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Introduction to American Politics

Purpose of Course  showclose

This course will serve as an introduction to American government and politics. We will focus on several major themes in the course’s five constituent units.  In the first unit, “American Political Foundations,” we will consider the core concepts and theoretical underpinnings of the American system of government: American political culture, the Constitution, and federalism.  A solid grasp of these concepts will help you better understand the underlying reasons for the structure of the American political system.  In the second unit, “American Political Behavior,” we will examine the key components of “politics” in the American system, including public opinion, the mass media, political parties, interest groups, campaigns, elections, and electoral participation. In the third unit, “American Institutions,” we will analyze the major governing bodies in the United States: Congress, the Presidency and the Bureaucracy, and the Courts.  Unit Four, “Civil Rights and Civil Liberties in America,” will highlight how American government shapes and influences the individual freedoms and rights of its citizenship.  In our final unit, “Making Policy in the American Political System,” we will take a close look at social, economic, and foreign policy and the ways in which the broad themes of constitutional principles, political behavior, and governmental institutions have intersected to shape it.  Upon completion of this course, you will have a strong understanding of the American political system and be well-prepared for the courses you will be required to take should you choose to pursue the Political Science Major.

Course Information  showclose

Welcome to POLSC231:  Introduction to American Politics.  Below, please find general information on this course and its requirements.

Course Designer: Nicole Bartels

Primary Resources:  This course is comprised of a range of different free, online materials.  However, the course makes primary use of the following materials:

  • Missouri State University: Dr. Patrick Scott’s Student Study Guides and PowerPoint Presentations
  • YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s POLSC231 Video Lectures

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials.  Although all of the units will allow you to gain a foundational understanding of American politics, pay close attention to Unit 1, as it will lay the historical framework for future units.  You will also need to complete:

  • ACE Practice Tests (Chapters 1-20)
  • Unit 1 Current Events Challenge
  • Unit 2 Current Events Challenge
  • Unit 3 Current Events Challenge
  • Unit 4 Current Events Challenge
  • Unit 5 Current Events Challenge
  • The Final Exam

Note that you will only receive an official grade on your final exam.  However, in order to adequately prepare for this exam, you will need to work through the quizzes and exercises listed above.

In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam.  Your score on the exam will be tabulated as soon as you complete it.  If you do not pass the exam, you may take it again.

Time Commitment: This course should take you approximately 104 hours to complete.  Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit.  These should help you plan your time accordingly.  It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself.  For example, Unit 1 should take you 15.5 hours.  Perhaps you can sit down with your calendar and decide to complete subunits 1.1 and 1.2 (a total of 10.75 hours) in week one; subunit 1.3 (a total of 4.75 hours) on Monday and Tuesday night of week two, etc.

Tips/Suggestions: This is an introductory course, so there is no prerequisite to help prepare you for the material covered.  The course is important, however, to help prepare you for future upper level courses in the political science discipline, so be sure to pay close attention to all course material.  To help make the most of your learning experience, it will be helpful to use the outlines and study guides at the beginning of each unit to take notes and guide you through the video lectures.  Use these study aides to help prepare you for the final exam at the end of the course. 



 
A version of this course is also available in iTunes U.
Preview the course in your browser or view our entire suite of iTunes U courses.

Learning Outcomes  showclose

Upon successful completion of this course, the student will be able to:

  • Explain the major purposes of government.
  • Distinguish between different forms of government and democracy, underscoring the American political system.
  • Differentiate between American political ideologies, particularly conservative and liberal, and attitudes about the scope of government.
  • Analyze the roots of the American political system, the failure of the Articles of Confederation, and the adoption of the Constitution.
  • Discuss the fundamental principles of the American political system, such as separation of powers, checks and balances, and federalism.
  • Define the term “public opinion” and explain how it is measured in American politics.
  • Define the major factors of political socialization in American society.
  • Describe American political culture and values and discuss their connection to social and demographic characteristics.
  • Describe how the media influences the American public and political behavior.
  • Evaluate the role of the media in the American political system.
  • Discuss the various modes of participation available to individuals in the American political system.
  • Outline the evolution of suffrage in American political history.
  • Compare political participation rates in different types of American elections (i.e. presidential vs. congressional) and in relation to participation rates in other democratic countries.
  • Explain the role of political parties in the American political system.
  • Trace the evolution of political parties in the United States.
  • Compare the major ideological differences between the modern Republican and Democratic parties today.
  • Distinguish between different types of campaigns and elections, and evaluate the role of money in campaigns and elections.
  • Explain the process of electing a president.
  • Evaluate the role and strategies of interest groups in American politics.
  • Account for the increase in and importance of interest groups in the American political system.
  • Outline the history and structure of the Congress (House of Representatives and Senate).
  • Analyze the factors that influence the outcomes of Congressional elections.
  • Explain the legislative process and how a bill becomes a law.
  • Describe the importance and role of the committees in Congress.
  • Compare procedural and organizational differences between the House and Senate.
  • Analyze the sources of presidential power and how the powers of the president have evolved overtime.
  • Assess the role of public opinion polls and approval ratings and their impact on presidential power.
  • Define the executive branch and the bureaucracy.
  • Trace the evolution of the bureaucracy and bureaucratic reform.
  • Assess the impact of the bureaucracy on public policy making.
  • Outline the history and structure of the judicial branch.
  • Explain the origins and importance of judicial review.
  • Describe the nomination process for federal and Supreme Court judges and how it has changed overtime.
  • Evaluate the role and impact of the Supreme Court in American society.
  • Distinguish between civil rights and civil liberties.
  • Explain the history and importance of the Bill of Rights.
  • Examine the rights protected under the First Amendment and key Supreme Court cases that have defined these First Amendment rights.
  • Discuss the various viewpoints on the Second Amendment.
  • Analyze the “right to privacy” and its origins and discuss Supreme Court rulings on privacy.
  • Explain the process of incorporation and extending the Bill of Rights to the states.
  • Trace the history and outcome of the Civil Rights Movement.
  • Differentiate between de jure and de facto segregation.
  • Discuss the process of expanding civil rights to other minorities and women.
  • Evaluate the history and impact of affirmative action.
  • Distinguish between different types of public policy.
  • Describe the role of policymaking and the main steps of the policymaking process.
  • Explain theories of economic policy and their implementation in American politics throughout history.
  • Discuss the budget process and key components included in the budget.
  • Examine the major objectives and outcomes of United States tax policy.
  • Trace the history and development of social public policy in the United States.
  • Assess the creation, evolution and future of Social Security.
  • Evaluate welfare reform and its impact on society.
  • Evaluate federal education reform and the role of the federal government in creating education policy.
  • Outline the key players and institutions in the foreign policy-making process.
  • Discuss the history and current goals of United States foreign policy.
  • Discuss the impact of globalization on U.S. foreign and domestic policy.

Course Requirements  showclose

In order to take this course you must:
 
√    Have access to a computer.
 
√    Have continuous broadband Internet access.
 
√    Have the ability/permission to install plug-ins or software (e.g., Adobe Reader or Flash).
 
