Summer 2010

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Frank Phillips College
Government 2306 Internet
Summer 2010
I. General Course Information
INSTRUCTOR: Jeff Hubbard
CONTACT INFORMATION:
E-mail Address: jhubbard@fpctx.edu
Telephone: Office-806-457-4200, Extension 773.
Office Location: CLC 27b
Mailing Address: PO Box 5118, Borger, TX. 79008
Course: GOVT 2306, American Government II (STATE) Texas State and Local
Government, 3 Credit Hours. Prerequisite: Passage of Reading Section of TASP test
Course Description: Introduction to the theory and practice of politics and government
in America at the national, state, and local levels, with special attention to Texas. Topics
include political theory, the American and Texas constitutions, federalism, political
participation and elections, the institutions of government, and domestic and foreign
policies.
More specifically, this course is an introduction to Texas state and local government. The
course includes an introduction for understanding state and local and politics, the
constitutional basis for Texas government and politics, the processes of Texas
government and politics, the institutions of Texas government and politics, and the
policies of Texas government and politics. Topics include political theory, state
constitutions, federalism, political participation and elections, the legislature and
legislative process, the state executive and the bureaucracy, the judiciary and judicial
process, state budgeting and fiscal policy, state services, and local government functions,
services, and structure.
A series of basic intellectual competencies--reading, writing, speaking, listening, critical
thinking, and computer literacy--are essential to the learning process in any discipline and
thus should inform any core curriculum. Although students can be expected to come to
college with some experience in exercising these competencies, they often need further
instruction and practice to meet college standards and, later, to succeed in both their
major field of academic study and their chosen career or profession. This course will
further develop the following basic intellectual competencies:
READING: Reading at the college level means the ability to analyze and interpret a
variety of printed materials--books, articles, and documents. A core curriculum should
offer students the opportunity to master both general methods of analyzing printed
materials and specific methods for analyzing the subject matter of individual disciplines.
WRITING: Competency in writing is the ability to produce clear, correct, and coherent
prose adapted to purpose, occasion, and audience. Although correct grammar, spelling,
and punctuation are each a sine qua non in any composition, they do not automatically
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ensure that the composition itself makes sense or that the writer has much of anything to
say. Students need to be familiar with the writing process including how to discover a
topic and how to develop and organize it, how to phrase it effectively for their audience.
These abilities can be acquired only through practice and reflection.
SPEAKING: Competence in speaking is the ability to communicate orally in clear,
coherent, and persuasive language appropriate to purpose, occasion, and audience.
Developing this competency includes acquiring poise and developing control of the
language through experience in making presentations to small groups, to large groups and
through the media.
LISTENING: Listening at the college level means developing the ability to analyze and
interpret various forms of spoken communication.
CRITICAL THINKING: Critical thinking embraces methods for applying both
qualitative and quantitative skills analytically and creatively to subject matter in order to
evaluate arguments and to construct alternative strategies. Problem solving is one of the
applications of critical thinking, used to address an identified task. Students will examine
issues confronting state and local government.
COMPUTER LITERACY: Computer literacy at the college level means the ability to
use computer-based technology in communicating, solving problems, and acquiring
information. Core-educated students should have an understanding of the limits,
problems, and possibilities associated with the use of technology, and should have the
tools necessary to evaluate and learn new technologies as they become available.
Students will use CAMS as a supplement to classroom instruction and the internet, as
well as newspapers, to provide current information concerning state government and
issues.
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II.
Student Learning Outcomes
All Frank Phillips College courses required in the Associate in Arts and Associate in
Science programs work together to meet the following student learning outcomes:
1. Establish broad and multiple perspectives on the individual in relationship to the
larger society and world in which he or she lives, and to understand the
responsibilities of living in a culturally and ethnically diverse world;
2. Stimulate a capacity to discuss and reflect upon individual, political, economic,
and social aspects of life in order to understand ways in which to be a responsible
member of society;
3. Recognize the importance of maintaining health and wellness;
4. Develop a capacity to use knowledge of how technology and science affect their
lives;
