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Congressional Politics
Purpose of Course showclose
In this course, you will learn about the complexities of the legislative branch by examning the U.S. Congress in the American political system. Course content will focus first on the history of Congress and the constant tension between Congress’ competing representation and lawmaking functions. In this respect, you will focus on topics that include the history and original purpose of the legislative branch, the basic structure of Congress, and the electoral considerations and dynamics that impact how members of Congress act. The course will then take a careful look at the internal politics and law-making processes of Congress. Here, you will learn not only the “nuts and bolts” of the legislative process, but also the reasons why rules are designed as they are as well as the external competing interests that impact members and shape legislative outcomes. By the end of the course, you should be able to explain how a bill becomes a law, how it evolved throughout the legislative process, and what internal and external factors impacted it along the way. This course will enable you to have a deeper understanding of Congress and the entire legislative process in American politics.
Course Information showclose
Course Designer: Angela Bowie
Primary Resources: This course is comprised of a range of different free, online materials. However, the course makes primary use of the following materials:
- C-SPAN Video Library
- Congressional Research Service Reports
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 Congress, pay close attention to Unit 1, as it will lay the historical framework for future units. You will also need to complete:
- Sub-subunit 1.1.3 Assignment
- Sub-subunit 2.3.3 Assignment
- Sub-subunit 3.3.1 Assignment
- 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 assignments 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 a total of 86 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 14.75 hours to complete. Perhaps you can sit down with your calendar and decide to complete sub-subunits 1.1.1 and 1.1.2 (a total of 3 hours) on Monday night; sub-subunit 1.1.3 (a total of 3 hours) on Tuesday night; subunit 1.2 (a total of 4.75 hours) on Wednesday night; 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, please read all the materials and watch the videos in their entirety. Take notes as you work through each resource. These notes will serve as a useful review as you study for your Final Exam.
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This course features a number of Khan Academy™ videos. Khan Academy™ has a library of over 3,000 videos covering a range of topics (math, physics, chemistry, finance, history and more), plus over 300 practice exercises. All Khan Academy™ materials are available for free at www.khanacademy.org.
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Learning Outcomes showclose
- Explain how Congress was structured by the Framers of the Constitution.
- Discuss how Congress is shaped by the U.S. Constitution.
- Demonstrate an understanding of the importance of bicameralism in a representative body.
- Compare and contrast features of the House and the Senate.
- Explain the evolution of Congress as a modern institution.
- Explain how congressional candidates run for office.
- Discuss the importance of political parties in the recruitment of congressional candidates.
- Identify the advantages and disadvantages of incumbency.
- Define reapportionment and redistricting.
- Assess the role of money and fundraising in congressional elections.
- Compare and contrast how members of Congress fulfill their duties in their home districts and in Washington D.C.
- Compare and contrast the leadership systems used in the House and Senate.
- Describe the roles and functions of legislative leaders and political parties in Congress.
- Name and describe the various types of congressional committees.
- Explain why the committee system is central to an understanding of the legislative process.
- Describe the major steps in a bill becoming a law.
- Evaluate the influence of constituents, colleagues, political parties, and interest groups on congressional decision-making.
- Assess the relationship between Congress and the president and its many permutations over time.
- Analyze the pros and cons of united and divided government.
- Explain the influence of the presidency on congressional elections.
- Discuss the role of congressional oversight as it relates to both the presidency and the bureaucracy.
- Identify the role played by Congress as it relates to the judicial branch.
- Analyze the complicated relationship that exists between members of Congress and the media.
- Analyze the role and performance of Congress in the budgetary process, economic policy, and foreign policy.
- Explain the complications that arise as a result of shared foreign policy powers between Congress and the president.
- Discuss how congressional policymaking has responded to post-9/11 governance.
- Discuss the criticism of Congress, and assess the methods put forth to reform the institution.
- Explain why Congress has become more partisan over the past 30 years, and discuss how this has influenced policymaking.
Course Requirements showclose
√ Have access to a computer.
√ Have continuous broadband Internet access.
√ Have the ability/permission to install plug-ins or software (i.e. Adobe Reader or Flash Player).
√ 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).
√ Be competent in the English language.
√ Have read the Saylor Student Handbook.
√ Have completed all courses listed in “The Core Program” of the Political Science discipline.
Unit Outline show close
Expand All Resources Collapse All Resources
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Unit 1: History and Structure of Congress
This unit will provide you with a basic understanding of the history and structure of the United States Congress. You will begin with an introduction to Congress and its role in the American political system. You will then examine the debates and compromises that led to the creation of the legislative branch. You will also learn about some of the basic differences between the U.S. House of Representatives and the U.S. Senate while taking note of their individual characteristics. The unit will then focus on the composition of Congress today. By the end of the unit, you should have a clear understanding of the origins of the American legislative branch and how it has evolved over time.
Unit 1 Time Advisory show close
Unit 1 Learning Outcomes show close
- 1.1 History of the Legislative Branch
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1.1.1 The Framers and Congress
- Reading: The Massachusetts Historical Society’s “The Coming of the American Revolution: 1764-1776”
Link: The Massachusetts Historical Society’s “The Coming of the American Revolution: 1764-1776” (HTML)
Instructions: While the American colonies were still under British rule, they created their first form of national representation, the Continental Congress. They did so in order to respond in a unified voice to what they viewed as tyrannical edicts from Great Britain. Later, this body would take the lead in declaring its independence from the mother country and prepare for war against it.
Go to the above website, and read the introduction. Also, click on the links to each of the 15 topic summaries on notable events during the Revolutionary era. These will aid in your understanding of the colonists’ need to create a formal legislative body.
This reading 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: The Massachusetts Historical Society’s “The Coming of the American Revolution: 1764-1776”
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1.1.2 The Constitutional Convention
- Reading: National Archives’ version of Roger Bruns’ “A More Perfect Union: The Creation of the U.S. Constitution”
Link: National Archives’ version of Roger Bruns’ “A More Perfect Union: The Creation of the U.S. Constitution” (HTML)
Instructions: Please click on the link above, and read the webpage in its entirety.
This reading should take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
- Web Media: iTunes: National Constitution Center’s “We the People” Stories: “The Summer of 1787”
Link: iTunes: National Constitution Center’s “We the People” Stories: “The Summer of 1787” (iTunes)
Instructions: Please scroll down the webpage to the lecture titled “The Summer of 1787,” dated 7/6/07, and click on “View in iTunes” to open the podcast (57 minutes). This podcast describes in rich detail the four-month meeting of the Convention delegates at Philadelphia’s Independence Hall and dramatizes the conflicts and the compromises in creating a new republic.
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: National Archives’ version of Roger Bruns’ “A More Perfect Union: The Creation of the U.S. Constitution”
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1.1.3 The Constitutional Role of Congress
- Reading: FoundingFathers.info's: The Federalist Papers
Link: FoundingFathers.info's: The Federalist Papers (HTML)
Instructions: Read the introduction to the Federalist Papers. Then, click on the “Federalist Papers with Frames” link on the middle of the page, scroll down the webpage, and read the following entries: Federalist Essay #10 (The Union as a Safeguard Against Domestic Faction and Insurrection), Federalist Essay #51 (The Structure of the Government . . . ), Federalist Essay #52 (House of Representatives), and Federalist Essays #62 and #63 (Senate). Click on each hyperlink for these Federalist essays, and read each text in its entirety. Think about how the authors sought to structure the legislative branch in a way to help quell concerns about a too-powerful government.
This reading should take approximately 1 hour and 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!
- Reading: National Constitution Center's: Interactive Constitution: Article I, U.S. Constitution
Link: National Constitution Center's: Interactive Constitution: Article I, U.S. Constitution (HTML)
Instructions: Read the text of Article I, which describes the constitutional role and duties of the legislative branch, located in the upper window. Click on the highlighted phrases of the text which link to a detailed explanation (in the lower window) of that section.
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!