√    Have the ability to download and save files and documents to a computer.
 
√    Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).
 
√    Be competent in the English language.
 
√    Have read the Saylor Student Handbook.

√    Have completed POLSC101.

Preliminary Information

  • Course Textbooks

    American Government and Politics in the Information Age

    You will be prompted to read sections of this book throughout the course.  You may choose to download the text in full now and skip to the appropriate section as prompted by the instructions in the resource boxes below, or you can simply download the specific sections of the text assigned as you progress through each resource box.

    Link: American Government and Politics in the Information Age (PDF)

    Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

    Sociology: Understanding and Changing the Social World, Comprehensive Edition

    You will be prompted to read sections of this book throughout the course.  You may choose to download the text in full now and skip to the appropriate section as prompted by the instructions in the resource boxes below, or you can simply download the specific sections of the text assigned as you progress through each resource box.

    Link: Sociology: Understanding and Changing the Social World, Comprehensive Edition (PDF)

    Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

Unit Outline show close


Expand All Resources Collapse All Resources
  • Unit 1: American Political Foundations  

    The American political system is rich in history.  In order to gain a comprehensive understanding of the American government, you will need to learn this history and recognize the ways in which it impacts the political landscape today.

    This unit will begin with a brief introduction to the course as well as a concise overview of the American political system.  We will focus on broad-based questions and explore the defining characteristics of American government and political culture.  Next, we will work to identify the origins of American republican democracy, learning how it developed and evolved into our current political system.   Finally, we will conclude by examining the key aspects of the American Constitution and relate its design and development to the unique American political culture in place today.

    Time Advisory   show close
    Learning Outcomes   show close
  • 1.1 The Challenge of Democracy and the American Political System  
  • 1.1.1 The Purpose, Role, and Impact of Government  
    • Reading: Sociology: Understanding and Changing the Social World: “Chapter 10: Politics and the Economy”

      Link: Sociology: Understanding and Changing the Social World: “Chapter 10: Politics and the Economy” (PDF)
       
      Instructions: Click on the above link and read section 10.1 of the chapter reading titled “Politics and Government".  “Politics” is essentially the exercise and use of power within a society.  Various types of power are used within different political systems.  This reading should provide a foundation for understanding the democratic form of government as practiced in the United States and countries around the world.  This reading should take approximately 15 minutes to complete.
       
      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-Share-Alike 3.0 License without attribution as requested by the work’s original creator or licensee.

      This reading will also cover the material you need to know for subunit 1.1.3

      See a broken link? Please let us know!

    • Web Media: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “American Democracy and Scholarship”

      Link: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “American Democracy and Scholarship” (PDF)
       
      Instructions: Use the PowerPoint presentation prepared by Dr. Scott as an outline and resource while watching video lectures in this subunit and in subunit 1.1.3 “Introduction to Democracy I” and “Introduction to Democracy II.” 

      This web media should take approximately 30 minutes to complete.

      Terms of Use: The linked material above has been reposted by the kind permission of Dr. Patrick G. Scott.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

    • Lecture: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s “Introduction to Democracy I”

      Link: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s "Introduction to Democracy I" (YouTube)

      Also available in:
      iTunes U (Lecture 1)
       
      Instructions: Please watch this introductory video lecture on democracy and American government from Dr. Scott’s podcast through the Saylor Foundation’s YouTube Channel (33:21 minutes).  The first five minutes are a brief overview of the course, specific to Dr. Scott’s class at Missouri State University.  The content explained in the overview will be helpful; please, however, do not pay attention to the course requirements or assignments.  This video will contain information for the topics outlined in subunits 1.1.1 and1.1.2.
       
      The video lectures in this series have been reposted by the kind permission of Dr. Patrick Scott from Missouri State University.  The lectures from his Missouri State University classroom coincide nicely with the readings from the assigned textbook for his class, The Challenge of Democracy.  It will be helpful to listen to the lectures and also read over the student guide (linked above) or each subunit to fully make sense of the material. 
       
      Terms of Use: The material above has been reposted by the kind permission of Patrick Scott from Missouri State University, and can be viewed in its original form here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

  • 1.1.2 A “Unique” American System of Democracy  

    Note: This subunit is covered by the video lecture in subunit 1.1.1.  After viewing the video, try to identify the elements of the American system that set it apart from other democracies around the world.  This should take approximately 15 minutes to complete.

  • 1.1.3 Meanings of Democracy  
  • 1.2 The Constitution  
  • 1.2.1 Historic Underpinnings – Colonial Times and Independence  
  • 1.2.2 Early Government – The Articles of Confederation  
    • Reading: America.gov Archive: U.S. Department of State’s About America: The Constitution of the United States: “The Articles of Confederation” and “The Need for the Constitution”

      Link: America.gov Archive: U.S. Department of State’s About America: The Constitution of the United States: “The Articles of Confederation” (PDF) and “The Need for the Constitution” (PDF)

      Instructions: Please read these two short excerpts on each webpage for background information on the Articles of Confederation, which was, in effect, the first constitution of the United States.  Adopted in 1781 during the throes of the Revolutionary War, the Articles proved to produce too weak a government.  This reading explains some of its most glaring defects, which eventually led to the creation of a constitutional convention to address its weaknesses.  
       
      Both readings were published by the U.S. Department of State and are excerpts from a larger State Department publication: About America: The Constitution of the United States.  The chapter “The Need for the Constitution” and this entire book are available on-line or as a download (PDF) in various languages.  These readings should take approximately 30 minutes to complete. 
       
      Terms of Use: The material above is in the public domain.
       
      Note: This subunit is also covered by the materials assigned beneath subunit 1.2.

      See a broken link? Please let us know!

  • 1.2.3 The Constitutional Convention of 1787 – Debates and Compromises  
  • 1.2.4 Constitutional Principles  
    • Web Media: The Regents of the University of California: “U.S. Government and Politics: Lesson 5- The Constitution.”

      Link: The Regents of the University of California: “U.S. Government and Politics: Lesson 5 - The Constitution” (HTML)

      Instructions: Watch this two-part presentation to learn the core principles and structure of the Constitution.  Be sure to watch both topics within the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link), after you view the presentation on the first topic.  For both portions of the lesson, click on the picture links under the “Explore” heading to learn more specific information on the Constitution.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 1.2.

      See a broken link? Please let us know!

  • 1.2.5 The Ratification Debate – Federalists vs. Anti-federalists  
  • 1.2.6 The Constitution Today – A “Living Document”  
  • 1.2.6.1 The Constitution in the Information Age  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 1.2.  Section 2.4 of the reading analyzes how the media covers the Constitution and constitutional issues.

