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National Government (G-229) Introduction 1. National Government: Background & Experien ce 2 Commenced active duty with the Pacific Submarine Force in.

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Presentation on theme: "National Government (G-229) Introduction 1. National Government: Background & Experien ce 2 Commenced active duty with the Pacific Submarine Force in."— Presentation transcript:

1 National Government (G-229) Introduction 1

2 National Government: Background & Experien ce 2 Commenced active duty with the Pacific Submarine Force in Pearl Harbor, Hawaii in 1963, and served aboard the USS TANG (SS-563) as Quartermaster SN (SS) (qualified in submarines), until appointment to the U.S. Naval Academy, Annapolis, Maryland in 1964. Graduated with the Class of 1968. Later attended and graduated from Basic Underwater Demolition/SEAL (BUD/S) Training (Class 56). Following BUD/S joined Underwater Demolition Team THIRTEEN (UDT 13) and deployed to Vietnam as Officer-in- Charge of the forward-deployed detachment conducting river reconnaissance and combat demolitions operations based out of Da Nang, Vietnam. Subsequent assignments included two tours with SEAL Team ONE as a Platoon Commander, and later as Executive Officer; and a return to Vietnam as a SEAL advisor conducting maritime operations and clandestine actions ashore in enemy held areas. Upon return from Vietnam was reassigned to Basic UDT/SEAL training (BUD/S) as Senior Instructor for SEAL Tactics, Weapons, Demolitions, and Land Warfare. Other subsequent tours included: Inshore Undersea Warfare Group ONE as Executive and later Commanding Officer; Naval Special Warfare Group ONE as Operations Officer; and two Pentagon-Washington area tours with the Strategy, Plans, and Policy Division (OP-60) of the Chief of Naval Operations (CNO) Staff (OPNAV), and the Chief of Naval Personnel as SEAL and Navy Diver program coordinator. Following the Pentagon tour was assigned to Naval Special Warfare Unit TWO as Commanding Officer of all forward deployed Navy SEALs and Special Boat Detachments assigned for special operations contingencies throughout Europe. Just prior to completion of military service served as the Chief of Staff for the Joint Special Operations Command (JSOC), at Fort Bragg, NC. Also served as JSOC's Director of Exercise and Evaluation prior to promotion to Chief of Staff. Other senior level major assignments included Chief of Policy and Strategy and Deputy Director of Plans, Policy, and Doctrine (J5) for the Commander and Chief of the United States Special Operations Command (USSOCOM). During the tour at USSOCOM earned a Master's Degree in Political Science from the University of South Florida and became a member of PHI KAPPA PHI and PI SIGMA ALPHA National Honor Societies. Am also a 1977 graduate of the Naval War College, a 1983 graduate of the National War College of National Defense University, Washington D.C., and have been designated a "proven sub-specialist" in Political and Military Strategic Planning by the Joint Chiefs of Staff (JCS).

3 Introduction to National Government *Syllabus Overview* National Government is a semester long survey: – American Federal Government system – Introductory study of the U.S. constitutional framework – Role and context of American political process – Key individuals & groups directly and indirectly influence US political process Second half of the study concentrates on the examination of: – U.S. Government institutions – Their role in formulating US public policy. 3

4 General Course Objectives Acquire knowledge & interest in American political system: – Develop understanding of Federal Government & its institutions – Examine political & social context of politics – Examine the constitution & its guaranteed freedoms – Analyze role of government in domestic & foreign policy Develop & reinforce reading, writing, and verbal skills* 4

5 Grading Criteria: Total GRADE Points = 100 point scale: – Meaningful Participation Discussion of assigned Learning Objectives (preparation/contribution/attendance) Quizzes & RP Thesis Statement => 10 points – Test I (Key Terms Part I) => 10 " – Midterm Exam (Parts I & II) => 20 " – Test II (Key Terms Part III) => 10 " – Research Paper Project* (8-10 pages: due last class meeting) => 20 " – Final Exam (Parts I, II, III, & IV) => + 30 “ 100 total points 5

6 Letter Grades: Total Numerical points => letter grade – 100-90 points = A – 89-80 points = B – 79-70 points = C – 69-60 points = D 6

7 Research Project: 8-10 page double-spaced typed paper – Based on student's own research and analysis – Note: your research is a big part of the exercise Select & thoroughly research, analyze, and answer – One of three question types that examines: – 1. Contentious Constitutional or power sharing issue – 2. Controversial Supreme Court issue or ruling – 3. Divisive Foreign Policy issue (See pages 10-11, paragraph VIII of Syllabus for details) 7

8 Thesis Statement & more guidance Clearly state your thesis and rationale Objectively analyze all sides of issue(s) identified Present supporting rationale for your conclusion(s) Submit IAW standard Style Manual & use at least 5+ sources – (see Syllabus- paragraph VIII for details) Write IN YOUR OWN WORDS (Cite all work!) Due: Week 15b -Turn in at beginning of class 8

9 Attendance: Complete attendance is strongly encouraged Class discussions highlight significant areas of interests – Class discussions/lectures clarify potential tested material. 10% of your grade is based in part on class preparation – Student discussion of learning objectives – Quizzes (announced & unannounced) 3 or more absences may result in a lower grade – 5 or more will most likely result in failing the course. – No make-up Quiz will be administered. – No make-up tests or exams without a properly excused absence 9

