POS 313 - Congress

FALL 2005 (Tuesdays 1:40-4:30 p.m.)

PS H153 - Arizona State University

Instructor: Dr. Michelle L. Chin E-mail:Michelle.chin@asu.edu

Office: 6774 Coor Building (480) 965-41 Office Hours: T 10A-Noon or by appointment

TA:

COURSE OBJECTIVES

At a press conference in July 1937, President Franklin D. Roosevelt famously declared that “It is the duty of the President to propose and it is the privilege of the Congress to dispose.” Forty-one years later in a television interview, President Jimmy Carter said that one of the “two unpleasant surprises [about Washington]...was the inertia of Congress, the length of time it takes to get a complicated piece of legislation through.” This class is designed to give you an understanding of how Congress operates, the theoretical issues associated with the way Congress is organized and conducts its business, and an assessment of the institution’s role in a representative democracy. You are encouraged to participate in class discussions and activities, and to implement the knowledge you have gained in this class in a group simulation exercise. This class requires a significant amount of reading, critical thinking and written analysis. You will be expected to produce work of professional quality and to arrive in class prepared to discuss the assigned material. It will be important for you to manage your time wisely.

REQUIRED TEXTS

Congress and its Members 10^th edition [Roger H. Davidson & Walter J. Oleszek (CQ: 2005)]

CQ’s Legislative Simulation [Julie Dolan & Marni Ezra (CQ: 2001)]

The Dance of Legislation [Eric Redman (University of Washington: 1973, 2001)]

How Congress Works and Why You Should Care [Lee H. Hamilton (Indiana Univ: 2004)]

GRADE (Keep track of your grade using the worksheet on pg. 8)

40% Simulation: There are several important components to the simulation. You will receive credit for completing each of these tasks as they are assigned. The percentage for each task is listed below; these numbers should sum to 40. The grade for the simulation is determined as follows: 20% for written work (reports, testimony, remarks, etc), and 20% for your attendance and participation during the committee and floor debate phases of the simulation (YOU WILL LOSE POINTS IF YOU ARE LATE TO ANY OF THESE PROCEEDINGS). Business attire required during ALL COMMITTEE & FLOOR DEBATE phases of the simulation (FYI, see http://www.jobweb. com/Research/mensattire‑1.htm or http://ecglink.com/newsletter/dress.shtml).

40% Exams: Four closed-book exams worth 100 points each and consisting of all or some multiple-choice & short answer questions will be given throughout the semester. No make-up exams without a university-approved excuse or prior approval of the instructor.

15% Analytical Essay: One analytical essay about the member of Congress that you will role-play in the simulation. Analyze the member’s constituency, policy & political agenda, and institutional activities. This 8-10 page, typed, double-spaced essay is worth 100 points & MUST BE POSTED to the Blackboard drop box by 11:59 p.m. Tempe, AZ time on the due date.

5% Analytical Book Review: One 5-page, typed double-spaced review of The Dance of Legislation or How Congress Works and Why You Should Care is worth 100 points & MUST BE POSTED to the Blackboard drop box by 11:59 p.m. Tempe, AZ time on the due date.

BLACKBOARD I will post lecture notes and exam review sheets on Blackboard. You MUST have an active ASURITE id to access these materials. Online discussion boards will be used for committee communication in the legislative simulation.

Footnote 18 contracts To obtain footnote 18 Honors credit for POS 313, you must complete ALL of the required assignments listed above with a 90% average or higher, and ALL of the following: (1) consult with me about the topic of a 20-page, thoroughly researched, term paper that you will write, (2) get a 90% or higher on the paper, and (3) pass a comprehensive, ALL-ESSAY final exam with a 90% or higher.

ACADEMIC INTEGRITY: Thou shalt not cheat or steal another’s words/work and pass it off as your own. In this class, the penalty for violations of the university’s code of conduct regarding academic integrity is a grade of XE (failure due to academic dishonesty) for the class. WARNING TO SENIORS: the university also reserves the right to revoke your degree for academic dishonesty. For details, see http://www.asu.edu/studentlife/judicial/integrity.html.