  • 1.3 Federalism  
  • 1.3.1 Defining Federalism  
    • Web Media: The Regents of the University of California: “U.S. Government and Politics: Lesson 7 – Layer Cake Federalism”

      Link: The Regents of the University of California: “U.S. Government and Politics: Lesson 7 – Layer Cake Federalism” (HTML)
       
      Instructions: Watch this two-part presentation on the key elements of federalism in the American political system.  Layer cake federalism (also known as “dual” federalism) describes a certain form of federalism in which the national government and state governments have distinct realms of authority that do not overlap and into which the other should not intrude.  This form of federalism is in direct contrast to “marble cake” or “cooperative” federalism (more on this in the next subunit), which is based on a mixing of authority and programs among the national, state, and local governments.  Be sure to watch both topics by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after the presentation on the first topic is completed.  For both topics, click the “Explore” heading to learn some more specific content pertaining to federalism.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation. 
       
      This web media should take approximately 30 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the chapter reading and video lectures assigned beneath subunit 1.3.

      See a broken link? Please let us know!

  • 1.3.2 Federalism in Practice  
    • Web Media: The Regents of the University of California: “U.S. Government and Politics: Lesson 8 – Evolution of Federalism”

      Link: The Regents of the University of California: “U.S. Government and Politics: Lesson 8 – Evolution of Federalism” (HTML)
       
      Instructions: Watch this two-part presentation on cooperative and fiscal federalism.  While fiscal federalism has resulted in federal monies for states in a wide variety of areas – agricultural, transportation, research – there has been concern by states over burdensome regulations and requirements.  In recent years, there has been a push to return power to the states (“devolution”), placing the burden of a wide range of domestic programs on state governments so that they can design programs in a way that suits their own residents.  Be sure to watch both of the lesson’s topics by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  For both portions of the lesson, click on the picture links under the “Explore” heading to learn about federalism in action.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.
       
      This web media should take approximately 30 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

      Note: This subunit is also covered by the chapter reading and video lectures assigned beneath subunit 1.3.

      See a broken link? Please let us know!

  • 1.3.3 Federalism, Ideology, and Policy  
  • 1.3.4 Federalism and Electoral Politics  

    Note: This subunit is covered by the chapter reading and video lectures assigned beneath subunit 1.3.  The parties stand for different principles with regard to federalism.  Democrats prefer policies to be set by the national government.  They opt for national standards for consistency across states and localities, often through attaching stringent conditions to the use of national funds.  Republicans usually decry such centralization and endorse giving powers to the states and reducing funds for the national government. 

  • 1.3.5 Federalism in the Information Age  

    Note: This subunit is covered by the chapter reading and video lectures assigned beneath subunit 1.3.  Section 3.4 of the reading analyzes the role of the media in covering federalism.  National, state, and local news and entertainment outlets all depict federalism in various ways.  In the 21st century, they have been changed by new technologies that communicate across geographical boundaries.

  • Unit 1 Assessment  
  • Unit 2: American Political Behavior  

    The diverse American public is a major component of the American political system.  Politics touch the lives of all Americans – voters, politicians, the young, the old, and everyone in between.  Political Scientists are extremely interested in studying how the public participates in the American political system.  This unit will explore the various areas of political behavior and their influence on American politics.  We will also discuss some more general subtopics that pertain to the American public and its role in the political system, including public opinion, the media, political participation, political parties, campaigns, elections, and interest groups.  To have a complete understanding of American democracy, you must consider how these concepts have changed over time and how they continue to influence politics in America today.

    Time Advisory   show close
    Learning Outcomes   show close
  • 2.1 Public Opinion and Political Socialization  
    • Reading: Missouri State University: Dr. Patrick Scott’s Student Study Guide: “American Political Behavior”

      Link: Missouri State University: Dr. Patrick Scott’s Student Study Guide: “American Political Behavior” (PDF) 
       
      Instructions: Read over this brief list of questions, all of which will be addressed over the course of Unit 2.  You should use it as a guide before each subunit to help you determine some of the most important material to be covered.  At the end of the unit, use it as a resource to review important terms and concepts.
       
      This study guide should take approximately 30 minutes to complete.

      Terms of Use: The linked material above has been reposted by the kind permission of Dr. Patrick G. Scott.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

  • 2.1.1 Defining and Measuring Public Opinion  
    • Reading: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “Public Opinion and the Media”

      Link: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “Public Opinion and the Media” (PDF)
       
      Instructions: Use the PowerPoint presentation prepared by Dr. Scott as an outline and resource while watching video lectures “Public Opinion” and “The Media” in subunits 2.1.1-2.2.5.

      This web media should take approximately 30 minutes to complete.
       
      Terms of Use: The linked material above has been reposted by the kind permission of Dr. Patrick G. Scott.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

    • Lecture: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s “Public Opinion”

      Link: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s “Public Opinion” (YouTube)
       
      Also available in:
      iTunes U (Lecture 8)
       
      Instructions: This video lecture (about 54 minutes) will provide you with information pertaining to public opinion and political socialization (2.1.1 through 2.1.5).  It will be helpful to watch it at the beginning of this subunit to gain a general understanding of important terms and concepts for future readings and assessments.  Public opinion is a complex phenomenon, and scholars have developed a variety of interpretations of what public opinion means.  Political socialization helps define one’s public opinion in that it is a process by which people develop the attitudes, values, beliefs, and behaviors that are conducive to becoming good citizens.  You’ll also learn how many people’s understanding of the political world comes through their exposure to and interaction with the media.  This lecture should take approximately 1 hour to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Reading: American Government and Politics in the Information Age: “Chapter 7: Public Opinion”

      Link: American Government and Politics in the Information Age: “Chapter 7: Public Opinion” (PDF)

      Instructions: Click on the above link and read the chapter in its entirety.  It provides a comprehensive overview of public opinion – what it is, what it measures, and how it has evolved – in addition to making a case for the importance of public opinion in a democracy.  Finally, the chapter takes on the increasingly complicated relationship between the media and public opinion.  This reading should take approximately 45 minutes to complete.

      Note that this reading will also cover the material you need to know for subunit 2.1.2.

      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.
       

      See a broken link? Please let us know!

    • Activity: The Saylor Foundation’s “Subunit 2.1.1 Quickfire Quiz”

      Link: The Saylor Foundation’s “Subunit 2.1.1 Quickfire Quiz” (PDF)
       
      Instructions: Please answer these questions to assess your understanding of this subunit.

      See a broken link? Please let us know!

  • 2.1.2 Changing Public Opinion and Its Influence on Politics  
  • 2.1.3 Influences on Political Socialization  
  • 2.1.4 American Political Culture and Ideology  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 2.1.3.

    • Reading: The Saylor Foundation's “Political Ideology”

      Link: The Saylor Foundation's “Political Ideology” (PDF)

      Instructions: Please read the above material on the definition and various types of political ideologies.  This reading should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is covered by the chapter reading assigned beneath subunit 2.1.3.

      See a broken link? Please let us know!