- Assessment: The Saylor Foundation's "Constitutional Convention Plans"
Link: The Saylor Foundation's "Constitutional Convention Plans" (PDF)
Instructions: Please complete the linked assessment in order to test your mastery of how, during the Constitutional Convention, the Framers debated, shaped, and structured the legislative branch of government (in addition to the executive and judicial branches).
When you are done, please check your work against The Saylor Foundation's "Answer Key: Constitutional Convention Plans Assessment." (PDF)
This assessment should take approximately 1 hour to complete.See a broken link? Please let us know!
- Reading: FoundingFathers.info's: The Federalist Papers
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1.2 Evolution of the Modern Congress
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1.2.1 The People’s Chamber: The U.S. House of Representatives
- Web Media: C-SPAN Video Library: “Evolution of Congress”
Link: C-SPAN Video Library: “Evolution of Congress”
Instructions: Please watch the video (1 hour, 43 minutes) in its entirety. The video features a panel discussion with members of the American Political Science Association on the transformation of Congress and the influences of the two party system. Among the other topics they address are the impact of changing demographics on party affiliation, sociological influences on political habits, and the nature of structural changes. After watching the video, think about Congress’ evolution over time. Has it changed for better or worse? Why?
This resource should take approximately 1 hour and 45 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!
- Reading: Nelson W. Polsby’s “The Institutionalization of the U.S. House of Representatives”
Link: Nelson W. Polsby’s “The Institutionalization of the U.S. House of Representatives” (PDF)
IInstructions: Please go to the above link, and click on the “Download” button. Please read the entire document (27 pages). Questions to consider: How is the modern Congress different from the Congress of a century ago? How do these changes shape congresspersons’ approach to their jobs?
This reading should take you approximately 1 hour and 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: C-SPAN Video Library: “Evolution of Congress”
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1.2.2 Representation and Diversity
- Reading: Congressional Research Service: Jennifer Manning’s “Membership of the 112th Congress: A Profile”
Link: Congressional Research Service: Jennifer Manning’s “Membership of the 112th Congress: A Profile” (PDF)
Instructions: Go to the above link, and click on the hyperlink for the first report, which details the current makeup up Congress. Please read this entire document (11 pages). Questions to consider: Does Congress “look” like America? Might Congress’ demographics have any influence on its ability (or inability) to effectively represent the people?
This reading should take you approximately 45 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!
- Reading: U.S. House of Representatives: Office of the Clerk’s Women and Congress: “Women and Congress: An Introduction”
Link: U.S. House of Representatives: Office of the Clerk’s Women and Congress: “Women and Congress: An Introduction” (HTML)
Instructions: Please read the article in its entirety (5 pages total). Remember to click on “Continue Reading” at the bottom of each webpage to continue on with the article. Why has the Senate, historically, had less female representation as compared to the House of Representatives?
This reading 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: Congressional Research Service: Jennifer Manning’s “Membership of the 112th Congress: A Profile”
- 1.3 Congress: Modern Trends
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1.3.1 The Changing Congress
- Reading: Cengage Learning: Steven S. Smith’s The American Congress, 2nd edition, “Chapter 1: Representation and Lawmaking in Washington”
Link: Cengage Learning: Steven S. Smith’s The American Congress, 2nd edition, “Chapter 1: Representation and Lawmaking in Washington” (PDF)
Instructions: Go to the above link, and click on the “Download Chapter One” PDF file. Please read the entire document (28 pages).
This reading 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: Cengage Learning: Steven S. Smith’s The American Congress, 2nd edition, “Chapter 1: Representation and Lawmaking in Washington”
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1.3.2 Congress and Public Opinion
- Reading: University of Nebraska: John Hibbing and Christopher Larimer’s “The American Public’s View of Congress”
Link: University of Nebraska: John R. Hibbing and Christopher W. Larimer’s “The American Public’s View of Congress” (PDF)
Instructions: Go to the above link, and click on “Download,” which will link to a PDF file of the study. Please read the entire document (16 pages).
This reading 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: National Affairs: Everett Carll Ladd, Jr.’s “Public Opinion and the ‘Congress Problem’”
Link: National Affairs: Everett Carll Ladd, Jr.’s “Public Opinion and the ‘Congress Problem’” (PDF)
Instructions: Click on the above link, and once on the website, click on “PDF version” at the top of the page. Please read the entire document (11 pages). After reading the two resources for this subunit, consider how Congress was designed to be a slower and deliberative in their decision-making. Why did the Framers do this? Could this be a contributing factor in the public’s negative view of Congress?
This reading and answering these questions 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: University of Nebraska: John Hibbing and Christopher Larimer’s “The American Public’s View of Congress”
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1.3.3 The Institutionalization of Congress: Political Careers or Career Politicians?
- Reading: Public Policy Institute of California’s “How Have Term Limit Affected the California Legislature?” and Doug Bandow’s “Real Term Limits: Now More Than Ever”
Links: Public Policy Institute of California’s “How Have Term Limits Affected the California Legislature?” (PDF) and Doug Bandow’s “Real Term Limits: Now More Than Ever” (HTML)
Instructions: For the Public Policy article, please click on the above link, then click on the link matching the title indicated, and read the article in its entirety. For the Bandow article, please click on the above link and also read the article in its entirety. Consider which author provides the more convincing argument on term limits.
These readings 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!
- Reading: Public Policy Institute of California’s “How Have Term Limit Affected the California Legislature?” and Doug Bandow’s “Real Term Limits: Now More Than Ever”
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Unit 2: Becoming a Member of Congress
In this unit, you will explore the process of becoming a member of Congress and the responsibilities of members once they are elected. The first subunit will focus on the recruitment of candidates and the role of political parties and other elected officials in grooming and persuading strong candidates to run. In the second subunit, you will learn more about the actual election process, the critical importance of money, and how redistricting can play a major role in congressional electoral outcomes. Finally, the unit will take a look at the actions of members both in their home congressional districts and in Washington. You will learn that, once members are elected, most of their actions are designed to ensure their future re-election. In this unit, you will also focus on the roles and duties of members of Congress.
Unit 2 Time Advisory show close
Unit 2 Learning Outcomes show close
- 2.1 Getting Ready to Run
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2.1.1 General Requirements
- Reading: The Center on Congress at Indiana University: Lee Hamilton’s “How to Run for Congress”
Link: The Center on Congress at Indiana University: Lee Hamilton’s “How to Run for Congress” (HTML or Mp3)
Instructions: Read the above article in its entirety. You can also listen to the Mp3 version by choosing the “Listen to the radio version of this article” link on the top of the page.
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!
- Reading: Federal Election Commission’s “Testing the Waters”
Link: Federal Election Commission’s “Testing the Waters” (HTML)
Instructions: Please click on the link above, and read the webpage in its entirety.
This reading should take you 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!
- Reading: Jodyb.net: Jody Baumgartner’s “American Politics: The Electoral Environment in the U.S.”
Link: Jodyb.net:Jody Baumgartner’s “American Politics: The Electoral Environment in the U.S.” (PDF)
Instructions: Go to the above link, and click on the first PDF file under “Study of Politics.” Read this brief 2-page document. What are some of the issues that an individual must consider before deciding to run for Congress?
This reading should take approximately 15-20 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!
- Reading: CompleteCampaigns.com: Christopher Crotty’s “So You Want to Run for Office?”
Link: CompleteCampaigns.com: Christopher Crotty’s “So You Want to Run for Office?” (HTML)
IInstructions: Please click on the link above, and read the above article in its entirety.
This reading 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!
- Reading: The Center on Congress at Indiana University: Lee Hamilton’s “How to Run for Congress”
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2.1.2 Candidate Recruitment
- Web Media: Annenberg Foundation: Democracy in America’s “Political Parties: Mobilizing Agents”
Link: Annenberg Foundation: Democracy in America’s “Political Parties: Mobilizing Agents” (Adobe Flash)
Instructions: Scroll down to the 12th video on the list, and click on the “VoD” icon. Please watch only the first 11 minutes of the video. A major purpose of political parties is to recruit potential candidates who share their political agendas and can promote those agendas in elective office. This video offers a case study of a political candidate and the role of the party.
