domestic politics and policies · 4-5 unexcused absences= one-point reduction i.e. from a to b 6-7...
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90-714 Domestic Politics and Policies
Professor: Silvia Borzutzky
Email:[email protected]
Office: 2112 Hamburg Hall
Office Hours: Tuesday 12:00-1:00 PM or by appointment. Please feel free to email me to
request an appointment
TAs: Kevin Leary ([email protected]); Alison Siegel ([email protected]);
Lindsay Poss [email protected]) and Kyle Furlong ([email protected])
Objectives
Knowledge
The purpose of this course is to study the structure of the American government, the main
actors in the policy process, as well as critical policy issues. The emphasis will be on the
study of the central political institutions: The Presidency and Congress, as well as critical
decisions of the Supreme Court and their societal impact. The course will also emphasize
the analysis of critical socio-economic policies including social and educational policies,
among others. We will also analyze Supreme Court decisions regarding minorities’
rights, gender issues and voting rights among others.
Throughout the course, students will be encouraged to analyze and discuss the evolution
of key political and policy issues. We will place special emphasis on the interactions
between government and society and the role of social and interest groups in the process.
Skills:
The course emphasize the development of analytical skills. Students will develop
these analytical skills in three different forms and through four different processes:
a) Class discussions which will allow the students to develop the ability to analyze
and discuss different policy positions in an academic environment
b) Writing policy memos: It is critical for all of us to be able to summarize a
problem, present possible solutions, and recommend policies/solutions to others.
The policy memos allow the students to develop these very important skills.
Typically, students are expected to assume the role of a policy maker and provide
specific policies to the President, or one of his advisors. The policy memos
emphasize the use of relevant data, the analysis of the problem, and the policy
design.
c) Group presentations: Group presentations are geared to allow the student to
develop the ability to work in a project with two or three other students, learn
about a specific topic in depth, and prepare a class presentation either using power
point, or class handouts. In order to ensure the effectiveness of the presentation
the instructor meets with the student about a week before the presentation to set
the specific topics and parameters of the presentation. A draft of the handout or
slides needs to be submitted to the instructor at least 48 hours before the
presentation. The instructor will review the slides, or handouts, in order to verify
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the effectiveness of the presentation and comments will be sent to the group. The
group is encouraged to debate alternative policy positions.
Conclusion
At the end of the course the student is expected to have learned about the specific
institutions and policies included in the syllabus and the principles and actors that inform
those policies. Students will also develop a set of analytical, presentation, and writing
skills that will be used in a professional setting.
Required readings
Students will have to read the following books during the term.
Please note that some of these books are available in Kindle version. Feel free to use
either a paper or an electronic version if available. If you are using a kindle version,
please make sure to keep track of locations for citations
Thomas E. Cronin, Michael A. Genovese, and Meena Bose, Paradoxes of the American
Presidency, Oxford University Press, Fifth Edition, 2017
Thomas Mann and Norman Ornstein, It’s Even Worse than it Looks: How the American
Constitutional System Collided with the New Politics of Extremism, Basic Books 2012
Laurence Tribe and Joshua Matz, Uncertain Justice: The Roberts Court and the
Constitution, Henry Holt and Co., 2014
Feel free to get electronic copies of these books, if available. If you read electronically,
please keep track of locations for proper citations.
Additional articles will be posted on Canvas and /or emailed to the class
Requirements and Grading
Students are required to attend class, to have done the reading assignments, and to
participate in the class discussions. The classes will be run as a combination of lectures,
discussions and class presentations/debates.
Students will have:
a) To write three memos,
b) To do a class presentation
c) To attend class
d) To participate in the class discussions
Students are expected to fulfill the class requirements on the assigned dates.
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Make-up dates for papers will be granted only for medical reasons, or unique personal
reasons. Students should present a note from the attending physician if there is a medical
reason for not fulfilling the class requirements
Class Attendance: Students are required to attend class
Students who do not attend class will have their grade substantially reduced. Grade
reduction will proceed as follows:
4-5 unexcused absences= one-point reduction i.e. from A to B
6-7 unexcused absences=two points reduction i.e. from A to C
Over 8 unexcused absences=student will fail the class
If you have a medical or personal reason for missing class, please make sure to email the
instructor before class.