Online Resources (not a complete listing)

U.S. House of Representatives [www.house.gov], U.S. Senate [www.senate.gov]

Bills & legislation [http://thomas.loc.gov], Scholarly journal articles [www.jstor.org]

Media: C-SPAN [www.cspan.org], Congressional Quarterly [www.cq.com], National Journal [www.nationaljournal.com], Washington Post (www.washingtonpost.com), New York Times (www.nytimes.com)

Campaign finance & voting records: Federal Election Commission [www.fec.gov], Center for Responsive Politics [www.crp.org], Project Vote Smart [www.vote-smart.org]

Think tanks: American Enterprise Institute [www.aei.org], Brookings Institute [www.brook.edu], Cato Institute [www.cato.org], Campaign Finance Institute [www.cfinst.org], Urban Institute [www.urban.org]

Analytical Book Reviews

Write a 5-page typed (double-spaced, 12 point font, 1 inch margins), carefully argued, and clearly structured, analytical review of Eric Redman’s The Dance of Legislation or Lee Hamilton’s How Congress Works and Why You Should Care. You may write an extra review for up to 5% extra credit.

REDMAN: In your review, you should compare and contrast policymaking in the House and the Senate using examples from Redman’s account and Congress and Its Members as well as the simulation. What challenges do members of the House and Senate face when working with “the other body” on legislation? How does the “real world” account compare to the picture of Congress that emerges from the textbook and your experiences in the simulation?

HAMILTON: Analyze Hamilton’s “defense” of Congress. What are the strengths and weaknesses of his arguments? What do you think about his suggestions for reform? Are there any other reasons that Hamilton ignores that might explain the decline of civility in the House? What determines whether Congress “works” or not? Be sure to discuss specific issues or concerns that Hamilton addresses (or ignores).

Analytical Essay: In this paper, you analyze the member of Congress you are role-playing in the simulation. Your goal is to try to understand what motivates the member to adopt the policy and political agenda that he/she has adopted. You want to understand how the member’s constituency and other district pressures interact with the member’s ideology, political capital, and institutional position to help or hinder the achievement of the member’s goals.

A. Layout

Title Page: Your name; due date; name of the member you are writing about.

Headers: Put your name as a header for each page of your paper; AND number the pages.

BE CLEAR. Clearly organized papers get better grades:

Introduction‑ Tell the reader what to expect in the paper.

Body‑ Explain what you want the reader to understand.

Conclusion‑ Briefly review your arguments & link everything together one last time.

Use the American Political Science Association citation style (see http://dept.lamar.edu/polisci/DRURY/drury.html).

B. Conceptual Organization

Constituency: Members’ activities derive largely from their constituency's interests. Be sure to discuss the specific characteristics of the member’s district and constituency. Using the Internet (see Federal Election Commission, or Center for Responsive Politics), identify the main campaign contributors from the member’s district. Evaluate and discuss the connection, if any, between the member’s activities on issues and the campaign contributors.

Electoral Vulnerability: Describe and discuss the member’s electoral vulnerability. Is the member in a safe or marginal district? Who or what are the main obstacles or challenges to the member’s re-election in 2006? What has the member done (or what should the member do) to anticipate these electoral threats? What constituencies are more/less supportive of the member, and why do they take these positions for/against the member?

Committees and position in the party: Describe and discuss the member’s committee assignments and activities that relate to their party. Evaluate the connection between constituency and committee assignments and participation.

Issues: From Congressional Quarterly Weekly Report and Congressional Quarterly Almanac, identify the policy issues that are important to the member. Briefly describe, then assess their activities in Congress (see CQ Almanac and other almanacs, also look for other news reports about the member’s legislative activities).

Link the key points together: The important thing is to make links between these sections. Your job is to analyze the information about the member’s electoral vulnerability and constituency, committee and party responsibilities, and policy goals to understand and explain how they are connected.

C. Some Helpful Hints

*Write clearly and concisely.

*Avoid run-on sentences and lengthy, rambling, unfocused paragraphs; and use the spell-checker.

*Be sure to elaborate your thoughts and ideas fully! I can’t read your mind, only your paper.

*Remember Murphy’s Law (the computer will crash, the printer won’t print, the car won’t start, the universe will conspire against you) if you wait until the last minute to complete this assignment.

