Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

American National Government (Face-to-Face)

POLS 1100-252

Course: POLS 1100-252
Credits: 3
Term: Fall Semester 2025
Department: PSCJ
CRN: 33810

Course Description

Source of democratic ideas and principles of the constitutional system. Cultural, group, party, and governmental influences on the process of public policymaking. The administration and impact of public policy. (Fall, Spring, Summer) [Graded (Standard Letter)] Registration Restriction(s): Intensive English Program majors may not enroll General Education Category: American Institutions

Required Texts

PUBLIC ADMINISTRATION
ISBN: 9780198724230
BY THEODOULOU, STELLA Z. AND ROY, RAVI K.
PUBLISHED BY OXFORD UNIVERSITY PRESS, INCORPORATED
PUBLICATION DATE: OCT. 1, 2016
LIST PRICE: $12.99
(Assigned with dean and chair approvals in compliance with SUU Policy 6.17)
 
SAGE VANTAGE: AMGOV: LONG STORY SHORT
VBID: 9781071890608
ISBN: 9781071890615
BY CHRISTINE BARBOUR
PUBLISHED BY SAGE PUBLICATIONS, INC. (US)
 
 

Learning Outcomes

This course synthesizes the history, principles, form of government, and economic system of the United States. This is a flipped classroom experience!!! According to the Derek Bok Center on Teaching & Learning at Harvard University, a flipped classroom is "synonymous with active learning." In a flipped classroom, "students encounter information before class, freeing class time for activities that involve higher order thinking."  That said, in this course students will complete weekly modules that are integrated within the Sage Vantage online learning platform. Sage Vantage is embedded directly in the SUU Canvas shell for this course and costs approximately 50 dollars per student. Each student will access the Sage Vantage system via electronic registration through the Canvas modules page of this course.

In class-lectures,  are based on the extensive knowledge and experience of your professor and are devoted to exploring high-order concepts and philosophy that goes well-beyond the basic "need-to-know factual information" contained in the online Sage Vantage modules and e-text that is embedded with in it. Course instruction will be enriched with problem-based learning activities, historical narratives, short documentaries, interviews, speakers (both live and recorded), news clips, and open sourced reading materials. Students will also complete in-class written essays to help them hone their writing skills and engage in group presentations to help them polish their oral communication skills. 

Development of core skills will be emphasized through the following Learning Outcomes:

(1) Analysis: Students will be able to analyze, contextualize, and use primary source documents to understand the history, principles, form of government, and economic system of the United States;

(2) Interpretation: Students will be able to explain and use historically, politically, and economically relevant information;
(3) Communication: Students will be able to communicate effectively about the history, principles, form of government, and economic system of the United States;
(4) Diversity: Students will have the ability to in engage a wide array of viewpoints (liberal, conservative libertarian, and progressive) in a constructive manner that contributes to a dialogue about the history, principles, form of government, and economic system of the United States;

(5) Synthesis/Integration: Students will be able to use historical, political, and economic methods to develop an understanding of the United States that integrates those viewpoints.

Course Requirements


GRADING BREAKDOWN

Online Sage Vantage Learning Modules (Reading, Activities & Quizzes)... ...15%

In class Exam 1......................................................................................... ...15%

In class Exam 2.............................................................................................15%

In Class Exam 3.............................................................................................15%

Weekly Prompt Questions..............................................................................15%

Final: Group Assignment................................................................................10%

In-Class Participation......................................................................................15%

Online Sage Vantage Learning Modules (Reading, Activities & Quizzes)
The Sage Vantage Learning Management System (LMS) is an intuitive learning platform that integrates quality Sage textbook content with assignable multimedia activities to drive student engagement and ensure accountability. Sage Vantage includes offline reading, audiobook player mode, and flashcards that cater to students' diverse learning needs.

The Sage Vantage system is explained as follows:

"Drives Student Engagement. An evidence-based learning design integrates text content with frequent multimedia activities and learning assessments to facilitate better student preparation, engagement, and learning retention.  
  • A student dashboard offers easy access to text content and visually tracks progress on assignments and assessments.  
  • Audiobook Player mode enhances learning by allowing students to listen to text content, boosting comprehension and retention. It offers flexible, on-the-go access, engaging both reluctant readers and auditory learners, improving the overall reading experience.
  • Study tools, including flashcards and note-taking, highlighting, and definition look-up capabilities, give students all they need for class preparation and course success. 
  • Assignable Knowledge Checks (with helpful hints) provide formative assessments after each major section of text content to reinforce retention of key concepts. 
  • Critical Thinking Checks and Chapter Quizzes provide summative assessments at the end of each chapter to measure progress and long-term retention.   
  • Below is the login address:
    https://vantage.sageapps.com/Login