10 Campbell University’s Purpose, Mission, & Policies: Provide students with the option of a Christian World view (see paragraph IV of syllabus) – Described further in the Campbell University Bulletin Standards and Expectations – – (University Bulletin & paragraph IV of syllabus) No computer notebooks during class – Recommend download & print Student Class pp notes – Use as study guide & for note annotation during class – Available on web page or student computer in rm 113 – Also pls silence your cell phone ringers before class 10

11 Textbook & Reading Materials: Squire, Peverill & James Lindsay et. al. – Dynamics of Democracy- 5 th ed. (2008) – (Available at bookstore or: Supplemental readings: – Additional articles and readings as assigned 11

12 Test & Examination Preparation A Test or Exam will be administered after each “Part” is completed – Note: Text has a total of 4 Parts = 2 Tests + 2 major Exams – A “prep quiz” will be given a few days before each test or exam Tests focus on testing your understanding of Key Terms in context with Chapter Learning Objectives for the particular Part of text being tested (i.e. Parts I, II, III, IV) – Examples of typical Multiple Choice/True-False questions are presented in paragraph VII on page 2 of Syllabus FYI Exams focus on both Key Terms (above) and Essay Question(s) based on (and derived from) each Chapter’s Learning Objectives – … and as discussed, clarified, and emphasized in class 12

13 Course Outline- Part I: Context of American Politics (Chapters 1-5) Chapter 1- Conflict, Rules, and Change Chapter 2- The Constitution Chapter 3- Social Context of American Politics Chapter 4- Civil Liberties Chapter 5- Civil Rights 13

14 Course Outline (see syllabus- page 2) Chapter 1 Learning Objectives: Be prepared to discuss, analyze, and be tested on each chapter’s Learning Objectives & Key Terms & concepts as identified and discussed in the Text and highlighted in Bold Print below: Chapter 1- Conflict, Rules, & Change- Learning Objectives: – (1). Define Politics and examine the role of conflict & its roots in US political process. – (2). Explain government's role in managing conflict, and why its citizens comply: the role of legitimacy & force. – (3). Contrast government's structural rules and policy rules. – (4). Examine the bias character of the rules. – (5). Examine the changing rules of government. – (6). Summarize overall objectives of the text (Parts I-IV): Political Context, Individual & Groups, Institutions, Policy 14

15 Parts I & II Course Requirements and Learning Activities Classroom discussions and learning objectives: Be prepared to discuss: – all key terms (KT) & learning objectives – Prior to class! Student Objective: – Understand the underlying concept of how all Key Terms are applied in context of the Learning Objectives Reading Assignments and student preparation: (Refer to schedule in Syllabus) 15

16 Course Schedule- Part I: (See syllabus para VIII C) Week 1: Introduction to Text & Chapter 1 (G-1) - Dynamics of Politics (today): Class 1: Introduction & Course Overview; Review Syllabus; Discuss chapter learning Objectives; Discuss student preparation: => Outline chapter 1 learning objectives #1-5. => (students should read chapters 1 and 2a (objectives 1-8) prior to next class # 2a). Week 2: Chapter 1- Dynamics of Politics & Chapter 2 (G-2) - The Constitution: Class 2a:Text (chapter 1) => Review learning objectives #1-5; Text (chapter 2a)=>Discuss learning objectives #1-8. » Read Constitution! (end of G-2); Class 2b:Text (chapter 2b)=>Discuss learning objectives #9-14; Week 3: Chapter 3- The Social Context of Politics & Chapter 4- Civil Liberties: Class 3a: Text (chapter 3)=> Discuss learning objectives #1-4; RP Guidance Class 3b: Text (chapter 4)=> Discuss learning objectives #1-8; Week 4: Chapter 5- Civil Rights: Class 4a:Text (chapter 5a)=> Discuss learning objectives # 1-11; Class 4b:Text (chapter 5b)=> Discuss learning objectives #12-15; Quiz 1 (Chapters 1-5) Week 5: Test I (Part I) & Chapter 6-Public Opinion: Class 5a: Test 1 (Part I)=> (test on key terms & concepts discussed in Text- Chapters 1-5) NCS Pearson Test Sheet 50/50 SCANTRON (Form #95142) & #2 Pencil; Class 5b: Text (chapter 6)=> Discuss learning objectives #1-10. 16

17 Course Schedule- Part II (see Syllabus for details) Week 6: Chapter 7- Voting & Participation & Chapter 8- The News Media (2/13-2/15): Class 6a:Text (chapter 7)=> Discuss learning objectives #1-10; Class 6b:Text (chapter 8)=> Discuss learning objectives #1-11. Week 7: Chapter 9-Political Parities & Chapter 10- Interest Groups (10/03-10/05): Class 7a:Text (chapter 9) => Discuss learning objectives #1-11; Class 7b:Text (chapter 10) => Discuss learning objectives #1-8. Week 8: Make-up/Review- Text- Parts I & II & Midterm Examination (10/10-10/12): Class 8a:Make-up for remaining learning objectives & » Review of Parts I & II (Chapters 1-10); Research paper prep: » formulate thesis statement, research & identify sources. (Possible Quiz 2 on Chapters 6-10) Class 8b: Midterm Examination = > » Chapters 1-10 Learning Objectives & Key Terms. - Bring Blue Book, pen, & #2 pencil to class for Exam. - Also Due: e-mail your Research Paper thesis statement w/bibliography 17

