Congress (The Legislative Process)
POLS 315
Spring 2004
Katrina L. Gamble
Office: 102 Asbury Hall
e-mail: kgamble@depauw.edu
Tel: 6579
Office Hours: T/TH
This course will examine and evaluate the United States (U.S.) Congress as a representative and deliberative body. We will pay particular attention to the congressional organization, party and leadership, representative behavior, rules and procedures, congressional elections, the policy process, and external influences on Congress. There are several questions we are hoping to address throughout the course of the semester. What does it mean to be a representative body? How does the institutional structure of Congress affect the policy process and legislative outcomes? What are the goals and motivations of individual members? How do members use the institutional structure and leadership to meet their goals? And finally, how do all these factors affect Congress’ (and its members’) ability to represent the American people?
Upon completion, students should have a
clear understanding of the complexity of congressional procedures,
decision-making, and members’ goals.
Using the concepts of representation and deliberation, students should be
able to take the information learned from this course and critically and
thoughtfully evaluate the U.S. Congress and its’ individual members.
Texts:
Other readings will be made available
through the library reserve desk or online.
I reserve the right to adjust the
readings based upon the questions and comments that arise in class discussion.
RD = Reserve Desk; WA= Web Access; BB = Blackboard
Class Format:
The format of this course encourages
the active participation of students.
The success of the course depends, in part, on students preparing for
and engaging in meaningful discourse about the readings. As such, I expect students to be in class on
a regular basis and prepared. Students must be prepared to discuss the
arguments presented in the readings critically.
I will post discussion questions on Blackboard before each class, which
should be used as a guide to prepare for class. The volume of reading varies
somewhat throughout the semester.
Students are encouraged to look ahead for times when the reading is
heavier, and to plan accordingly.
The exam will cover written course
materials and information covered in lectures.
Students are responsible for all
assigned readings whether or not those readings are covered in the lectures. The exam will be a combination of essays and
objective questions. The midterm will be
in class on March 18th.
Response Papers (6) – 40%
Response papers are designed to serve
two purposes: 1) They provide me with an additional gauge of student progress
and interests. 2) They provide students with an opportunity to synthesize and
reconsider the readings prior to class.
Each student is required to turn in six, 2 to 3 page response papers
over the course of the semester. Two (2)
of the papers must be completed before the midterm. Response papers must be turned in to me by
9AM the day of class (posted on blackboard only), so that I can review your
comments before class. Comments and evaluations of the authors’ arguments are
encouraged above mere summation of the readings.
Some questions to consider for response papers:
·
What is the central focus or
common thread of the reading?
·
Is the author(s) presenting
opposing or complementary views of an issue?
·
How do the readings relate to
others concepts we have considered?
·
Is the author(s) argument
convincing? Why or Why not?
·
Does the argument assert new
or surprising ideas?
·
Does this material relate to a
contemporary event or issue in the news?
If students choose to connect readings
to an article or news piece, a citation is required. A copy of the article is appreciated.
Response papers will be returned to you by the following class session.
Final Paper (12 to 15 pgs) – 35%
The papers are expected to develop and enhance students’ analytical and research skills. The paper should reflect the students’ ability to take information learned in the course and apply it to broader topics and research questions.
An enduring question for those
interested in Congressional politics is how well the members of Congress
represent the citizens who elect them.
Your task in this paper is to address this question by evaluating the
quality of representation provided by a current member of Congress. You may choose any member of the House or
Senate who was elected in 2000 or earlier.
If you choose to write on a member who has been in office for a long
period of time, you should focus primarily on that member’s representational
activity over the two most recent terms.
A guide for the paper, including formatting instructions (e.g. font size & margins) will be made available on the class Blackboard site. The research paper is due May 13.
Proposal and Annotated Bibliography: A brief description of the paper topic (no more than 1 page single-spaced) and an annotated bibliography with six (6) sources due on March 4. Failure to complete this proposal on time will lower the paper grade (i.e. B+ to B).
Meeting: All students should arrange a meeting with the instructor the week after the proposals are returned.
Drafts (optional): I will review drafts of the final paper turned in by April 22. Students should not view this as an opportunity to have their paper edited. Comments on drafts will be on the content and organization of the paper only. I will only accept complete drafts. Papers with incomplete sentences, thoughts, or paragraphs will not be accepted. Students are also encouraged to use the Writing Center for help on papers.
Extensions on papers/exams will be
granted for emergencies only. The professor requires written documentation
from health services, the Student Affairs Office, or other appropriate sources
for such requests. Unexcused late papers will be docked points for each day it
is late—there will be no exceptions to this rule.