THREE IN-CLASS WRITTEN EXAMS (BLUE BOOK REQUIRED FOR EACH EXAM)
All essay answers must be hand-written in a Blue Book the day of the exam is assigned. No notes, books, or electronic aids will be allowed during the written exam. All three essays will be written in a 5-paragraph essay format. You must provide a clear and concise introductory paragraph that states your main position in response to the question as well as outline the three main points you will address to support that position. The subsequent 3 paragraphs will focus on each of those points (Each paragraph will be devoted to one main point). Specific instructions will be given on the day of each exam and you will be given some flexibility on how your respond to the question that is posed. Clear and excellent writing is expected. 

The structure of the 5-paragraph essay is as follows below (each paragraph should be at least 6 complete sentences)

1)        Paragraph One: Introduction (a. introduce your argument and 3 key supporting points)
2)        Paragraphs Two through Four: Body of the Essay (Discuss each of the 3 supporting points, devoting one full paragraph per point.)
3)        Paragraph Five: Conclusion (Summarize your main points)

ESSAY RUBRIC:
Essay is well-written and organized ………………………………………………………………………………..20%
Main points were discussed sufficiently with appropriate examples…………………………………………... 60%
Paragraph and sentence structure and rules of grammar….………………………………………….…………20%


IN- CLASS PARTICIPATION
You are expected to attend each and every class session. I will call on each student randomly throughout the semester, Therefore, if you intend to be absent let me know by email in advance so I can excuse you for reasonable circumstances. If you fail to notify me for any any absences on the day(s) your name is called, I will deduct points from your In-Class Participation grade.

*Please note that all submitted work through Canvas in this course simultaneously submitted through Copyleaks plagiarism and AI generation check. YOU MAY NOT USE AI for English translation purposes.  


Course Outline

TOPICS COVERED EACH WEEK BY SAGE VANTAGE SYSTEM AND IN CLASS LECTURES
(Chapters From Both The Barbour Sage Vantage Text as well as the Theodoulou & Roy Text Associated With Each Weekly Topic Will Be Assigned In the Canvas Modules For This Course)

POLITICS & CITIZENSHIP Weeks 1, 2, & 3
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Coming to Terms: Politics, Government, and Economics
Political-Economic Systems
  • Conceptual Distinctions Between The "State" (Peace of Westphalia 1648), A "Country", A "Nation" and The "Nation State" (1880s)
    • Sovereignty 
  • The Distinctions Between "Monarchal", "Socialist", "Communist", "Fascist", "Liberal", "Democratic", "Democratic Socialist", and "Authoritarian" Systems 
  • Republic" vs. "Democracy"
  • Democratic Republic"
  • Democratic Pluralism vs. Democratic Corporatism
  • American Political Ideologies
    • Classical Liberalism
    • Neoliberalism
    • Conservatism
    • Neoconservatism
    • Progressivism
    • Neo-Progressivism
  • American Political Culture
    • Civic Virtue 
    • Civic Trust
  • The Seven Bourgeois Ideals & The Great Enrichment (Deirdre McCloskey)
  • Political & Economic Liberty: Innovation & Invention
  • American Bourgeois Civic Virtues and Individual Liberty, Human Dignity and Human Flourishing
  • Civic Nationalism vs. Ethnic Naționalism
  •  Political Narratives and the Media
  • Mediated Citizenship

THE UNITED STATES FOUNDING Weeks 4 & 5
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Recap From Previous Section
  • The Moral Philosophy Underlying The American Founding
    • Revisit Classical Liberalism
    • John Locke on property & Liberty
    • The Seven Bourgeois Ideals & The Great Enrichment (Deirdre McCloskey)
    • Political & Economic Liberty: Innovation & Invention
    • The Spread of Bourgeois Sentiments The Rise of Republican Democracy
  • Institutions and Property Rights 
    • Case: Constitutions and Commitment: The Evolution of Institutions Governing Public Choice in Seventeenth-Century England (Doug North & Barry Weingast)
    • John Locke "Consent of The Governed"
    • Limited Governance
    • Constitutions and Commerce
    • The Patent Clause In the US Constitution & Intellectual Property Rights
    • Contracts 
  • Evolution from British Colonies, to Articles of Confederation, to US Constitution
    • The Constitutional Convention 1787
    • The Ratification of the Constitution 1789
    • Connections with the The French Revolution
  • Federalists vs Antifederalists
    • Bill of Rights
  • Horizontal vs. Vertical Separation of Powers 
    • States Rights
    • Federal Sovereignty
  • Federalism
    • The Evolution of Federalism
    • The Three Branches of Government 
      • Separation of Powers vs Separate Institutions Sharing Powers
      • Montesquieu
      • Madison "checks and balances"
  • The Constitution as a Social Contract
    • The English Civil Wars (1642-1651)
    • The Glorious Revolution of 1688: The Foundations of Popular Sovereignty 
    • John Locke "Consent of the Governed" 
    • Thomas Jefferson "The Declaration of Independence" (1776)
    • Adam Smith "The Wealth of Nations" (1776)

