Professor Peter F. Burns Jr.
Office: Monroe Hall 537 H
Office Hours: Tuesday and Thursday 9:30 to 10:30 and by appointment
Phone 865-2299
pburns@loyno.edu

Students with disabilities who wish to receive accommodations in this class should contact Disability Services at 504-865-2990 as soon as possible so that warranted accommodations can be implemented in a timely fashion.  Disability Services are located in the Academic Enrichment Center, Monroe Hall 405.

I. Goals of the Course:

The goal of this class is to learn.

During this course we will learn more about not only state and local government but also how to read, write, and think more critically.

This course investigates many aspects of politics, governance, and policy at the state and local levels.  We will use class lectures, the readings, the United States Constitution, and the Louisiana Constitution to examine how and why states and localities should and do operate.

This course will enhance your understanding of the factors that affect the operation of states and localities.  It will broaden your knowledge of American Government and it will give you the ability to see things and ask questions about government that you may not have considered.

Another goal is to improve your critical writing and critical thinking skills, your ability to reason, and your ability to communicate complex ideas and concepts to those who do not understand these concepts.

Throughout the course, you need to understand the concepts of independent and dependent variables.  The actions of independent variables affect the dependent variable.  For example, if opening an umbrella is your dependent variable, then rain is one independent variable.  That is, the action of opening the umbrella depends partly upon whether it is raining.  In this course, for example, we need to consider who makes state laws and why these actors have the capacity to shape state policies.

In this course, we will also analyze how scholars make knowledge claims.  That is, how do researchers and students support their assertions?  How do they know what they claim?

II. What will you learn in this class?

This class will cover the following themes:

a. Procedures have consequences
b. States and localities possess police powers
c. Autonomy, democracy, and self-governance in states and localities

This class will address the following questions:

a. What are the responsibilities of states and localities and how do these governments carry out these roles?
b. How and why do a place’s demographics affect the politics in that state or locality?
c. How and why does the federal system influence state and local government?
d. What effect does a state’s constitution have on governance?
e. Why does the composition of state legislatures vary and in what ways does the make up of a state legislature influence state government, politics, and policy?
f. How and why do the roles of the governor vary across the United States and how does this variation affect state governance?
g. What roles do the state courts, the bureaucracy, state parties, and interest groups play in the states and why do they perform these responsibilities?
h. Why do communities use different forms of government, such as a mayor-council or council manager form of government?
i. How do states and localities relate to each other?
j. Why is the participation level so low in American cities?

Each class will deal with one of these questions.

Throughout the semester, we will constantly ask ourselves important so-what questions about state and local government.  We will ask what the facts, readings, and lectures tell us about state and local government and politics.  In my view, we have not truly learned unless we ask and find ways to answer the so-what questions.  For example, Louisiana and New Hampshire have vastly different rules that govern their state legislatures.  This is a fact but we should not be satisfied with only knowing that a difference exists.  We must ask ourselves – so what?  Why does this difference exist?  What does this difference tell us about Louisiana and New Hampshire?  How does this difference influence public policy?  To effectively answer so-what questions, we need to focus upon questions that begin with why and how.  We can really come to understand government and politics by asking and answering these kinds of so-what questions.

III. Parts:

1. The course has three sections.  In the first section, we will study state government and politics.  We will pay attention to state demographics, federalism, state constitutions, state legislatures, governors, state courts, bureaucracy, and political parties and interest groups.  We will examine how Louisiana relates to the rest of the country.  However, this course will provide you with more of a general overview of state and local government in the United States than an in-depth analysis of state and local government in Louisiana.  The course will tend to focus most on state government and politics.

2. Local government and politics is the second section’s focus.  We will ask important questions about forms of local government, methods of local election, the roles and characteristics of local chief executive officers, such as the mayor or city manager, and the responsibilities of city councils and local political parties.

3. In the final section, we will study how states and localities relate to each other.

IV. Expectations:

a. You should attend every class.  I will not deduct points from your grade for class absences but missing class will certainly affect your ability to learn and it will almost certainly affect your grade in a negative way.  By contrast, attending all classes will enhance your learning experience and almost certainly improve your grade.

b. You will lose points from your final grade if you are late to class on a regular basis.

c. You are responsible for reading the entire assignment before class.  For example, if you are assigned chapter one for a class, please have the entire chapter read before that class.

a. This class will consist of lectures and class discussion but there will tend to be more of the former than the latter.  If you want to discuss a point that I mention, please feel free to raise your hand so that we can talk about this topic.  I want the lecture to stimulate discussion.

