LAMAR STATE COLLEGE ORANGE SYLLABUS

Academic Studies

GOVT, 2305, Federal Government, 81F

COURSE INFORMATION

Instructor Name	Meredith Little
Building/Office Number	Online Only,
Office Hours	Meredith Little Online Only
Virtual Hours	Mondays 2:30 p.m. – 4:45 p.m. and Wednesdays 12:40 p.m. – 2:55 p.m.  Also, by appointment.
Office Telephone	(325) 939-4152
Email Address	meredith.little@lsco.edu

Course Description

Origin and development of the U. S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties, and civil rights.


Required Textbook & Materials

Krutz, Glen, et al. American Government 3e.  Houston, TX, Rice University, 2021.  The textbook is free and downloadable

Drutman, Lee. Breaking the Two-Party Doom Loop: The Case for Multiparty Democracy in America. Oxford University Press, 2019. (eBook, Audible, and hard copy formats available)



Upon registration for classes, LSCO students are automatically charged $14 per semester credit hour for access to all required textbooks, lab manuals, lab codes, and electronic books on the first day of class through the Gator Book Pack. Information about the LSCO Gator Book Pack as well as responses to common FAQs can be found on LSCO's webpage. ALL STUDENTS WILL HAVE UNTIL THE SECOND DAY OF THE SEMESTER TO OPT-OUT OF THE GATOR BOOK PACK.

Every student MUST have access to the required textbooks by the week of class. The student will be responsible for all assignments given. Failure to have a text may result in being dropped from the class. Failure to follow instructions (written or oral) will result in penalties.


Course Learning Outcomes (CLOs)

Upon successful completion of this course, students will acquire the following course learning outcomes:

Core Objectives

 
 

Student Learning Outcomes: Course- and Program-Level	Associated Module-Level Student Learning Outcomes:	Activities
SLO7. Describe the rights and responsibilities of citizens.    SLO9. Identify what students needs to do in order to have a successful semester.	MLO1. 1. Identify what does government do to serve the people. 2. Describe the different forms of government that exist worldwide and explain how they differ. 3.  Explain how citizens best engage with and participate in the crucial process of governing the nation. 4.  Identify what makes a successful student and how to have a productive semester.	Students will (1) read Chapter 1: American Government in Civil Engagementin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO1(1-3) Students will (1) participate in the first week activities so (2) they can locate and access important course information. MLO1(4)
SLO1. Explain the origin and development of constitutional democracy in the United States. SLO2. Demonstrate knowledge of the federal system. SLO3. Describe separation of powers and checks and balances in both theory and practice. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO2. 1. Describe how and why the Constitution came to be written. 2. Identify the compromises needed to ensure the ratification of the Constitution.   3.  Explain checks and balances among the three branches of government. 4.  Explain how the Constitution is a living and This chapter addresses these questions and also describes why the Constitution remains a living and changing document. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 2: The Constitution and Its Originsin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams.  MLO2(1-4) Students will (1) watch A More Perfect Unionand take a series of quizzes.  MLO2(1-4) Students will participate in a Checks and Balances Discussion. ML02(3) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO2(5)
SLO1. Explain the origin and development of constitutional democracy in the United States. SLO2. Demonstrate knowledge of the federal system. SLO 3. Describe separation of powers and checks and balances in both theory and practice. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO3. 1. Identify the specific powers and responsibilities that are granted to the federal and state governments. 2. Explain how the process of government keeps separate governing entities in balance. 3.  Students will trace the origins, evolution, and functioning of the American system of federalism. 4. Students will explain the advantages and disadvantages of U.S. federalism for citizens. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 3: American Federalismin the American Government in the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO3(1-4) Students will (1) watch a Crash Course: U.S. Government and Politics and(2) take the corresponding quizzes over the videos. MLO3(1-4) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO3(5)
SLO7. Describe the rights and responsibilities of citizens. SLO8. Analyze issues and policies in U.S. politics.	MLO4. 1. Students will define civil liberties and civil rights. 2. Students will explain how the U.S. should balance civil liberties against the interests of society and other individuals.  3.  Students will identify the civil liberties found in the Bill of Rights and the later amendments that protect civil liberties.  4. Students will read the assigned chapter from Breaking the Two-Party Doom Loop. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 4: Civil Libertiesand The Bill of Rightsin the American Government in the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO4(1-3) In addition to the chapter quiz students will take a quiz over the Bill of Rights. MLO4(3) Students will (1) participate in Civil Rights/Civil Liberties discussions. ML04(3) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO4(5)
SLO7. Describe the rights and responsibilities of citizens. SLO8. Analyze issues and policies in U.S. politics.	MLO5. 1. Define the concept of civil rights. 2. Define the difference between civil rights and civil liberties. 3. Explain how the African American struggle for civil rights evolved. 4. Explain the challenges women overcome in securing the right to vote and identify the obstacles women still face. 5. Identify how political, ethnic, and religious minorities fought and continue to fight for civil rights.  6 Students will read and discuss the assigned chapter from Breaking the Two-Party Doom Loop. 7. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will Chapter 5: Civil Rightsin the American Government in the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO5(1-5) Students will (1) participate in Civil Rights/Civil Liberties discussions. ML05(1-5) Students will (1) read Chapters 8 and 9 in Breaking the Two-Party Doom Loop and (2) have a discussion. MLO5(6) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO5(7)
SLO5. Evaluate the role of public opinion, interest groups, and political parties in the political system. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	ML06. 1. Explain why public opinion matters. 2.  Explain the way opinions are formed and the way public opinion is measured. 3. Students will read and discuss the assigned chapter from Breaking the Two-Party Doom Loop. 4. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 6: The Politics of Public Opinionin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO6(1-2) Students will (1) complete and (2) submit a polling and demographics assignment(s). MLO6(2) Students will participate in a Public Opinion Poll Discussion. MLO6(2) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO6(4)
SLO5. Evaluate the role of public opinion, interest groups, and political parties in the political system. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO7. 1. Identify ways the U.S. government has promoted voter rights and registration. 2. Summarize similarities and differences in states’ voter registration methods. 3. Describe ways states increase voter registration and decrease fraud. 4. Identify factors that motivate or prevent registered voters to/from voting. 5. Describe the stages in the election process. 6. Compare the primary and caucus systems. 7. Identify the different forms of and reasons for direct democracy. 8. Explain why some policies are made by elected representatives and others by voters. 9. Students will read and discuss the assigned chapter from Breaking the Two-Party Doom Loop. 10. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 7: Voting and Electionsin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO7(1-8) Students will watch the Stephen Colbert Super PAC videoand discuss it on the discussion board.  MLO7(4) Students will (1) read Chapters 10 and 11 in Breaking the Two-Party Doom Loop and (2) have a discussion. MLO7(9) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO7(10)

