Instructor: Jeff Ashley
Office: Coleman 2335
Phone: 581-8418
Email: cfjsa@eiu.edu
Office Hours: MF 3-4, Th 4-6

The states and their localities have increasingly played a more significant and visible role in American politics and thus need to be critically examined.  This course aims at highlighting the mechanisms and complexities of American government and politics at the state and local levels –  more precisely, the course is designed to augment student understanding of the Illinois General Assembly and prepare them for participation in the MIG simulation held in late February.  Through discussion and “hands on” types of exercises, it is hoped that students will gain a more in depth knowledge of the Illinois legislative process than they would through normal class work and will be prepared to get the most out of the simulation experience.  For more on the simulation, visit the MIG page

Requirements:
 Students are expected to read the relevant simulation materials found in the political science office and any handouts distributed throughout the course of the semester. In addition, students are expected to complete any weekly homework assignments prior to the next class session. Students are also expected to fully participate in all class discussions and exercises. Class is far more interesting if everyone is prepared and is pulling their weight, so be prepared and be active. In doing so, also be respectful! This should be a fun and safe learning environment for all, and everyone is entitled to their point of view.

Grading:
 The course will be graded as follows:
  50% (100 points) attendance and participation (in class and at the simulation)
    participation includes completing any written work assigned as we    prepare for the simulation or as we synthesize what we have learned.
  50% (100 points) reflection paper on the MIG experience*
    This is merely a 4-5 page reflection on your experience with the simulation. Include your thoughts on the experience, any differences or similarities between your expectations going in and the actual outcomes, what you learned, and how you felt you did as a participant. Finally, how might you approach the simulation differently if you had it to do over again?  The reflection papers are due the first week of April and we will all discuss what you had to say.
 

* For those who do not participate in the simulation, you will need to write a paper using the following parameters:

Research Paper & Presentation
Students are to write a research paper on any state  issue that is recent or ongoing. Examples include, but are not limited to, concealed weapons, death penalty, privatization, euthanasia, abortion, charter schools, environmental concerns, etc. (clear topic with the instructor prior to starting).

paper (100 points)
Format:
 1) all papers will be 10-12 pages, typed, double-spaced, with one inch margins.
 2) all papers will use endnotes - - not footnotes or in-text citation.
      (If you are not sure how to do this, please see me).
 3) all papers will include a minimum of 15 varied sources (not all internet sources).
 4) all papers will include a bibliography after the endnotes.
 5) all papers will make use of headings for major sections.

Content:
 all papers will include (in this order):
  - Introduction
       - discussion of the topic (what is it?), history of the topic, why it matters, when did it become an issue, etc.
 - The players involved in the debate (direct and indirect)
       - which interests (groups) are served on each side, why are they involved
       - winners vs. losers - - who benefits, who doesn’t, why?
  - The primary arguments presented by each side of the debate
  - Your feelings on the issue
      - which side do you believe in?  Why?  How does such a position benefit you?
  - Future of the issue/Conclusion

The papers are due during the first week of April and students will report their findings to the rest of the class.
 

Please note that this syllabus is subject to change at the discretion of the instructor!