This resource should take less than 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!
- Reading: New York Times: Raymond Hernandez’s “Short of Funds, GOP Recruits the Rich to Run”
Link: New York Times: Raymond Hernandez’s “Short of Funds, GOP Recruits the Rich to Run” (HTML)
Instructions: Please read the above article in its entirety (2 pages). Remember to click on the “next” button at the bottom of the page to read the second page of the article.
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!
- Reading: Mother Jones: David Corn’s “The Hardest Job in Washington”
Link: Mother Jones: David Corn’s “The Hardest Job in Washington” (HTML)
Instructions: Please read the article linked above in its entirety.
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!
- Reading: Roll Call: Politics: Jessica Brady’s “Groups Seek 2012 Repeat of ‘Year of the Woman’”
Link: Roll Call: Politics: Jessica Brady’s “Groups Seek 2012 Repeat of ‘Year of the Woman’” (HTML)
Instructions: Please read the article linked above in its entirety.
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!
- Web Media: Annenberg Foundation: Democracy in America’s “Political Parties: Mobilizing Agents”
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2.2 Congressional Elections
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2.2.1 The Role of Money
- Web Media: C-SPAN Classroom’s “Role of Money in Politics”
Link: C-SPAN Classroom’s “Role of Money in Politics” (Adobe Flash)
Instructions: Please watch the video in its entirety (approximately 1 hour and 17 minutes).
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: MIT’s version of Paul S. Herrnson’s “The Bipartisan Campaign Reform Act and Congressional Elections”
Link: MIT’s version of Paul S. Herrnson’s “The Bipartisan Campaign Reform Act and Congressional Elections” (PDF)
Instructions: Go to the above website, scroll down to “Week 10,” and click on the first link, which will direct to a PDF file of the study. Please read the entire document (28 pages).
This reading should take approximately 1 hour and 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!
- Reading: OpenSecrets.org: Center for Responsive Politics’ “Election 2010 to Shatter Spending Records as Republicans Benefit from Late Cash Surge”
Link: OpenSecrets.org: Center for Responsive Politics’ “Election 2010 to Shatter Spending Records as Republicans Benefit from Late Cash Surge” (HTML)
Instructions: Please click on the link above, and read the entire text. After reading all of the articles in this subunit, think about why and how money has become such a critical component of a successful campaign. What are the implications for a democracy in which, ideally, everyone should have a voice that represents them?
Reading and answering these questions 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: C-SPAN Classroom’s “Role of Money in Politics”
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2.2.2 The Incumbency Advantage
- Reading: Doc-txt: Jody Baumgartner’s “Competition in Congressional Elections: A Thing of the Past”
Link: Doc-txt: Jody Baumgartner’s “Competition in Congressional Elections: A Thing of the Past?” (PDF)
Instructions: Please click on the link above, and select the link to the title “Competition in Congressional Elections: A Thing of the Past. Read the article in its entirety (5 pages). How is the system set up so that challengers so often fail in unseating an incumbent? Is incumbency a major disincentive for people wanting to run for office?
Reading and answer these questions 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!
- Reading: Doc-txt: Jody Baumgartner’s “Competition in Congressional Elections: A Thing of the Past”
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2.2.3 Reapportionment, Redistricting, and the Legacy of Gerrymandering
- Reading: The ACE Project: “The United States of America: Reapportionment and Redistricting”
Link: The ACE Project: “The United States of America: Reapportionment and Redistricting” (HTML)
Instructions: Please read the webpage in its entirety. What is the difference between reapportionment and redistricting?
Reading and answering this question 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: National Public Radio: The Diane Rehm Show’s “The Constitution Today: Redistricting”
Link: National Public Radio: The Diane Rehm Show’s “The Constitution Today: Redistricting” (Adobe Flash)
Instructions: Click on the “Listen” link on the top left hand corner of the website, which will link directly to the audio of the above program, whichexamines what the Constitution says about drawing congressional and legislative districts and how court decisions have further shaped those guidelines. Please listen to the entire program (51:34 minutes).
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: The ACE Project: “The United States of America: Reapportionment and Redistricting”
- 2.3 Representation and Lawmaking
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2.3.1 Congress and Re-Election
- Reading: The Brookings Institute: Sarah Binder’s “Can Congress Legislate for the Future?”
Link: The Brookings Institute: Sarah Binder’s “Can Congress Legislate for the Future?” (PDF)
Instructions: Go to the website linked above, and click on the “Download PDF” below the title and by-lines for access to the report. Please read the entire report (13 pages).
This reading should take approximately 45 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!
- Reading: ThisNation.Com’s “Congressional Representation”
Link: ThisNation.Com’s “Congressional Representation” (HTML)
Instructions: Read the webpage in its entirety. After reading the above two articles, think about how much of a congressperson’s work is dedicated to re-election as opposed to their defined congressional duties. Can it be argued that they are often inseparable?
Reading this text and answering this question should take approximately 45 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!
- Reading: The Brookings Institute: Sarah Binder’s “Can Congress Legislate for the Future?”
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2.3.2 “Home Style” vs. “Hill Style”
- Reading: Congressional Research Service: R. Eric Petersen’s “Roles and Duties of a Member of Congress”
Link: Congressional Research Service: R. Eric Petersen’s “Roles and Duties of a Member of Congress” (PDF)
Instructions: Click on the above link, scroll down to the PDF file of the report dated November 4, 2010, and click on the hyperlink titled “Roles and Duties of a Member of Congress.” Please note that the links are listed chronologically by date. Please read the entire document (13 pages).
This reading should take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage aboveSee a broken link? Please let us know!
- Reading: Congressional Research Service: R. Eric Petersen’s “Roles and Duties of a Member of Congress”
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2.3.3 Life as a Member of Congress
- Assessment: The Saylor Foundation's "Congress: A Member Profile"
Link: The Saylor Foundation's "Congress: A Member Profile" (PDF)
Instructions: Please complete the linked assessment in order to test your ability in researching a member of Congress’ background, district, committee assignments, political beliefs, and electoral strengths. This assessment will also help you to evaluate the influence of constituents, colleagues, and interest groups on congressional decision-making.
This assessment should take approximately 1 hour to complete.
When you are done, please check your work against The Saylor Foundation's "Guide to Responding to the Congress: A Member Profile Assessment."See a broken link? Please let us know!
- Web Media: CNN’s “Freshman Year”
Link: CNN’s “Freshman Year” (Adobe Flash)
Instructions: What is it really like to be a new member of the world’s most powerful legislature? This video series tells the story of “freshman year” through a series of firsthand reports from two new (and very different) representatives. Please click on the link above, and view episodes 1-6 (about 60 minutes total). To access these videos, use the arrow below the video screen to scroll over to these episodes.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation's "Congress: A Member Profile"
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Unit 3: Congressional Organization
In the previous units, you learned about the history of Congress and the actions of its individual members. In this unit, you will begin to look more closely at Congress as an institution. You will also begin to discover the true complexities of “how a bill becomes a law.” The first subunit will focus on the importance of party leadership, especially in the House of Representatives, and its influence on cohesion within the rank-and-file, congressional actions and outcomes. You will then learn about the role that committees play in Congress and will take a look at how committees have become more important over time, in addition to study groups and task forces which are often created out of public policy necessity. The third subunit will shed light on some of the (often controversial) rules and procedures of the House and the Senate and discuss the ways in which these rules shape legislation. By the end of the unit you will learn how the internal organization and rules of Congress create a dynamic and complex legislative process.
Unit 3 Time Advisory show close
Unit 3 Learning Outcomes show close
- 3.1 Congressional Leadership
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3.1.1 Leading the House and Senate
- Reading: Congressional Research Service: Valerie Heitshusen’s “Party Leaders in the U.S. Congress, 1789-2011”
Link: Congressional Research Service: Valerie Heitshusen’s “Party Leaders in the U.S. Congress, 1789-2011” (PDF)
Instructions: Go to the above link, scroll down to the reports dated February 11, 2011, and click on the hyperlink titled “Party Leaders in the U.S. Congress, 1789-2011” to open the PDF file. Please read the entire document (39 pages). How has party leadership in Congress evolved over time?
