SYLLABUS
Semester: Fall, 1999
Course Number and Name POLI 332 - The Legislative Process
Number of Semester Hours of Credit 3
Time Class Meets MW: 4:00 PM - 5:30 PM
Building and Room Number TS 103
Instructor's Name Dr. Andrew Dowdle
Email: adowdle@uncfsu.edu
Office Location: TS 207B
Office Telephone: 672-1247
Office Hours: MW 3-4 PM
TWR 9:30 AM - 11:30 AM
T 4-6 PM
COURSE DESCRIPTION
Political Science 332 is a study of the structure, functions, evolution, and dynamics of American legislative institutions, with emphasis on the interrelationships among the legislative, executive, and judiciary branches and outside groups in the law-making process.
TEXTBOOK
Keefe, William J. and Morris S. Ogul. The American Legislative Process: Congress and the States, ninth ed., Englewood Cliffs, NJ: Prentice Hall.
COURSE REQUIREMENTS
* Each student is expected to make contributions to the
discussion and analysis of these materials.
* Satisfactory performance in this course requires regular and
prompt class attendance.
* All examinations must be taken at the time that they are scheduled.
COURSE OBJECTIVES
Students should understand
* the constitutional structure of Congress under Article One.
* the differences between the upper and lower houses.
* the various theories of representation.
* the differences between the distributive, informational, and partisan
models of organization.
* the demographic background of members of Congress.
* the importance of legislative committees and subcommittees.
* the role of committee chairs in the legislative process.
* the relative importance of legislative officers.
* the importance of lobbyists and PACs.
* what legislative party caucuses are and how they operate.
* how legislatures interact with the executive, bureaucracy, and the judiciary.
EVALUATION AND GRADING
a. There will be two (2) exams, see attached schedule. All students must take the final exam. The student's final grade will be determined in the following proportion.
. Class participation 10% of the total grade
. Simulation or Paper............. 20% of the total grade
. Midterm Exam ................... 35% of the total grade
. Final Exam .................... 35% of the total grade
b. This class meets three (3) hours a week, you will need nine (9) hours a week to study for this class. The rule of thumb is that for each one hour in class you should spend three (3) hours outside of class studying.
c. The Grading scale is as follows
92 - 100 .......... A
84 - 91 .......... B
74 - 83 .......... C
64 - 73 .......... D
below 64 .......... F
COURSE OUTLINE WITH ASSIGNMENT SCHEDULE
August 18 Introduction
August 23-25 Legislative Operation: Chp. 1
August 30, September 8 Legislative Structure: Chp. 2
September 1,6 No Class
September 13 Representation: Chp.3
September 15-17 Elections: Chp. 4
September 22-24 Legislative Demographics: Chp. 5
Sept.29, Oct.4,6 Legislature and Committees
Chps. 6 and 7.
October 11 Legislatures and Political Parties
Chp. 8
October 13 Review for Midterm
October 18 Midterm / Chps. 1-7.
October 20 Legislatures and Interest Groups
Chp. 9
October 25(8 a.m.)/26 (evening) Simulation - Organization
October 27 (8 a.m.)/28 (evening)Simulation -Lobbying
November 1 (8 a.m.)/2 (evening) Simulation-Voting
November 3 No class
November 8 Executive-Legislative Relations
Chp. 11
November 10 No class
November 15-17 Legislatures and the Bureaucracy Chp. 12
November 22 Legislatures and the Courts
Chp. 13
November 24 No class
November 29 Class Discussion: Term Limits
Chp. 14
December 1 Review For Final Exam
December 6 Consultation
Final Exam
Congressional Simulation
I. Introduction
One of the assignments for this class includes participation in a simulation. You will be assigned a role and required to write a short research paper pertaining to this role. While this simulation is not a completely accurate representation of the appropriations process, it will allow you to apply the knowledge that you gained this term. You will be required to submit (1) a research paper of four-five pages, (2) a daily activity report, and (3) a summary report.
II. Characters
A. Executive branch
1. Bill Clinton
2. Attorney General - Janet Reno
3. Secretary of Health and Welfare - Donna Shalala
B. Interest Group Representatives-
1. James Brady
2. Lobbyist for the National Rifle Association
3. Pat Robertson
4. Lobbyist for National Organization for Women
C. House of Representatives
1. Newt Gingrich (R)
D. Senate
1. Orrin Hatch (R) - Chair of Judiciary Committee
2. John Chafee (R) - Judiciary
3. Paul Coverdell (R) - Judiciary
4. Pete Domenici (R) - Judiciary-
5. Phil Gramm (R) - Judiciary
5. Ted Kennedy (D) - Ranking Democrat on Judiciary
6. Carol Moseley‑Braun - (D) Judiciary
7. Wendell Ford (D) - Judiciary
8. Jesse Helms(R) - Chair of Foreign Affairs Committee
9. Connie Mack (R) - Foreign Affairs Committee
10. Trent Lott (R) - Senate Majority Leader and member of Foreign Affairs Committee
11. Kay Bailey Hutchison (R) - Foreign Affairs Committee
12. Olympia Snowe (R) - Foreign Affairs Committee
13. Strom Thurmond (R) - Foreign Affairs Committee
14. Richard Lugar (R) - Foreign Affairs Committee
15. Robert Smith (R) - Foreign Affairs Committee
16. John Kerry (D) - Ranking Democrat on Foreign Affairs
17. Tom Daschle (D) - Senate Minority Leader and member of Foreign Affairs Committee
18. Barbara Boxer (D) - Foreign Affairs Committee
19. John Glenn (D) - Foreign Affairs Committee
20. Robert Kerrey (D) - Foreign Affairs Committee
III. ISSUES
ISSUE ONE - Repeal of the Brady Bill and Assault Weapons Ban.