  • 2.2 The Media  
  • 2.2.1 The Evolution of the Media in the United States  
  • 2.2.2 Private or Public – Who Should Own the Media?  
    • Reading: FreePress.net: Ben Scott’s “The Politics and Policy of Media Ownership”

      Link: FreePress.net: Ben Scott’s “The Policy and Politics of Media Ownership” (PDF)

      Instructions: Please scroll down to “Research and Reports,” and open and read the report titled, “The Policy and Politics of Media Ownership.”  Democracy requires an informed citizenry; historically, media has held governments accountable by keeping citizens up-to-date and well-informed.  Three important questions to consider when evaluating whether media is fulfilling its role are: Is the media serving local communities?  Is the media reflecting the diversity of its consumers?  And, is the media holding government accountable by making it transparent for the public?  Remember that laws are passed by Congress; rules are promulgated by the executive branch.

      This reading should take approximately 1 hour to complete.

      Terms of Use: The material above is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike license.  It is attributed to Free Press. 

      Note: This subunit is also covered by the web media and lecture assigned beneath subunit 2.2.

      See a broken link? Please let us know!

  • 2.2.3 Regulating the Media  
  • 2.2.4 The Role of the Media in the American Political System  
  • 2.2.5 Good or Bad – Evaluating the Media and its Influence on Democracy  

    Note: This subunit is also covered by the materials assigned beneath subunit 2.2.

    • Web Media: C-SPAN Video Library: “The Fairness Doctrine and Media Bias”

      Link: C-SPAN Video Library: “The Fairness Doctrine and Media Bias” (Flash)

      Instructions: Watch the above video in its entirety.  Media analysts discuss the Federal Communications Policy known as the Fairness Doctrine, which was repealed in 1987.  Topics include media bias, radio airwaves licensing, the roles of Internet and cable television, First Amendment rights, defining equal time, and consolidation of media markets.  The Fairness Doctrine required broadcasters to provide a balanced presentation of viewpoints on public policy matters.

      This web media should take approximately 1 hour to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 2.2.

      See a broken link? Please let us know!

  • 2.3 Participation and Voting  
  • 2.3.1 Modes of Participation  

    Note: This subunit is covered by the materials assigned beneath subunit 2.3.

  • 2.3.2 Voting Behavior  

    Note: This subunit is also covered by the materials assigned beneath subunit 2.3.

  • 2.3.2.1 Voter Turnout  
  • 2.3.3 Enfranchisement and Trends in Political Participation Over Time  
  • 2.3.3.1 Participation and Social Movements  

    Note: This subunit is covered by the reading assigned beneath subunit 2.3.Sections 8.4 and 8.5 of the reading focus on social movements and the ways people can participate politically through the media. 

  • 2.3.4 Participation and Its Impact on Democracy  

    Note: This subunit is covered by the materials assigned beneath subunit 2.3.

  • 2.4 Political Parties  
  • 2.4.1 What Are Political Parties and What is Their Role in Government  

    Note: This subunit is covered by the materials assigned beneath subunit 2.4.

  • 2.4.2 Evolution of Political Parties in America  
    • Reading: America.gov Archive: U.S. Department of State’s Outline of the U.S. Government: “Political Parties”

      Link: America.gov Archive: U.S. Department of State’s Outline of the U.S. Government, “Political Parties” (PDF)

      Instructions: Please read this concise historic explanation of political parties in the American system of government.  Political parties are not mentioned in the Constitution – in fact, the Founding Fathers were wary of “factions” that could undermine democracy.  However, political parties developed soon after the Constitution was written, largely out of necessity.  The same leaders who opposed parties also recognized the need to organize officeholders who shared views so that government could operate effectively.  This reading, published by the U.S. Department of State, is an excerpt from a larger State Department publication: Outline of the U.S. Government.

      This reading should take approximately 15 minutes to complete.

      Terms of Use: This resource is in the public domain.

      See a broken link? Please let us know!

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 9 – Political Parties”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 9 – Political Parties” (HTML)

      Instructions: Watch the two-part presentation on the history and evolution of political parties in America.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.

      In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about parties in the American political system.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 2.4.

      See a broken link? Please let us know!

  • 2.4.3 Parties in the American System Today  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 10 – Party Function and Structure”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 10 – Party Function and Structure” (HTML)

      Instructions: Watch the two-part presentation on the structure and functions of political parties in the U.S.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about political parties in the American political system.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.  This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 2.4.

      See a broken link? Please let us know!

  • 2.4.4 American Parties – Ideology and Organization  

    Note: This subunit is also covered by the materials assigned beneath subunit 2.4.

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 11 – Party Identification”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 11 – Party Identification” (HTML)

      Instructions: Watch the two-part presentation on party identification and national shifts in party control (realignment and dealignment) in the American political system.  A person’s loyalty to or preference for one political party is called party identification.  When people identify with a party, they usually agree with the party’s stance on a few major issues and give little weight to its stance on issues they consider minor or secondary.  Additionally, the web media discusses how some elections can serve as turning points that define the agenda of politics and the alignment of voters within parties during periods of historic change in the economy and society.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about party identification in the United States.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
       

      See a broken link? Please let us know!

  • 2.4.5 Political Parties and the Media  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 2.4.  Section 10.4 of the reading analyzes how political parties publicize their leaders, candidates, and causes, in addition to how the media depicts parties.

  • 2.5 Campaigns and Elections  
  • 2.5.1 The History of Campaigns in the United States  
  • 2.5.2 Nominations – Presidential, Congressional, and State Nominations  
    • Web Media: YouTube: America.gov’s “Elections: Iowa Voters”

      Link: YouTube: America.gov’s “Elections: Iowa Voters” (YouTube)

      Also available in:
      Adobe Flash

      Instructions: Watch the video clip (3:58 minutes) to learn about the Iowa Caucuses and how Iowan voters play an important role in nominating candidates for president.  Historically, the Iowa caucuses have served as an early indication of which candidates for president might win the nomination of their political party at that party's national convention, and which ones could drop out for lack of support.  Think about the criticism that the Iowa caucuses play too much of an important role in the early nominating process.  Many believe that because its population does not reflect nationwide demographics it should not be portrayed as an indicator of the types of voters that turn out in the general campaign.  This web media should take approximately 15 minutes to complete.

      Terms of Use: This resource is in the public domain.

      See a broken link? Please let us know!

    • Web Media: Khan Academy’s “Primaries and Caucuses”

      Link: Khan Academy’s “Primaries and Caucuses” (YouTube)

      Instructions: Please watch the above video (approx. 8 minutes), which will increase your understanding of how the states choose their delegates for the national party conventions.  While watching the video, think about how complicated the system is – was it designed this way for a purpose?  Are these contests a useful barometer in measuring presidential fitness?  This lecture should take approximately 15 minutes to complete.

      Terms of Use: The material above is released under a Creative Commons Attribution-NonCommercial-ShareAlike License 3.0 (HTML).


      Note: This subunit is also covered by the materials assigned beneath subunit 2.5.

      See a broken link? Please let us know!

  • 2.5.3 Elections – Presidential and Congressional  
  • 2.5.4 Campaigns – Context, Financing, and Strategy  
  • 2.5.5 Campaigns and Elections in the Information Age  

    Note: This subunit is covered by the reading assigned in subunit 2.5.  Pay particular attention to section 11.7 of the reading, which discusses the impact of new media on the electoral process, and how social media has created new opportunities for campaign engagement for political candidates and voters alike.

