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1GVPT 473: LEGISLATURES AND LEGISLATION Professor: Frances E. Lee Spring 2007 TA: Ms. Kim Karnes [email protected] T/Th 4:00-4:50 [email protected] 2126B Tydings Hall Lectures in TYD 2106 5133 Tydings Hall 301-405-4339 Sections 102 & 103 in TYD 1102 301-405-4559 Office Hours: T-Th 10:00-11:00, 5:00-6:00 Section 101 in TYD 2111 Office Hours: T 2-4, Th 11-12:30 COURSE DESCRIPTION This course is a comprehensive introduction to the workings of the contemporary U.S. Congress. We will examine the basic features of Congress—e.g., the background and election of members of Congress, the committee system, the lawmaking processes in the House and Senate, and the roles of parties and leaders in the two chambers. We will take stock of the changes in the operation of the House and Senate, especially the development of what one scholar has termed “unorthodox lawmaking.” We will focus on Congress’s role as a policymaker. How does Congress make public policy? What factors inhibit legislative productivity? Who has input into the process? Finally, we will assess the performance of Congress. Is policymaking too partisan? Is the public’s disapproval of Congress justified? REQUIRED TEXTS: Davidson, Roger H., and Walter J. Oleszek. 2006. Congress and Its Members. 10th ed. Washington, D.C.: CQ Press. Fenno, Richard F., Jr. 1978. Home Style: House Members in Their Districts. Boston: Little, Brown. Gilmour, John B. 1995. Strategic Disagreement: Stalemate in American Politics. Pittsburgh: University of Pittsburgh Press. Hibbing, John, and Elizabeth Theiss-Morse. 1995. Congress as Public Enemy. Cambridge: Cambridge University Press. Selected readings in a coursepack available at the College Copy/Print Center located at 7319 (B) Baltimore Avenue, 301-985-5100. You will need to pay for the packet in cash. Selected readings available online. WWW addresses for these articles are provided in the schedule of readings in this syllabus.2ASSIGNMENTS: Midterm examination: 25% Group project: 10% Reading Quizzes (6): 15% Short paper 10% Term Paper: 15% Final examination 25% READINGS Reading assignments are specified on a calendar in this syllabus. Students will be expected to have completed the assigned reading before coming to class. READING QUIZZES Reading quizzes will be given at the beginning of class on the days we discuss some of the most important readings for the course. Quiz dates are noted on the attached schedule. These quizzes will be very short and should be completed within the first 5 minutes of class. Students’ lowest quiz grade will be dropped. EXAMINATIONS Examinations will include both objective components (short answer or multiple choice) and essays. Students will be provided with review materials to aid in preparation for the exams. A make-up exam will only be given if justified by a written excuse accompanied by appropriate documentation. The following are legitimate reasons for requesting a make up exam: illness (self or dependent), religious observance, participation in university sponsored activities, or compelling circumstances beyond a student’s control. If none of these apply, no make-up exam will be granted. ATTENDANCE Course grades will be adversely affected by lack of attendance. 0-3 absences ...... no penalty on grade 4+ absences ....... 3 points subtracted from course grade for each unexcused absence after 3. (An excused absence requires written documentation verifying the reason for the absence—e.g., a doctor’s note or letter describing your participation in university-approved activities. A phone call or e-mail to the instructor is not enough to excuse the absence.)3GROUP PROJECTS Students will be assigned to a group project involving an oral presentation to take place at various points during the course. Communications Strategy Project— February 23, 2007 Students assigned to this project will be divided in two teams. Each team will act as consultants to advise a member of Congress—Jean Schmidt (OH-2)—on how to improve her communications with constituents. The communications strategy should do three things: 1) diagnose problems in his current communications strategy, 2) identify the key groups she needs to target and ways to reach them, and 3) articulate the major message(s) she needs to communicate. Each team will have 15 minutes to make its "pitch." Feel free to use whatever bells and whistles (handouts, multimedia, etc.) in your presentation that might help you sell your strategy. The team can allocate presentation responsibilities in whatever way makes sense, provided that each student speaks to the class at some point. The class will be asked to "role play" as Rep. Schmidt. After each presentation, the class will pose questions to the teams of consultants. At the end of class, they will also vote on which team developed the better communications strategy. Legislative Strategy Project—March 30, 2007 Students assigned to this project will be divided into two teams. Each will be asked to act as consultants hired to advise Sen. Claire McCaskill (D-MO) on developing a legislative strategy that will raise her profile both in the Senate and at home. A legislative strategy should: 1) Identify and explain one or two major legislative initiatives that will draw favorable attention in Congress and the state, 2) Articulate an argument for pushing those issues (Why are they timely now? How do they fit in with or develop the senator’s image?), and 3) Provide advice on what the senator can do to push the issue(s) in the current congressional environment. Each team will have 15 minutes to make its "pitch." Feel free to use whatever bells and whistles (handouts, multimedia, etc.) in your presentation that might help you sell your strategy. The team can allocate presentation responsibilities in whatever way it chooses, provided that each person speaks to the class. The class will be asked to "role play" as Sen. McCaskill. After each presentation, the class will pose questions to the teams of consultants. At the end of class, they will also vote on which team developed the better legislative strategy. Debates For each debate, students will be divided into two teams, one taking the affirmative position on the resolution, the other arguing against it. Each debate team will assign its own members' duties and responsibilities. (Each member is


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