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Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
POSC 373
SISTEMA POLITICO DE LOS ESTADOS UNIDOS POLITICAL SYSTEM OF THE UNITED STATES
© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados. © Ana G. Méndez University System, 2010. All rights reserved
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 2
TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page Prontuario ........................................................................................................................................ 3 Study Guide .................................................................................................................................. 14 Workshop One .............................................................................................................................. 25 Taller Dos...................................................................................................................................... 30 Workshop Three............................................................................................................................ 35 Taller Cuatro ................................................................................................................................. 40 Workshop Five/Taller Cinco......................................................................................................... 43 Anejo A/Appendix A .................................................................................................................... 48 Anejo B/Appendix B..................................................................................................................... 49 Anejo C/Appendix C..................................................................................................................... 51 Anejo D/Appendix D .................................................................................................................... 52 Anejo E/Appendix E ..................................................................................................................... 53 Anejo F/Appendix F ..................................................................................................................... 55 Anejo G/Appendix G .................................................................................................................... 56 Anejo H/Appendix H .................................................................................................................... 57 Anejo I/Appendix I ....................................................................................................................... 58 Anejo J/Appendix J ....................................................................................................................... 60 Anejo K/Appendix K .................................................................................................................... 61 Anejo L/Appendix L ..................................................................................................................... 63 Anejo M/Appendix M ................................................................................................................... 65 Anejo N/Appendix N .................................................................................................................... 67
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 3
PRONTUARIO
Título del Curso:
Sistema Político de los Estados Unidos
Codificación:
POSC 373
Duración:
5 semanas
Prerrequisito:
Ninguno
Descripción Un curso introductorio con enfoque en el marco histórico del sistema político de los Estados Unidos de América; donde el estudio de teorías políticas, la Constitución de los Estados Unidos de América, y la organización gubernamental son parte integral del mismo. Se dará énfasis al estudio y análisis de partidos políticos, participación del individuo y relaciones internacionales. Objetivos Generales Al finalizar el curso, el estudiante: 1. Tendrá un entendimiento básico de la estructura constitucional que sirvió de fundamento para el establecimiento de las instituciones políticas americanas. 2. Identificará la estructura política y forma de gobierno de los Estados Unidos de Norte América – república democrática. 3. Conocerá los poderes y funciones de la tres (3) ramas de gobierno – Ejecutiva, Legislativa y Judicial. 4. Estará familiarizado con conceptos como bicameralismo, separación de poderes, ley de supremacía, balances y contra balances entre otros. 5. Entenderá el desarrollo de los partidos políticos en el ambiente de Estados Unidos de Norte América y la función de estos en un sistema de gobierno democrático.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 4
6. Podrá analizar y comparar el sistema político de Estados Unidos de Norte América con otros países contemporáneos. Textos y Recursos Coleman, Goldstein & Howell. (2011) Understanding American Politics and Government (Longman Publishing) ISBN 9780205798339 Wasserman. (2011) Basics of American Politics 14th ed. (Longman Publishing) ISBN 9780205782031 Libro Electrónico Polsby, N. W., & Wildavsky, A. B. (2000). Presidential Elections: Strategies and Structures of American Politics.: New York, NY: Chatham House Seven Bridges. eBook ISBN: 9780585229768 Otros Recursos Bardes, B. A., et al. (2007) American Government and Politics Today (Wadsworth Publishing) ISBN 49509806 Welch, Gruhl, et al. (2008) Understanding American Government 11th ed. . (Wadsworth Publishing) ISBN 49509872 Ross, Levine (2006) Urban Politics – Power in Metropolitan America 7th ed. . (Wadsworth Publishing) ISBN 53460487 Garcia, Sanchez (2008) Hispanics and the US Political System: Moving Into the Mainstream (Longman Publishing) ISBN 9780130615008 Hastedt (2011) American Foreign Policy 8th ed. (Longman Publishing) ISBN 9780205791224 Pelissero (2003) Cities, Politics and Policy – A Comparative Analysis (CQ Press
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 5
Publishing) Woll, Peter (2009) American Government – Readings and Cases 14th ed. (Longman Publishing) Evaluación La evaluación del curso consiste en medir el grado de aprovechamiento que el estudiante haya obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten de las siguientes actividades: Asistencia y Participación en Clase
20%
Asignaciones
25%
Portafolio
10%
Presentaciones Orales/Trabajos en Grupos
20%
Examen Final
25%
TOTAL
100%
Nota: La puntuación final obtenida será la suma de la puntuación obtenida en todas las actividades desarrolladas. La puntuación final será de 100 puntos con curva estándar. Las matrices valorativas a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El estudiante será evaluado en términos del dominio del conocimiento adquirido a través del curso y de su dominio del idioma, tanto del inglés como del español. Descripción de la evaluación 1. Asistencia y Participación: La asistencia es mandataria y la puntualidad representa ética profesional. El Facilitador llevará un registro de las mismas para cada taller y, al Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 6