Reading and answering this question should take approximately 2 hours 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: Congressional Research Service: Valerie Heitshusen’s “Party Leaders in the U.S. Congress, 1789-2011”
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3.1.2 Leadership and Party Cohesion
- Reading: University of Virginia: Jeffery Jenkins’ “The Evolution of Party Leadership”
Link: University of Virginia: Jeffery Jenkins’ “The Evolution of Party Leadership” (PDF)
Instructions: Go to the above link, and click on “The Evolution of Party Leadership,” which will direct you to the PDF file of the essay. Please read the entire essay (44 pages).
This reading should take approximately 2 hours and 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!
- Reading: USA Today (Society for the Advancement of Education): Martin Gruberg’s “The Politics of Bolting”
Link: USA Today (Society for the Advancement of Education): Martin Gruberg’s “The Politics of Bolting” (HTML)
Instructions: Read the above article about party defection in Congress in its entirety (5 pages). Make sure to click on “next” or the subsequent page number to move on to the next page of the article. What are the ramifications for both the individual member and the institution when this occurs?
Reading and answering the questions should take 1 hour to complete.
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- Reading: University of Virginia: Jeffery Jenkins’ “The Evolution of Party Leadership”
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3.2 Committees and Other Internal Structures
- Reading: University of Virginia: Jeffrey A. Jenkins’ “Property Rights and the Emergence of Standing Committee Dominance in the Nineteenth-Century House”
Link: University of Virginia: Jeffrey A. Jenkins’ “Property Rights and the Emergence of Standing Committee Dominance in the Nineteenth-Century House” (PDF)
Instructions: Go to the above link; scroll down to the link (the reading is the second-to-last one on the page). Please read the entire document (27 pages).
This reading should take approximately 1 hour and 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!
- Reading: University of Virginia: Jeffrey A. Jenkins’ “Property Rights and the Emergence of Standing Committee Dominance in the Nineteenth-Century House”
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3.2.1 Types of Committees
- Reading: Congressional Research Service: Valerie Heitshusen’s “Committee Types and Roles”
Link: Congressional Research Service: Valerie Heitshusen’s “Committee Types and Roles” (PDF)
Instructions: Go to the above link, scroll down to the reports dated February 11, 2011, and click on the “Committee Types and Roles” hyperlink. Please read the brief 4-page document, and consider answering the following question. How are committees critical to the legislative process, especially in terms of streamlining and specialization?
Reading and answering this question 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!
- Reading: Contacting the Congress: “Congressional Committees and Subcommittees”
Link: Contacting the Congress: “Congressional Committees and Subcommittees” (HTML)
Instructions: Go to the above link, which is a listing of all congressional committees. Click on a few of the committee links that interest you, which will direct you to their websites. Peruse the sites to learn more about the duties and responsibilities of individual committees and subcommittees.
You should dedicate approximately 15-20 minutes browsing this website.
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- Reading: Congressional Research Service: Valerie Heitshusen’s “Committee Types and Roles”
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3.2.2 Caucuses and Task Forces
- Reading: Center for Association Leadership: Peter Farnham’s “Congressional Caucuses: Beyond the Smoke and Mirrors”
Link: Center for Association Leadership: Peter Farnham’s “Congressional Caucuses: Beyond the Smoke and Mirrors” (HTML)
Instructions: Please read the entire webpage. Why do congressional caucuses exist? Are they effective? Why or why not?
Instructions: Please click on the link above, and read the entire webpage. Why do congressional caucuses exist? Are they effective? Why, or why not?
This reading and these questions should take you approximately 25-30 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!
- Reading: Democrats.rules.house.gov: CRS Report for Congress: Walter Oleszek’s “The Use of Task Forces in the House”
Link: Democrats.rules.house.gov: CRS Report for Congress: Walter Oleszek’s “The Use of Task Forces in the House” (PDF)
Instructions: Click on the above link, and look under the heading “Congress: The House.” The above report is 10th on the list. Click on the title, which will direct you to the PDF file. Please read this brief 6-page document.
This reading should take you approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
- Reading: Center for Association Leadership: Peter Farnham’s “Congressional Caucuses: Beyond the Smoke and Mirrors”
- 3.3 The Legislative Process
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3.3.1 How a Bill Becomes a Law
- Reading: U.S. Constitution Online: Constitutional Topic: How a Bill Becomes a Law
Link: U.S. Constitution Online: “Constitutional Topic: How a Bill Becomes a Law” (HTML)
Instructions: Please click on the link above, and read the entire article. Think about how a bill moves through the process to becoming a law. Why is it so much easier to prevent a bill’s passage rather than successfully making it through every stage of the legislative process?
Reading this text and answering this question should take approximately 15-20 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: MSNBC.com's: The Dylan Ratigan Show
Link: MSNBC.com's: The Dylan Ratigan Show (Adobe Flash)
Instructions: Please click on the link above, and watch the 8-minute video, which explains some of the complexities in the lawmaking process.
Viewing this video and taking notes 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!
- Assessment: The Saylor Foundation's "The House and Senate"
Link: The Saylor Foundation's "The House and Senate" (PDF)
Instructions: Please complete the linked assessment in order to test your mastery of congressional organization, roles and procedures.
You should dedicate approximately 1 hour to this assessment.
When you are done, please check your work against The Saylor Foundation's "Answer Key: The House and Senate" (PDF).See a broken link? Please let us know!
- Reading: U.S. Constitution Online: Constitutional Topic: How a Bill Becomes a Law
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3.3.2 “Log Rolling” and “Pork Barreling”
- Reading: University of Maryland, Baltimore County: Nicholas R. Miller’s “Logrolling”
Link: University of Maryland, Baltimore County: Nicholas R. Miller’s “Logrolling” (PDF)
Instructions: Please click on the link above, scroll down, and click on the PDF file entitled “Logrolling.pdf.” Please read the brief 5-page document.
This reading should take approximately 15 minutes to complete.
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- Reading: Harper’s Magazine: Ken Silverstein’s “The Great American Pork Barrel: Washington Streamlines the Means of Corruption”
Link: Harper’s Magazine: Ken Silverstein’s “The Great American Pork Barrel: Washington Streamlines the Means of Corruption” (HTML)
Instructions: Please click on the link above, and read the article linked above in its entirety.
This reading 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: CNN Video: “New Bill Has Billions in Earmarks”
Link: CNN Video: “New Bill Has Billions in Earmarks” (Adobe Flash)
Instructions: Please click on the link above, and watch the 8-minute video clip.
Viewing this video and taking notes 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!
- Reading: CBS News: Brian Montopoli’s “House Republicans Adopt Earmarks Ban in New Congress”
Link: CBS News: Brian Montopoli’s "House Republicans Adopt Earmarks Ban in New Congress” (HTML)
Instructions: Please click on the link above, and read the article linked above in its entirety.
This reading should take less than 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!
- Reading: University of Maryland, Baltimore County: Nicholas R. Miller’s “Logrolling”
- 3.4 Complicating the Process of Lawmaking
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3.4.1 Voting and the Influence of Party
- Reading: Michigan State University: The Consequences of Party Organization in the House: The Role of the Majority and Minority Parties in Conditional Party Government”
Link: Michigan State University: “The Consequences of Party Organization in the House: The Role of the Majority and Minority Parties in Conditional Party Government”
Instructions: Please go to the above link and click on the document titled above to access the PDF. Please read the entire document (64 pages). To what extent does the majority party get its way in the House of Representatives? What legislative tools does it use?
Reading and answering these questions should take approximately 3 hours to complete.
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- Reading: The New Yorker: Peter Boyer’s “House Rule: Will John Boehner Control the Tea Party in Congress?”
Link: The New Yorker: Peter Boyer’s “House Rule: Will John Boehner Control the Tea Party in Congress?” (HTML)
Instructions: Please read the entire article (9 pages). Make sure to click on the “next” button at the bottom of each page to move on to the subsequent pages of the article.