18 Course Schedule - Parts III & IV & Additional Information Begin 2nd Half (Parts III & IV) upon return from semester break Office Hours (T/Th 1100-1230 or after class) – Contact me for appt via e-mail or Vicki (ext. 1480) Roll/Seating Chart & provide e-mail address History/Gov Dept. website links – Class Notes – Short cut: // Captain Slattery – Syllabus & Class Notes available on Web Page – Power Point slides available on Desktop – GHJ office Questions regarding syllabus, notes, or schedule? 18

19 Chapter 1: Overview Sources of Political Conflict Political Conflict and Government’s role Tools of Government: legitimacy & force Rule Making to manage Political Conflict – Structural Rules versus Policy Rules Bias nature of the Rules Changing the Rules So what are the sources of political conflict? 19

20 Sources of Political Conflict? 20 Conflict Material $carcityConflicting Values

21 Ideological Conflict in the Political Community consists of conflicting: 21 Values PrinciplesBeliefs So what’s the Government’s role?

22 Governments’ Role: Manage Political Conflict 22  Governments allocate society’s scarce resources,  reflect society’s values, and enforce its decisions. Values : People often disagree and fight over values Political Violence : This is always a danger if there are not agreed upon rules and laws Material $carcity: Leads to conflicts and even violence An essential Government tool necessary for effective conflict management?*

23 Legitimacy Self-imposed willingness of the people to follow government’s decisions – (even if they disagree with the government’s decision) Respect for ruling government Government is accepted as the sole and rightful user of coercive authority What other tools do governments use?* 23

24 Coercive Force The Tools of Coercive Force include: – Military – Police – Judicial System So Legitimacy + Force = tools used by the Government to manage Political Conflict 24 By what other means do Governments manage conflict?

25 Governments Manage Conflict with Rules Two different types of Rules: 1. Structural Rules 2. Policy Rules 25

26 Structural Rules Organization of government Procedures of government Distribution of power Sources of Structural Rules? 26

27 Sources of Structural Rules: Structural rules originate from: The U.S. Constitution State Constitutions Federal Laws State Laws Federal Courts State Courts How do Policy Rules differ? 27

28 Policy Rules: When government agencies make specific decisions within their jurisdiction, the result is called a policy rule. Government’s policy rules = public policy – (Tax cuts/increases, Social Security, Military Draft) Policy rules are developed according to the procedures established by structural rules. What is the special nature of the rules?* 28

29 The Biased Nature of Rules Rules create winners and losers – Who benefits? (Rich vs. Poor, Influential groups) – Bigger tax cuts benefit rich more than poor – why? – Rich pay more taxes than poor=> but tax cuts also mean=> – Less government revenue=> requires program cuts for poor – Caps on law suits benefits: Insurance Corporations vs. Injured consumers limited amount sued – Restrictions of filing bankruptcy benefits: Credit Card Corporations vs. borrowing public who can’t pay Rules are the center of contentious debate – Involving conflict over scarce resources and values – Majority democratic rule versus minority rights – Supreme Court Appointees (decide the rules) So the Rules determine who wins & who losses 29

30 Historical Example: History of Rules of Voting & Evolving Change: Originally only white men with property could vote in America Passage of 15 th Amendment allowed all male American citizens 21 or older to vote – (previously only white US male citizens could vote) The 19 th Amendment allowed women to vote The 26 th Amendment lowered voting age to 18 30

31 Chapter 1 Summary: Dynamics of Democracy: Conflict, Rules, & Change Politics and Conflict – Roots of Conflict – Role of Government in Managing Conflict Government as Rule Maker – Structural Rules – Policy Rules – The Biased Character of Rules – The Changing Rules of Government 31

32 Summary Overview- Putting it all together: Part 1: The Context of American Politics Part 2: Individuals & Groups in US Politics Part 3: Institutions of American Politics Part 4: Policy Process in American Politics 32

33 Key Terms Summary: Material scarcity: The inability of a society to provide its citizens with all the goods and services they may want or need. Values: Principles and beliefs embraced by society. Legitimacy: A self-imposed willingness of citizens to respect and obey the decisions of their government. Coercive force: The ability of a government to compel its citizens to obey its decisions. Structural rules: Rules that establish the organization, procedures, and powers of government. Policy rule: A decision a government institution reaches on a specific political question within its jurisdiction. 33

34 Assignment for Class 2a (next Tuesday): IAW the Syllabus Course Schedule- Read: – Squire Text- Chapter 1 (Learning Objectives 1-6) – Squire Chapter 2 (Learning Objectives 1- 8) + – The U.S. Constitution (Squire Text pages 63-70). 34

35 Any Questions? 35

36 36

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