finalizar el curso, utilizará el Anejo P para evaluar a cada estudiante. Se espera que todo estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la participación de cada estudiante en cada taller y tomará en cuenta el grado de participación, si ésta demuestra que el estudiante se preparó para la clase y su contribución al desarrollo de la misma. La participación en clase a través del curso debe darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo J. En adición a la asistencia mandataria al salón de clase y participación durante la misma, el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de idiomas. A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo para ser entregada al facilitador en el quinto taller. El facilitador determinara la distribución de horas entre ambos idiomas – inglés y español – de acuerdo a las necesidades individuales de cada estudiante. El estudiante deberá completar sus horas físicamente en el laboratorio de idiomas – en cada centro – o desde su casa/trabajo a través del programa “Tell Me More”. 2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar esas tareas en función de los comentarios del Facilitador y lo aprendido en clase. 3. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2” – 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 7
desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado utilizando los Anejos B-H y debe incluir las siguientes partes: a. Portada estilo APA b. Tabla de contenido c. Introducción d. División en cinco talleres i. Asignaciones ii. Avalúo e. Conclusión – Evaluación Final f. Bibliografía/Referencias estilo APA Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para no acumular trabajo innecesariamente. La presentación es importante, preparado y organizado profesionalmente. Debe incluir cada una de las secciones debidamente organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejos B-H. 4. Presentación Oral/Trabajo en Grupos: Los estudiantes (de manera individual o en grupo) deberán completar presentaciones orales de acuerdo al tema seleccionado y/o asignado. El facilitador evaluará la presentación utilizando el Anejo M. 5. Examen Final: A ser administrado durante el último taller cinco en ingles. El modo de administración – en el salón o en la casa – queda a discreción del facilitador, quien
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 8
preparará a los estudiantes durante los cuatro talleres anteriores en cuanto al estilo y contenido del mismo. Descripción de las normas del curso 1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo en español según aplique. 2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más. 3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá cómo el estudiante repondrá el trabajo perdido, de ser
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 9
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. 4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones: a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos por debajo de la nota existente. 5. La asistencia y participación en clase de actividades y presentaciones orales es extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad a ser repuesta. 6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero. 8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 10
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio. 11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de clases. 12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM y el curso. Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas están: •
www.google.com
•
www.ask.com
•
www.pregunta.com
•
www.findarticles.com
•
www.bibliotecavirtualut.suagm.edu
•
www.eric.ed.gov/
•
www.flelibrary.org/
•
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar: •
http://www.chegg.com/ (alquiler)
•
http://www.bookswim.com/ (alquiler)
•
http://www.allbookstores.com/ (compra)
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 11
•
http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act (RCR). De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina de Cumplimiento a los siguientes teléfonos: Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento Tel. (787) 751-0178 Ext. 7196 Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET Tel. (787) 766-1717 Ext. 6366 Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 12
Tel. (787) 743-7979 Ext.4126 Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 13
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos. 4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje. 5. La evaluación debe servir como una herramienta de auto-análisis. 6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples perspectivas que existen en el mundo. 7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 14
STUDY GUIDE Course Title:
Political System of the United States
Code:
POSC 373
Time Length:
5 weeks
Pre-requisite:
None
Description This introductory course focuses on the historical background of the American political system. The study of political theory, the USA’s Constitution, and government organization is integrated in the course. Emphasis on political parties, political participation, and international relations are addressed. General Objectives At the end of the course, the student will be able to: 1. Have a basic understanding of the constitutional structure that defines the
elements of
the American system of government. 2. Identify United States (USA) political structure and type of government – democratic republic. 3. Understand the powers and functions of the three (3) branches of government – Executive, Legislative and Judicial. 4. Become familiar with concepts such as bicameralism, separation of powers, check-andbalance, and supremacy law, among others. 5. Understand the development of political parties in the American political environment and their function in a democratic society 6. Analyze and compare the USA political system with other contemporary countries.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 15