 

SLO5. Evaluate the role of public opinion, interest groups, and political parties in the political system. SLO8. Analyze issues and policies in U.S. politics.	MLO8. 1. Identify what it means to have a free news media. 2. Identify the regulations that limit what media can do. 3. Explain how the media contributes to informing citizens and monitoring politicians and the government, and how we measure their impact. 4. Analyze a specific news article and determine bias. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 8: The Mediain the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams.. MLO8(1-3) Students will (1) complete the Media Bias worksheet, and (2) submit the worksheet. MLO8(3) Students will participate in the Media Bias/Make News discussion. MLO8(3) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO8(5)
SLO5. Evaluate the role of public opinion, interest groups, and political parties in the political system. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO9. 1. Define political parties and their function. 2. Explain how political parties form, and why the United States typically has only two parties. 3. Identify why political parties became so highly structured. 4. Explain why it seems that parties today are more polarized than they have been in the past. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 9: Political Partiesin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO9(1-4) Students will identify which political parties and ideologies they most strongly connect with by (1) taking two ungraded online quizzes (2) discussing the results in a discussion board post, and (3) submitting their results as an assignment.  MLO9(4) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO9(5)

 

SLO5. Evaluate the role of public opinion, interest groups, and political parties in the political system. SLO8. Analyze issues and policies in U.S. politics.	MLO10. 1. Define interest groups, and why and how they form. 2. Explain why interest groups provide avenues for political participation. 3. Identify why some groups are advantaged by the lobbying of government representatives, while others are disadvantaged. 4. Define how interest groups try to achieve their objectives and how they regulated. 5. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 10: Interest Groups and Lobbyingin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams.. MLO10(1-4) Students will (1) investigate interest groups and (2) complete an assignment. Students will (1) watch pro and con lobbying videos and (2) discuss their opinions. MLO10(3) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO10(5)
SLO4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO11.  1. Explain why Congress is the institution most criticized by the public, and the most misunderstood. 2. Describe exactly how Capitol Hill operates. 3. Identify the different structures and powers of the House of Representatives and the Senate. 4.  Explain how members of Congress elected. 5. Clarify how Congress reaches its decisions about legislation, budgets, and military action. 6. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 11: Congressin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO11(1-5) Students will (1) open Who Are My Representatives assignment and (2) submit it.MLO11(4) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO11(6)
SLO4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government. SLO6. Analyze the election process. SLO8. Analyze issues and policies in U.S. politics.	MLO12.  1. Explain the powers, opportunities, and limitations of the presidency. 2. Clarify how the chief executive lead in our contemporary political system. 3. Describe what guides the chief executive's actions, including unilateral actions. 4. Explain why it may be more effective to work with other branches of government to get things done, or what might impede executive action.  5. Explain the Electoral College and how it works. 6. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 12: The Presidencyin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO12(1-16) Students will watch a series of videos that discuss the pros and cons of the Electoral College and discuss the issue with their classmates. ML12(5) Students will (1) predict who will win the 2024 presidential election by (2) applying their knowledge of the Electoral College.  Students will also (3) discuss their results. MLO12(5) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO12(6)
SLO4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government. SLO8. Analyze issues and policies in U.S. politics.	MLO13.  1. Explain how the courts make decisions, and how they exercise their power to protect individual rights. 2. Describe how the courts are structured, and what distinguishes the Supreme Court from all others. 3. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 13: The Courtsin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO13(1-2) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO13(3)
SLO1. Explain the origin and development of constitutional democracy in the United States. SLO2. Demonstrate knowledge of the federal system. SLO 3. Describe separation of powers and checks and balances in both theory and practice.	MLO14. 1. Explain how the balance of power between national and state governments shifted with the drafting and ratification of the Constitution. 2. Identify parts of the Constitution that grant power to the national government and parts that support states’ rights. 3. Identify two fiscal policies by which the federal government exerts control over state policy decisions. 4. Compare Daniel Elazar’s three forms of political culture. 5. Describe how cultural differences between the states can shape attitudes about the role of government and citizen participation. 6. Discuss the main criticisms of Daniel Elazar’s theory. 7. Identify the formal powers and responsibilities of modern-day governors. 8. List the basic functions performed by state legislatures 9. Describe how state legislatures vary in size, diversity, party composition, and professionalism. 10. Describe the history of state legislative term limits. 11. Compare the costs and benefits of term limits. 12. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 14: State and Local Government in the American Government textbook so they can (2) participate in classroom discussions and activities and (3) complete the assigned quizzes and exams. MLO14(1-13) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO14(12)
SLO8. Analyze issues and policies in U.S. politics.	MLO15. 1. Explain the roles professional government employees carry out. 2.  Clarify who professional government employees are and how and why they acquire their jobs. 3. Explain how they run the programs of government enacted by elected leaders. 4. Identify who makes the rules of a bureaucracy? 5.  Explain the issues surrounding an unelected bureaucracy. 6. Investigate Articles IV-VII of the U.S. Constitution.  7. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 15: The Bureaucracyin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO15(1-5) Students will (1) watch a video about the problems in Bureaucracy and (2) be prepared to discussion in class. MLO15(5) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO15(7)

 

SLO8. Analyze issues and policies in U.S. politics.	MLO16. 1. Students will explain public policy, how different areas of policy differ, the roles of policy analysts and advocates. 2. Students will identify the programs the national government currently provides and the operation of budgetary policy and politics. Students will explain the difference between foreign and domestic policymaking and explain how they are linked. 3. Students will read the assigned chapter from Breaking the Two-Party Doom Loop.	Students will (1) read Chapter 16: Domestic Policyin the American Government textbook, (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO16(1-2) Students will (1) check the course schedule and (2) read the assigned chapter in The Two-Party Doom Loop. MLO16(3)
SLO8. Analyze issues and policies in U.S. politics.	MLO17. 1. Students will identify the main foreign policy goals of the United States.  2. Students will explain how the president and Congress interact in the foreign policy realm.  3. Students will explain the different ways foreign policy might be pursued.	Students will (1) read Chapter 17: Foreign Policyin the American Government textbook , (2) read assigned material (3) participate in discussions and activities/assignments and (4) complete the assigned quizzes and exams. MLO17(1-3)

Course Topical Outline

Unit 1: Students and the System (Chapters 1 – 3)

Unit 2: Individual Agency and Action (Chapters 4 – 7)

Unit 3: Toward Collective Action: Mediating Institutions (Chapters 8 – 10)

Unit 4: Delivering Collective Action: Formal Institutions (Chapters 11 – 14)

Unit 5: The Outputs of Government (Chapters 15 – 17)




Major Assignments Schedule

 