PUBLIC POLICY & PUBLIC ADMINISTRATION Weeks 6 & 7
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Recap From Previous Section
  • A contemporary overview of Public Administration & Public Policy
    • What is Governance?
    • Who Governs?
    • What Is The Difference Between "Civil Administration" and "Public Administration"
    • What Does Democracy Have to Do With it?
    • What is The "Politics-Administrative Dichotomy"?
  • Introduction to The Public Policy Process
    • Heclo & "The Stages Heuristic"
    • Problem identification/definition
    • Agenda Setting
    • Policy Formulation
    • Policy Adoption
    • Policy Implementation 
    • Policy Evaluation
    • Policy Termination
  • Lowi's Policy Typology
    • Regulatory
    • Distributive
    • Redistributive
  • Public Choice 
    • "Politics Without Romance"
    • "People Vote With Their Feet"
    • Hardin & "The Tragedy of the Commons" problem
    • Ostrom Managing The Tragedy of The Commons Problem"
    • Prisoiner's Dilemma 
  • Introduction to Public Administration (Covered in Theodoulou & Roy Text)
    • Progressive reform across the globe
    • The rise of the modern welfare state
    • The New Public Management goes global
    • The new administrative age
    • Globalization and the rise of network governance
    • The future of public administration
  • The New Information Age: Social Media, AI, & Democracy vs. Technocracy

CIVIL RIGHTS & CIVIL LIBERTIES Weeks 8 & 9
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • The First Amendment: Freedom of Speech and The Freedom of Religion 
  • Civil Rights vs. Civil Liberties
  • The Bill of Rights
    • Discuss the First 10 Amendments and their ratification. 
    • Discuss their purpose and the historical context in which they emerged
  • Civil Liberties–Understanding the First Amendment
  • Civil Liberties–Understanding Due Process Rights
    • The 10th Amendment and The 14th Amendment
  • Civil Liberties–Understanding the Right to Privacy
  • Civil Rights–Battling Political Inequality
  • The Civil War and Post-War Civil Rights Amendments
    • Discuss the 13th, 14th, & 15th Amendments
  • Civil Rights–The Case of Race
    • Plessy vs. Ferguson (1896)
    • Brown vs Board of Education of Topeka (1954)
    • Gideon v. Wainwright (1963)
    • Loving vs. Virgina (1967)
  • Civil Rights Leaders & Movements
    • MLK
    • Malcolm X
    • Medgar Evers
    • Mississippi Burning (The deaths of Chaney, Goodman, and Schwerne)
  • Civil Rights–The Case of Gender
    • Minor v. Happersett (1875)
    • The 19th Amendment (1920s)
    • Roe vs. Wade (1973)
    • Bostock vs. Clayton County (2020)
    • Dobbs v. Jackson Women’ Health Organization (2022)
  • Accessibility & Opportunity For All
    • The Rehabilitation Act (1973)
    • Chadbourne vs. Raytheon (1989)
    • The ADA (1990)
      • Reasonable Accommodation
  • Regents of the University of California vs. Bakke (1978)
  • The Persistence of Inequality in America
  • The Data Shows That While The Middle Class is Struggling, The Poor Are Improving
  • Close Each Class with International and Global Influences and Considerations

THE LEGISLATIVE BRANCH Week 10
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Article I
  • The Role of Congress as The Legislative Branch
  • How the Constitution Structures Congress
  • How Congress Organizes Itself
    • The Committee System
  • The Congressional Role in Checks and Balances
  • Doing the Hard Work of Making Laws
    • The Legislative Process: Case: The US Federal Budget
  • Tensions That Challenge Congress’s Ability to Do Its Job
  • Congressional Elections
    • Intererest Groups and Lobbyists
  • Who Runs and Who Wins?
  • "Show me the Money"
    • The Perks and Privileges of Being a Legislator  