Texts and Resources Coleman, Goldstein & Howell. (2011) Understanding American Politics and Government (Longman Publishing) ISBN 9780205798339 Wasserman. (2011) Basics of American Politics 14th ed. (Longman Publishing) ISBN 9780205782031 E-Book Polsby, N. W., & Wildavsky, A. B. (2000). Presidential Elections: Strategies and Structures of American Politics.: New York, NY: Chatham House Seven Bridges. eBook ISBN: 9780585229768 Additional Resources Bardes, B. A., et al. (2007) American Government and Politics Today (Wadsworth Publishing) ISBN 49509806 Welch, Gruhl, et al. (2008) Understanding American Government 11th ed. . (Wadsworth Publishing) ISBN 49509872 Ross, Levine (2006) Urban Politics – Power in Metropolitan America 7th ed. . (Wadsworth Publishing) ISBN 53460487 Garcia, Sanchez (2008) Hispanics and the US Political System: Moving Into the Mainstream (Longman Publishing) ISBN 9780130615008 Hastedt (2011) American Foreign Policy 8th ed. (Longman Publishing) ISBN 9780205791224 Pelissero (2003) Cities, Politics and Policy – A Comparative Analysis (CQ Press Publishing) Woll, Peter (2009) American Government – Readings and Cases 14th ed. (Longman
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 16
Publishing) Evaluation The evaluation of the course will consist in measuring the achievement level you received throughout the course. Such evaluation consists of the percentage points achieved from the following activities: Attendance and Class Participation
25%
Assignments
25%
Academic Portfolio
10%
Oral Presentations/Group Work
20%
Final Exam
25%
TOTAL
100%
Note: The final grade will be the sum of all individual activities. The final grade will be based on a standard 100 points curve. The rubrics to be used for these evaluations are included at the end of the module. The students will be evaluated in terms of their dominion of the content of the course andthe dominion of the languages, both English and Spanish. Evaluation’s description 1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a professional ethic. The Facilitator will register the student’s performance for both in every workshop. At the end of the course, the Facilitator will evaluate each student with the rubric in Appendix P. All students are expected to attend class prepared to discuss workshop topics (readings, assigned questions, etc.) and, to actively participate in class. Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 17
The Facilitator will evaluate the students’ participation in each workshop, taking into consideration the degree of participation, if it demonstrates that the student prepared for class and how much this participation contributed to the class’ development. Class participation throughout the course should be in the language of the workshop. At the end of the course, the Facilitator will evaluate each student with the rubric in Appendix J. In addition to the mandatory attendance and class participation the student shall complete twenty (20) hours of language laboratory. Through each week the student shall keep evidence of his/her work in order to turn in at the fifth workshop. The facilitator will determine the distribution of hours among the two languages – English and Spanish – according to the individual needs of each student. The student can complete the laboratory requirements either physically at the centers – language laboratories – or at home/work through “Tell Me More”. 2. Assignments: Assignments before every workshop are a fundamental component of class participation. The students will complete these assignments in the language of the workshop, and turn them in at the end of it. The Facilitator will return the assignments on the next workshop with the suggested corrections. The students should revise, correct and improve these assignments, based upon the Facilitator’s comments. 3. Portfolio: Students should prepare an academic portfolio (2” – 3” white binder with front cover) where they would reflect upon course topics and development. It is important that all students work on the portfolio from the first week of class, keep it up to date and, bring it to class for discussion and Facilitator’s revision. The Portfolio should include the following sections: a. Cover APA style
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 18
b. Table of Content c. Introduction d. Five Workshops Divisions i. Assignments ii. Assessments e. Conclusion – Final Evaluation f. References APA style Note: The Academic Portfolio should be handed in, during the last week of class, Workshop Five. However, the students should begin preparing the portfolio as the course develops, to avoid accumulating last minute work. Presentation is important; it should be well organized and professionally prepared. It should include each one of the sections explained above, appropriately labeled. The Facilitator will evaluate the portfolio using Appendixes B-H. 4. Oral Presentations/Group Work: The students shall complete oral presentations (individually or in groups) according to selected/assigned topic. The facilitator shall evaluate the presentations according to Appendix M. 5. Final Exam: To be administered during last and final Workshop Five in English. The mode of administration – in class or take-home – it is at the discretion of the facilitator, who will prep students during the four previous workshops as to the style and depth of such.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 19
Description of course policies 1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual Language Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified. The language used in the workshops will alternate to insure that 50% of the course will be conducted in English and 50% in Spanish. To maintain this balance, the course module may specify that both languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the activity is being conducted, students may choose to use their preferred language for that particular question. However, the facilitator must answer in the language assigned for that particular day. This should only be an exception as it is important for students to use the assigned language. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only). 2. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires an average ten hours of preparation but could require more. 3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is justified and decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 20
Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and make-up work. 4. If a student is absent to more than one workshop the facilitator will have the following options: a. If a student misses two workshops, the facilitator may lower one grade based on the students existing grade. b. If the student misses three workshops, the facilitator may lower two grades based on the students existing grade. 5. Student attendance and participation in oral presentations and special class activities are extremely important as it is not possible to assure that they can be made up. If the student provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed. 6. In cooperative activities the group will be assessed for their final work. However, each member will have to collaborate to assure the success of the group and the assessment will be done collectively as well as individually. 7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 21
