Political
Science 308, United States Presidency
Summer
2020
Bill
Newmann
Office
Hours: Please email me. Since we can’t
meet in person, we can use email or if you like, a zoom meeting that we can
schedule.
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
·
Real Clear Politics Poll tracking
·
Washington Post polling page
·
Wall Street Journal/NBC news polls
The
American National Election Studies (ANES) is a scholarly database with everything. You need to
register to use it (just info; no cost), and then create a password. There is a ton here, so it may require some
playing around to find what you’re looking for.
Use
These for References to Voting in this election and past elections
· 270 to Win (info on presidential elections)
· Dave
Leip’s Atlas of US Presidential Elections The best info on every US presidential election and more
Sites
with Coverage from All Perspectives
·
Real Clear Politics links to articles from
everywhere
·
Politico
comprehensive
coverage of political events
Possible
the two 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 several
newspapers
·
The
Fact Checker From the Washington Post
·
Snopes.com (fact checking and debunking urban
legends and internet hoaxes that are often about politics)
Reference
·
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)
Links
to sources on the Impeachment and Trial (maybe) of President Trump
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.
We, of course, will look at how the last few
presidencies operated (Bush 43, Obama, and Trump) and we’ll also spend a lot of
time examining how President Trump seems to be shattering some of the
established norms of the presidency.
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.
We will also spend some time looking at the current
crisis in American Democracy. In the
long run, presidential power has been expanding in ways that are often seen as
detrimental to the checks and balances built into the system. In essence, some
think we are evolving into a system where congressional oversight disappears
and presidential authority is unchallenged.
In the shorter run, President Trump has challenged or obliterated long
standing norms in American politics, both in terms of the tone of presidential
communication and the limits to presidential power. As he has repeatedly said: Article 2 gives me
“total authority.” That is
terrifying. The fundamental nature of
democracy rejects total authority by anyone at any time. Only dictators or monarchs have total
authority. Our extreme polarization has led us to a critical juncture. If we evolve into a system where parties
believe that presidents from their own party can have absolute power, while
presidents of the opposition party can have no power, we are no longer a
functioning democracy. Again, that is terrifying. But, there are many
solutions. The first, of course, is to VOTE – all the time, every time there is
a vote for anything, and for every office that you are eligible to vote
for. Remember this: the people who
believe the earth is flat and who wear tinfoil hats to protect themselves from
alien mind control always vote, every time, all the time. They will decide your future if you don’t
vote.
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 through the Virginia
Book Company, BookHolders, and the VCU Bookstore. Some of them may be found
also at the large online platforms (Amazon, 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. I usually place the books on reserve, but that is not an option this
semester.
Assigned
Texts:
· Jeremi Suri. The
Impossible Presidency (New York: Basic Books, 2017)
· Doris Kearns Goodwin. Leadership
In Turbulent Times (New York: Simon and Shuster, 2019)
· Chris Whipple. The Gatekeepers: How the White House Chiefs of Staff
Define Every Presidency (New York: Broadway Books, 2018)
· Ronald
Brownstein. The Second Civil War (New
York: Penguin Books, 2007)
· Charlie Sykes. How the Right Lost Its Mind (New York:
St. Martin’s Griffin, 2018)
Grading
System: Grades will be determined
through the following:
Exam
One |
July 2 |
30%
of the grade |
(See instructions in the Course Documents) |
July
23 Optional
rough drafts can be submitted up until July 16 |
35%
of the grade |
Exam
Two |
Take
Home: Exam
will be given to you Tuesday July 28 at 9:00 AM; Exam
will be due back to me Thursday July 30 at midnight. (I will explain how this
works) |
35%
of the grade |
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:
·
Exam One: 92, at 30% of the grade; that’s 92 multiplied by
.30 = 27.6
·
Research Paper: 89, at 35% of the grade; that’s 89
multiplied by .35 = 31.15
·
Exam Two: 90, at 35% of the grade; that’s 90 multiplied by
.35 = 31.5
·
To get the final grade, add up all the scores: 27.6 + 31.15
+ 31.5 = 90.6. Congratulations you got an A.