This reading 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: The Brookings Institute: Steven S. Smith’s “The Senate Syndrome”
Link: The Brookings Institute: Steven S. Smith’s “The Senate Syndrome” (PDF)
Instructions: Please read the entire article. Click on “Download the Full Paper” (PDF) to access it (30 pages).
This reading should take approximately 1 hour and 30 minutes to complete.
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See a broken link? Please let us know!
- Reading: Michigan State University: The Consequences of Party Organization in the House: The Role of the Majority and Minority Parties in Conditional Party Government”
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3.4.2 Voting and the Influence of Constituency
- Reading: Ohio State University: Janet Box-Steffensmeier, David Kimball, and Katherine Tate’s “Linking Representation and House Member Behavior to Constituents’ Voting Behavior”
Link: Ohio State University: Janet Box-Steffensmeier, David Kimball, and Katherine Tate’s “Linking Representation and House Member Behavior to Constituents’ Voting Behavior” (PDF)
Instructions: Go to the above link and scroll down to the bottom of the page for the PDF file of the report. Click on the hyperlink next to the PDF icon to open the file. Please read the entire document (26 pages).
This reading should take approximately 1 hour and 15 minutes to complete.
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- Reading: Ohio State University: Janet Box-Steffensmeier, David Kimball, and Katherine Tate’s “Linking Representation and House Member Behavior to Constituents’ Voting Behavior”
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3.4.3 Voting and the Influence of Interest Groups
- Reading: University of Florida’s version of John R. Wright’s Interest Groups and Congress: Lobbying, Contributions, and Influence: “Chapter 3: Interest Groups, Congress and Public Policy”
Link: University of Florida’s version of John R. Wright’s Interest Groups and Congress: Lobbying, Contributions, and Influence: “Chapter 3: Interest Groups, Congress and Public Policy” (PDF)
Instructions: Go to the above link and scroll down to the bottom of the page for the file titled “wright1996.pdf.” Please read Chapter 3 in its entirety (21 pages).
This reading 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: OpenSecrets.org: Center for Responsive Politics: “Influence and Lobbying”
Link: OpenSecrets.org: Center for Responsive Politics: “Influence and Lobbying” (HTML)
Instructions: Go to the website linked above, and click on each of the topics to learn more about Washington's influence industry and its most powerful players.
Reading and taking notes 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: Common Cause: Josh Zaharoff’s “Legislating under the Influence”
Link: Common Cause: Josh Zaharoff’s “Legislating under the Influence” (HTML)
Instructions: Go to the website linked above, scroll down to the bottom of the webpage, and click on the hyperlink to the report. Please read the report in its entirety (27 pages). This document shows how the health care industry has spent billions on campaign contributions and lobbying over the past decade to influence Congress, most recently on the health care reform bill.
This reading should take approximately 1 hour to complete.
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- Reading: University of Florida’s version of John R. Wright’s Interest Groups and Congress: Lobbying, Contributions, and Influence: “Chapter 3: Interest Groups, Congress and Public Policy”
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Unit 4: Congress and Inter-Institutional Dynamics
In the American political system, no individual branch of government holds supreme power. Although the founders may have wanted the legislative branch to wield the most power, the Constitution’s system of checks-and-balances and its separation of powers prohibit Congress from solely controlling the government. Congress must work with other political actors in order to propose, promote, and implement legislation. This often involves significant bargaining, compromising, and negotiating with each other. This unit will explore the relationship that Congress has with the other major players in American politics—the President, the bureaucracy, the courts, and the media. Each of these entities plays a major role in influencing congressional action in some way. After completing this unit, you will have a keen understanding of how Congress interacts with other political players in the American political system.
Unit 4 Time Advisory show close
Unit 4 Learning Outcomes show close
- 4.1 Congress and the Presidency
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4.1.1 Constitutional Roles
- Reading: National Constitution Center: Interactive Constitution: Article II, U.S. Constitution
Link: National Constitution Center: Interactive Constitution: Article II, U.S. Constitution (HTML)
Instructions: Please click on the link above. Read the text of Article II, which describes the constitutional role of the president, located in the upper window. Click on the highlighted phrases of the text, which links to a detailed explanation (in the lower window) of that section. Why does the Constitution say so little about presidential powers as compared to the legislative branch?
Reading and answering the question above should take approximately 30 minutes to complete.
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- Web Media: Annenberg Foundation: Democracy in America’s “The Modern Presidency: Tools of Power”
Link: Annenberg Foundation: Democracy in America’s “The Modern Presidency: Tools of Power” (Adobe Flash)
Instructions: Scroll down to the 7th video on the list, and click on the “VoD” icon. The growing expectations that the public has of presidents creates a gap between expectations and formal powers. This video discusses the ways in which presidents seek to bridge this gap by using personal attributes and cultivating strong public support. It also illustrates how presidents have increasingly centralized policy-making authority as a means of maximizing their own power.
Viewing this video 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!
- Reading: National Constitution Center: Interactive Constitution: Article II, U.S. Constitution
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4.1.2 Unified vs. Divided Government
- Reading: The American Prospect: Rick Valelly’s “Divided They Govern”
Link: The American Prospect: Rick Valelly’s “Divided They Govern” (HTML)
Instructions: Please click on the link above, and read the entire article. What are the pros and cons of both united and divided government?
This reading 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: C-SPAN’s “A Look at Presidential Vetoes”
Link: C-SPAN’s “A Look at Presidential Vetoes” (Adobe Flash)
Instructions: Please click on the link above, and watch the video in its entirety (24 minutes).
Viewing this video and note-taking 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!
- Reading: The American Prospect: Rick Valelly’s “Divided They Govern”
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4.1.3 Congressional Elections and the Presidential “Coattail” Effect
- Reading: George Mason University: Colleen Shogan’s “The Contemporary Presidency: The Sixth Year Curse”
Link: George Mason University: Colleen Shogan’s “The Contemporary Presidency: The Sixth Year Curse” (PDF)
Instructions: Go to the website linked above, and click on the article titled “The Contemporary Presidency: The Sixth Year Curse,” which is the 4th article listed. Please read the entire article (13 pages).
This reading should take approximately 45 minutes to complete.
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- Reading: Smithsonian.com: T.A. Frail’s “Top 10 Historic Midterm Elections”
Link: Smithsonian.com: T.A. Frail’s “Top 10 Historic Midterm Elections” (HTML)
Instructions: Read the article linked above in its entirety.
This reading should take approximately 15 minutes to complete.
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- Reading: Yale University: The Yale Law Journal: Steven Calabresi and James Lindgren’s “The President: Lightning Rod or King?”
Link: Yale University: The Yale Law Journal: Steven Calabresi and James Lindgren’s “The President: Lightning Rod or King?” (PDF)
Instructions: Go to the above website, and click on the “View as PDF” hyperlink to open the PDF file of the report. Please read the article in its entirety (12 pages). Consider the impact that presidential (un)popularity has on congressional elections.
This reading should take approximately 30 minutes to complete.
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- Reading: George Mason University: Colleen Shogan’s “The Contemporary Presidency: The Sixth Year Curse”
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4.1.4 Struggles for Power
- Reading: The Library of Congress: Louis Fisher’s The Politics of Executive Privilege: “Chapter 1: Constitutional Principles” and “Chapter 3: The Impeachment Power”
Links: The Library of Congress:Louis Fisher’s The Politics of Executive Privilege: “Chapter 1: Constitutional Principles” (PDF) and “Chapter 3: The Impeachment Power” (PDF)
Instructions: Be sure to first read the “Contents, Foreword, and Introduction” (16 pages) before delving into Chapters 1 and 3. Click on the hyperlink for chapters 1 and 3, and read the documents in their entirety (26 and 24 pages, respectively). The above chapter readings can be found on the Law Library of Congress website, which has links to each of the chapters in the book The Politics of Executive Privilege.
This reading should take approximately 3 hours to complete.
