2305+-+Why+do+you+have+to+take+this+class?

=Text File:=

Here is a modified version of the text file for this section. See if this works for you. If you;d rather check out the power points - go for it.


=Power Points=

This is a condensed version of the power point slides. I've cut some of the extraneous information in order to make all them more manageable. You might still want to look at the other set - but this should be sufficient for the quiz. I'm working on similar condensed sets for the other sections as well. I'm open to suggestions for how to make these better.

Some students tell me that they cannot open the hyperlinks in the slides. If that's the case, right click on them and then click on "open hyperlink" in the drop down box.



In case you'd rather look at these as a text file, click below. It does not have images or hyperlinks.



These are the old slides.



Note: this is the primary place where you can find information for the assessments. There are a lot of slides here, but think of this as a chapter. It has a comparable amount of information. You may need to open this by right clicking and then clicking on "open hyperlink."

=Description=

As outlined in the syllabus, GOVT 2305 is about American Government. We will be looking at various aspects if it including its founding principles, the nature of the Constitution, the governing institutions (legislative, executive, and judicial), civil liberties and civil rights, elections and the political institutions (political parties, interest groups, and the media) as well as public opinion. Sprinkled in here will be discussions of various types of public policy, economic, foreign and social welfare policy most notably. Before we do this, I have a hunch I know what you are thinking. You are wondering why do I have to take this class? This introductory section is designed to explain this to you, and it allows us to introduce you to a variety of concepts that will be useful as we proceed with the class.

The simple point is this: We live in a democratic republic, and history has demonstrated them to be fragile. The reason for this is that the general population often lacks the capability to provide a solid foundation for governance. At least that what the founder's of the national government thought and the Constitution is designed with this in mind. Coming to terms with this insight helps us understand why the system looks the way it does.

Keep that in mind as you proceed through this section's material.

=Goals=

After reading through the material above, you should be able to address the following:

- What is the subject of this class? What topics does it cover? - Why is education considered to be central to the survival of a democratic republic? What is a democratic republic anyway? - What does the term "consent of the governed" mean? - What qualities does the public have to have in a democratic republic in order for it to survive? - Why might the general public not be suited - at least according to the nation's founders - to be a solid basis for a democratic republic. What attitude did the founders have about the general public in general? - What aspects of Roman history seemed important to the founders? What factors led to Rome' shift from being a republic to an empire? Who drove this change? - What is the difference between a republic and an empire? What relative advantages do each present? - What lies at the heart of this question: Can a nation be both free and orderly? - What does the phrase "course of empire" refer to? - What is the American Experiment? - What is it about human nature - what specific traits - that makes the maintenance of republics difficult? - What role did Alexander Hamilton envision the public to play in government. What did he argue was required for people of judges of the form of government they were to live under? - Does freedom lead to more of less turmoil in society? - What contradiction does American Government embody? - Are American's generally knowledgeable or ignorant about government and politics? - Why did many founders support property ownership as a qualification for participation? - What did the founder deem necessary in order for participation to be expanded? - What did Jefferson argue an educated public would be able to spot and prevent? - What did the Northwest Ordinance encourage to allow for effective governance in the new territories?

=Key Terms=

- consent. - mobs. - reason. - passion. - democratic republics. - oligarchy. - autocracy. - apathy. - Roman Republic. - Roman Empire. - the founders. - Julius Caesar. - Augustus Caesar. - Pax Romana. - ochlocracy. - demagogue. - the iron fist - demagogue. - self interest. - ambition. - public ignorance. - tyranny - public education. - The Northwest Ordinance - The Texas Declaration of Independence -