The Fine Print

No late work accepted without a university approved excuse.
All assignments due in Blackboard drop box by 11:59 p.m. of due date listed. Do NOT e-mail your assignments to the TA, or me but post them directly to the online drop box.
Students who plagiarize, cheat or engage in any other form of academic dishonesty will fail this class.
YOU are responsible for the grade you earn. Talk to me ASAP if you encounter difficulties with the class. I’m unsympathetic to post-final-exam pleas for “upgrades.”
Disruptive and distracting activity during lectures includes, but isn’t limited to, personal conversations with people in the class or on cell phones, persistent interruptions by electronic devices (pagers, beepers, phones, etc), reading the newspaper or other non-class materials, sleeping, personal grooming.
The exact schedule of lectures & assignments is subject to change in order to accommodate guest speakers and any other unforeseen emergencies. Any such changes will be posted online on Blackboard.

Schedule of Assignments & Class Discussion topics

Assignments are listed under the day that they are due.
A list of reading questions is also included to help you think about the material that is assigned. Try to link the concepts presented in the readings from the textbook, simulation book and Dance of Legislation (DOL). Come up with your own questions.
The assigned readings are listed under the day that we will discuss them in CLASS.
NOTE: You must present your One Minute statement during one of the “Morning Business” periods at the beginning of each regular class day between Aug. 30 and Nov. 29, AND post your written 1-pg One Minute remarks for House (worth 5 of the 40% simulation grade) to the Blackboard drop box by 11:59 PM on the day that you deliver your remarks in class. You may write about the bills to be debated, or some other interesting idea, person or issue. One Minutes occur during Morning Business and are one of the few times that germaneness is not a concern. Write clearly, concisely & creatively. (See ex. p. 6-7) DUE IN BLACKBOARD DROP BOX by 11:59 P.M. Note: No One Minutes on Exam Days or Nov. 22.

I. What is Congress?

Week 1.

Aug. 23

Congressional History & Change

Congress and Its Members (Ch. 1, 2), CQ Simulation (Ch. 2)

Reading Questions:

1. What are the 2 Congresses?

2. What kind of legislature did the Framers construct?

3. Why is a legislature of this type necessary in a representative democracy?

4. What lessons will you learn from participating in the simulation?

IN CLASS: SELECT THE MEMBER OF CONGRESS YOU WILL ROLE PLAY IN THE SIMULATION

NOTE: Photos of individual Members of Congress will be taken in class.

II. Congressional Elections

NOTE – The first 15 minutes of each regular class day are reserved for “Morning Business” during which time members may give one minute statements.

Week 2.

Aug. 30

Congress and Its Members (Ch. 3, 4)

Reading Questions:

What does it take to get elected to Congress? Why do people choose to run for Congress?
What are the rules regarding campaign financing? What are the politics of redistricting?

Week 3.

Sept. 6

1:45-3:00 p.m. EXAM 1 – DUE: Signed Statement (p.9) is worth 5 points on the exam.

3:15-4:30 p.m. – WORKSHOP to discuss the essays due next week.

III. Members of Congress

Week 4.

Sept. 13

Congress and Its Members (Ch. 5 Being There: Hill Styles & Home Styles)

** Dance of Legislation (Redman): pg. 1-97

DUE: Analytical essay on the Member of Congress you are role-playing. Be sure to discuss the characteristics of your district, your committee assignments, policy agenda, and any leadership roles that you play in your political party. In general: Assess your electoral vulnerability and prospects for re-election in 2006. The essay should be 5-10 pages, typed, double-spaced. Be sure to properly cite the material and include a list of references. References MUST include the CQ Politics in America and the National Journal Almanac of American Politics. SEE ABOVE FOR SPECIFIC DETAILS ABOUT THIS Assignment, which is worth 15%. DUE IN BLACKBOARD DROP BOX by 11:59 P.M.

Reading Questions:

1. What is the difference between Hill style and Home style?

2. What does constituency mean?

3. What is representation?

DOL: Why does Redman write this book? What brings him to DC? How are legislative policies initiated? What kind of preparation and research go into developing legislation, recruiting members of Congress to support it, and moving the legislation on the policy agenda? What does the phrase “dance of legislation” refer to?

IV. Working in Congress

Week 5.

Sept. 20

Party Leadership & Committees

Congress and Its Members (Ch. 6, 7), CQ Simulation (Ch. 1)

How Congress Works (Hamilton) Ch. 1, 2, 3.