  • 2.6 Interest Groups  
  • 2.6.1 History and Role of Interest Groups in American Politics  

    Note: This subunit is covered by the materials assigned beneath subunit 2.6.  What we call “interest groups” today, the founders of the Republic called “factions.”  For the framers of the Constitution, the daunting problem was how to establish a stable and orderly constitutional system that would also respect the liberty of free citizens and prevent the tyranny of the majority, or of a single dominant interest.  Today, interest groups exist to make demands on government.

  • 2.6.2 Types of Interest Groups  

    Note: This subunit is covered by the materials assigned beneath subunit 2.6.  Interest groups vary widely – some are formal associations or organizations, while others have no formal organization.  Some are organized primarily to lobby for limited goals or to broadly influence public opinion by publishing reports and mass mailings.  Interest groups can be categorized into several broad types.

  • 2.6.3 Lobbying and Other Interest Group Resources and Tools  

    Note: This subunit is covered by the materials assigned beneath subunit 2.6.  For many decades, interest groups have engaged in lobbying, but these efforts have become much more significant as groups become more deeply involved in the electoral process, especially through the expanded use of political action committees (PACs), mass mailings, advertising campaigns, and litigation.

  • 2.6.4 Evaluating the Impact of Interest Groups- Good or Bad for Democracy?  

    Note: This subunit is covered by the materials assigned beneath subunit 2.6.While media coverage on interest groups is more negative than positive, focusing on the activities of powerful interest groups in finance, energy, and manufacturing, an oft-quoted statement is that “the special interest is us,” meaning that we are all beneficiaries of interest-group activity in the form of consumer protection, cleaner air, safer drinking water, and workplace safety.  It is perhaps more accurate to state that interest groups are good and bad for democracy.  Do you agree with this statement?  Why or why not?

  • 2.6.4.1 Interest Groups and the Media  

    Note: This subunit is covered by the reading assigned beneath subunit 2.6.  Section 9.4 of the reading provides an overview of how interest groups utilize the media and are depicted by them.

  • Unit 2 Assessment  
  • Unit 3: American Institutions  

    When many people think of American government, the institutions – Congress, the President and the Supreme Court – most often come to mind.  This unit will focus on these three important pillars of American government, in addition to a fourth and often overlooked facet of American government: the bureaucracy.  Each subunit will be dedicated to one of the major institutions and discuss the significant role that the particular institution plays in the American political system.  As we learned in previous units, the American system of government relies on a delicate balance of power among many forces; by the end of this unit, the student will understand the specific roles that each institution plays in establishing and maintaining that balance of power.

    Time Advisory   show close
    Learning Outcomes   show close
  • 3.1 The Legislative Branch – Congress  
    • Web Media: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “Congress”

      Link: Missouri State University: Dr. Patrick Scott’s PowerPoint Presentation: “Congress” (PDF)

      Instructions: Use the PowerPoint presentation prepared by Dr. Scott as an outline and resource while watching video lectures, “Congress I,” “Congress II” and “Term Limits.”

      This web media should take approximately 30 minutes to complete.

      Terms of Use: The linked material above has been reposted by the kind permission of Dr. Patrick Scott.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

    • Lecture: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s “Congress I,” “Congress II,” and “Term Limits”

      Link: YouTube: The Saylor Foundation Channel: Dr. Patrick Scott’s “Congress I” (YouTube), “Congress II” (YouTube), and “Term Limits” (YouTube)

      Also available in:
      iTunes U (Lecture 17, 18, and 19)

      Instructions: These three video lectures will cover subunits 3.1.1 through 3.1.7.  Watch them at the beginning of this subunit to gain a general understanding of important terms and concepts for future readings and assessments.  “Congress I” is about 49 minutes, “Congress II” is about 48 minutes,” and “Term Limits” is about 35:30 minutes.

      This web media should take approximately 2.25 hours to complete.

      Terms of Use: The material above has been reposted by the kind permission of Patrick Scott from Missouri State University, and can be viewed in its original form here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

    • Reading: American Government and Politics in the Information Age: “Chapter 12: Congress”

      Link: American Government and Politics in the Information Age: “Chapter 12: Congress” (PDF)

      Instructions: Click on the above link and read the chapter in its entirety.  The U.S. Congress is one of the world’s greatest democratic institutions.  Members fight hard on behalf of their states and districts and are free to introduce any legislation they wish.  This openness also makes Congress one of the world’s most frustrating institutions.  The tension between representation and action has existed from the very first Congress in 1789.  Because Congress is divided into two houses with their own rules, procedures, and electoral bases, members often disagree about major legislation, even when the public wants action.  However, as you’ll discover in this subunit, frustration does have a purpose, and was even built into our constitutional system.  Note that this reading will also cover the material you need to know for subunits 3.1.1–3.1.7.  This reading should take approximately 45 minutes to complete.

      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.
       

      See a broken link? Please let us know!

    • Reading: Missouri State University: Dr. Patrick Scott’s “Student Study Guide #3”

      Link: Missouri State University: Dr. Patrick Scott’s “Student Study Guide #3” (PDF)

      Instructions: Read over this brief list of questions, which will be addressed over the course of Unit 3.  You should use it as a guide before each subunit to help you determine some of the most important material to be covered.  At the end of the unit, use it as a resource for reviewing important terms and concepts.

      This reading should take approximately 30 minutes to complete.

      Terms of Use: The linked material above has been reposted by the kind permission of Dr. Patrick G. Scott.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

      See a broken link? Please let us know!

    • Activity: The Saylor Foundation’s “Subunit 3.1 Quickfire Quiz”

      Link: The Saylor Foundation’s “Subunit 3.1 Quickfire Quiz” (PDF)
       
      Instructions: Please answer these questions to assess your understanding of this subunit.

      See a broken link? Please let us know!

  • 3.1.1 History and Structure of Congress  
  • 3.1.2 Congressional Elections  
  • 3.1.3 The Legislative Process in Congress  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 18 – Passage of a Bill”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 18 – Passage of a Bill” (HTML)

      Instructions: Watch this two-part presentation to learn how a bill makes its way through the halls of Congress before it lands on the president’s desk to be signed into law.  Thousands of bills are introduced each session in Congress, and these bills must traverse a Byzantine legislative process involving committees, floor debates, interest-group influence, and party power struggles.  This complexity not only slows the process of enacting legislation, it also provides a tremendous built-in advantage for opponents of any bill to block it.  Supporters of a bill must have success at every step.  Opponents need to win only once.  Of the approximate 8,000 bills that are introduced in every two-year congressional cycle, only five percent become public laws.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about the legislative process.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.  This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.1.

      See a broken link? Please let us know!

    • Activity: The Saylor Foundation’s “Subunit 3.1.3 Quickfire Quiz”

      Link: The Saylor Foundation’s “Subunit 3.1.3 Quickfire Quiz” (PDF)
       
      Instructions: Please answer these questions to assess your understanding of this subunit.

      See a broken link? Please let us know!