Modules 1 and 2	8/21 – 8/25	Assigned Materials:	Chapter 1:  American Government and Civic Engagement, Chapter 2:  The Constitution and Its Origins, A More Perfect Union, and Beginning the semester documents
		Due:	7/22: First day to “OPT-OUT” of GATOR BOOK PACK (16-week, 8-week one, RNSG 10-week) 8/21: Click the “Start Here” link on the Navigation Panel and read the Course Survival Guide PowerPoint 8/21: Read the syllabus 8/21: Have a look at the free textbook 8/21: Explore the course 8/22: Introduction Discussion 8/23: Last day to “OPT-OUT” of GATOR BOOK PACK (16-week, 8-week one, RNSG 10-week) 8/23: Why Study Government Discussion 8/24: Syllabus Quiz 8/25: Last Day to Petition for “No Grade” (8-week one) 8/25: Chs. 1 – 2 Quiz from theAmerican Government 3E (Am Gov) textbook. 8/25: A More Perfect Union movie and quizzes Note: There are two major deadlines this semester, the first being 9/15 and the second being 10/11.  Any work due from 8/21 to 9/15 can be submitted without penalty by 11:59 p.m. on 9/15.  This includes the Midterm.  After which, any work from 9/18 to 10/11 can be submitted without penalty by 11:59 p.m. on 10/11.  This includes the Final. I do have a Course Schedule that I strongly suggest students follow because the work tends to pile up.  When work is left to the last minute, what can go wrong will go wrong (see Murphy’s Law).  I will record zeros as place holders for missed work, but I will update grades once something is submitted.  However, if a major deadline is missed, the work will remain a zero.  I record zeros for missed work so students will know where they stand in the class if they elect not to submit something.  Students may work ahead.
Modules 3 and 5	8/28 – 9/1	Assigned Materials:	Chapter 3: American Federalism, Chapter 4: Civil Liberties, Bill of Rights(Scroll down. The Bill of Rights are Amendments I – X. Or, as we mainly known them Amendments 1 - 10), Introduction in Breaking the Two-Party Doom Loop, and Ch. 1: What the Framers Got Right and What they Got Wrong in Breaking the Two-Party Doom Loop
		Due:	8/28: Last Day to Drop without Penalty (Census Date) (8-week one) 8/28: Crash Course Federalism Quiz 8/29: Chs. 3 and 4 Am Gov Quizzes (includes Bill of Rights) 8/30: Introduction and Ch. 1 from Breaking the Two-Party Doom Loop (Doom Loop) Quiz 9/1: Federalism Discussion

 

Modules 5 and 6		9/4 – 9/8	Assigned Materials:		Chapter 5:  Civil Rights, Chapter 6: The Politics of Public Opinion, Polling and Demographics information, and Ch. 2: The Paradox of Partisanship in Breaking the Two-Party Doom Loop, and Ch. 3: The Great Reordering of Parties in Breaking the Two-Party Doom Loop
			Due:		9/4: Labor Day – No Class 9/5: Chs. 5 and 6 Am Gov Quizzes 9/6: Chs. 2 and 3 Doom Loop Quiz 9/7: Flag Burning Discussion 9/7: Fourth Amendment Search and Seizure Discussion 9/7: Civil Rights and Civil Liberties Discussion 9/8: Polling and Demographics Assignments