THE EXECUTIVE BRANCH Week 11
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Article II 
  • The Job of the American President
    • Some Roles Played By The President
      • Chief of Government: The President is NOT The Head of Government, But Historically Has Played That Role (Why?)
      • Commander-In-Chief (Civilian)
      • Chief Administrator (i.e. "The Trump Administration" NOT "The Trump Government")
      • Chief Legislator
      • Chief Diplomat (i.e. Head of State)
      • Chief Economist (Herbert Stein)
  • The Evolution of the American Presidency
    • Formal (institutional Power) vs. Informal Power (Personal Power): Richard Neustadt
    • Progressivism & Presidential Power: Woodrow Wilson, Teddy Roosevelt, William Jennings Bryant
  • Presidents, Popularity, and Congress
  • What Is Bureaucracy, and Why Do We Need It?
  • The Purpose and Organization of the White House Bureaucracy
    • The Executive Office of The President
      • The Cabinet
      • The Role of The OMB
      • The Role of The Council of Economics Advisers
      • The Role of The Joint Chiefs of Staffs
  • The Purpose and Organization of the Federal Bureaucracy: The Rest of the Executive Branch
    • The Federal Departments: Executive Offices vs. Executive Departments
  • Power Plays in the Bureaucracy

THE JUDICIAL BRANCH Week 12 
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • Kinds of Laws
  • The American Legal System
  • Who’s Who and What’s What in a Court of Law?
  • Equality and the Criminal Justice System
  • The Constitution, Congress, and the Dual Court System
  • The Supreme Court

INTERNATIONAL AFFAIRS & FOREIGN POLICY Weeks 13 & 14
  • Open each class session with discussion of current events (news-worthy discussion- political, economic, social, and/or environmental issues.
  • World Views & Ideologies
    • Systems Theory (Dependencia)
    • Realism
    • Neorealism
    • Liberalism
    • Neoliberalism
    • Neoconservative
  • The Balance of Power Thesis vs. The Power Transition Thesis
    • US & Russia
      • The Cold War, Its End and Re-Emergence
    • US and the Middle East 
    • US and China Relations
    • US and Europe 
    • US and Africa
    • America's Australia and Australia's America
  • The Nuclear Dilemma
    • Tactical Nuclear Weapons vs. Strategic Nuclear Weapons
    • ABM Treaty
      • Star Wars (SDI)
    • SALT I Treaty
    • SALT II Treaty
    • Comprehensive Test Ban Treaty (CBT)
  • Globalization and The Backlash Against
    • Global Trade
      • The World  Trade Organization (WTO)
      • The World Economic Forum (WEF)
      • From The MFN to The GTT
      • The Rise and Fall NAFTA
    • The Rise of Economic Nationalism and Populism
      • The EU & BREXIT
      • Trumpism
        • Tariffs
        • Border Enforcement & Re-Enforcement
        • Isolationism & Global Disenagement


Week 15 Wrap-Up



Instructor's policies on late assignments and/or makeup work

NO LATE WORK WILL ACCEPTED IN THIS CLASS!!!!
Employers expect that those they hire arrive on-time and complete all of their work in a professional manner. To prepare students for the real-world and help them hone a strong professional work ethic, all students in enrolled in this course will be held to firm deadlines and high performance standards. NO LATE WORK WILL ACCEPTED in this class.

EXCEPTIONS FOR PERSONS WITH DISABILITIES, ILLNESS, AND FAMILY EMERGENCIES
Very rare exceptions to the very strict "NO LATE WORK POLICY" policy may be made for students with physical and/or mental challenges who have first secured support from the SUU Disabilities Resource Center. Also, at the sole discretion of the instructor, exceptions may be made students for reasons of unforeseen personal illness or illness or death of a close relative. In any case, formal documentation from a physician or other pertinent authority will be required to be given consideration for an extension of any deadline for any assignment for any reason.
(Note: SUU's pregnancy policy is outlined clearly elsewhere in this syllabus).

Attendance Policy

All students are expected to attend all scheduled face-to-face classes in person and all scheduled in-class meetings for hybrid classes. All students will be graded according to their level of class participation in all scheduled face-to-face classes.

Group work assignments ware assigned in this class and students must be present to complete them.

At the sole discretion of the instructor, students may receive an excused absence for reasons of unforeseen personal illness or illness or death of a close relative. In any case, formal documentation from a physician or other pertinent authority will be required to be given for consideration any excused absence for any reason.

The professor will excuse absences for student athletes only for instances and under conditions that are specifically outlined under SUU Policy 6.30: https://www.suu.edu/policies/06/30.html


Course Fees

There are no course fees associated with this course

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.