8. If the Facilitator makes changes to the study guide, such changes should be discussed with and given to students in writing at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days. 10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be on vibrate or silent mode during class session. 11. Children or family members that are not registered in the course are not allowed to the classrooms. 12. All students are subject to the policies regarding behavior in the university community established by the institution and in this course. Note: If for any reason you cannot access the URL’s presented in the module, do not stop your investigation. There are many search engines and other links you can use to search for information. These are some examples: •
www.google.com
•
www.ask.com
•
www.pregunta.com
•
www.findarticles.com
•
www.bibliotecavirtualut.suagm.edu
•
www.eric.ed.gov/
•
www.flelibrary.org/
•
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit: •
http://www.chegg.com/ (rent) Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 22
•
http://www.bookswim.com/ (rent)
•
http://www.allbookstores.com/ (buy)
•
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional web resources if deemed necessary. Note: If the facilitator or the student is required or wants to perform a research or needs to administer a questionnaire or an interview, he/she will need to refer to the norms and procedures of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms from the IRB Office or for additional information, visit the following link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed. Furthermore, in this website the student/facilitator will find instructions for several online certifications related to IRB processes. These certifications include: IRB Institutional Review Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act (RCR). If you have any question, please contact the following Institutional Coordinators: Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR) Tel. (787) 751-0178 Ext. 7196 Miss. Carmen Crespo, IRB Institutional Coordinator– UMET Tel. (787) 766-1717 Ext. 6366 Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo Tel. (787) 743-7979 Ext.4126 Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE Tel. (787) 257-7373 Ext. 3936
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 23
Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world in which we live. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. As teachers, our focus is on making connections between facts and fostering new understanding in students. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret and predict information. There are several guiding principles of constructivism: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 24
assessment part of the learning process, ensuring it provides students with information on the quality of their learning. 5. Evaluation should serve as a self-analysis tool. 6. Provide tools and environments that help learners interpret the multiple perspectives of the world. 7. Learning should be internally controlled and mediated by the learner.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 25
Workshop One Specific Objectives: At the end of this workshop, the student will: 1. Understand the need and function of government in modern societies. 2. Comprehend the historical background of USA political system. 3. Become familiar with American Founding Fathers and the Federalist Papers. 4. Identify the role of the American Revolution, the Declaration of Independence and the Articles of Incorporation in the formation of the USA political system. 5. Identify main components and symbols of the American political system and government structure and their significance – flag, great shield, and eagle, among others. Language Objectives: Students will be able to: 1. Express themselves orally and in written using English as the language of communication. 2. Research, read, and understand the assigned material in order to develop written papers virtually free of grammatical errors and oral presentation with clear and easily understood pronunciation with correct use of grammar and verb usage 3. Listen, analyze and share in group the assigned material and homework. Electronic Links (URLs): Virtual Library UNE http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html Virtual Library UMET http://www.suagm.edu/suagm/umet/biblioteca.aspx
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 26
Virtual Library Turabo http://bibliotecavirtualut.suagm.edu/ US Government and Forms of Governments http://www.whitehouse.gov/our-government http://usinfo.state.gov/products/pubs/abtamerica/overview.htm http://www.thisnation.com/question/011.html http://phrontistery.info/govern.html Founding Fathers http://www.archives.gov/exhibits/charters/constitution_founding_fathers.html http://www.history.com/topics/founding-fathers Federalist Papers http://www.constitution.org/fed/federa00.htm Federalism http://www.usconstitution.net/consttop_fedr.html http://www.cas.sc.edu/poli/courses/scgov/History_of_Federalism.htm Assignments before Workshop One: 1. Read the POSC 373 module carefully and come to class prepared with questions or comments regarding the module, manual, the evaluation or the assignments if necessary. 2. Define in writing the following concepts and terms: a. Colony b. Constitution c. Delegates d. Democracy
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 27
e. Federalism f. Government g. Independence h. Politics i. Republic j. Society k. State 3. After researching and studying the resources cited above and the specific objectives of this Workshop, write a descriptive essay answering the following questions: a. Within the historical background of the American Revolution and the oppression felt by the 13 Colonies, in addition to the mixed cultures, governments and ideas how would you say it affected the principles and most basic ideas of our government? b. What role did the Founding Father had on the Federalist Papers, and in turn, what role did the Federalist Papers have in the development of our government? c. Explain the significance of the Continental Congresses (First and Second), the Declaration of Independence, and the Articles of Incorporation/Confederation in the development of our system of government. 4. Research and briefly summarize in writing the significance of the following national symbols: a. Bold eagle b. Great Seal c. Liberty bell
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 28