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- Reading: The Library of Congress: Louis Fisher’s The Politics of Executive Privilege: “Chapter 1: Constitutional Principles” and “Chapter 3: The Impeachment Power”
- 4.2 Congress and the Bureaucracy
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4.2.1 Role of the Bureaucracy
- Web Media: Democracy in America’s “Bureaucracy: A Controversial Necessity”
Link: Democracy in America’s “Bureaucracy: A Controversial Necessity” (Adobe Flash)
Instructions: Scroll down to the 8th video on the list, and click on the “VoD” icon. Few people attach much importance to bureaucracies, but as this video shows, bureaucracies are the key link between policymakers and the beneficiaries of policy decisions. The video also demonstrates that, contrary to general impressions, bureaucrats are not simply office workers located in some headquarters building, but are often on the front lines directly delivering services.
This video 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!
- Reading: ThisNation.com’s “The Realities of Bureaucracy”
Link: ThisNation.com’s “The Realities of Bureaucracy” (HTML)
Instructions: Please click on the link above, and read the webpage in its entirety.
This reading 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: Democracy in America’s “Bureaucracy: A Controversial Necessity”
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4.2.2 Congressional Oversight
- Reading: FAS.org: CRS Report for Congress: Frederick Kaiser’s “Congressional Oversight”
Link: FAS.org: CRS Report for Congress: Frederick Kaiser’s “Congressional Oversight” (PDF)
Instructions: Go to the website linked above, scroll down toward the bottom to the report dated January 3, 2006, and click on the hyperlink for the title “Congressional Oversight” to open the PDF file. Note that the reports are listed in chronological order by date. Please read the entire 6-page document.
This reading 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: Foreign Affairs: Norman J. Ornstein and Thomas E. Mann’s “When Congress Checks Out”
Link: Foreign Affairs: Norman J. Ornstein and Thomas E. Mann’s “When Congress Checks Out” (PDF)
Instructions: Go to the above website. Please read the entire 8-page article titled “When Congress Checks Out.”
Instructions: Go to the above website. Please read the entire 8-page article titled “When Congress Checks Out.” 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!
- Reading: U.S. House of Representatives Committee on Government Reform, Special Investigations Division: “Congressional Oversight of the Bush Administration”
Link: U.S. House of Representatives Committee on Government Reform, Special Investigations Division: “Congressional Oversight of the Bush Administration” (PDF)
Instructions: Go to the website linked above, and click on the hyperlink for the title “Congressional Oversight of the Bush Administration.” Please read the entire report (22 pages).
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Web Media: PBS Newshour: “Intelligence Oversight: Is Congress the Problem?”
Link: PBS Newshour: “Intelligence Oversight: Is Congress the Problem?” (Adobe Flash)
Instructions: Please click on the link above, and watch the above 13-minute video clip.
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: FAS.org: CRS Report for Congress: Frederick Kaiser’s “Congressional Oversight”
- 4.3 Congress and the Courts
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4.3.1 Constitutional Role of the Courts
- Reading: National Constitution Center: Interactive Constitution: Article III, U.S. Constitution
Link: National Constitution Center: Interactive Constitution: “Article III, U.S. Constitution” (HTML)
Instructions: Please click on the link above, and read the text of Article III, which describes the constitutional role of the judicial branch, located in the upper window. Click on the highlighted phrases of the text which links to a detailed explanation (in the lower window) of that section. The Supreme Court is the only federal court that is required explicitly by the Constitution. Why do you think the Framers left it to Congress to create lower courts?
Reading and answering this question should take approximately 30 minutes to complete.
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- Web Media: Annenberg Foundation: Democracy in America’s “Our Courts: The Rule of Law”
Link: Annenberg Foundation: Democracy in America’s “Our Courts: The Rule of Law” (Adobe Flash)
Instructions: Scroll down to the 12th video on the list, and click on the “VoD” icon. This video explores the unique role that courts play in American society. It also explores the variety of courts and assesses their role in the governmental system, questioning, for instance, the source of judicial power.
Viewing this lecture 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!
- Reading: National Constitution Center: Interactive Constitution: Article III, U.S. Constitution
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4.3.2 Advice and Consent: The Judicial Confirmation Process
- Reading: FAS.org: CRS Report for Congress: Denis Steven Rutkus’s “Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate”
Link: FAS.org: CRS Report for Congress: Denis Steven Rutkus’s “Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate” (PDF)
Instructions: Go to the website linked above, and scroll down about half way to the report dated February 19, 2010. Click on the hyperlink titled “Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate” to download the PDF file. Please read this entire document (63 pages). Why has the judicial nomination process become so politicized in recent years?
This reading should take approximately 3 hours to complete.
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- Web Media: American Constitution Society: “The Filibuster and the Pace of Judicial Confirmations”
Link: American Constitution Society: “The Filibuster and the Pace of Judicial Confirmations” (Adobe Flash)
Instructions: Please watch the entire video (90 minutes), which discusses how the U.S. Senate’s use of the filibuster (the right of an individual to unlimited debate to prevent a vote on a given proposal) as a mechanism to delay floor votes on controversial presidential judicial nominees.
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: FAS.org: CRS Report for Congress: Denis Steven Rutkus’s “Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate”
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4.3.3 The Courts and Campaign Finance Reform
- Web Media: Utne Reader: Will Wlizlo’s “The Story of Citizens United”
Link: Utne Reader: Will Wlizlo’s “The Story of Citizens United” (YouTube)
Instructions: Watch the video (9 minutes) about Citizens United, a nonprofit political group that challenged provisions of the federal campaign law, specifically the provision that banned speech expressly advocating the election or defeat of a candidate. The Supreme Court ruled in their favor, stating that corporate speech should be offered the same protection as individual speech. Do you believe the Court ruled correctly in this case? Why or why not?
Viewing the video and answering these questions should take 15-20 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!
- Reading: National Affairs: Bradley A. Smith’s “The Myth of Campaign Finance Reform”
Link: National Affairs: Bradley A. Smith’s “The Myth of Campaign Finance Reform” (HTML or PDF)
Instructions: Read the entire article, which provides a concise history of Supreme Court rulings on the issue of campaign finance reform. You can access the PDF version from the top of the above linked page.
This reading should take approximately 45 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: Utne Reader: Will Wlizlo’s “The Story of Citizens United”
- 4.4 Congress and the Media
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4.4.1 The Media and Democracy
- Reading: Common Cause Education Fund: “Media and Democracy in America Today: A Reform Plan for a New Administration”
Link: Reading: Common Cause Education Fund: “Media and Democracy in America Today: A Reform Plan for a New Administration” (PDF)
Instructions: Go to the above website, and click on the hyperlink after the text “Read more in our August 2008 report” toward the top of the webpage. Please read the entire document (32 pages).
This reading should take approximately 1 hour and 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!
- Reading: The Annenberg Washington Program, Northwestern University: Stephen Bates’ “Realigning Journalism with Democracy: The Hutchins Commission, Its Times, and Ours”
Link: The Annenberg Washington Program, Northwestern University: Stephen Bates’ “Realigning Journalism with Democracy: The Hutchins Commission, Its Times, and Ours” (HTML)
Instructions: Read the above paper, which details the findings of the Hutchins Commission, which issued a 1947 landmark study on the proper function of the media in a modern democracy. Be sure to click the right hand arrow at the bottom of the page beside “Contents” to read the article in its entirety (15 pages).
This reading should take approximately 45 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!
- Reading: Pew Research Center’s Project for Excellence in Journalism: Tom Rosenstiel and Amy Mitchell’s “The State of the News Media 2011”
Link: Pew Research Center’s Project for Excellence in Journalism:Tom Rosenstiel and Amy Mitchell’s “The State of the News Media 2011” (HTML)
Instructions: Read the entire webpage linked above.
This reading 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!
- Reading: Common Cause Education Fund: “Media and Democracy in America Today: A Reform Plan for a New Administration”
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4.4.2 Media Coverage of Congress
- Web Media: C-SPAN’s “Congress and the Media”
Link: C-SPAN’s “Congress and the Media” (Adobe Flash)
Instructions: Please watch the entire video (87 minutes), which features First Amendment advocacy and monitoring groups and journalists discussing the issues faced when covering the legislative process.