DUE: Draft 1 amendment to your committee’s bill & 1 amendment to the other committee’s bill; also include a brief “plain English” description for each amendment. You may offer additional amendments during mark-up & floor debate, but just turn in these 2 amendments for credit (worth 5% of 40% simulation grade). Use appropriate legal language to draft the amendment. DUE IN BLACKBOARD DROP BOX by 11:59 P.M.

Reading Questions:

1. What is the role of party leadership in Congress? Why is it important?

2. What is the significance of the committee system in Congress?

3. How do members get committee assignments?

4. Why would members wish to participate (and how do they participate) in committees?

Week 6.

Sept. 27

1:45-3:00 p.m. EXAM 2

3:15-4:30 p.m. FILM/GUEST

V. Congress & Policy Process

Week 7.

Oct. 4

Procedures & Scheduling

Congress and Its Members Ch. 8, 9

** Dance of Legislation (Redman): pg. 98-162

DUE: 2-3 pg list of questions you will ask EACH of the interest group witnesses in your committee hearing in the simulation (worth 5 of the 40% simulation grade). DUE IN BLACKBOARD DROP BOX by 11:59 P.M.

Reading Questions:

1. What are the differences between the legislative processes in the House and the Senate?

2. How do these differences affect the ability of Congress to "get things done”?

3. What are the (dis)advantages to the different rules concerning floor debate in the House & Senate?

4. If you could change the rules, what would you change?

DOL: What are the real-world politics of committee & floor proceedings in the Senate? How has the legislative proposal changed from its inception?

Week 8.

Oct. 11

The President, Bureaucracy & the Courts

Congress and Its Members Ch. 10, 11, 12

DUE: 1-pg Floor Statements for each policy issue in simulation = 2 papers (worth total of 5 of the 40% simulation grade). Write a paper CLEARLY outlining your position on each of the bills to be debated. Your opinions may change after the hearings, but this paper will help you begin to frame your ideas about the issues. (See example p. 7-8). DUE IN BLACKBOARD DROP BOX by 11:59 P.M.

Reading Questions:

What determines the President’s success in getting congressional support for policy?
What is the impact of divided v. unified party control of Congress & the White House?
What is congressional oversight? What are the costs and benefits of the bureaucracy?
How powerful is Congress in acting as a check on the judiciary? What powers does Congress have?

Week 9.

Oct. 18

1:45-3:00 p.m. EXAM 3

3:15-4:30 p.m. FILM/GUEST SPEAKER

Week 10.

Oct. 25

Interest Groups

Congress and Its Members Ch. 13

** Dance of Legislation (Redman): pg. 163-232

Reading Questions:

1. Who are organized interest groups?

2. What’s the role of interest groups in the congressional policy making process?

3. What’s the significance of access, participation and influence of organized interests in the policy process?

DOL: What role did organized interests play in the process regarding S. 4106? What is your perception of Sen. Magnuson given Redman’s description of the senator? Based on your reading of this book, how important do you think staff is in assisting and influencing the members of Congress they work for?

Week 11.

Nov 1.

Budget, Domestic & National Security Policy

Congress and Its Members Ch. 14, 15

How Congress Works (Hamilton) Ch. 4, 5, 6

** Dance of Legislation (Redman): pg. 233-308

Reading Questions:

1. Why does Congress place such importance on control of the budget?

2. What does it take to pass a budget?

3. What’s Congress’ role regarding national security policy?

DOL Questions:

1. What were unexpected events relating to passage of S. 4106? In hindsight, what information would Redman have needed to correctly anticipate these events?

2. What constitutes the full measure of success when it comes to passing a bill? Would you say that Sen. Magnuson was successful with respect to S. 4106?

3. How has Congress changed since Redman first wrote the book in 1973? In what ways do you think the legislative outcome of S. 4106 would be different if it was considered in the current Congress?

Week 12.

Nov. 8

Congress’ Role in a Representative Democracy

Congress and Its Members (Ch. 16 The Two Congresses and the American People)

Reading Questions:

1.Do you agree or disagree with public criticisms of Congress? Are Hamilton’s explanations persuasive to you?

2.What institutional aspects of Congress pose challenges to the exercise of representative democracy?

3.What are the (dis)advantages of an informed public? What do you think of the proposed reforms? Are they really necessary? Why or why not?