Grading:
Presentation/debate: 25%
Three policy memos= 75% (25% each)
Policy Memos: Students will have to write three policy memos.
Guidelines and topics will be distributed about 10-12 days before the memo is due
All memos should be submitted via email to [email protected]
Policy memos Due dates
Feb 19: First policy memo due before 10:00 PM
March 30: Second policy memo due before 10:00 PM
May 7: Third policy memo due before 10:00 PM
Memo Grading Criteria
Problem Impact on the grade
Grammar and spelling: minor problems minus half grade point
Major problems minus one point
Missing sections:
a) Abstract and/ or conclusions: minus half point each
b) Missing one of the content sections: minus one point
c) Failing to analyze the problem: minus one point
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Recommendations: No recommendations minus one point
Recommendation idea, but no development
or implementation: minus half point per recommendation
Citations:
Depending on the seriousness of the problem: minus one point to failing grade
Presentation Guidelines: Please read these guidelines carefully
Students will be asked to select topics for class presentation/debate during the second
week of classes. The instructor will form groups of 2-4 students based on the students’
preferences.
Presentation guidelines:
a) The presentation can be structured either a debate, or a presentation depending on the
nature of the topic. Students will be encouraged to debate the issues and present opposing
view points on the issues such support or opposition to health reform, support or
opposition to No Child Left Behind, etc
b) The topic for the presentation/debate will be chosen by the students during the second
week of classes
c) Topics and dates for the presentation will be distributed during the third week of
classes
d) The debaters/presenters will have to meet with the instructor at least a week before the
presentation to determine the specific issues and the format
e) The debaters/presenters are expected to do an in-depth analysis of the policy/ problem
f) The debate/presentation should last no more than 20 min.
g) The debaters/presenters have to prepare either a power point or a handout to distribute
to the class summarizing the issues. The use of Power Point is optional
h) The presenters/debaters have to email the instructor a draft copy of the presentation no
later than 48 hours before the presentation. The final copy should be emailed to the
instructor and the TA no later than 24 hours before the presentation
i) The debaters/presenters have to provide a couple of discussion questions at the end of
their presentation
Presentation grading guidelines
The presentation will be graded according to the following guidelines:
Content: Are the critical issues been addressed?
Presentation Style: Are the presenters addressing the audience in a clear and convincing
manner?
Slides or handout: Quality of the slides or handout
Each of these factors will account for 1/3 of the grade
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Cheating and Plagiarism.
In case of cheating or plagiarism the instructor:
a) Will make full use of University and the Heinz College policies and regulations.
b) A full report of the incident will be send to the Program Director and the
Associate Dean.
c) Students who plagiarize (represent someone else work as yours) will fail the
exam/paper (get 0 points in the assignment) and as a result will fail the course.
There will be no exemptions made to this rule.
d) Please remember that the internet makes it very easy to plagiarize, but it also
makes it very easy to find the plagiarized material. In other words, Google works
for you and for me
For more details please see the University Policy on Academic Integrity in the CMU
Website
Please note:
Laptops are not allowed in class unless the student is authorized by the instructor
Please disconnect your cell phone before class. Texting is not allowed.
Recording of Lectures University policies establish that “no student may record or tape
any classroom activity without the express written consent of the instructor”.