5. Develop personal values for ethical behavior;
6. Develop the ability to make aesthetic judgments;
7. Use logical reasoning in problem solving; and
8. Integrate knowledge and understand the interrelationships of scholarly disciplines.
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All Social and Behavioral Science courses strive to meet the following Exemplary
Educational Student Learning Outcomes as identified by the Texas Higher Education
Coordinating Board:
1. Employ the appropriate methods, technologies, and data that social and behavioral
scientists use to investigate the human condition;
2. Examine social institutions and processes across a range of historical periods,
social structures, and cultures;
3. Use and critique alternative explanatory systems or theories;
4. Develop and communicate alternative explanations or solutions for contemporary
social issues;
5. Analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study;
6. Comprehend the origins and evolution of U.S. and federal systems, with a focus
on the growth of political institutions, the constitutions of the U.S. federalism,
civil liberties, and civil and human rights;
7. Understand the evolution and current role of the U.S. in the world;
8. Differentiate and analyze historical evidence (documentary and statistical) and
differing points of view;
9. Recognize and apply reasonable criteria for the acceptability of historical
evidence and social research;
10. Analyze, critically assess, and develop creative solutions to public policy
problems;
11. Recognize and assume one's responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining
information through the news media and other appropriate information sources
about politics and public policy; and
12. Identify and understand differences and commonalities within diverse cultures.
In addition, the following learning outcomes are specific to ***Government 2306 *** :
1. Student will be able to define "politics" and identify the ways in which people use
politics to achieve their goals.
2. Distinguish and illustrate how the setting or circumstances of politics can affect
outcomes.
3. Demonstrate the collective action problems faced by the states that led them to
willingly surrender some sovereignty to the national government.
4. To identify the major components of the American and Texan political culture
and analyze ways this culture influences decision making.
5. Identify ways separation of powers and checks and balances influences decision
making in the Texas system and differentiate between the federal system and the
Texas state system and appraise those differences.
6. Identify the roles of the three branches of Texas government.
7. To study and analyze how Americans (and, of course Texans) gain political
socialization.
8. Be able to discuss what the effect of being a slave state has had on Texas politics.
9. Compare and contrast the U.S. Constitution and the Texas Constitution. Explain
not only what the differences are but to examine the reasons for those differences.
10. State why Texas has been a one party state throughout most of its existence.
Identify which party dominated for more than a century following the Civil War
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and examine the reasons why the state transitioned to the other party in the late
twentieth century.
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III. Textbook and Other Required Materials
Texas Politics, 10 th Edition
Kraemer, Newell, and Prindle Authors
Wadsworth Cengage Learning 2009
Choosing Civility
P. M. Prindle, Author
St Martin’s Press 2002
There may also be occasional handouts to supplement the textbook. The internet,
television, radio, films, newspapers, and current periodicals will also be valuable
resources in this course. CAMS will also be used to provide supplemental learning
resources to students. Students must also access class information through the student
portal at the FPC website, www.fpctx.edu
IV. Classroom Policy and Instructor Expectations
Each student is strongly encouraged to participate in class discussions. In order to foster
inquiry and ensure academic freedom, we will all respect the views of others when
expressed during such discussions. Although this is essentially a lecture-oriented
course, class meetings are always more productive when the students ask questions,
interject comment, express opinions, and, in general, contribute to the learning process.
In addition, borderline grades may be affected by student's class attendance, participation,
and effort.
Cell Phone Procedure:
Cell Phones and Other Electronic Devices Procedure: Cell phones and electronic devices
in the classroom create a distraction for both students and faculty. Cell phones are also
considered suspicious during test taking. Therefore, Frank Phillips College outlines the
procedure for handling cell phone usage in a classroom as follows:
1. First Offense: the student will be warned verbally by the instructor to turn off
the cell phone or electronic device or by appropriate administrative personnel at
distance sites. The instructor will make a notation of the infraction.
2. Second Offense: the student will be asked to leave the class period for the day
and will receive zeros for any work done in class on that day; a student receiving
instruction through remote connection at an off-campus site will be required to
attend the class face to face in Borger from this class date forward.
3. Third Offense: the student will be administratively withdrawn from the class in
which the infraction occurred and will receive no refund for the class.
Students should leave the college’s main number with an appropriate contact in case of
an emergency.
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Academic dishonesty: Don’t cheat, DO NOT PLAGIARISE. Cheating or plagiarism
will result in an automatic zero on the assignment, test, or project plus any additional
action deemed appropriate by the instructor, up to and including an “F” for the course. It
can also result in the student being turned in to the Dean of Student Services and may
result in being dropped from the college. Just remember to do your own work!
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Academic dishonesty includes (but is NOT limited to) the following offenses:
1. Claiming as your own work a paper written by another student.
2. Turning in a paper that contains paraphrases of someone else's ideas but does not
give proper credit to that person for those ideas.
3. Turning in a paper that is largely a restatement in your own words of a paper
written by someone else, even if you give credit to that person for those ideas.
The thesis and organizing principles of a paper must be your own.