Modules 7 and 8	9/11 – 9/15			Assigned Material:	Chapter 7: Voting and Elections, Chapter 8: The Media, Make News, Media Bias assignment, Ch. 4: The Collapse of the Four-Party System and the Rise of the Zero-Sum Politics in Breaking the Two-Party Doom Loop, and Ch. 5: The New Era of Toxic Politics
				Due:	9/11: Chs. 7 and 8 Am Gov Quizzes 9/11: Chs. 4 – 5 Doom Loop Quiz 9/12: Presidential Approval Rating Discussion 9/12: Stephen Colbert Super Pac Discussion 9/12: How Voters Decide Discussion 9/12: Gerrymandering Discussion 9/13: Make News Discussion 9/13: Media Bias Assignment 9/14: Breaking the Two-Party Doom Loop (Doom Loop) Part I Discussion 9/15: Midterm: includes Chapters 1 – 8 from American Government, the Introduction and Chapters 1 – 5 from Breaking the Two-Party Doom Loop, Make News, and anything covered in class. 9/15: All work from 8/21 – 9/15 is due today at 11:59 p.m.  This includes the Midterm.  Anything not submitted will receive or remain a zero.

 

Modules 9 and 10	9/18 – 9/22	Assigned Material:	Chapter 9: Political Parties, Political Party Ideology information, Chapter 10: Interest Groups and Lobbying, Ch. 6: All Politics Is Conflict; Not All Conflict Is Toxic in Breaking the Two-Party Doom Loop, and Ch. 7: The Breakdown of Political Fairness in Breaking the Two-Party Doom Loop
		Due:	9/18: Chs. 9 and 10 Am Gov Quizzes 9/19: Chs. 6 and 7 Doom Loop Quiz 9/20: Political Ideology Discussion 9/21: Interest Group Assignment 9/22: Lobbying Pros and Cons Discussion 9/22: Doom Loop Part II Discussion
Modules 11 and 12	9/25 – 9/29	Assigned Material:	Chapter 11: Congress, Chapter 12: The Presidency, Electoral College videos, Ch. 8: Designing the Save American Democracy Act in Breaking the Two-Party Doom Loop, and Ch. 9: Two Few: The Case for Multiparty Democracy in America in Breaking the Two-Party Doom Loop
		Due:	9/25: Chs. 11 and 12 Am Gov Quizzes 9/26: Chs. 8 – 9 Doom Loop Quiz 9/27: Electoral College Pros and Cons Discussion 9/28: Who Will Win the 2024 Election Discussion
Modules 13 and 14	10/2 – 10/6	Assigned Material:	Chapter 13: The Courts, Chapter 14: State and Local Government, Ch. 10: The Politics of Electoral Reform in Breaking the Two-Party Doom Loop, and Ch. 11: The Future of American Democracy in Breaking the Two-Party Doom Loop
		Due:	10/2: Chs. 13 and 14 Am Gov Quizzes 10/3: Chs. 10 – 11 Doom Loop Quiz 10/4: Supreme Court Assignment 10/5: Who Represents Me Assignment 10/6: Doom Loop Part III Discussion 10/6: Last Day to Drop or Withdrawal
Modules 15 - 17	10/9 – 10/13	Assigned Material:	Chapter 15: The Bureaucracy, Chapter 16: Domestic Policy, and Chapter 17: Foreign Policy
		Due:	10/9: Chs. 15, 16, and 17 Quizzes 10/11: Extra Credit.  See this week’s folder for more information.  This is not mandatory. 10/11: Final Exam (comprehensive). Chapters 1 – 17 from American Government and Parts I – III (including the Introduction) from Breaking the Two-Party Doom Loop 10/11:  All work from 9/18 to 10/11 is due today at 11:59 p.m.  Any work not submitted will receive or remain a zero.