Use of Internet sources: Please use reliable sources. Blogs and Wikipedia are not
reliable sources
Syllabus
Please make sure to do the readings before class
Jan 16: Introduction to the U.S. Constitution and Madison’s ideas
No readings assigned
Section 1: The Presidency
Jan 18: Introduction to the Presidency, Presidential Paradoxes and Evaluating
Presidents
Read: Paradoxes of the American Presidency, Chapters 1 and 2
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Jan 23: Electing Presidents, Power and Leadership
Read: Paradoxes of the American Presidency, Chapters 3 and 4
Jan 25: The Job Description in a System of Shared Powers, War Powers, and Relations
with Congress
Read: Paradoxes of the American Presidency, Chapters 5 and 6
Additional articles on War Powers
Jennifer K Elsea, et. al. “Congressional Authority to Limit Military Operation”
Congressional Research Service, 2017
https://fas.org/sgp/crs/natsec/R41989.pdf
W.G. Howell and J.C. Pevehouse, “When Congress Stops Wars”, Foreign Affairs, Sept
2007, Vol. 86, No 6, pp. 95-108
N. Ornstein and T. Mann, “When Congress Checks Out”, Foreign Affairs, Nov 2006,
Vol. 85, No 6, pp. 50-66
Thomas E. Woods, Jr., “Presidential War Powers”
(These articles are available on Canvas)
Jan 30: Presidents as Chief Executives, Presidents and the Court, the Future of the
American Presidency
Read: Paradoxes of the American Presidency, Chapters 7, 8 and 9
Section 2: Congress
Feb 1st: Introduction to Congress, the Politics of Hostage Taking and the Seeds of
Dysfunction
Read: It’s Worse than it Looks, pp. 3-58 or Chapters 1 and half of chapter 2
Feb 6: The Seeds of Dysfunction and the Debt Ceiling Fiasco
Read: It’s Worse than it Looks, pp. 58-103, or half of chapter 2 and chapter 3
Focus on the Media: Additional articles will be emailed to the class if needed
Topic of first policy memo distributed Feb 8. Memo due Feb. 19 before 10:00 PM
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Feb. 8: Bromides to Avoid and Fixing the Party System
Read: It’s Worse than it Looks, pp. 107-162 or Chapters 4 and 5
Feb 13: Reforming U. S. Political Institutions and Navigating the Current System
Read: It’s Worse than it Looks, pp. 163-201or Chapters 6 and 7
Section 3: The Courts:
Feb 15: Introduction to the Supreme Court, Making Rights Real: Access to Justice
and the Court and the Constitution
Read: Uncertain Justice, pp. 282-320
Memo due Feb. 19 before 10:00 PM
Please email to [email protected]
Feb 20: Uncertain Justice and Equality, The Constitution and Race: How did the
Constitution deal with Slavery?
Read: L. Tribe and J. Matz, Uncertain Justice, pp. 1-51
Additional Articles on Race Relations
Gordon Wood, “Reading the Founder’s Minds”, New York Review of Books, 6/28/07
http://www.nybooks.com/articles/2007/06/28/reading-the-founders-minds/
G. M. Frederickson, “Still Separate and Unequal” The New York Review of Books, Nov.
05 (on Canvas)
Pew Research Center, “On Views of Race and Inequality, Blacks and Whites Are Worlds
Apart” 2016
http://www.pewsocialtrends.org/2016/06/27/on-views-of-race-and-inequality-blacks-and-
whites-are-worlds-apart/
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Feb 22: Health Care: Liberty on the Line: Saving the ACA, but limiting other rights
Read: L. Tribe and J. Matz, Uncertain Justice, pp. 52-87
Additional articles will be emailed to the class if needed
Feb 27: Campaign Finance and Freedom of Speech
Read: L. Tribe and J. Matz, Uncertain Justice, pp. 88-153
Jill Lepore, “The Lie Factory: How Politics became a Business”, The New Yorker,
September 24, 2012
https://www.newyorker.com/magazine/2012/09/24/the-lie-factory
Jeffrey Toobin, Annals of Law: “Money Unlimited: How Chief Justice John Roberts
orchestrated the Citizens United decision”, The New Yorker, May 21, 2012
http://www.newyorker.com/reporting/2012/05/21/120521fa_fact_toobin#ixzz2GI8G2dH
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For excellent information on money and politics go to the website of the Center for
Responsive Politics or Open Secrets.org, or to Money and Politics
March 1: Gun Rights and Presidential Power
Read: L. Tribe and J. Matz, Uncertain Justice, pp. 154-218
March 6 and 8: Privacy, Gay Rights and Abortion,
Read: L. Tribe and J. Matz, Uncertain Justice, pp. 219-81
Dahlia Litchwick, “Extreme Makeover: The Story behind the Story of Lawrence v.