d. Star Spangle Banner – National Anthem e. USA flag Activities: 1. The facilitator will introduce himself/herself to the class and utilizing an icebreaker activity of his/her choice, the students will present themselves. 2. The facilitator will explain the course, assignments, evaluation techniques and module to the class, will answer possible questions from the students and hand out changes or amendments to the module if necessary. 3. A student representative will be selected and its role explained to the group. 4. The facilitator will lead an activity to define the basic concepts the class will work through Workshop One and the remaining four weeks. 5. The facilitator will deliver a short presentation/lecture on the historical background of that time (1760’s – 1770’s). The students will share their views on the impact on the formation of USA political system and government structure. How did it define or shape our government’s basic foundation? 6. The class will be divided in subgroups of three or four (3-4) students, depending on its size. The facilitator will provide with at least one brief excerpt of a federalist paper for the group to analyze. Each group shall have time to read and react to the meaning and significance of the paper. The students should try to relate not only to the founding father writing the paper, but to the common individual and depict his/her reaction. How would it affect them, their daily lives, their routine, etc.? They should also apply current views and/or concerns related to the main idea of the assigned paper. Each group shall present
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 29
their analysis to the rest of the class and turn in a written report of their analysis and/or notes. 7. The facilitator will lead a chronological discussion of the events of such time period – the Continental Congresses, the Colonies’ delegates, Declaration of Independence, Articles of Incorporation and the first states joining the new nation. 8. Through question/answer examination, the facilitator will interact with the students in regards to the USA national symbols. 9. The facilitator will review the material covered and answer any question or doubt, in addition he/she will discuss next week assignments. Assessment: 1. Using a technique and/or activity of his/her choice the facilitator shall assess the understanding of the class. Attendance and Participation will be evaluated using Appendix J.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 30
Taller Dos Objetivos Específicos: Al finalizar el taller el estudiante: 1. Conocerá la Constitución de los Estados Unidos, su significado, importancia y relevancia para el sistema político de nuestra nación. 2. Identificará las tres (3) ramas de gobierno creadas por la Constitución de los Estados Unidos – ejecutiva, legislativa y judicial. 3. Comprenderá conceptos tales como: separación de poderes, ley de supremacía, bicameralismo y otros, dentro del funcionamiento de las tres (3) ramas de gobierno. 4. Estará familiarizado con la estructura de cada rama y sus componentes; así como sus funciones, deberes y garantías constitucionales ofrecidas a los ciudadanos. Objetivos del Lenguaje: Los estudiantes podrán: 1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como lenguaje asignado. 2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera clara y concisa. 3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas. Enlaces Electrónicos: Biblioteca Virtual UNE http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html Biblioteca Virtual UMET http://www.suagm.edu/suagm/umet/biblioteca.aspx
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 31
Biblioteca Virtual Turabo http://bibliotecavirtualut.suagm.edu/ Constitución de Estados Unidos http://www.lexjuris.com/lexuscon.htm (Español) http://www.archives.gov/exhibits/charters/constitution.html (Inglés) Rama Ejecutiva http://www.whitehouse.gov/ http://www.whitehouse.gov/espanol/index.es.html http://www.presidentsusa.net/ http://usinfo.state.gov/esp/home/products/pubs/aboutgovt/federal.htm Rama Legislativa http://www.house.gov/ http://www.senate.gov/ http://usinfo.state.gov/esp/home/products/pubs/aboutgovt/federal.htm http://www.loc.gov/rr/program/bib/congress/congress-glossary.html Rama Judicial http://www.whitehouse.gov/government/judg.html http://usinfo.state.gov/esp/home/products/pubs/aboutgovt/federal.htm http://www.supremecourtus.gov/ http://www.supremecourtus.gov/about/about.html Asignaciones antes del Taller Dos: 1. Continuar trabajando en completar las veinte (20) horas de laboratorio de idiomas. 2. Continuar trabajando en portafolio académico.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 32
3. Luego de haber leído la Constitución de los Estados Unidos de América reflexiona por escrito comparando el nuevo documento con su antecesor los Artículos de Incorporación/Confederación. a. ¿En qué se parecían? b. ¿Cómo complementa la Constitución a los Artículos? c. Etc. 4. Prepara un resumen escrito para entregar de los Artículos I – III y las tres ramas de gobierno. Asegura describir las funciones de cada rama y los requisitos de elegibilidad para sus miembros – Presidente, Vice-Presidente, Senadores, Representantes y Jueces – así como también la jerarquía organizacional dentro de cada rama. El trabajo de los estudiantes deberá reflejar la composición de nuestro sistema de gobierno dentro de un marco de democracia representativa.
Actividades: 1. El facilitador contestará posibles dudas o preguntas del taller anterior así como cualquier otra duda que surja en referencia al internado. 2. El facilitador guiará una discusión plenaria y comparativa acerca los documentos Artículos de Incorporación/Confederación y la Constitución de los Estados Unidos. Utilizando una grafica T, la clase deberá analizar las principales semejanzas y diferencias sobre ambos documentos. Con el objetivo de incorporar la naturaleza constructivista de nuestro programa, los estudiantes tomaran turno completando la gráfica. 3. Una vez finalizada la actividad el facilitador concluirá enfatizando los puntos principales de cada documento, en particular la Constitución – a manera de introducir la próxima
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 33
actividad, el facilitador deberá presentar las partes principales de dicho documento: preámbulo, artículos y enmiendas. El facilitador deberá presentar de manera breve el proceso de ratificación de la Constitución. 4. La clase se dividirá en tres (3) sub-grupos, cada uno representando una rama de gobierno y su artículo correspondiente. Los estudiantes deberán comparar notas y reseñas con el objetivo de presentar su rama y artículo al resto de la clase. Cada grupo deberá asegurarse de incluir detalles clase de cada rama de gobierno, en particular su función dentro del sistema político de los Estados Unidos. 5. Luego de cada presentación el facilitador guiará una sesión de preguntas y respuestas con los integrantes del grupo y demás estudiantes de la clase. 6. El facilitador presentara y discutirá con el grupo conceptos tales como: a.