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.
One
more thing: The withdrawal date is July 7
EXAMS: Since this is an online class, exams will be
different from my usual format. Here’s
how it will work. Before exams I will
schedule a zoom session (attendance optional) for anyone who wants to ask
questions or talk about the exam. The
review sheets that accompany the lectures are outlines of the lectures. Using
them as your study guide is the best way to study for the exam.
Basic Stuff
·
It will be a take home obviously
Other details:
·
11- or 12-point font
·
One-inch margins
·
Double-spaced
And, important:
·
Sharing this exam with anyone outside the class
is a violation of the VCU Honor Code
·
Working with another student in the class or
anyone else while you take this exam is a violation of the VCU Honor
Code
·
As with any take home, the plagiarism
rules that exist for research papers apply here. Your exams must
be your written work. I will run this through the standard plagiarism programs
as I do with all research papers.
Research
Paper:
The full assignment is in the Course Documents folder. The topic is an assigned
topic, but you have lots of leeway about how you want to approach it. Why did
Donald Trump win in 2016? There are lots of theories about why he one. You will
choose two and analyze the strengths and weaknesses of each. This is relevant to the 2020 election because
those same political, economic, social, or demographic trends are probably
still true. The full assignment will be
in the Course Documents folder. Some
basics:
COURSE AND
READING SCHEDULE
I
generally like to link the PPT directly to the syllabus, but I can only do that
from my office. Right now, we are not
allowed in our offices. All the materials for the course and reading schedule
are available in the Course Documents folder of the Blackboard site. That folder will be organized like the
schedule below, but files with the course materials will be there. Here’s what
to know:
The following are some fun or useful PPT
slideshows. Take a look if you’re
interested. They are not required; none of the material will be on a test.
Being a Good
Political Consumer
Day
1: June 9: Introduction
(No
Readings)
Intro Video
Intro Video PPT Section
Intro Video Paper Instructions
Intro
to the Presidency PPT Part One
Day
2: June 11: Origins of the
Presidency
Suri,
Introduction and Chapters 1-2
Read
the Constitution
·
Official US
Government Printing Office version
·
National
Archives original text annotated version (with links to changes in the constitution)
Intro
to the Presidency PPT Part Two
Day
3: June 16: The Pre-Modern
Presidency
Suri,
Chapter 3
Goodwin,
Chapters 1 and 5 and 9
Pre-Modern
Presidency Review Sheet
Day 4:
June 18: The
Roosevelt Revolution
Goodwin, Chapters 2, 6, and 10
Day
5: June 23: The Roosevelt Legacy:
and How Truman, Ike, and JFK Followed Precedent
Goodwin,
Chapters 3, 7, and 11
Day
6: June 25: LBJ and the Power of
Persuasion
Goodwin, Chapters 4, 8, and 12
Truman,
Ike, JFK PPT Part Three
Day 7: June 30: Nixon’s Rise
and Fall (Watergate is here)
You
will get Exam One at about 9 AM on June 30.
Brownstein,
Chapter 1 and Chapter 4 pages 93-127
Whipple,
Introduction, Chapter 1
Day 8: July 2:
No
Readings
Exam
1
Withdrawal Date July 7 (I will have your
exam 1 grades back before this date)
Day
9: July 7: The Post-Watergate
Presidency and Reagan Realignment
Whipple,
Chapters 2-3
Brownstein,
Chapter 4 pages 127-136.
