, as amended, require that VCU provide "academic adjustments"
or "reasonable accommodations" to any student who has a physical or
mental impairment that substantially limits a major life activity. To receive
accommodations, students must request them by contacting the Disability Support
Services Office on the Monroe Park Campus (828-2253) or the Division for
Academic Success on the MCV campus (828-9782). Please also visit the Disability
Support Services website at www.students.vcu.edu/dss and/or the Division for
Academic Success website at healthsciences.vcu.edu/DAS/ for additional
information.
Any student who has a disability that requires an
accommodation should schedule a meeting with the instructor at the student's
earliest convenience. Additionally, if coursework requires the student to work
in a lab environment, the student should advise the instructor or a department
chairperson of any concerns that the student may have regarding safety issues
related to a disability. Students should follow this procedure for all courses
in the academic semester.
Statement on Military Short-Term
Training or Deployment
If
military students receive orders for short-term training or for
deployment/mobilization, they should inform and present their orders to
Military Student Services and to their professor(s). For further information on
policies and procedures contact Military Services at 828-5993 or access the
corresponding policies.
Excused Absences for Students
Representing the University
Students
who represent the university (athletes and others) do not choose their
schedules. Student athletes are required to attend games and/or meets. All
student athletes should provide their schedules to their instructors at the
beginning of the semester. The Intercollegiate Athletic Council strongly
encourages faculty to treat missed classes or exams (because of a scheduling
conflict) as excused absences and urges faculty to work with the students to
make up the work or exam.
Campus Emergency Information
What
to Know and Do to Be Prepared for Emergencies at VCU:
Important Dates
You
can view important dates for the Fall 2014 semester in the university calendar
(http://academiccalendars.vcu.edu/ac_fullViewAll.asp?term=Fall+2014).
VCU Mobile
The
VCU Mobile application is a valuable tool to get the latest VCU information on
the go. The application contains helpful information including the VCU
directory, events, course schedules, campus maps, athletics and general VCU
news, emergency information, library resources, Blackboard and more. To
download the application on your smart phone or for more information, please
visit http://m.vcu.edu.
Class Registration Required for
Attendance
Students
may attend only those classes for which they have registered. Faculty may not
add students to class rosters or Blackboard. Therefore, if students are
attending a class for which they have not registered, they must stop attending.
Withdrawal from Classes
Before
withdrawing from classes, students should consult their instructor as well as
other appropriate university offices. Withdrawing from classes may negatively
impact a student’s financial aid award and his or her semester charges. To
discuss financial aid and the student bill, visit the Student Services Center
at 1015 Floyd Avenue (Harris Hall) and/or contact your financial aid counselor
regarding the impact on your financial aid. Contact information for the
University Financial Aid Office is available at
http://www.enrollment.vcu.edu/finaid/contact-us/.
Student Financial Responsibility
Students
assume the responsibility of full payment of tuition and fees generated from
their registration and all charges for housing and dining services, and other
applicable miscellaneous charges. Students are ultimately responsible for any
unpaid balance on their account as a result of the University Financial Aid
Office or their third party sponsor canceling or reducing their award(s).