4.How do you think the election results affect Congress-White House relations? In what ways do you expect the policy agenda in the 109^th Congress to differ from the 108^th Congress?

Week 13.

Nov. 15

1:45-3:00 p.m. EXAM 4

3:15-4:30 p.m. FINAL PREP FOR HEARING

VI. If I Were A Representative...Business attire required for remainder of semester.

Week 14.

Nov. 22

*Business attire

DUE: Analytical Book Review DUE IN BLACKBOARD DROP BOX by 11:59 P.M.

NOTE: Class location changes for this week only!!

SIMULATION Phase 1: Committee Hearing & Mark up

1:50-3:05 p.m. Hearings (Worth 5 of 40% of simulation grade)

Energy & Commerce meets in TBA

Transportation & Infrastructure meets in TBA

3:20-4:30 p.m. Mark up (Worth 5 of 40% of simulation grade)

Energy & Commerce meets in TBA

Transportation & Infrastructure meets in TBA

Week 15.

Nov. 29

*Business attire

CLASS MEETS IN REGULAR CLASSROOM!

SIMULATION Phase 2: Floor Debate (Worth 5 of 40% of simulation grade)

1:45-2:15 p.m. Morning Business, House Floor.

2:25-3:25 p.m. Debate on Rule

3:30-4:30 p.m. General Debate on HR____

HR 1415 Patient Access to Responsible Care Act of 1997

HR 1595 Safe & Sober Streets Act

Week 16. Dec. 6

*Business attire

SIMULATION Phase 2: Floor Debate Continued (Worth 5 of 40% of simulation grade)

1:45-2:45 p.m. General Debate on HR_____

2:45-3:00 p.m. Roll Call votes on HR 1415, HR 1595

3:15-4:15 p.m. Debriefing

Discussion Questions:

1. From the readings & participating in the simulation, what have you learned about the congressional policymaking process that helps explain public perceptions about Congress?

2. Does Congress fulfill its role to represent the people, and to check the powers of the executive and judicial branches of government?

3. How have your opinions about Congress changed since the beginning of the semester?

NOTE: Book reviews will be returned today.

1. Sample - One Minute Statements from the Congressional Record

OLD GLORY CONDOMS ALLOWED TO UNFURL (House of Representatives - March 09, 1993 [Page: H1061]

(Mr. TRAFICANT asked and was given permission to address the House for 1 minute.)

Mr. TRAFICANT. Madam Speaker, the Old Glory Condom Corp. appealed a prior decision that banned their red, white, and blue condoms. Now, Old Glory contended that the use of their red, white, and blue condoms was in fact a patriotic act. And, guess what? The U.S. Trademark Office of Appeals agreed with that.

Here is what the panel said. The name Old Glory and its logo of a flag shaped like and unfurled condom is neither scandalous nor offensive nor unconstitutional.

No wonder the American people are losing confidence in our Government. What is next, the Congressional Medal for Benedict Arnold? When our Government starts treating the flag like an Old Glory condom , something should be done. [Page: H1062]

ASIAN PACIFIC ISLANDER AMERICAN HERITAGE MONTH -- (House of Representatives - May 04, 2005) [Page: H2885] (Ms. SOLIS asked and was given permission to address the House for 1 minute)

Ms. SOLIS. Mr. Speaker, today I rise in celebration of Asian Pacific Islander American Heritage Month. As a member of the Congressional Asian Pacific Islander American Caucus, I am proud to pay tribute to the 120,000 individuals of Asian descent that I represent in the 32nd Congressional District in California. Communities like Rosemead, Monterey Park, West Covina and other cities throughout my district have experienced firsthand the economic and cultural contributions of Asian and Pacific Islanders. Asian and Pacific Islanders in my district represent local government, entrepreneurs, educators, and patriots. This month we should also remember the great contributions that were provided by Congressman Robert Matsui, who was a great advocate and champion of Asian American issues throughout our country. I encourage all my colleagues to celebrate with us throughout the month of May to learn more about the rich cultures of Asian and Pacific Islander Americans.