Orden ejecutiva
b. Gabinete ejecutivo c. Bicameralismo d. Jurisdicción e. Separación de poderes f. Check and Balance g. Proceso de creación de nuevas leyes h. Proceso de enmienda a la Constitución 7. Para finalizar el facilitador discutirá las asignaciones para el próximo taller
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 34
Avalúo: 1. Utilizando alguna técnica y/o actividad de su selección, el facilitador evaluará el entendimiento y aprovechamiento del grupo. Asistencia y Participación serán evaluadas utilizando en Anejo J.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 35
Workshop Three Specific Objectives: At the end of this workshop, the student will: 1. Understand the role and functions of political parties in a democratic-republic type of government. 2. Identify the main players of USA dual political party system – republican and democratic – in addition to the independent parties. 3. Complete a critical analysis of the financial cost of an electoral campaign in addition to its rules and regulations. 4. Comprehend the nomination, election and voting process in the United States; differentiate between electoral and popular vote, understand electoral colleges and other basic concepts. 5. Identify external factors and special interest controlling the election, voting process and political participation in the United States. Language Objectives: Students will be able to: 1. Express themselves orally and in written using English as the language of communication. 2. Research, read, and understand the assigned material in order to develop written papers virtually free of grammatical errors and oral presentation with clear and easily understood pronunciation with correct use of grammar and verb usage. 3. Listen, analyze and share in group the assigned material and homework Electronic Links (URLs):
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 36
Virtual Library UNE http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html Virtual Library UMET http://www.suagm.edu/suagm/umet/biblioteca.aspx Virtual Library Turabo http://bibliotecavirtualut.suagm.edu/ Federal Election Commission http://www.fec.gov/ Federal Elections Campaign Act http://www.fec.gov/law/feca/feca.pdf Political Parties in the USA http://www.gop.com/ http://www.democrats.org/ http://www.usiap.org/ http://www.constitutionparty.com/ http://www.gp.org/index.php http://www.lp.org/ Assignments before Workshop Three: 1. Continue working on completing the twenty (20) hours for language lab. 2. Continue working on the academic portfolio. 3. Answer in writing the following questions to be turned in to the Facilitator: a. Describe the nomination process for each of the following positions: i. President
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 37
ii. Vice-President iii. US Senator iv. US Representative b. What is the difference between Primary Elections and General Elections? c. What is the difference between General Vote and Electoral Vote? d. Political Participation: name some of the restrictions in voting, historically and currently. Who has been forbidden from exercising their right to vote? What is the effect of such restriction on our type of government? e. How much does a political campaign cost? – Take for example the Presidential election from the nomination process to primaries and general elections. What is the effect of such cost? f. What are the parties’ national conventions or general assembly? When and where do they take place? What happens there – what is their purpose? 4. According to Appendix I and the political party assigned, complete your written report and oral presentation. Activities: 1. The facilitator will answer any possible doubt or question from last week’s material. 2. As an introduction for today’s material, the facilitator will guide a discussion about political parties and their role in our political system. The facilitator shall lay the foundation in regards to the historical background of USA at such time. 3. The students shall deliver their oral presentation regarding US political parties. After each presentation the facilitator might conduct a question and answer session with the
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 38
group members. In regards to the independent parties, the facilitator will make sure to differentiate between an independent affiliation versus non-political affiliation. 4. The facilitator will share a short presentation/lecture on interest groups and their role and effect on the political arena – from nomination to elections. The class shall then be divided into sub-groups; each shall select an interest group and depict their participation and involvement in USA political system and government. They should cover areas such as: a. Areas of interest b. Funding c. Danger of bias d. Regulation The idea of this activity is to create an academic debate regarding interest groups and/or external factors controlling the political and democratic election system we enjoy in our Country. In order to successfully complete the activity some students shall be in favor of the interest group and external factor, while the others shall be against it. Every student shall participate and be able to elaborate on their position. 5. Through the expert of the day technique (one or more students shall coordinate the activity), the facilitator and class shall cover both the suffrage movement in the USA. a. Are there limitations on who gets to vote nowadays? b. Were there at any time? c. What is the effect of such limitations on our political system? And the nomination, campaign and election process: a. The high costs of a political campaign
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 39
b. The role of the private/family side of the nominees – particular at the national conventions. c. The media coverage of this process d. The dual vote system – general vs. electoral votes 6. The facilitator will deliver hand-outs on recent USA Supreme Court decisions and holdings regarding the limitations on campaign contribution by others than private individuals. Depending on time limitations this might serve as the assessment topic. 7. To finalize, the facilitator will review and answer any question or doubts, in addition to discuss next week’s assignments. Assessment: 1. Using a technique and/or activity of his/her choice, the facilitator shall assess the understanding of the class. Attendance and Participation will be evaluated using Appendix J.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 40