Final Exam Date

October 11, 2023 - 11:59 PM


COURSE POLICIES

Academic Honesty

Students subject to penalty due to academic honesty have the right to appeal the decision. Refer to the current LSCO Catalog for details on the appeal process.

LSCO’s Academic Dishonesty:  Faculty who suspect violation of academic honesty, cheating, plagiarism, collusion, or abuse of resource materials may assign an academic penalty. Students must be notified of their right to appeal before the academic penalty is imposed.
Students subject to penalty due to academic honesty have the right to appeal the decision. Refer to the current LSCO Catalog for details on the appeal process.

Instructor’s Policy for Academic Dishonesty: The instructor will assign an F for the first offense and possible failure in the class for the second offense.  After the second offense, the instructor will contact the director of Academic Affairs.  If the student is a dual-credit student, then the instructor will also contact that student’s school counselor and principal. The instructor will never accept ignorance as an excuse for plagiarism. 


Electronic Communication

LSCO students are required to use either their LSCO Blackboard account or their LSCO email account (Office 365 / Microsoft Outlook) for all electronic communication. In order to ensure the privacy and identity of the student communicating via electronic methods, LSCO faculty will direct students to use their LSCO email accounts rather than personal accounts. If a student has trouble accessing their LSCO email account, they should contact the LSCO Help Desk at (409) 882-3033 or helpdesk@lsco.edu.


Electronic Communication:LSCO students are required to use their LSCO email account (Office 365 / Microsoft Outlook) for all electronic communication. In order to ensure the privacy and identity of the student communicating via electronic methods, LSCO faculty will direct students to use their LSCO email accounts rather than personal, school (other than LSCO), or business accounts. If a student has trouble accessing their LSCO email account, they should contact the LSCO Help Desk at (409) 882-3033 or helpdesk@lsco.edu.
 
For additional information about student privacy, please see the Distance Learning Handbook.  The information is found in Appendix D. 

When emailing or texting the instructor, include the class, section number, and your full name as it appears on the roster.  For example, 1302.80 Joseph Smith.  Be specific and include all pertinent information in your email such as the name and date of an assignment and anything else that will help identify and resolve the issue quickly.  Do not email the instructor from any link inside Blackboard.  Do not reply to the automatic emails that are generated by the posted announcements. 

Only use the LSCO email account when emailing.  Do not use school (meaning other than LSCO’s email), personal, or business email accounts to contact the instructor.  Do not email the instructor from within Blackboard. 



Attendance Requirements

Federal regulations require students who receive financial aid to have begun "attending" and participate substantially in each course for which they are enrolled on or before the official census reporting date outlined on the LSCO Academic Calendar. Students documented as "not attending" a course upon the census date are assumed (for financial aid purposes) to have not begun attendance for that course, negatively affecting their financial aid eligibility and disbursement.

Attendance in an ONLINE course is verified by substantial participation in the course on or before the census date published in the LSCO Academic Calendar. Substantial participation in this online course is defined as logging in and completing/participating in at least one requirement of the course. Note: Simply logging in to your online course does not constitute attendance.

Hybrid classes are a mix of face-to-face and online environments. Students will be expected to attend a certain number of classes as required by the instructor. (Include the policy on absences and tardiness.) In addition to classroom attendance, your weekly active participation in the online component (Blackboard and/or homework software) will be considered and expected.

The instructor will take weekly attendance on Mondays for the following week.  If a student participates in any assignments or discussions of the previous week, the student will be counted as present.  See LSCO’s attendance policy (found on page 9).  


Make-up Work Policy

All work from 8/21 – 9/15 is due at 11:59 p.m on 9/15.  This includes the Midterm.  Anything not submitted will receive or remain a zero. 