Students are not graded on class attendance. However, given the format of this course, to
do well a student should attend class regularly. Roll will be taken during each class session. If a student is on the border between grades,
a student with no unexcused absences will be given the higher grade. For example if you are one point away from a
B your grade will be bumped from a B- to a B.
An excused absence is one that is
approved prior to the class session. You
should let me know of any team competitions or other activities ahead of time. Student Health Services or the Student
Affairs Office should verify medical or other personal excuses. Calls or e-mails after class has been missed
stating: “I wasn’t feeling well” or “something came up” will not suffice.
Course Schedule and Readings
Introductions, Review of
Syllabus, Goals for the Semester
Institutional Design and Historical Development
February 5th – The Job of Congress
·
Davidson and
Oleszek, Chapter 1
·
Hibbing, John and
James Smith, “What the American Public Wants Congress to Be” (D&O)
February 10th – The Framer’s Design Institutional Change
·
The Federalist Papers #’s 10, 51, 55, 57, 62, and 63 (WA) or (RD)
February 12th – Institutional Change
·
Davidson and
Oleszek, Chapter 2
Representation and Deliberation in Congress
February 17th – The Politics of Representation: Concepts
·
Pitkin, Hanna - The
Concept of Representation Chapters 4 & 6 (BB)
February 19th – Representation & Deliberation:
Contemporary Issues
·
Walsh, “Enlarging
Representation: Women Bringing Marginalized Perspectives to Floor Debate in the
House of Representatives” (BB)
·
Mansbridge, Jane –
“Should Blacks Represent Blacks and Women Represent Women? A Contingent ‘Yes’” (WA – JSTOR)
February 24th – Library Trip: Resources
for the final paper
Members’ Goals and Careers
February 26th – Homestyle
·
Fenno, Richard F. – Congress at the Grassroots, preface –
pg. 88
March 2nd – Homestyle
·
Fenno, Richard F.
– Congress at the Grassroots, pg. 89
- 152
March 4th – The Electoral Connection
·
Mayhew, David – The Electoral Connection Chap. 1 (BB)
Campaigns and Elections
March 9th – Congressional Elections: Districting and
Candidates
·
Davison and
Oleszek, Chapters 3
·
Articles on Texas
Redistrict Case (BB)
March 11th – Campaigns and Money
·
Herrnson, Paul,
“The Money Maze: Financing Congressional Elections” (D&O)
PAPER PROPOSAL DUE: THURSDAY, MARCH 11th
March 16th – Congressional Elections: Campaign Issues and
Voters
·
Davidson and
Oleszek, Chapter 4
·
Erikson, Robert
and Gerald Wright, “Voters, Candidates, and Issues in Congressional Elections”
(D&O)
MIDTERM EXAMINATION:
THURSDAY, MARCH 18th
SPRING BREAK MARCH 20th – 28th
Internal Structure of Congress
March 30th – Party Organization and Leadership
·
Davidson and
Oleszek, Chapter 6
April 1st – Party Organization and Leadership
·
Smith and Gamm,
“The Dynamics of Party Government in Congress” (D&O)
·
Strahan, Randall
and Palazzolo, “The Gingrich Effect” (BB)
April 6th – The Committee System
·
Davidson and
Oleszek, Chapter 7
April 8th – Why do we have the Committee System?
·
Groseclose, Tim
and David King, “Committee Theories Reconsidered (D&O)
April 13th – Rules and Procedures
·
Davidson and
Oleszek, Chapter 8
Separated Powers and External Influences
April 15th – Congress and the Courts; Congress and the
Bureaucracy
·
Davidson and
Oleszek, Chapters 11 & 12
April 20th – Congress and the President
·
Davidson and
Oleszek, Chapter 10
·
Binder, Sarah,
“Congress, the Executive, and the Production of Public Policy: United We Govern?” (D&O)
The Policy Process
April 22nd – Congress, Budgets and Domestic Policy Making
·
Davidson and
Oleszek, Chapter 14
·
Additional Reading
– TBD
April 27th – Congress, Budgets and Domestic Policy Making
April 29th – Congress, the Executive and Policymaking:
Foreign Policy and National Security
·
Davidson and
Oleszek, Chapter 15
·
Lemann, “Less than
Zero” The New Yorker December 10,
2002 (BB)
·
The Federalist Papers # 70
May 4th – Congress, the Executive and Policymaking:
Foreign Policy & National Security
Wrap-up
May 6th & 13th – A Representative and Deliberative Institution?
·
Davidson and Oleszek, Chapter
15
FINAL PAPER DUE MAY 13th