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: C-SPAN’s “Congress and the Media”
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4.4.3 Partisanship and Bias
- Web Media: YouTube: UCTelevision’s “American News Media—Liberal or Conservative Bias”
Link: YouTube: UCTelevision’s “American News Media—Liberal or Conservative Bias” (YouTube)
Instructions: Watch the entire video (about 1 hour and 22 minutes), which is a debate sponsored by the University of California, Santa Barbara, about the state of the news media. It features Eric Alterman, columnist for "The Nation" and author of "What Liberal Media?" and Tucker Carlson, conservative commentator for Fox News.
Viewing this video and note-taking should take approximately 1 hour and 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: YouTube: UCTelevision’s “American News Media—Liberal or Conservative Bias”
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4.4.4 Political Campaign Advertising
- Reading: Politics Daily: Carl M. Cannon and Andrea Stone’s “Campaign Ads 2010: The Good, the Bad, and the Funny”
Link: Politics Daily: Carl M. Cannon and Andrea Stone’s “Campaign Ads 2010: The Good, the Bad, and the Funny” (HTML and Adobe Flash)
Instructions: Read the entire article, and view the accompanying videos of political ads from the 2010 midterm elections. Which did you find the most effective? Which was the least effective? Why?
Reading, viewing these video clips, and answer these questions 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: ThisNation.com’s “Do Negative Campaign Ads Work?”
Link: ThisNation.com’s “Do Negative Campaign Ads Work?” (HTML)
Instructions: Please click on the link above, and read the webpage in its entirety.
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!
- Web Media: C-SPAN Video Library: “Lectures in History: History of Political Campaign Advertising”
Link: C-SPAN Video Library: “Lectures in History: History of Political Campaign Advertising” (Adobe Flash)
Instructions: Please click on the link above, then select “Complete Program” on the right side of the webpage to launch the video, and watch the video (1 hour, 18 minutes) in its entirety. One of the most iconic political advertisements in American history was the 1964 “Daisy Girl” spot produced by the presidential campaign of Lyndon Baines Johnson. Professor Robert Mann uses that ad among others in his class on political communication at Louisiana State University, which looks at the history of campaign advertisements.
This resource should take approximately 1 hour and 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!
- Reading: Politics Daily: Carl M. Cannon and Andrea Stone’s “Campaign Ads 2010: The Good, the Bad, and the Funny”
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4.5 Analyzing Political Cartoons
- Assessment: The Saylor Foundation's "Analyzing Political Cartoons"
Link: The Saylor Foundation's "Analyzing Political Cartoons" (PDF)
Instructions: Please complete the linked assessment in order to test your understanding of the role that editorial cartoons play in political commentary about Congress and government.
This assessment should take approximately 1 hour to complete.
When you are done, please check your work against The Saylor Foundation's "Guide to Responding: Analyzing Political Cartoons" (PDF)See a broken link? Please let us know!
- Assessment: The Saylor Foundation's "Analyzing Political Cartoons"
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Unit 5: Congress and Policy-Making
This final unit brings together many of the concepts from earlier in the semester and explores how Congress makes domestic and foreign policy. Public policy refers to the actions taken by government—decisions that are intended to solve problems and improve the quality of life for its citizens. At the federal level, public policies are enacted to regulate industry and business, to protect citizens at home and abroad, to aid state and city governments and people such as the poor through funding programs, and to encourage social goals. The first half of the unit will concentrate on domestic policy-making as well as the history and evolution of the federal budget and various social programs. In the second half of the unit, you will learn more about the role that Congress plays in the creation and implementation of international and defense policy. Finally, we examine the future of Congress and the internal changes being considered in light of various scandals and other corruptive activities that have weakened the institution.
Unit 5 Time Advisory show close
Unit 5 Learning Outcomes show close
- 5.1 Congress and Domestic and Economic Policy-Making
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5.1.1 The Federal Budget Process
- Reading: Center on Budget and Policy Priorities: “Policy Basics: Introduction to the Federal Budget Process”
Link: Center on Budget and Policy Priorities: “Policy Basics: Introduction to the Federal Budget Process” (HTML or PDF)
Instructions: Read the entire article linked above. You can view the PDF version by selecting the “PDF of this Policy Basics (7pp.)” on the right of the above linked page.
This reading should take approximately 30 minute 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: Center on Budget and Policy Priorities: “Policy Basics: Introduction to the Federal Budget Process”
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5.1.2 The Deficit, Debt and Tax Policy
- Web Media: Khan Academy’s “Deficit and Debt Ceiling”
Link: Khan Academy’s “Deficit and Debt Ceiling” (YouTube)
Instructions: Please click on the link above, and watch the above video (approx. 10 minutes), which provides an overview on the basics of the federal deficit, debt and the debt ceiling.
Viewing this video and taking notes should take approximately 15 minutes.
Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. It is attributed to the Khan Academy.
See a broken link? Please let us know!
- Reading: Congressional Research Service: Mindy R. Levit’s “Reducing the Budget Deficit: The President’s Fiscal Commission and Other Initiatives”
Link: Congressional Research Service: Mindy R. Levit’s “Reducing the Budget Deficit: The President’s Fiscal Commission and Other Initiatives” (PDF)
Instructions: Click on the hyperlink after “Download” to open the PDF file. Read the entire report (23 pages).
This reading 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!
- Web Media: Khan Academy’s “Deficit and Debt Ceiling”
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5.1.3 Entitlement Spending: Medicare, Medicaid, and Social Security
- Web Media: Khan Academy’s “Medicare Sustainability”
Link: Khan Academy’s “Medicare Sustainability” (YouTube)
Instructions: Please click on the link above, and watch the above video in its entirety (approx. 8 minutes), which discusses how Medicare works and provides a critique on the federal program’s sustainability and financial viability over the long-term.
Viewing this video and taking notes should take approximately 15 minutes.
Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. It is attributed to the Khan Academy.See a broken link? Please let us know!
- Web Media: Khan Academy’s “Social Security Intro”
Link: Khan Academy’s “Social Security Intro” (YouTube)
Instructions: Please click on the link above, and watch the above video (approx. 6 minutes), which provides an overview on how Social Security works.
Viewing this video and taking notes should take less than 15 minutes.
Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. It is attributed to the Khan Academy.See a broken link? Please let us know!
- Reading: The Cato Institute: Michael Tanner’s “Bankrupt: Entitlements and the Federal Budget”
Link: The Cato Institute: Michael Tanner’s “Bankrupt: Entitlements and the Federal Budget” (HTML)
Instructions: Go to the website linked above, scroll down about half way to the box containing the text “Download the PDF of Political Analysis no. 673,” and click on this hyperlink to open the full PDF file. Please read the entire report (36 pages).
This reading should take approximately 2 hours 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: Khan Academy’s “Medicare Sustainability”
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5.1.4 Congress and Health Care Reform
- Reading: Kaiser Family Foundation’s “National Health Insurance—A Brief History of Reform Efforts in the U.S.”
Link: Kaiser Family Foundation’s “National Health Insurance—A Brief History of Reform Efforts in the U.S.” (PDF)
Instructions: Go to the website linked above, and then click on the hyperlink titled “Issue Brief” to download the PDF file. Please read the entire 8-page document.
This reading should take approximately 2 hours 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: FORA.tv: “Top Senate Aides Debate Health Care Reform”
Link: FORA.tv: “Top Senate Aides Debate Health Care Reform” (Adobe Flash)
Instructions: Please watch the entire video (45 minutes).
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: NPR: “Experts Debate Congress' Authority over Health Insurance”
Link: NPR: “Experts Debate Congress' Authority over Health Insurance” (Adobe Flash and mp3)
Instructions: Listen to the above radio clip (11 minutes). If you prefer, you can download an Mp3 version by selecting the “Download” button to the right of the audio link.
Listening to this radio clip and note-taking 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!
- Reading: Kaiser Family Foundation’s “National Health Insurance—A Brief History of Reform Efforts in the U.S.”