Taller Cuatro Objetivos Específicos: Al finalizar el taller el estudiante: 1. Conocerá sobre la relación existente que permite la coexistencia de un gobierno federal/nacional y un gobierno estatal y local 2. Podrá completar un análisis crítico sobre la semejanza entre la Constitución nacional y constituciones estatales; con mayor énfasis y particularidad en el análisis del estado de Florida. 3. Conocerá conceptos como doble jurisdicción, jurisdicción exclusiva, y burocracia gubernamental, entre otros. Objetivos del Lenguaje: Los estudiantes podrán: 1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como lenguaje asignado. 2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera clara y concisa. 3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas. Enlaces Electrónicos: Biblioteca Virtual UNE http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html Biblioteca Virtual UMET http://www.suagm.edu/suagm/umet/biblioteca.aspx Biblioteca Virtual Turabo
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 41
http://bibliotecavirtualut.suagm.edu/ Constitución de la Florida http://www.leg.state.fl.us/Statutes/index.cfm?Mode=Constitution&Submenu=3&Tab=statutes Gobierno de la Florida http://www.myflorida.com/ http://www.myflorida.com/taxonomy/government/ http://www.floridaleagueofcities.com/Directory.aspx http://www.fl-counties.com/ Asignaciones antes del Taller Cuatro: 1. Continuar trabajando en las veinte (20) horas del laboratorio de idiomas. 2. Continuar trabajando en el portafolio académico. 3. Identificar las secciones y/o artículos dentro de la constitución del estado de la Florida las tres (3) ramas de gobierno; resume de manera breve cada una: a. Ejecutiva b. Legislativa c. Judicial 4. Reflexionar por escrito sobre las similitudes y/o diferencias entre los requisitos de elegibilidad para los siguientes puestos: a. Gobernador vs. Presidente b. Senador Estatal vs. Federal c. Representante Estatal vs. Federal d. Jueces Locales vs. Jueces de la Corte Suprema
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 42
5. Identificar al menos dos (2) ordenanzas locales de tu ciudad. El estudiante debe resumir por escrito la ordenanza y sus consecuencias, así como su reacción personal ante las mismas. Actividades: 1. El facilitador contestará posibles dudas o preguntas de la clase pasada. 2. El facilitador presentará una breve charla sobre el trasfondo histórico y el rol que jugó y continúa jugando nuestro estado dentro del sistema político de los Estados Unidos. 3. La clase discutirá la Constitución de la Florida – en comparación y coexistencia con la Constitución federal. Se presentarán conceptos tales como ley de supremacía dando énfasis en el análisis de la Decima Enmienda de la Constitución de los Estados Unidos: "Los poderes no delegados a los Estados Unidos por la Constitución, ni prohibidos por ella a los estados, están reservados a los estados o al pueblo". 4. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que discute las asignaciones para la próxima semana. Avalúo: 1. Utilizando alguna técnica y/o actividad de su selección, el facilitador evaluará el entendimiento y aprovechamiento del grupo. Asistencia y Participación serán evaluadas utilizando en Anejo J.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 43
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
NOTE: This is a bilingual workshop.
Facilitador como los estudiantes, deberán
Both the facilitator and student should use
utilizar el idioma asignado para cada tarea
the language assigned for each homework
y actividad.
and activity.
Specifics Objectives: At the end of this workshop, the student will: 1. Be familiarized with the USA domestic and international policy and platform in current issues such as: economy, military activity, immigration and others; with particular emphasis of the role played by politics and government. 2. Critically analyze the way of life and particularities from the political system of the United States for citizens and non-citizens inside the borders, and for citizens beyond the continent jurisdiction. 3. Identify the need for a globalization of policies and treaties with the rest of the world, but particularly the neighboring countries of Canada and Mexico. 4. Combine all learned concepts to create an academic portfolio and complete a final examination of the United States political system. Language Objectives Students will be able to: 1. Express themselves orally and in written using English and Spanish as the languages of communication.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 44
2. Research, read, and understand the assigned material in order to develop written papers virtually free of grammatical errors and oral presentation with clear and easily understood pronunciation with correct use of grammar and verb usage. 3. Listen, analyze and share in group the assigned material and homework Electronic Links (URLs): Virtual Library UNE http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html Virtual Library UMET http://www.suagm.edu/suagm/umet/biblioteca.aspx Virtual Library Turabo http://bibliotecavirtualut.suagm.edu/ Bill of Rights http://www.archives.gov/exhibits/charters/bill_of_rights.html http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html Foreign Policy http://www.foreignpolicyi.org/ http://www.whitehouse.gov/issues/foreign-policy Assignments before Workshop Five: 1. Have completed the twenty (20) hours for language lab. 2. Have completed the Academic Portfolio. 3. Study for Final Exam. 4. After reading the Bill of Rights – the first Ten Amendments of the USA Constitution, develop an original scenario depicting
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 45