  • 3.1.4 Congressional Committees  
    • Reading: Judy Schneider’s “The Committee System in the U.S. Congress”

      Link: Judy Schneider’s “The Committee System in the U.S. Congress” (PDF)

      Instructions: Read Judy Schneider’s Congressional Research Service report on the basic structure, function, and role of Congressional Committees.  Most of the work of Congress is done in committees.  This is where policies are shaped and legislation is hammered out.  President Woodrow Wilson once observed that “Congress in session is Congress on public exhibition, whilst Congress in its committee rooms is Congress at work.”  This is one of the many reports that the Congressional Research Service has released to the public.  The author of this report, Judy Schneider, is a widely respected scholar and expert on various components of the United States Congress.  This reading should take approximately 45 minutes to complete.

      Terms of Use: This resource is in the public domain.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.1.

      See a broken link? Please let us know!

  • 3.1.5 Congressional Leadership and Organization  
    • Reading: Thomas P. Carr’s “Party Leaders in the House: Election, Duties, and Responsibilities”

      Link: Thomas P. Carr’s “Party Leaders in the House: Election, Duties, and Responsibilities” (PDF)

      Also Available in:
      eText format on the Kindle (Available for purchase for $1.99)

      Instructions: Read the Congressional Research Service report on the basic structure of leadership in the House of Representatives.  An extensive leadership structure provides an organizational framework that helps House members work effectively, if not efficiently.  At the top of the leadership hierarchy is the Speaker of the House, who is the body’s presiding officer.  Majority and minority leaders help set their party’s agenda on issues.  The whips encourage party unity on House votes.

      This reading should take approximately 15 minutes to complete.

      Terms of Use: This resource is in the public domain.

      See a broken link? Please let us know!

    • Reading: The United States Senate’s “Party Leadership”

      Link: The United States Senate’s “Party Leadership” (PDF)

      Instructions: Click on each of the hyper-links to explore various aspects of the leadership structure in the Senate.  The Senate leadership consists of the presiding officer, majority leader, minority leader, and whips.  Unlike in the House, where the Speaker wields considerable power, the presiding officer is not the most visible member of the Senate and can only vote in case of a tie.  The majority and minority leaders work together to schedule and manage Senate business.  Whips are less important in the Senate than in the House because the closer personal relationships that develop in the smaller body make it easier to know how members will vote without a formal whip count.

      This reading is taken from the United States' Senate informational web page, www.senate.gov.  It provides a great deal of useful information about the history, make-up, and functions of the United States Senate.

      This reading should take approximately 1 hour to complete.

      Terms of Use: This resource is in the public domain.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.1.

      See a broken link? Please let us know!

  • 3.1.6 The Legislative Context – Factors that Influence Members of Congress and the Laws that are Made  
  • 3.1.7 Congress and the Media  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 3.1.  Section 12.9 of the reading discusses the often strained relationship between Congress and the press. 

  • 3.1.8 Congress & Issues of Representation and Democracy  
  • 3.2 The Executive Branch – Presidency  
  • 3.2.1 The Constitution and Presidential Power  
  • 3.2.2 The Expansion of Presidential Power  
  • 3.2.3 The Executive Branch – Vice President, Executive Office of the President and the Cabinet  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 21 – The White House”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 21 – The White House” (HTML)

      Instructions: Watch the two-part presentation to learn more about the White House offices and individuals that play a major role in an individual president’s tenure in office.  The second topic will discuss the different management styles that modern presidents have used in the White House.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about the White House.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 25 – The Cabinet”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 25 – The Cabinet” (HTML)

      Instructions: Watch this three-part presentation to learn more about the history and evolution of the presidential cabinet.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about the role of the cabinet.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.2.

      See a broken link? Please let us know!

  • 3.2.4 Presidential Leadership and Politics  
  • 3.3 The Bureaucracy  
  • 3.3.1 History of the Bureaucracy  
    • Reading: The Saylor Foundation’s “Development of the U.S. Bureaucracy”

      Link: The Saylor Foundation’s “Development of the U.S. Bureaucracy” (PDF)

      Instructions: Please read the above material on the history and development of the bureaucracy in the American political system, from patronage and the “spoils system” to the enactment of the Pendleton Act, which created a merit-based federal civil service in the aftermath of the assassination of President James Garfield by a disgruntled office seeker.  This reading should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 3.3.2 Characteristics and Organization of the Bureaucracy  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 24 – The Nature of the Bureaucracy”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 24 – The Nature of the Bureaucracy” (HTML)

      Instructions: Watch the first two topics in this three-part presentation to learn more about the perceptions and organization of the federal bureaucracy.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about the bureaucracy in the American political system.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 26 – Other Bureaucratic Bodies”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 26 – Other Bureaucratic Bodies” (HTML)

      Instructions: Watch this two-part presentation to learn about regulatory agencies and government corporations.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about these other bureaucratic entities.   Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.  This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.3.

      See a broken link? Please let us know!

  • 3.3.3 Role and Influence of the Bureaucracy  
  • 3.3.3.1 The Bureaucracy and the Media  

    Note: Federal agencies need the media for external and internal communication.  They try to maintain and enhance their independence and power by fostering public approval that makes it hard for the president and Congress to challenge decisions or to cut budgets.
     
    This subunit is covered by the chapter reading assigned beneath subunit 3.3.

  • 3.3.4 Regulating the Bureaucracy  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 27 – Checks on the Bureaucracy”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 27 – Checks on the Bureaucracy” (HTML)

      Instructions: Watch this two-part presentation to learn more about how the bureaucracy is regulated by Congress and the judicial branch.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, for both portions of the lesson, click on the picture links under the “Explore” heading to learn more about the bureaucracy is regulated.   Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the web media and video lectures assigned beneath subunit 3.3.

      See a broken link? Please let us know!

  • 3.3.5 The Bureaucracy and the Media  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 3.3.  Section 14.3 of the reading focuses on the ways in which government agencies need the media for external and internal communications.

  • 3.3.6 Reforming the Bureaucracy  

    Note: This subunit is also covered by the web media and video lectures assigned beneath subunit 3.3.

  • 3.4 The Judicial Branch – The United States Supreme Court and Inferior Courts  
  • 3.4.1 The Development of the Federal Courts  
    • Reading: Administrative Office of the U.S. Courts: “Understanding the Federal Courts”

      Link: Administrative Office of the U.S. Courts: “Understanding the Federal Courts” (HTML)

      Instructions: Read the above report on the history, development, and organization of the U.S. federal court system.  The judicial branch, compared to the legislative and executive branches, did not receive as must attention in the drafting of the Constitution.  The Constitution does require a Supreme Court – the framers felt it was a necessity if the national government was to have the power to make and enforce laws that take precedence over those of the states (if you recall, the lack of a national court was one of the many shortcomings of the Articles of Confederation).  However, the framers left it to Congress to create lower courts (also known as “Article III courts”).  This reading should take approximately 45 minutes to complete.

      Terms of Use: This resource is in the public domain.

      See a broken link? Please let us know!