2. Sample - FLOOR STATEMENT from the Congressional Record

GILA RIVER INDIAN COMMUNITY JUDGMENT FUND DISTRIBUTION ACT OF 2003 -- (House of Representatives - April 29, 2003) [Page: H3430]

Mr. HAYWORTH. Mr. Speaker, it was my honor to represent the Gila River Indian community in the Congress of the United States for my first 8 years of service in this institution. And although redistricting in my home State has shifted the boundaries of the Congressional District I now represent, I continue to enjoy a very productive working relationship with and on behalf of the Gila River community.

Mr. Speaker, I would urge my colleagues to support this very important legislation. My friend from American Samoa cited dates, and let us understand what is at stake here in this Chamber this afternoon. An agreement of some was decided upon in 1951. Mr. Speaker, to put this in perspective, that is some 7 years before the date of my birth. Over a half century has passed, and we need to get this done. Fifty years of litigation and consultation between the Gila River Tribe and the government of the United States now, today. We say from time to time that this is a deliberative body. Mr. Speaker, I daresay those of us on both sides of the aisle welcome the fact that this deliberation will at long last draw to a close.

Mr. Speaker, this points out a challenge we have faced time and again with the first Americans, because in too many instances, our government has come up short in its stewardship of Native American monies. The Gila River community has faced considerable delays in dealing with the Office of Trust Funds Management and the Bureau of Indian Affairs in finalizing the distribution plan. Members of the Gila River Indian community, in fact, have waited an additional half a decade for final resolution of these legal claims and for distribution of these judgment funds to eligible tribal members.

Mr. Speaker, the dominant media culture in this town, so fond of playing up differences that may exist among us, may little note nor long remember what transpires with this legislation today. But it is very profound, because it lifts a burden of uncertainty from members of the Gila River community. The time is now for Congress to pass this legislation so that the community members' judgment funds may finally, finally be released to them. This is a chance where we come together as men and women of goodwill, as constitutional officers, to do the right thing for the right reasons, even though the timing has been somewhat delayed. Mr. Speaker, I therefore urge my colleagues once again to support this important legislation, and once again thanking my friend from American Samoa and my new colleague from the First District of Arizona.

STEM CELL RESEARCH ENHANCEMENT ACT OF 2005 -- (House of Representatives - May 24, 2005) [Page: H3815]

Mrs. BONO. Mr. Speaker, I rise in strong support of H.R. 810. I would like to thank the chairman for all of his work in bringing this bill to the floor, and I would like to thank my leadership for allowing a vote on this important legislation. As Representatives, we are in the unique position to frequently meet with a wide cross-section of people, many of whom are suffering from debilitating diseases, injuries, and ailments. These millions of patients, as well as their loved ones, have a clear message for policymakers: we support this research and we need their help. Opponents of this bill have argued that we should not use Federal funds to pay for embryonic stem cell research. I respectfully disagree. The issue at hand is allowing for more pristine stem cell lines to be eligible for research. Scientists and researchers throughout the United States are constantly reminding us that the focus needs to be on the quality of the stem cell lines available which are eligible for Federal research. I would also like to state that there is no funding for the derivation of the lines and the lines must be ethically in accordance with the principles the President has laid out in his policy. We are undoubtedly slowing research progress by forbidding researchers from using Federal funds to conduct research.

Former First Lady Nancy Reagan has said about embryonic stem cell research: ``Science has presented us with a hope called stem cell research, which may provide our scientists with many answers that for so long have been beyond our grasp. I just don't see how we can turn our backs on this. We have lost so much time already. I just really can't bear to lose any more.''

We all know that the impetus for Nancy Reagan was the battle that her husband, President Ronald Reagan, fought with Alzheimer's disease. The former first lady is not alone. Over 4.5 million Americans are affected by Alzheimer's. I am encouraged by scientists' claims that embryonic stem cells will allow for more research on Alzheimer's, including the possibility that they may be used to grow new brain cells to replace the brain tissue destroyed by the disease.

Dana Reeves, the widow of actor and activist Christopher Reeves, sat with me less than 2 months ago and shared her family's devastating story. The potential for turning the hope for spinal cord injury into reality is evident, and I believe that by passing this legislation we can clear the way for research to move forward. Dana and Nancy are just two of the more visible faces of public figures who have asked for this research. Mr. Speaker, I implore my colleagues to please support this legislation, H.R. 810.