V. Expectations of Professor

a. While I expect you to work hard and to prepare on a daily basis, let me assure you that I will be there to help you.  Please come and see me in my office hours or by appointment.  Even if you are not having any difficulty with the material, please come and see me.  My door is always open.  We are learning partners.

b. State government and politics is such an interesting subject.  You should expect to enjoy this learning experience as long as you read the material before class, attend class, prepare constantly, and work hard.  If you perform these tasks, then you will do very well in this course.

 
VI. Grading:

Your grade consists of the following components:

1. A short paper constitutes twenty percent of your grade.

Please read all of My Name Is Ron and I'm a Recovering Legislator: Memoirs of a Louisiana State Representative, Vol. 1.

After reading this book, please write a coherent paper with a thesis that explains the following questions.  Use the book as the basis for your answer.  Please make sure to support your conclusions with as many examples as possible.

You are to form a coherent thesis statement(s) and use the answers to these questions to support that statement(s).

1. Based on this book, what kinds of issues does the Louisiana legislature address? Why?

2. Explain the role of the media in state politics.

3. Explain the role of formal and informal rules in legislative politics.

4. Explain the role of interest groups in legislative politics.  Make sure to specify the different interest groups.

5. What are the ways in which state government wastes money?  Does it waste money on purpose?

6. Which interests do state legislators serve and which interests don’t state legislators serve? Why?

7. Explain the kinds of cleavages that occur in the Louisiana legislature.  Why do these conflicts occur?

8. What kind of authority does the Louisiana legislature possess? Why?

9. What kind of power does the Louisiana legislature possess? Why

10. What kind of authority does the Louisiana governor possess? Why?

11. What kind of power does the Louisiana governor possess? Why?

12. How does the governor deal with the legislature? Why?

13. What is the role of political parties in the Louisiana state legislature?

14. Describe the role the governor plays in the legislative process in Louisiana.  Why does the governor play this role?

15. Over which issues do the legislature and the governor compete? Why?

16. Which body wins? Why?

17. In summary, what does Gomez’s book tell you about state and local government and politics in Louisiana?

The paper must be typewritten and double-spaced with margins that are at least 1” all around.  The paper’s length should be between seven and ten pages but it can be longer than ten or shorter than seven.  The maximum number of pages is 12.  The font must be 12 point. Points will be deducted if these requirements are not met.  The paper is due in or before class on Thursday, September 21.  Please see the suggestions for writing a better paper on my website (http://www.loyno.edu/~pburns/).  You must also use either MLA Citation Style or The Chicago Manual of Style to cite your sources.  Points will be deducted if you do not follow the writing tips and the style requirements.  You will also lose two points for each spelling mistake and each grammar mistake.
Paper #1 is due on September 21
Short written assignment = 20%

2. Tests on the readings make up another forty percent of your grade.

These essay tests examine how well you understand the assigned readings and the lectures.  You need to provide me with a bluebook at least one class before each exam. Please write your name on the bluebook, which you can purchase at the bookstore.

The first test will be on Thursday October 14.  It will cover the readings and lectures from weeks I to VII (inclusive).  This test is worth twenty percent of your final grade.

The second test will be held on Thursday November 18th.  It will cover the readings and lectures from weeks XIII to XII (inclusive).  This test is worth twenty percent of your final grade.
Tests = 40% (20% each)

A research paper makes up the other 40 percent of your grade.  You will lose points if you do not meet the following requirements.  In order to write this paper, you must also use this course’s readings and outside readings, including books, scholarly articles, and newspaper reports.  You need to start on this paper as soon as possible and work on it throughout the semester.  You will not be able to write this paper in a couple of weeks.  You need to incorporate the answers to the questions below into a sound and coherent paper.  Please see the suggestions for writing a better paper on my website (http://www.loyno.edu/~pburns/).  You must also use either MLA Citation Style or The Chicago Manual of Style to cite your sources.  Points will be deducted if you do not follow the writing tips and the style requirements.  You will lose points two points for each spelling mistake and each grammar mistake.  The paper should be between 15 and 20 pages.  It cannot be shorter than 15 but it can be longer 20 pages.

You are to form a coherent thesis statement(s) and use the answers to these questions to support that statement(s).

Around the country, states have experienced significant problems with their budgets.  In particular, many states experience large budget deficits.  This paper addresses this topic.

At the very least, you must provide examples from California, Texas, Louisiana, and Connecticut for each of these questions/sections.

To answer these questions, you must provide examples from as many different states as possible.