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5.1.5 Congress and the Economic Crisis
- Web Media: YouTube: HBO Films: “Too Big To Fail: Opening the Vault on the Financial Crisis”
Link: YouTube: HBO Films: “Too Big To Fail: Opening the Vault on the Financial Crisis” (YouTube)
Instructions: Watch the above video (19 minutes), which is an insightful look at the 2008 financial crisis with the cast and crew of HBO Films' “Too Big to Fail,” plus financial experts and others.
Viewing this video and note-taking 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!
- Reading: University of North Texas Libraries: Congressional Oversight Panel’s “The Final Report of the Congressional Oversight Panel”
Link: University of North Texas Libraries: Congressional Oversight Panel’s “The Final Report of the Congressional Oversight Panel” (PDF)
Instructions: Go to the website linked above, and click on the PDF of the report on the left side of the page. Please read pp. 1-37. The Congressional Oversight Panel was established by Congress in late 2008 to oversee the $700 billion Troubled Asset Relief Program (TARP). The report describes the financial crisis and evaluates the effectiveness of federal financial stabilization initiatives.
This reading should take approximately 2 hours 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: George Mason University: New Voices in Public Policy: K.J. Hertz’s “Consideration of the American Recovery and Reinvestment Act of 2009: How this Landmark Bill Made Its Way through a Divided Congress”
Link: George Mason University: New Voices in Public Policy: K.J. Hertz’s “Consideration of the American Recovery and Reinvestment Act of 2009: How this Landmark Bill Made Its Way through a Divided Congress” (PDF)
Instructions: Go to the website linked above, and find the title of Hertz’s article. Click on the “PDF” hyperlink next to the title to open the file. Please read the entire document (26 pages).
This reading should take approximately 1 hour and 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: YouTube: HBO Films: “Too Big To Fail: Opening the Vault on the Financial Crisis”
- 5.2 Congress and Foreign Policy-Making
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5.2.1 Evolution of U.S. Foreign Policy
- Web Media: University of California Television: “Conversations with History: U.S. Foreign Policy and the American Political Tradition, with Walter Russell Mead”
Link: University of California Television: “Conversations with History: U.S. Foreign Policy and the American Political Tradition, with Walter Russell Mead” (YouTube)
Also available in:
Adobe Flash
Instructions: Please click on the link above, and watch the entire video (57 minutes).
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: University of California Television: “Conversations with History: U.S. Foreign Policy and the American Political Tradition, with Walter Russell Mead”
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5.2.2 Cooperation and Conflict: Congress, the President and Foreign Policy
- Reading: U.S. Department of State: CRS Report for Congress: “Foreign Policy Roles of the President and Congress”
Link: U.S. Department of State: CRS Report for Congress: “Foreign Policy Roles of the President and Congress” (HTML)
Instructions: Read the entire report linked above. Why has foreign policy power been such a source of tension between the executive and legislative branches? How does the President act unilaterally in foreign policy? How has Congress tried to reign in the President’s ability to do this? Has Congress done this effectively?
Reading and answering these questions 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: The Center on Congress at Indiana University: The Hon. Lee Hamilton’s “Foreign Policy Consultation between the President and Congress”
Link: The Center on Congress at Indiana University: Lee Hamilton’s “Foreign Policy Consultation between the President and Congress” (HTML)
Instructions: Please click on the link above, and read the entire lecture.
This reading 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!
- Reading: FAS.org: CRS Report for Congress: Richard Grimmett’s “The War Powers Resolution: After Thirty Years”
Link: FAS.org: CRS Report for Congress: Richard Grimmett’s “The War Powers Resolution: After Thirty Years” (HTML)
Instructions: Read the entire report linked above.
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: U.S. Department of State: CRS Report for Congress: “Foreign Policy Roles of the President and Congress”
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5.2.3 The Post-9/11 Role of Government
- Reading: USA Today (Society for the Advancement of Education): Craig Eisendrath’s “U.S. Foreign Policy After September 11”
Link: USA Today (Society for the Advancement of Education): Craig Eisendrath’s “U.S. Foreign Policy After September 11” (HTML)
Instructions: Please read the entire article (5 pages) linked above. Make sure to click on the “Next” button at the bottom of each webpage to move on to each subsequent page of the article.
This reading should take approximately 20-25 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!
- Reading: PBS Newshour: Dave Belt’s “The USA Patriot Act”
Link: PBS Newshour: Dave Belt’s “The USA Patriot Act” (HTML)
Instructions: Read the entire article linked above.
This reading 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: Homeland Security Affairs Journal: Charles Perrow’s “The Disaster after 9/11: The Department of Homeland Security and the Intelligence Reorganization”
Link: Homeland Security Affairs Journal: Charles Perrow’s “The Disaster after 9/11: The Department of Homeland Security and the Intelligence Reorganization” (HTML or PDF)
Instructions: Read the entire article linked above. You can download a PDF version of this article by selecting the PDF icon at the top of the above linked page.
This reading should take approximately 1 hour and 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!
- Reading: USA Today (Society for the Advancement of Education): Craig Eisendrath’s “U.S. Foreign Policy After September 11”
- 5.3 The Future of Congress
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5.3.1 Weathering Scandal and Corruption
- Web Media: YouTube: Adams State College: Dr. Stephen Roberds’s “Congressional Scandals”
Link: YouTube: Adams State College: Dr. Stephen Roberds’s “Congressional Scandals” (YouTube)
Instructions: Please watch the entire video (70 minutes), which is part of a faculty lecture series at Adams State College. Political scandals have come to dominate the news media, campaigns, and government itself. After watching the video, think about how political scandals have evolved over time, and how both the media and the public have responded to them.
Viewing this lecture and responding to the prompt for consideration above should take approximately 1 hour and 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: NPR: Talk of the Nation’s “A Politician’s Guide to Avoiding Personal Scandal”
Link: NPR: Talk of the Nation’s “A Politician’s Guide to Avoiding Personal Scandal” (Adobe Flash)
Instructions: Listen to the above podcast, beginning at 12:30 minutes.
Viewing this portion of the lecture should take approximately 20 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: YouTube: Adams State College: Dr. Stephen Roberds’s “Congressional Scandals”
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5.3.2 Congressional Reform
- Web Media: PBS Videos: Bill Moyers Journal: “Congressional Ethics”
Link: PBS Videos: Bill Moyers Journal: “Congressional Ethics” (Adobe Flash)
Instructions: Please click on the link above, and watch the entire 19-minute video.
Viewing this lecture and note-taking 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!
- Reading: The Brookings Institute: Sarah Binder and Thomas Mann’s “One Year Later: Is Congress Still the Broken Branch?”
Link: The Brookings Institute: Sarah Binder and Thomas Mann’s “One Year Later: Is Congress Still the Broken Branch?” (PDF)
Instructions: Click on “Download PDF” in the menu bar toward the top of the webpage below the title and by-lines. Please read the entire document (24 pages).
This reading 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: Boston Review: U.S. Representative Jim Cooper’s “Fixing Congress”
Link: Boston Review: U.S. Representative Jim Cooper’s “Fixing Congress” (HTML)
Instructions: Read the entire article linked above. In your opinion, how could Congress be designed to work better, reflect the people’s desires, and become more respected?
Reading and answering this question 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: Boston University Law Review: Barbara Sinclair’s “Question: What’s Wrong with Congress? Answer: It’s a Democratic Legislature”
Link: Boston University Law Review: Barbara Sinclair’s “Question: What’s Wrong with Congress? Answer: It’s a Democratic Legislature” (PDF)
Instructions: Please read the entire document (11 pages). After reading the two resources for this subunit, consider what effect democratic processes have on the way Congress operates.
This reading and prompt above for consideration 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: PBS Videos: Bill Moyers Journal: “Congressional Ethics”
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Final Exam
- Final Exam: The Saylor Foundation's POLSC331 Final Exam
Link: The Saylor Foundation's POLSC331 Final Exam
Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.See a broken link? Please let us know!
- Final Exam: The Saylor Foundation's POLSC331 Final Exam