All work from 9/18 to 10/11 is due at 11:59 p.m on 10/11.  Any work not submitted will receive or remain a zero.  

The instructor does not offer make-up work.  

Extra time may be granted for extenuating circumstances (such as personal illness or family emergency), but documentation of the circumstance will be required.  Students must contact me no later than two (2) business days after a deadline if a deadline is missed.  


Classroom Etiquette

Classroom Etiquette:  Since face-to-face meetings in the classroom may be replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums. Students are expected to follow the rules of netiquette in these forums. For more information about netiquette and its importance, click here. 
 
Classroom Rules:  Respect others during interactions.  If a student persists in disruptive, disrespectful, or bullying behavior, the student may be dropped from the class on the third warning.  Being dropped from the class may happen sooner depending on the egregiousness of the offense, however. 


Exam Policy

Exams are timed and strictly online.  


Expected Time Requirement for this Course

For every hour in class (or unit of credit) taught in a 16-week session, students should expect to spend at least two to three hours per week studying and completing assignments. Example: For a 3-credit hour class taught in a 16-week session, students should prepare to allocate approximately 6 to 9 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in a 10-week summer session, students should prepare to allocate approximately 10 to 15 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in an 8-week session, students should prepare to allocate approximately 12 to 18 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in a 5-week summer session, students should prepare to allocate approximately 20 to 29 hours per week outside of class studying and completing assignments.


Grading and Evaluation Method

Exams:  There will be two (2) exams worth 100 points each.  Exams will consist of matching, multiple-choice, short answer, and/or true/false questions. Students may use their books during the exam, but this should not be considered a substitute for reading.  The exams are fully online and timed. 

Writing Assignments:  There will be some writing assignments throughout the semester.  Please refer to the course calendar and the assignment upload page (Content Page/Weekly Folder) in Blackboard for specifics. 

Discussions:  Students will participate in online discussions throughout the semester.  The discussions are found on the Content Page in the Discussions Folder for a particular week.  More information about this is found in the help document and on Blackboard.  It is also available by clicking here. 

Quizzes: There will be quizzes throughout the semester over the material.  The quizzes are matching, multiple-choice, true/false, short answer, or fill in the blank in format.  Quizzes are timed, and the exams are based on the quiz questions. 

Attendance: The instructor will take weekly attendance on Mondays for the following week.  If a student participates in any assignments or discussions of the previous week, the student will be counted as present.  simply logging on and doing nothing will not count as being present for the week.  See LSCO’s attendance policy (found on page 9). 

 

Assignments	Points/Assignment	Percentage
Midterm	100	20
Final Exam	100	30
Assignments	100	10
Quizzes	100	20
Discussions	100	10
Attendance	100	10

 
Grades will be assigned based on the following scale:
90 – 100               A
80 – 89                  B
70 – 79                  C
60 – 69                  D
50 or less             F



Instructor Response Time

The instructor will respond to emails within 24 hours, excluding weekends and holidays. On weekends and holidays, the instructor will respond to emails from students within 24 hours of the first business day following the weekend or holiday.


Participation Requirements

The instructor will take weekly attendance on Mondays for the following week.  If a student participates in any assignments or discussions of the previous week, the student will be counted as present.  simply logging on and doing nothing will not count as being present for the week.  See LSCO’s attendance policy(found on page 9). 


Review of Test Grades

If a student has an issue about his/her grade, the instructor must be contacted no later than three (3) business days after receiving the grade.  This is true for all grades – not just test grades.



Student's Responsibility

This syllabus contains information, policies, and procedures for a specific course. By enrolling, the student agrees to read, understand, and abide by the rules, policies, regulations, and ethical standards of Lamar State College Orange as those contained in the current LSCO Catalog and schedule of classes.


Syllabus Content

The instructor reserves the right to make changes to this syllabus if deemed necessary. All changes will be provided to the students orally or in writing before the implementation of the change.


Textbook and Required Materials Access

Every student MUST have access to the required textbooks by the second week of class. The student will be responsible for all assignments given. Failure to have a text may result in being dropped from the class. Failure to follow instructions (written or oral) will result in penalties.


STUDENT SUPPORT RESOURCES

Advocacy Information

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is encouraged to contact the advising office for guidance on how to identify possible resources. Please notify the instructor of your circumstance if you are comfortable doing so.


Affirmative Action

LSCO is an affirmative action/equal opportunity institution which provides educational and employment opportunities on the basis of merit and without discrimination or harassment in full compliance with the Civil Rights Act of 1964, as amended; the Rehabilitation Act of 1973 (Section 503,504); Americans with Disabilities Act, as amended, Title IX of the Educational Amendments of 1972; the Vietnam Era Veterans Assistance Act of 1974; Article 522lk V.A.C.S.; and Executive Orders 11246 and 11758.