A. Background
In 1993, the House and Senate voted to pass House Resolution 1025 -- also known as the Brady Bill after former White House press secretary James Brady. As a result, an individual who wants to purchase a handgun has to wait for a period of five-business-days before the purchase can be made. During this period of time, local law enforcement officials conduct criminal background checks of the potential purchaser. In 1994, the House and Senate voted to pass House Resolution 496, which banned the manufacture and possession of 19 types of semiautomatic weapons and high-capacity ammunition clips. It exempted existing guns and 670 guns that are considered to have a legitimate sporting use.
B. Views
Opinions on these bills are in sharp contrast. Advocates of these bills believe that these legislative acts help stop criminals from acquiring weapons, prevent the use of certain weapons that have primarily criminal applications, and reduce the number of gun deaths. Opponents, including many Republicans and the National Rifle Association, argue that criminals are unlikely to consider themselves bound by these laws and would give them an advantage over law-abiding individuals who need weapons to protect themselves. They also argue that these laws violate the Second Amendment and set a negative precedent that might spawn future restrictions or bans on gun ownership.
C. Scenario
Conservative House Republicans and Democrats have passed (by a margin of 235-200) a bill that would overturn these laws. The Senate Judiciary Committee will hear the legislation and then report to the full Senate. The Clinton Administration and the National Organization to Oppose Handgun Violence, represented by James Brady, oppose overturning the legislation. Both the NRA and NOOHV have money to give to potential supporters and can give up to $10,000 to an individual senator. The NOOHV has a budget of $90,000, and the NRA has a budget of $115,000.
ISSUE TWO - 1998 Abortion Clinic Access Bill
A. Background
In the early 1990s, a number of physical confrontations occurred between pro-life protesters at abortion clinics and clinic staff. In a few cases, these battles have escalated to the point where clinic staff had been killed. In 1994, the Clinton Administration proposed the Abortion Clinic Access Bill (Senate Bill 636). This bill allowed the federal courts to impose civil and criminal sanctions on individuals “who intentionally use force, the threat of force, or physical obstruction to prevent other people from obtaining or providing pregnancy or abortion‑related services.”
B. Views
Supporters of the 1994 legislation believe that the power of the federal government is needed to insure that patients and staff can safely enter and exit the facilities. Federal law enforcement agencies can help local and state law enforcement agencies minimize the level of violence. The FBI and other federal agencies also have the ability to investigate related incidents that occur in multiple jurisdictions. Critics of the 1994 measure believe that it hinders the First Amendment right of pro-life protestors
to assemble and use nonviolent resistance to communicate their message. Other opponents propose that the law is unsound because it extends the power of the federal government into an area (e.g., maintaining order at protests) that traditionally has been a prerogative of state and local governments.
C. Scenario
A number of pro-life members of the House introduce a bill that would overturn the 1994 legislation. Despite the actions by pro-choice legislators, the original bill (the 1994 act) is overturned in that chamber by a vote of 220-211. The Senate Labor and Human Resources Committee will examine the legislation and then report to the full Senate. The Clinton Administration and the National Organization of Women oppose overturning the legislation. The Christian Coalition, represented by Pat Robertson, and a number of conservative legislators, would like to see the federal restrictions lifted. Both the NOW and Christian Coalition have money to give to potential supporters and can give up to $10,000 to an individual senator. The NOW has a budget of $80,000, and the CC has a budget of $80,000.
IV. Behavior
I have designed this simulation to give you an opportunity to apply the material that you have learned from this class. While the simulation is supposed to be entertaining, I want to remind you that you are performing an academic assignment in a college classroom. I expect you to come to class prepared and to spend class time on simulation-related matters.
On the lighter side, this class assignment not only allows for lying, bribery, and extortion but actually encourages them. The only requirement is that these actions need to be reported to the instructor via the daily activity reports. Unfortunately, the instructor has a big mouth and may leak some of this information to selected participants. Some of your activities may also find their way into the “Capital Hill Gossip Sheet” that will be released during the simulation.
As in acting, “staying in character” is the most important guide to your behavior during the simulation. Some behavioral considerations might include a character’s material incentive, ideological orientation, and role and responsibilities within the political system. You may find your character’s behaviors and motivations repugnant and immoral, but you need to play that character to the best of your ability if the simulation is to succeed.
Beginning Sources: American
Almanac of Politics, 1996
edition by Michael Barone
Congressional Quarterly’s Politics
in America, 1996 edition
by Philip Duncan and Christine Lawrence
http://www.vote‑smart.org/