  • 3.4.2 Organization of the Federal Courts  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: Lesson 28 – The Federal Court System

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 28 – The Federal Court System” (HTML)

      Instructions: Watch this two-part presentation to learn more about the structure of the American federal court system.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about the federal courts.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.4.

      See a broken link? Please let us know!

  • 3.4.3 The Supreme Court’s Role and Decision-Making  
    • Web Media: University of California, Irvine: Erwin Chemerinsky’s “The Supreme Court”

      Link: University of California, Irvine: Erwin Chemerinsky’s “The Supreme Court” (Flash)

      Instructions: Please go to the above website and watch the entirety of Professor Chemerinksy’s lecture on the Supreme Court.  The Supreme Court is the only court that has complete control over the cases that it chooses to hear.  Its nine justices dispose of thousands of cases annually, and most of their time is concentrated on the fewer than 100 cases per year that they accept for review – usually those dealing with substantial federal questions or constitutional issues.  The court’s decisions and opinions establish guidelines for lower courts around the country.  This web media should take approximately 45 minutes to complete.

      Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 License (HTML).

      See a broken link? Please let us know!

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson – The Nature of the Supreme Court”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 30 – The Nature of the Supreme Court” (HTML)

      Instructions: Watch this two-part presentation to learn more about how Supreme Court justices interpret the law, basically through the competing legal philosophies of judicial restraint vs. judicial activism.  Additionally, this web media discusses the historic impact of the court’s immense power of judicial review – the final authority on the interpretation of the Constitution.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about the federal courts.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.  This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.4.

      See a broken link? Please let us know!

  • 3.4.4 Selecting Judges and Supreme Court Justices  
    • Activity: The Saylor Foundation’s “Subunit 3.4.4 Quickfire Quiz”

      Link: The Saylor Foundation’s “Subunit 3.4.4 Quickfire Quiz” (PDF)
       
      Instructions: Please answer these questions to assess your understanding of this subunit.

      See a broken link? Please let us know!

    • Reading: Exploring Constitutional Law: “Judicial Confirmation and the Constitution”

      Link: Exploring Constitutional Law: “Judicial Confirmation and the Constitution” (HTML)

      Instructions: Read the above webpage which discusses the constitutional role of the U.S. Senate in confirming the president’s judicial nominations.  The selection of federal judges has always been a significant part of the political process.  It makes a difference who serves on the federal courts.  As the courts play an even more important role in the policymaking process, and as more and more interests – African Americans and women, for example – participate in that process, judicial-selection politics has come front and center on the political stage (which would probably dismay the Founding Fathers, whose goal was to create an independent judiciary free from political passions).  This reading should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 3.4.

      See a broken link? Please let us know!

  • 3.4.5 The Impact of the Court on American Society  
  • 3.4.5.1 The Supreme Court and the Media  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 3.4.  Section 15.4 of the reading discusses the interaction between the highest court and the media.  The justices of the Supreme Court interact with reporters mainly through the legal language of their written decisions, which accentuate the court’s majesty by concealing its inner workings and excluding cameras.  Reporters perceive the Supreme Court primarily as a legal institution.  They lack the time and space to report in detail on its activities.  News media coverage of the Supreme Court is incomplete and oversimplified, usually depicting the justices as apolitical.

  • Unit 3 Assessment  
  • Unit 4: Civil Rights & Civil Liberties in America  

    An important aspect of American government is the importance of civil rights and civil liberties granted to Americans.  Freedoms and rights were an important factor in shaping the American political system and they continue to play a major role in our society today.  The Constitution, especially the Bill of Rights, defines Americans rights and freedoms; however, as society has changed, so too has American perception and realization of civil liberty and civil rights.  In this unit, the freedoms and rights of American citizens will be explored.  The unit will first begin by looking at civil liberties guaranteed in the Constitution, especially in the Bill of Rights.  The unit will especially focus on the rights defined in the First Amendment, the right to bear arms (Second Amendment), the right to privacy, and how the courts’ interpretation of these rights have been applied, or incorporated, by the states.  Next, the unit will explore the evolution of civil rights in the American political system, with an emphasis on the Civil Rights Movement, and political equality of all Americans.  The unit will also pay close attention to how the American political system creates a balance between order and freedom and equality and rights.

    Time Advisory   show close
    Learning Outcomes   show close
  • 4.1 American Civil Liberties  
  • 4.1.1 The Bill of Rights  
    • Reading: America.gov Archive’s annotated version of The Bill of Rights

      Link: America.gov Archive’s annotated version of The Bill of Rights (HTML)

      Instructions: Read the first 10 Amendments to the Constitution (the Bill of Rights) and the annotations by America.gov to learn about what rights are granted to Americans.  The individual rights and freedoms that government may not infringe upon are primarily listed in the Bill of Rights, adopted in 1791 by the founders to address fears about the new federal government’s potential to abuse power.  Initially limited to the federal government, they now apply, though unevenly, to the states as well.  What these liberties are and how far they extend continues to be the focus of political conflict.  This reading should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 4.1.

      See a broken link? Please let us know!

  • 4.1.2 First Amendment Rights: Freedom of Religion, Press, and Expression  
  • 4.1.3 Rights Under Debate: The Right to Bear Arms and the Right to Privacy  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 37 – The Fourth Amendment”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 37 – The Fourth Amendment” (HTML)

      Instructions: Watch this two-part presentation to learn more about privacy rights established under the Fourth Amendment.  The Fourth Amendment prevents the government from conducting “unreasonable searches and seizures.”  A reasonable search is conducted with a warrant issued by a judge and based on probable cause.  What is “unreasonable” varies with how much privacy people can expect when they are being searched.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about the historic Supreme Court rulings on the Fourth Amendment.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 4.1.

      See a broken link? Please let us know!

  • 4.1.4 Extending the Bill of Rights to the States  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 32 – Incorporation”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 32 – Incorporation” (HTML)

      Instructions: Watch this two-part presentation to learn more about how many of the rights protected by the Constitution have been extended and are now protected by the states (incorporation).  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about the history of the Bill of Rights and the First Amendment Incorporation.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 15 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 38 – Due Process and Criminal Rights”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 38 – Due Process and Criminal Rights” (HTML)

      Instructions: Watch this four-part presentation to learn more about the due process of the law and how these rights have extended to the states.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about the history of the due process clause and the rights of the accused.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.

      This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 4.1.

      See a broken link? Please let us know!

    • Activity: The Saylor Foundation’s “Subunit 4.1.4 Quickfire Quiz”

      Link: The Saylor Foundation’s “Subunit 4.1.4 Quickfire Quiz” (PDF)
       
      Instructions: Please answer these questions to assess your understanding of this subunit.

      See a broken link? Please let us know!

  • 4.1.5 Civil Liberties and the Media  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 4.1.  Pay particular attention to section 4.4 of the reading, which shows that the media are a potential resource for disadvantaged groups to energize their members, sway public opinion, and achieve their policy objectives.  Such groups may engage in behavior that attracts media attention; they may monitor and try to influence media coverage.  Disadvantaged groups also benefit from their own media and through their use of digital media.