Texas”, The New Yorker, 2012 https://www.newyorker.com/magazine/2012/03/12/extreme-makeover-dahlia-lithwick
David Cole, Gay Marriage: A Careful Step Forward, N.Y. Review of Books June 27,
2013
http://www.nybooks.com/daily/2013/06/27/gay-marriage-careful-step-forward/
Memo 2 topic distributed March 8, Memo due March 29 before 10:00 PM
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Memo 2 Due: March 29 before 10:00 PM
Section 4: Voting Rights and the Power of Money
March 20 and 22: Voting Suppression and Interference in the Elections
Read: Myrna Perez, “Election Integrity: a Pro Voter Agenda, Brennan Center for Justice,
NYU, 2017
https://www.brennancenter.org/publication/election-integrity-pro-voter-agenda
Voting Laws Roundup 2017 | Brennan Center for Justice
http://www.brennancenter.org/analysis/voting-laws-roundup-2017
L. Norden and I. Vandewalker, “Securing Elections from Foreign Interference”, Brennan
center for Justice
https://www.brennancenter.org/sites/default/files/publications/Securing_Elections_From_
Foreign_Interference_1.pdf
March 27: Redistricting and Gerrymandering
Read: Laura Royden and Michael Li, Extreme Maps, Brenna Center for Justice
https://www.brennancenter.org/sites/default/files/publications/Extreme%20Maps%205.1
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Jowei Chen and David Cottrell, “Evaluating partisan gains from Congressional
gerrymandering: Using computer simulations to estimate the effect of gerrymandering in
the U.S. House” http://www-personal.umich.edu/~jowei/gerrymandering.pdf
Fred Drews, “A primer on gerrymandering and political polarization” https://www.brookings.edu/blog/brookings-now/2017/07/06/a-primer-on-
gerrymandering-and-political-polarization/
March 27: The Power of Money
Jane Mayer, “Covert Operations: The Billionaire Brothers who are Waging a war against
Obama. https://www.newyorker.com/magazine/2010/08/30/covert-operations Elizabeth Drew, “How Money Runs Our Politics”, New York Review of Books, June 4,
2015 Issue
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March 29: Affluence and Influence
Read: Martin Gilens, Affluence and Influence: Economic Inequality and Political Power
in America (Princeton University Press 2012). “The Preference Policy Link” Chapter 3
and “Money and American Politics” Ch. 8 (The chapters will be emailed to the class)
Section 6: Selected Policy Topics: All Articles on Canvas
Note: Short articles analyzing the Trump Administration’s policies in these areas
will be emailed to the class
April 3: Immigration Policies
Read: American Immigration Council, “How the United States Immigration System
Works”, 2016 https://www.americanimmigrationcouncil.org/research/how-united-states-
immigration-system-work
Center for American Progress, “The Facts of Immigration Today: 2017 edition, By the
CAP Immigration Team and Michael D. Nicholson Posted on April 20, 2017,
https://www.americanprogress.org/issues/immigration/reports/2017/04/20/430736/facts-
immigration-today-2017-edition/
April 5: Social Security: Contrasting Views
Read: Dawn Nuschler, “Social Security Primer” Congressional Research Service, 2017,
https://fas.org/sgp/crs/misc/R42035.pdf
W. Morton and W Liou, “Social Security: The Trust Funds”, Congressional Research
Service, 2017
https://fas.org/sgp/crs/misc/RL33028.pdf
Martin Feldstein, “Privatizing Social Security the $10 trillion Opportunity”
https://www.cato.org/publications/social-security-choice-paper/privatizing-social-
security-%2410-trillion-opportunity
Peter Orzag and Peter Diamond, “Saving Social Security: A Balanced Approach”
https://economics.mit.edu/files/684
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April 10 and 12: Medicare, Medicaid and The Affordable Care Act
Read: Chapin White “The Health Care Reform Legislation: An Overview”
http://www.ncpa.org/pdfs/health-care-reform-legislation-overview.pdf