Suri,
Chapter 8
Day
10: July 9: The Reagan
Realignment continued
Whipple,
Chapters 4 and 5
Brownstein,
Chapter 5
Day 11: July 14: The 1990s: Bush 41 and Clinton
Brownstein,
Chapter 6
Whipple,
Chapter 6 and 7
Day
12: July 16: Bush 43, and Polarization
Last Day for Turning in optional rough drafts July 16
Suri, Chapter 9
Brownstein, Chapter 7 and 8 (pages 263-297)
Day 13: July 21: Bush 43, Obama,
and Presidential Power
Sykes,
Introduction, Chapters 1-8
Day 14: July 23: The Trump
Presidency I
Paper Due July 23 at
midnight (as July 23 becomes July 24)
Sykes,
Chapters 9-10
Congressional
Research Service (CRS) Report on Impeachment Process (Online)
Politifact Timeline of Impeachment Investigation
Articles of Impeachment against President Trump
Trump
Impeachment PPT
Trump
Impeachment Review
Day
15: July 28: The Trump
Presidency II
Sykes,
Chapters 11-17
Day
16: July 30:
Exam
2: Due at midnight (as July 30 becomes July 31)
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.
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, ethics and integrity at all
times." In addition, “To support a commitment to the Honor System, all
members of the VCU community are required to:
More
information can be found at in the VCU
policy library.
Managing stress
Students
may experience situations or challenges that can interfere with learning and interpersonal
functioning including stress, anxiety, depression, alcohol and/or other drug
use, concern for a friend or family member, loss, sleep difficulties, feeling
hopeless or relationship problems. There
are numerous campus resources available to students including University
Counseling Services (804-828-6200 MPC Campus, 804-828-3964 MCV Campus),
University Student Health Services (MPC 804 828-8828, MCV Campus 804 828-9220)
and the Wellness Resource Center (804-828-9355). 24 hour emergency mental health support is
available by calling 828-1234 and asking to speak to the on-call therapist or
utilizing the National Suicide Prevention Lifeline (1-800-784-2433).
Mandatory responsibility of faculty members to report
incidents of sexual misconduct
It is important for students to know that all faculty
members are mandated reporters of any incidents of sexual misconduct/violence
(e.g., sexual assault, sexual exploitation and partner or relationship
violence). This means that faculty cannot keep information about sexual
misconduct/violence confidential if you share that information with them and
they must report this information immediately to the university's Title IX
Coordinator. In addition, department chairs, deans, and other unit
administrators are required to report incidents of sex or gender-based
discrimination to the university's Title IX Coordinator. Once a report is made,
you will receive important information on your reporting options, on campus and
off campus resources and remedial measures such as no-contact directives,
residence modifications, and academic modifications. If you would prefer to
speak with someone confidentially for support and to discuss your options for
reporting, contact:
VCU's
Wellness Resource Center 804.828.9355
| myoptions@vcu.edu | thewell.vcu.edu
Greater
Richmond Regional Hotline (Community program)
804.612.6126 | 24-hour hotline
VCU’s
Counseling Services 804-828-6200
For
more information on how to help, please click here. The Policy on Sexual
Misconduct/Violence and Sex/Gender Discrimination, can be found in the VCU policy library. For more information
about the University's Title IX process, please visit equity.vcu.edu.
Student conduct in the
classroom
According
to the Faculty Guide to Student Conduct in Instructional Settings, "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 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.
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 register
with the Office of Student Accessibility and Educational
Opportunity on the Monroe Park Campus (828-2253) or the Division for
Academic Success on the MCV campus (828-9782). Please also visit the Student Accessibility and Educational Opportunity website and/or
the Division for
Academic Success website for additional
information. Once students have completed the registration process, they should
schedule a meeting with their instructor (s) and provide their instructor (s)
with an official accommodation letter. Accommodation letters will outline the
required classroom accommodations.
Faculty communication about students
VCU instructional faculty, administrators and staff maintain
confidentiality of student records and disclose information in accordance with
the Family Educational Rights and Privacy Act (FERPA). This means that VCU
officials may disclose student record information without the consent of the
student in certain situations. To support university operations, for example,
VCU officials share information about students with other educational officials
as necessary to perform their job duties. FERPA permits this disclosure to
school officials who have a legitimate educational interest in the student
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shared by a student depending on the content of that information, for example,
in compliance with VCU’s policy on the duty to report (policy.vcu.edu).
Unless FERPA permits a certain disclosure, VCU generally requires consent from
a student to disclose information from their education record to another
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