4. Turning in a paper that uses the exact words of another author without using
quotation marks, even if proper credit is given in a citation, or that changes the
words only slightly and claims them to be paraphrases.
5. Turning in the same paper, even in a different version, for two different courses
without the permission of both professors involved.
6. Using any external source (notes, books, other students, etc.) for assistance during
an in-class exam, unless given permission to do so by the professor.
Learning Disabilities: If you have learning or any other disability, you must inform me
at the beginning of the semester. Once it is documented with Student Services, we will
make the necessary and allowable accommodations
V. Methods of Evaluation
Students will take a mid-term exam and a final exam. ALL reading material and ALL
lecture material will be fair game in the exams. These exams may combine objective and
essay questions. There will be writing assignment during the semester. There are 15
chapter quizzes that will be taken during the semester according to the schedule
established by the professor.
Grading: Grades will be determined as follows:
Final Exam 30%
Mid-Term 25%
Assignments 10%
Quizzes 25%
Participation (online forum) 10%
All written reports will be typed in 12 point font and either one and one-half or double
spaced. Handwritten reports will not be accepted. Homework assignments must be either
electronically submitted or turned in on hard copy before the beginning of the class in
which they are due. Late homework assignments will not be accepted. Students must
appropriately cite all sources used in written reports. Students will NOT be allowed to
make up missed quizzes except in the case of approved FPC activity. Unless the
instructor assigns a group assignment, all work is to be individual and students are not to
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share information or reports. Students who miss tests due to verifiable illness, verifiable
family emergency, or approved FPC activities will have the opportunity to make up tests.
Make up work is not available for students who choose to be absent for long periods of
time. All students must take the mid-term exam and the final exam to complete the
course.
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Grading scale will be as follows:
A 90-100%
B 80.0- 89.9%
C 70.0- 79.9%
D 60.0-69.9%
F Below 60%
VI. Attendance Requirements
Regular attendance is necessary for satisfactory achievement.
Students will be excused from class without penalty when either representing the College
in an approved activity or having an approved reason for not attending. Reasons for
absences must be approved by the instructor, and these exceptions do not relieve the
student of the responsibility of making up the missed work as designated. Excused
absences must be documented prior to the class period missed.
A request for an incomplete will only be granted under unusual circumstances. It is
necessary for the student to confer with the instructor and make sure that all forms
are filled out and submitted in a timely manner. If you have a problem, don’t just
stop coming to class. Talk to me so that we can determine if there is a way you can
complete all required course work in a timely manner. Students that receive an
incomplete must finish all coursework by the required deadline. Remember, if you
wish to drop, or withdraw, you need to do so officially.
VII. Scans/Or Core Competencies That Will Be Addressed in the Class
Resources:
Allocates Time
Allocates Money
Allocates Material & Facility Resources
Information:
Acquires & Evaluates Information
Organizes & Maintains Information
Uses Computers to Process Information
Interpersonal:
Participates as a Member of a Team
Teaches Others
Exercises Leadership
Negotiates to Arrive at a Decision
Works with Cultural Diversity
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Basic Skills:
Reading
Writing
Arithmetic
Listening
Speaking
Thinking Skills:
Creative Thinking
Decision Making
Problem Solving
Seeing Things in the Mind's Eye
Knowing How to Learn
Reasoning
Personal Qualities:
Responsibility
Self-Esteem
Sociability
Self-Management
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VIII. Next Recommended Course in Sequence—If Applicable
Students who have not already done so should take American National Government
(GOVT 2305).
IX. Correlation to Stated Mission Goals of Frank Phillips College
A. Provide general college academic course for students who plan to enter senior
colleges and universities with sophomore or junior standing.
B. Provide a classroom setting conducive to learning.
C. Provide, assist, and promote the use of learning resources in the classroom.
D. Participate in and contribute to the democratic society in which we live.
E. Acquire skills, facts, values, and attitudes necessary to function and contribute to
our society.
The arts and sciences courses at FPC not only help the student with the how but also the
why of things of the world.
X. Availability of Instructor for Student Assistance
Prof. Hubbard
CLC 27B
jhubbard@fpctx.edu
Ext: 773
Office hours will be as follows: BY APPOINTMENT
XI.
Grievance Policy for Students
If you have a dispute concerning your grade or policies in this class, it is your
responsibility to FIRST contact the instructor, either by e-mail or in person, to discuss the
matter. Should things remain unresolved after this initial contact, please follow the
procedures described in the Frank Phillips College Catalogue on pages 45 and 46. In the
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vast majority of cases, the matter can be resolved at the instructor/student level, and
learning to communicate your concerns in a civilized manner is part of the college
experience.
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