David Cutler, “The Simple Economics of Health Reform”, The Economist Voice,
https://pdfs.semanticscholar.org/fc9e/884b50e85faf8cbab56126098ec92ccd42c0.pdf
Angela Napili, “Patient Protection and Affordable Care Act (ACA): Resources for
Frequently Asked Questions” Congressional Research Service, 2017
https://fas.org/sgp/crs/misc/R43215.pdf
Patricia Davis, “Medicare Financial Status in Brief”, Congressional Research Service,
2017, https://fas.org/sgp/crs/misc/R43122.pdf
Allison Mitchell, Coordinator, “Medicaid: An Overview” Congressional Research
Service, 2014, https://fas.org/sgp/crs/misc/R43357.pdf
April 17 and 19: Poverty and Antipoverty policies
Read: Stanford Center on Poverty and Inequality, “The State of the Union: Poverty and
Inequality, Report 2017
https://inequality.stanford.edu/sites/default/files/Pathways_SOTU_2017.pdf
Gene Falk, “The Temporary Assistance for Needy Families (TANF) Block Grant:
Responses to frequently Asked Questions”, Congressional Research Service, 2017
https://fas.org/sgp/crs/misc/RL32748.pdf
Robert Moffitt “A Primer on U.S. Welfare Reform” Institute for Research on Poverty https://www.irp.wisc.edu/publications/focus/pdfs/foc261c.pdf
Elise Gould, “Women’s Work and the Gender Pay Gap”, Economic Policy Institute,
Report, July 20, 2016 http://www.epi.org/publication/womens-work-and-the-gender-pay-
gap-how-discrimination-societal-norms-and-other-forces-affect-womens-occupational-
choices-and-their-pay/
John Bevins, et. al., “Raising Americans Pay: Why it’s our Central Economic Policy
Challenge” Economic Policy Institute, 2014
http://www.epi.org/publication/raising-americas-pay/
I. Sawhill and Q. Karpilow, “Raising the Minimum Wage and Redesigning the EICT”,
Center on Children and Families, Brookings Institution, 2014
https://www.brookings.edu/research/raising-the-minimum-wage-and-redesigning-the-
eitc/
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April 24 and 26: Environmental Policies: Contrasting viewpoints
Read: Natural Resources Defense Council, “The Bush Administration’s First Term
Environmental Record” https://www.nrdc.org/resources/rewriting-rules-bush-administrations-first-term-
environmental-record
James McCarthy, “Clean Air Act Issues in the 115th Congress: In Brief” Congressional
research Service, 2018 https://fas.org/sgp/crs/misc/R44744.pdf
James McCarthy, et al. “EPA’s Clean Power Plan for Existing Power
Plants: Frequently Asked Question” Congressional research Service, 2017
https://fas.org/sgp/crs/misc/R44341.pdf
Jane A. Leggett, Coordinator, “President Obama’s Climate Action Plan”, Congressional
Research Service, 2014 https://fas.org/sgp/crs/misc/R43120.pdf
Memo 3 Topic: distributed April 26, Memo due May 7th before 10:00 PM
May 1st and 3rd: Education Policy: Bush and Obama on Education: No Child Left
Behind (NCLB) and the Race to the Top
Read: George Bracey, “NCLB: Where does the Money Go?”
https://files.eric.ed.gov/fulltext/ED508523.pdf
N. McCluskey and A.J. Coulson “End it, don’t Mend it: What to do with NCLB, Cato
Institute Report 559, 2007
https://www.cato.org/publications/policy-analysis/end-it-dont-mend-it-what-do-no-child-
left-behind
Joseph Carroll, “Race and Education 50 Years after Brown v. Board of Education:
Majority of whites, blacks satisfied with their own educations, but blacks to a lesser
extent” Gallup data
http://news.gallup.com/poll/11686/race-education-years-after-brown-board-
education.aspx
D. Lederman and P. Fein “The Higher Education President”
https://www.insidehighered.com/news/2017/01/19/assessing-president-obamas-far-
reaching-impact-higher-education
Economic Policy Institute, “Obama education policies a lot like Bush policies”
http://www.epi.org/publication/obamas_education_policies/
(Articles available on Canvas)
3rd memo due May 6th before 10:00 PM
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