US Government II

Course Number:
PS 202
Transcript Title:
US Government II
Created:
Aug 16, 2022
Updated:
Jul 17, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Placement into MTH 65 or MTH 98

Prerequisite/Concurrent 

WR 121 or WR 121Z

Course Description

Examines the public administration of and management issues relating to US national bureaucratic institutions. Covers how these impact a wide range of domestic policies including taxation, spending priorities, economic regulations, poverty programs, healthcare, and environmental programs, social security and other entitlements. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Apply an understanding of diversity of human experience and culture in relationship to how we think and interact with others with regards to conflicts associated with formulating national public policy such as taxation and spending policies.
  2. Employ different methods of inquiry and analytical skills to conceptually organize experiences and discern meaning from ongoing study of US Constitutional traditions involving national political institutions, including the Legislative, Executive and Judicial branches of US Government.
  3. Analyze the roles of individuals and political institutions as these relate to contemporary controversies regarding a wide range of domestic public policy issues in the US.
  4. Reason quantitatively and qualitatively to address national problems with public administration within US bureaucratic institutions, including various management styles.
  5. Develop and articulate personal value judgments, respecting different points of view, while practicing ethical and social requirements of responsible citizenship by participating in the shaping of national political priorities and policies.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Minor
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Major
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Major
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Themes, Concepts, and Issues

  1. Congress, including committee structure and the process of how a bill becomes a law.
  2. The powers of the President and how they have developed over time.
  3. The Supreme Court and federal judicial system - including how both systems operate and the powers of the Supreme Court.
  4. The federal bureaucracy and how it impacts our lives.
  5. Basic economic theories that influence the US economy, including monetarism, Keynesian economics, and supply-side economics.
  6. Social policies, including national government involvement in health care, welfare education, and crime.
  7. US foreign relations and the role of the military in achieving US objectives.

Competencies and Skills

Students should develop the following skills:

  1. Support generalizations/arguments with examples or evidence.
  2. Accurately articulates ideas in written and oral presentation.
  3. Articulates original applications and synthesis of academic theories/frameworks, supporting them by citing valid sources.
  4. Demonstrates knowledge of political system in written and oral work.
  5. Critiques own assumptions and those of others, validating them with substantial thinking and application of appropriate arguments.
  6. Use of standard research techniques and acceptable formats in written work and oral presentations.