  • 4.2 Equality and Civil Rights  
    • Reading: American Government and Politics in the Information Age: “Chapter 5: Civil Rights”

      Link: American Government and Politics in the Information Age: “Chapter 5: Civil Rights” (PDF)

      Instructions: Click on the above link and read the chapter in its entirety.  Civil rights protect people against discrimination.  They focus on equal access to society and to political activities such as voting.  They are pursued by disadvantaged groups who, because of a single characteristic, have historically been discriminated against, particularly African Americans and women.  Note that this reading will also cover the material you need to know for subunits 4.2.1–4.2.6.

      This reading should take approximately 45 minutes to complete.

      Terms of Use: This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-Share-Alike 3.0 License without attribution as requested by the work’s original creator or licensee.

      Note: This subunit is also covered by the video lectures and student study guide assigned beneath subunit 4.1.

      See a broken link? Please let us know!

  • 4.2.1 Roots of Inequality: The Civil War Amendments and Racial Segregation  
  • 4.2.2 Political Pressure for Desegregation and the Civil Rights Movement  
  • 4.2.3 Civil Rights for Other Minorities  
    • Reading: The Saylor Foundation's “Civil Rights for Women and Minorities”

      Link: The Saylor Foundation's “Civil Rights for Women and Minorities” (PDF)

      Instructions: Please read the material linked above, which provides an overview on the civil rights movements and obstacles to equality for African Americans, Latinos, Native Americans, Asian Americans, women, the disabled, and gays and lesbians in the history of the United States.

      This reading should take approximately 30 minutes to complete.

      Note: This subunit is also covered by the video lectures and student study guide assigned beneath subunit 4.1 and the chapter reading assigned beneath 4.2.

      See a broken link? Please let us know!

  • 4.2.4 Women’s Rights  

    Note: This subunit is covered by the video lectures and student study guide assigned beneath subunit 4.1, the chapter reading assigned beneath 4.2, and the reading assigned beneath 4.2.3.

  • 4.2.5 Affirmative Action and its Impact on Equality  

    Note: This subunit is also covered by the video lectures and student study guide assigned beneath subunit 4.1, and the chapter reading assigned beneath subunit 4.2.

  • Unit 4 Assessment  
  • Unit 5: Making Policy in the American Political System  

    After exploring the foundations, political behavior and institutions of the American political system, this final unit looks at public policy in the United States, the place where all of these other components of the American political system intersect.  The unit will begin examining the general policy making process and how each branch of government impact American public policy.  Then the unit will take a deeper look into the three major realms of public policy – economic, social and foreign affairs policy.  In each of these realms theories of policy will be discussed and then we will look closer at how policy has been implemented overtime.  This unit is a fitting way to end the course by demonstrating how everything that we’ve learned thus far comes together to shape the various public policies that impact American society as a whole.

    Time Advisory   show close
    Learning Outcomes   show close
  • 5.1 Policymaking  
  • 5.1.1 Defining Public Policy  
  • 5.1.2 The Policy-Making Process  

    Note: This subunit is covered by the materials assigned beneath subunit 5.1 and 5.1.1. 

  • 5.2 Economic Policy  

    Note: This subunit is covered by the materials assigned beneath subunit 5.1.  “Economic policy” refers to the actions that governments take in order to influence the economy.  In recent years, credit, mortgage, and regulatory policies have contributed to an economic crisis in the United States.  Responding to the economic crisis, the government has become more involved in managing the economy than ever before.  Monetary policy is mainly determined by the Federal Reserve Board.  Fiscal policy is mainly made by the president’s economic advisors and Congress.

  • 5.2.1 Theories of Economic Policy  
  • 5.2.2 The Budget  
    • Web Media: The Regents of the University of California’s U.S. Government and Politics: “Lesson 23 – The Budget”

      Link: The Regents of the University of California’s U.S. Government and Politics: “Lesson 23 – The Budget” (HTML)

      Instructions: Watch this three-part presentation to learn more about the budgetary process in American government.  Deciding the federal budget is a complicated and often contentious process involving the presidency and Congress.  Be sure to watch both topics of the lesson by clicking on the advance arrow in the top right-hand corner of the player (under the “Help” link) after you view the presentation on the first topic.  In addition, click on the picture links under the “Explore” heading to learn more about federal spending, the national debt and future economic forecasts.  Finally, feel free to use the glossary to highlight and review important terms discussed in the presentation.  This web media should take approximately 30 minutes to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      Note: This subunit is also covered by the materials assigned beneath subunit 5.1.

      See a broken link? Please let us know!

  • 5.2.3 Government Actions: Taxing and Spending  
  • 5.3 Domestic Policy  

    Note: This subunit is covered by the materials assigned beneath subunit 5.1 and 5.1.1. 

  • 5.3.1 History and Development of American Social Public Policy  

    Note: This subunit is also covered by the materials assigned beneath subunit 5.1 and 5.1.1. 

  • 5.3.2 Social Security: America’s Greatest Social Public Policy  
  • 5.3.3 Public Assistance Programs and Reform  

    Note: This subunit is also covered by the materials assigned beneath subunit 5.1 and 5.1.1. 

  • 5.3.4 Education Policy  

    Note: This subunit is also covered by the video lectures assigned beneath subunit 5.1.

    • Reading: U.S. Department of Education: “The Federal Role in Education”

      Link: U.S. Department of Education: “The Federal Role in Education” (HTML)

      Instructions: Read this brief overview on the history of the federal role in education in the United States.  Despite its prominent role, education and education policy is primarily the responsibility of state and local governments.  This reading should take approximately 15 minutes to complete.

      Terms of Use: This resource is in the public domain.

      See a broken link? Please let us know!

    • Web Media: C-SPAN Video Library: “Education Reform”

      Link: C-SPAN Video Library: “Education Reform” (Flash)

      Instructions: Please watch the above video in its entirety.  It features a panel discussion with U.S. Education Secretary Arne Duncan and mayors and superintendents of Los Angeles, New York City, and Chicago, about their school reform initiatives.  Topics include early childhood education, after school programs, U.S. education competitiveness, and higher education.

      This web media should take approximately 1 hour to complete.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 5.3.5 Regulatory Policy  

    Note: This subunit is also covered by the video lectures assigned beneath subunit 5.1.

  • 5.3.6 Policymaking in the Information Age  

    Note: This subunit is covered by the chapter reading assigned beneath subunit 5.1.  The ways in which the media depicts and influences policymaking are discussed in section 16.4 of the reading.  The authors argue that the five stages of the policy process are (1) agenda setting, (2) formulation, (3) adoption, (4) implementation and administration, and (5) evaluation.  Furthermore, the media are more or less involved and influential at every stage.

  • 5.4 Foreign and Defense Policy  
  • 5.4.1 Making Foreign Policy: Key Players and Institutions  
  • 5.4.2 American Foreign Policy: Past, Present and Future  
  • 5.4.3 Global Policy Issues  
  • Unit 5 Assessment  
  • Final Exam  

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