1. What elements constitute a budget crisis at the state level?
2. According to scholars, why do budget crises, including budget deficits, occur?
3. How do states that experience budget crises attempt to deal with these problems?
4. How do states without budget crises avoid these situations?
5. How do the following actors contribute to budget crises?
a. Governors
b. State Legislatures
c. State Courts
d. State Constitutions
e. Bureaucracies
f. Interest Groups
g. Political Parties
h. Local Government
6. How do the following actors attempt to solve budget crises?
a. Governors
b. State Legislatures
c. State Courts
d. State Constitutions
e. Interest Groups
f. Political Parties
g. Local Government
7. Why do Governors and State Legislatures find it so difficult to agree on a budget?  What are the issues over which these actors disagree and why?
8. To what extent does political culture affect the budget process?
9. How do budget crises affect local governments? Why?
10. How do the actions of Governors, State Legislatures, State Courts, Interest Groups, Local Governments, Bureaucracies, and Political Parties support what you have read and learned about them throughout the semester?  Please provide concrete details to answer this question.
11. How do the actions of Governors, State Legislatures, State Courts, Interest Groups, Local Governments, Bureaucracies, and Political Parties contradict what you have read and learned about them throughout the semester?  Please provide concrete details to answer this question.

This paper is due on our examination day – Tuesday December 14.  It must be turned into me at my office by 1:30 p.m.  The paper will be late if it is turned in after 1:30.  We will have no final examination.
Research Paper = 40%

VII. Grading Policies.

If any paper is late, you will lose one full letter grade.  In addition, you will lose one full letter grade for each additional day the paper is late.

For each assignment, unless we make special arrangements, late papers include those you slip under my door while class is taking place, emailed assignments, or assignments that you hand in at the end of a class that you did not attend.  I am flexible, which means that I will make special arrangements with you when extraordinary circumstances arise and you cannot hand-in the assignment on time.  Please make sure all written assignments are top-quality work, which means that you write in complete ideas and in complete sentences.
 
You, and only you, must write and complete each assignment.  Each assignment should reflect your ideas and your writing.  You cannot consult with others unless they are library staff or other professors.  Papers cannot be team-written.  You must work independently.  Do not discuss the paper or get assistance from others unless they are library staff or other professors.  If you want to interview someone for your project, please consult with me.  I will read drafts of your paper but only up to one week before the paper is due.  I will be happy to discuss your paper with you at any time, but your paper will improve if we meet earlier rather than later.

VIII. Grading Scale

90-100 = A
87-89 =  B+
80-86 =  B
77-79 =  C+
70-76 =  C
67-69 =  D+
60-66 =  D
0-59 =  F

VII. Other Points of Interest

Please avoid sidebar conversations during class.  If you talk while another student or the professor is addressing the class, then I will deduct points from your final grade.

Please be respectful of the other students and the professor in this course.  Disruptive behavior will not be tolerated and will result in a lower grade and other penalties.

Please do not get up during class unless it is an emergency.  You will lose points if you continually get up during class.

If I give you extra credit assignments during the class, then you must follow these guidelines to receive credit.

a. You must be in attendance when I assign the extra credit opportunity.  You will not be eligible for the extra credit opportunity if you received an excused absence.
b. If applicable, you must answer the extra credit assignment.
c. If applicable, you must type the extra credit assignment.
d. If applicable, you must turn-in the paper one week after I assign the topic.
e. Unless otherwise instructed, the extra credit assignment should be no longer than one page.
f. The values of the extra credit assignments may vary.
g. The maximum number of extra credit points you can add to your final grade is two.

Required Texts:

This class has one required text – My Name Is Ron and I'm a Recovering Legislator: Memoirs of a Louisiana State Representative, Vol. 1. Zemog Publishing. ISBN: 0-9700156-0-7 / 0970015607

Please check my website (http://www.loyno.edu/~pburns/) on a regular basis.  The site will have important information about the class.

The other readings will be available on reserve in the library.

Please bring that day’s readings to class.

Please photocopy these articles as soon as you can.  I will not accept lost articles as an excuse for not reading.

X.  Assignments:

Week

I. Tuesday August 31st

Review of Syllabus and Introduction

Thursday September 2nd

Class will be held in the Library Instruction classroom - 2nd floor of the Monroe Library.

II. Tuesday September 7th

The Context of State Governments
 
Read Renwick, Parent, and Wardlaw’s “Louisiana: Still Sui Generis like Huey,” in Alexander P. Lamis’ Southern Politics in the 1990s.

Thursday September 9th – Continuation of Context

III. Tuesday September 14th – Federalism

 Read Conlin Chapters One and Twelve (pages 1-18 and 230-256)

Thursday September 16th

No Class – Mass of the Holy Spirit

Read John Kincaid, “The Crisis in Fiscal Federalism”
Read Donald L. Fairchild and John D. Hutcheson, Jr., “Another New Federalism? Madison, Block Grants and Urban Policy”

IV. Tuesday September 21st

 Continuation of Federalism

Read Deil S. Wright, “Federalism and Intergovernmental Relations: Traumas, Tensions and Trends”
Read Parris Glendening, “Pragmatic Federalism and State-Federal Partnerships”

 
Thursday September 23rd
 
 Continuation of Federalism
 
V. Tuesday September 28th

State Constitutions
 
Read Article VI of the Louisiana State Constitution.  The Constitution can be found at
http://senate.legis.state.la.us/Documents/Constitution/.