NOTE: All written assignments MUST be posted to the Blackboard drop box by 11:59 p.m.* on the due date listed below.*
GRADE WORKSHEET	DUE DATE	Your grade	% Final Grade
Analytical Essay- 8-10 pg (no late papers without univ-approved excuse) 100 pts.	SEPT. 13		15%
Simulation Papers (late papers NEED univ-approved excuse)			20%
1 pg One Minute remarks for House floor (morning business) + Oral Statement in Class	Aug. 30-Nov. 29 (except Exam Days & Nov. 22)		5%
Committee amendment	SEPT. 20		5%
2-3 pg list of questions for witnesses @ committee hearing	OCT. 4		5%
Two floor statements on EACH bill (1pg statement on HR 1415 + 1pg statement on HR 1595)	OCT. 11		5%
Participation in Simulation (BUSINESS ATTIRE; points deducted if you’re late!)			20%
Hearing	NOV. 22		5%
Markup	NOV. 22		5%
Morning Business, Debate on Rule, General Debate	NOV. 29		5%
General Debate	DEC. 6		5%
1 Analytical Book Review - 5-6 pg (no late papers w/o univ-approved excuse) (Write an extra book review for up to 5% extra credit) 100 points per review.	NOV. 22		5%
Dance of Legislation
How Congress Works
Exams – 1:45-3 p.m. (no make-ups w/o univ-approved excuse) – 100 points each			40%
1	SEPT. 6
2	SEPT. 27
3	OCT. 18
4	NOV. 15
Final Grade			100%
Calculate your SEMESTER GRADE A+ (98+) A (94-97) A- (90-93) B+ (88-89) B (84-87) B- (80-83) C+ (78-79) C (74-77) C- (70-73) D+ (68-69) D (64-67) D- (60-63) E (59 or lower) XE (failure due to academic dishonesty)

POS 313 Analytical Essay Grade Sheet

Final Grade:	Student’s Name:
Section A. Paper Layout & Structure (10 points): up to 2 points for each line, except as noted.
*Points*	*Criteria*
	Title Page: Your name; due date; name of the member you are writing about.
	Headers: Put your name as a header for each page of your paper; AND number the pages
	8-10 pages
	double‑spaced, 12 point font, 1 inch margins
	Work properly cited List of references in APSA style.
Subtotal Section A	Additional comments:
Section B. Conceptual Organization (90 points)
	*Constituency*: Members’ activities derive largely from their constituency's interests. Using data from the Federal Election Commission (see also Center for Responsive Politics), identify the main campaign contributors from the member’s district. Discuss the connection, if any, between the member’s activities on issues and the campaign contributors. (15 points)
	*Electoral Vulnerability*: Describe and discuss the member’s electoral vulnerability. Is the member in a safe or marginal district? Who or what are the main obstacles or challenges to the member’s re-election in 2006? What has the member done (or what should the member do) to anticipate these electoral threats? What constituencies are more/less supportive of the member, and why do they take these positions for/against the member? (15 points)
	*Committees and position in the party*: Describe and discuss the member’s committee assignments and activities that relate to their party. (15 points)
	*Issues: From the member’s home page and mostly from Congressional Quarterly Weekly Report* and Congressional Quarterly Almanac, identify the policy issues that are important to the member. (15 points)
	Describe and discuss the member’s activities in Congress (see CQ Almanac and other almanacs, also look for other news reports about the member’s legislative activities). (15 points)
	Link the three key points together: The important thing is to make links between these three sections. (15 points)
Subtotal Section B	Additional comments:
Section C. Deduct additional points for any of the following “infractions”:
	Sloppy, incoherent, unclear, rambling sentences/writing style. Poor spelling and grammar
	Other (please describe)
Subtotal Section C	Additional comments:
Total (A + B + C)	Additional comments:

Please read the following CAREFULLY, and sign your name in the line provided. Turn in this form on or BEFORE Exam 1 on SEPT. 6. This is worth 5 points on the exam.

My signature below confirms that I have read this syllabus carefully and understand the due dates for all assignments and exams in POS 313, as well as any location changes for the legislative simulation on Nov. 22, 29 and Dec. 6. I acknowledge that the heavy workload in September and October means that I will be finished with all requirements for this class by Dec. 6. Finally, I also agree to abide by the Arizona State University code of conduct.

________________________________________________

(Your name) (Date)