Title IX of the Education Amendments

LSCO prohibits discrimination, including sexual harassment and retaliation, against any student on the basis of race, color, religion, gender, national origin, disability, or any other basis prohibited by law. Any student who believes that he or she has experienced prohibited conduct or believes that another student has experienced prohibited conduct should immediately report the alleged acts to the Title IX Coordinator, Patty Collins, at patty.collins@lsco.edu.


Blackboard Resources

LSCO students will access Blackboard through the MyGator portal. Login credentials will use the following format: username@my.lsco.edu and Password. For help in identifying your Username/Password, visit https://www2.lsco.edu/sspr/.

Blackboard student resource videos and help-sites are available at https://www.lsco.edu/distanceed/blackboard-student.asp.


Career Coach

Lamar State College Orange provides career advising services to all students and alumni through Career Coach, an online career planning tool. Career Coach assists students through all phases of developing, initiating, and implementing career plans.

Information regarding employment opportunities and career options are provided along with access to live local job postings. Full-time and part-time employment opportunities, as well as internships, are available through Career Coach. Visit https://www.lsco.edu/advising/career-planning.asp for more details on how to use LSCO's Career Coach to plan for and learn more about your future career.


Gator Assistance Services

Lamar State College Orange provides currently enrolled technical students support for daycare costs as well as other services.

Visit https://www.lsco.edu/advising/gator-assistance.asp for details on assistance services.


Gator Success Center

Students are encouraged to make an appointment or walk in to receive tutoring, support services, or access to an open computer lab. Face-to-face and online supplemental instruction sessions are available to help students through any LSCO course. Reach out to learning.center@lsco.edu for more information on how students can receive academic support.


Library Services

Students are encouraged to visit library.lsco.edu to find the library's current operating hours, access the catalog to locate print materials, and access GatorSearch to explore the vast electronic collection. The library provides over 77 electronic database collections that include eBooks, newspapers, magazines, academic journals, and streaming video. The physical library contains a specialized collection of research materials specifically chosen to support the degrees and courses offered. Additionally, Students with research questions or questions about library services are encouraged visit the library in person, call 409-882-3352, access the chat on the library webpage, or to email their question to lscolibrary@lsco.edu.


Student with Disabilities

Under the Texas State System, Lamar State College Orange complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with disability. We strive to provide reasonable academic adjustments/auxiliary aids to students who request and require them.

Students who believe they have a disability requiring an academic adjustment/auxiliary aid are encouraged to contact the Special Populations Advisor at (409) 882-3393 or visiting the Advising Office located on the first floor of the Ron Lewis Library Building (RLB) room 113. Students are encouraged to apply before the start of the semester when at all possible. The Accommodation Request Form and details regarding the appropriate documentation needed can be found here: https://www.lsco.edu/advising/disability.asp. Once approved, the signed accommodation form provided by the Special Populations Advisor must be submitted to the instructor at least two business days in advance of need.


Upswing 24/7 FREE Tutoring Services

Lamar State College Orange provides currently enrolled students with access to online tutoring through a partnership with Upswing, an online tutoring platform. Tutors are available 24/7 online in almost every subject.

Visit https://www.lsco.edu/tutoring/online-tutoring.asp for details on how to log-in to the FREE services.


INSTITUTIONAL POLICIES

Campus Closure

In the event of an emergency campus closure in excess of three class days, Lamar State College Orange's classes will continue via the use of Blackboard. In such an instance, the college website, www.lsco.edu, will have information concerning the event and anticipated re-opening plans.


Civility

Please be considerate of other classmates' feelings, ethnic background, cultural differences, situations, and level of maturity. Students will be asked to leave the course if disruptive or inappropriate behavior is exhibited in any of the course requirements. If your instructor feels that you have not contributed appropriately to course requirements, your final course grade may be reduced accordingly.

The instructor reserves the right to manage a positive learning environment and will not tolerate inappropriate conduct in the course. Rude correspondence (discourteous or impolite, especially in a deliberate way) in e-mails, telephone calls, in person, or comments made to other class members, the instructor, or the office staff.


Contingency Plans

Students should develop a backup plan should their computer system or their Internet provider fail. Computer or internet connectivity issues are not valid excuses for missing a deadline. The College provides many opportunities for using computer equipment, as do many public libraries. Refer to the LSCO website for operational hours of the Library and Success Center.


COVID Notification Policy

Students who have been diagnosed with COVID 19 are required to report their condition to their instructor and to the College via the COVID Notification Form. Guidance on how to proceed will be delivered to the student's email after completing the required notification form.


Credit Transfer

Students should check in advance with the institution to which they plan to transfer credit to confirm transferability.