Thursday September 30th

Read G. Alan Tarr’s “State Constitutional Interpretation,” Texas Review of Law & Politics, Spring 2004
 Read Justin R. Long’s “Enforcing Affirmative State Constitutional Obligations and Sheff v. O’Neill”

VI. Tuesday October 5th

State Legislatures

Read Alan Rosenthal’s “Chapter 8: Leadership,” in Rosenthal’s Legislative Life: People, Processes, and Performance in the States.

Thursday October 7th

State Legislatures

Read Hickok’s “Chapter Four: The Transformation of the State Legislatures,” and Moore’s “The New Scalawags: How the South Carolina Legislature Really Works,” in Eugene W. Hickok’s The Reform of State Legislatures and The Changing Character of Representation.
 
VII. Tuesday October 12th

State Legislatures
 
Read Anne Marie Cammisa and Beth Reingold’s “Women in State Legislatures and State Legislative Research: Beyond Sameness and Difference”
Read Donald M. Hedge and David B. Conklin’s “Black State Legislators and Party Politics”
 
Thursday October 14th

VIII. Tuesday October 19th

Fall Break Holiday – No Class

Thursday October 21st

Governors

Read “Being Governor” by Thad Beyle in Carl Van Horn’s The State of the States (3rd Ed.)

IX. Tuesday October 26th

Governors

Read Alexander’s “What do Governors Do,” Riley’s “Overcoming Restrictions on Gubernatorial Authority: The Unique Problems of Some Governors,” Carlin’s “The Governor as Administrator, Leader, and Communicator,” Thornburgh’s “The Three Mile Island Accident: Its Lessons for Crisis Management,” in Governors on Governing edited by Robert D. Behn.

Thursday October 28th
 
Governors

Read John Jacobs’ “The Governor: Managing a Mega-State,” in Governing California: Politics, Government, and Public
Policy in the Golden State.

X. Tuesday November 2nd

 Thursday November 4th

 Governors and State Courts
 
Read “Supreme Courts in the Policy Process” by Lawrence Baum in Carl Van Horn’s The State of the States (3rd Ed.)

XI. Tuesday November 9th

State Courts
 
Read Romero and Romero’s “Precedent, Parity, and Racial Discrimination: A Federal/State Comparison of the Impact of
Brown v. Board of Education”
Read Bonventre, Ritschdorff, and Bergen’s “Richard C. Wesley: Voting and Opinion Patterns on the New York Court”

Thursday November 11th

Bureaucracy

Read Case 1 “Line Appointees: Three Strikes and He’s Out!” in Barry Keene’s Making Government Work: California Cases in Policy, Politics, and Public Management (2nd Ed.)
Read Dometrius’ “Gubernatorial Approval and Administrative Influence”

XII. Tuesday November 16th

Thursday November 18th

State Parties

Read Lamis’ “The Two-Party South: From the 1960s to the 1990s,” in Alexander P. Lamis’ Southern Politics in the 1990s.

XIII. Tuesday November 23rd

Interest Groups

Read “Tougher rules for legislative lobbyists,” by Keon Chi. State Government News (1997) 40:1: 10-13.

Read “Changing times,” by Alan Rosenthal. State Government News (2001) 44:3: 26-28.
Thursday November 20th

Forms of Government, Methods of Elections, and Local Governance

Read Chapter 6 “The Central Cities” pages 197-235 in Dennis R. Judd and Paul P. Kantor’s The Politics of Urban America: A Reader (2nd Ed.).

Thursday November 25th – No Class – Thanksgiving

XIV. Tuesday November 30th

Read Judd and Swanstrom’s “Chapter 13 – Keeping the Peace: The Challenge of Urban Governance,” in Dennis R. Judd and Todd Swanstrom’s City Politics: Private Power and Public Policy (2nd Ed.).

Thursday December 2nd

XV. Tuesday December 7th

State and Local Relations
 
Read Joseph F. Zimmerman’s “Partnership Government: State-Local Relations,” from Spectrum: The Journal of State Government, Summer 2001, pages 9-13.

Thursday December 9th ~ Last Class

Machine Politics

Read “Machine Politics” Chapter 5 in Bernard H. Ross and Myron A. Levine’s Urban Politics: Power in Metropolitan America. (6th Ed.)