Criminal Background Policy

LSCO awards some certificates and degrees in which a criminal history MAY disqualify candidates from becoming licensed, certified, and/or employed upon degree/certificate completion. Students with a criminal background enrolling in courses leading to a degree/certificate in Criminal Justice, Cosmetology, Emergency Medical Technology, Massage Therapy, Medical Assisting, Vocational Nursing (VN), Registered Nursing (RN), Pharmacy Technician, Real Estate, or Teacher Preparation program are STRONGLY ENCOURAGED to discuss the certification and/or licensing regulations of the program with the program director listed in order to learn more about the current guidelines related to criminal history as well as the right of individuals to request a criminal history evaluation letter.


Drops and Withdrawals

Never attending or ceasing to attend classes DOES NOT constitute a drop or withdrawal. You remain registered until you request a drop from the instructor. Failure to act in a timely manner will result in an "F" grade for the course. It is the student's responsibility to follow up with the LSCO advising office to ensure that all drops/withdrawals are processed as desired.


Grade of "Incomplete"

The grade of "I" may be given when any requirement of the course, including the final examination, is not completed. Students seeking an incomplete should have completed 75% of the course requirements and be passing the course at the time of the request. Arrangements to complete deficiencies in a course should be made in advance of the end of the semester with the instructor. The instructor will process the Incomplete form online, and a confirmation will be sent to the student's LSCO email.

Incomplete work must be finished during the next long semester. If not, the Office of Admission and Records must change the "I" grade to the grade of "F." The course must then be repeated if credit is desired. An "I" grade also automatically becomes an "F" if the student registers for the course prior to removing the deficiencies and receiving a grade change. The instructor may record the grade of "F" for a student who is absent from the final examination and is not passing the course.


Grade Appeals and the Academic Grievance Process

Grade determination and awarding of grades in a course are the responsibility of the instructor and should be calculated according to college policy, procedures, and written details provided in the course syllabus. NOTE: Final grades are available to students within 48 hours of the instructor posting the grade in Banner. Students may view final grades by logging into MyGator and then accessing Gator Self-Service.

An academic appeal process is afforded to students who desire to dispute a grade or any decision that affects the student's ability to complete and earn a grade for the course provided it is not related to a violation outlined in the LSCO Student Code of Conduct. If an informal conference with the faculty member regarding an academic complaint fails to reach the outcome requested by the student, the student may initiate the formal process outlined below. Even after initiating the formal complaint process, students are encouraged to seek informal resolution of their concerns. A student whose concerns are resolved may withdraw a formal complaint at any time.

Refer to the current catalog or for details on the formal grade appeal process.


Institutional Educational Goals

Lamar State College Orange has identified seven educational goals to specify the knowledge and skills that students should gain from completing academic and technical programs with the College. These goals are:

1. Critical thinking (General Education, Technical) - Students will be able to demonstrate creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information.
2. Communication (General Education, Technical) - Students will be able to effectively develop, interpret and express of ideas through written, oral and visual communication.
3. Empirical and quantitative skills (General Education, Technical) - Students will be able to manipulate and analyze numerical data or observable facts and create informed conclusions.
4. Teamwork (General Education, Technical) - Students will be able to consider different points of view and to work effectively with others to support a shared purpose or goal.
5. Social responsibility (General Education, Technical) - Students will be able to recognize and acquire a sense of intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities.
6. Personal responsibility (General Education, Technical) - Students will be able to connect choices, actions, and consequences to ethical decision-making.
7. Professional competency (Technical) - Students will be able to recognize or demonstrate skills and that depict professional values and employability. If the career has licensure or certification requirements, students may prepare for the licensure and certification in a capstone course and sit for the licensure or certificate at the end of the program.

MyGator and Log-In Credentials

Current students will access many LSCO applications through the MyGator portal. Login credentials will use the following format: username@my.lsco.edu/Password. For help in identifying your username/Password, visit https://www2.lsco.edu/sspr/.

It is a violation of College policy, state laws, and federal laws for anyone to gain or help others gain unauthorized access to MyGator or any LSCO application or service. All accounts shall be for use by a single individual - the person for whom the account was approved or assigned. This includes Blackboard accounts as well as any application within MyGator. Sharing or loaning accounts is strictly prohibited, can be construed as a form of cheating, and violates College policy, state laws, and federal laws.


Policies and Procedures

LSCO adheres to the policies and procedures established in the Texas Education Code, Texas State University System Rules and Regulations, LSCO Faculty Handbook, LSCO Student Handbook, and LSCO Catalog.


Prohibited Items in the Classroom

No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. It is inappropriate for minor children to be on campus due to the potential liability to the College, the risk of harm to the children, and decreased employee productivity due to distractions and disruptions.


Student Privacy

The privacy of all students, including Distance Education students, is protected through strict adherence to the rules of the Family Education Rights and Privacy Act. LSCO's statement regarding the Family Education Rights and Privacy Act can be found in LSCO's Student Handbook, page 70. Additional information regarding privacy for Distance Education students can be found in the Distance Education Handbook, appendix D.