a. the rights and/or violation of such rights of a USA citizen b. the invocations of constitutional rights of a non-citizen c. the invocations of constitutional rights of a USA citizen abroad 5. Foreign policy: read and research the US presidents with major role and decision making on foreign policy. Who were they? What did they do? What was the public opinion – domestic and international? Did it have an effect on their presidency and possible reelection? Activities: 1. The facilitator will clarify any questions or doubts from last week’s material in Spanish. 2. The students will complete their final exam according to the instructions of the facilitator. 3. Depending on time limitations, the facilitator might select some students to share their original scenarios regarding the Bill of Rights, in particular, the constitutional rights of citizens and non-citizens within and outside US jurisdiction. Following the students presentations the facilitator will provide students with real legal scenarios depicting such issues and the legal determination of our judicial system. (To be completed in English) 4. The facilitator will lead a short presentation/lecture on USA foreign policy. The students shall participate sharing the presidents that had worked with this issue – their political career before and after, their public image and particularly, their contribution to the US political system, beyond political parties.. The students will select at least three (3) nations/countries the USA should learn from in regards to foreign policy. Is there anyone – allies or not – that we should be paying attention and looking up to? (To be completed in English)
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 46
5. Final Activity: The facilitator will provide with different visuals and materials in order to complete a mini collage, representing the US political system. The class shall be divided into at least three (3) sub-groups. Each shall work as a team to create an original collage which they shall then present to the rest of the class. The objective of the activity is incorporating the constructivist nature into a final assessment of the concepts learned and discussed during the last five weeks. The facilitator and class shall select the best collage which shall be exposed at the library the next part of term (PT). (To be completed in Spanish) 6. The student representative will administer and the class will complete the end of course and facilitator evaluation. Assessment: 1. Using a technique and/or activity of his/her choice the facilitator shall assess the understanding of the class. Attendance and Participation will be evaluated using Appendix J.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 47
Anejos/Appendixes
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 48
Anejo A/Appendix A Academic Portfolio As a requirement of this course all students must complete a portfolio which should be turn-in at the beginning of workshop five and it shall include ALL of the following: 1. 2. 3. 4. 5. 6. 7.
Cover page with title, student name, course and class section Table of content Introduction All written assignments Assessments (5) one for each Workshop Conclusion References
Storage: Portfolio samples will be safely stored for a six-month term on campus. Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix G). After this term and with the students’ authorization Ana G. Mendez University System will discard their portfolios or return them directly to each student (Appendix H). Portafolio Académico Como requisito de este curso los estudiantes deberán completar un portafolio que será entregado al inicio de quinto taller y deberá incluir TODO lo siguiente: 1. 2. 3. 4. 5. 6. 7.
Portada con titulo, nombre del estudiante curso y sección Tabla de contenido Introducción Todas las asignaciones y trabajos escritos Avaluó (5) uno por cada Taller Conclusión Referencias
Almacenaje: Los portafolios serán almacenados de manera segura en el recinto por un periodo de seis meses. Los estudiantes firmarán un documento oficial autorizando al Sistema Universitario Ana G. Méndez a utilizar sus portafolios con propósitos educativos y/o de acreditación por dicho término (Anejo G). Luego de este periodo de tiempo y con la autorización de los estudiantes el Sistema desechará y descartará los portafolios o se le devolverá directamente al estudiante según sea el caso (Anejo H).
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 49
Anejo B/Appendix B PORTFOLIO Guidelines to prepare the portfolio 1. Determination of sources of content 2. The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i. Notes from student-facilitator conferences. 3. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number. 4. Presentation of the portfolio •
Documentation will be posted in a binder or in a digital version (e-portfolio).
•
The cover page will follow exactly APA guidelines applied to a cover page of research papers submitted at Metro Orlando Campus. This cover page will be placed at the beginning of the portfolio.
•
The entire portfolio will follow APA style: Courier or Times New Roman font, size 12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth Edition”
•
A log of entries that can be expanded with each new entry properly numbered. The table, which should be located at the beginning, should include a brief description, date produced, date submitted, and date evaluated (Appendix C).
•
Introduction and conclusion of the income and outcome of the portfolio. Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 50
•
A list of references and appendixes of all assignments included will be added to the end of the portfolio.
•
The Portfolio Informational Sheet will be placed in the transparent front pocket of the binder for identification purposes
5. Student-Facilitator Feedback Template: Progression follow-up The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix F). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop. 6. Portfolio storage: •
Portfolio samples will be safely stored for a six-month term on campus.
•
Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix G).
•
After this term, and if their authors authorize Ana G. Mendez University System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix H).
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 51
Anejo C/Appendix C Log of Entries
Entry Description
Date of Entry
Date Submitted
1
2
3
4
5
6
7
8
9
10
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
Date Evaluated
Page #
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Anejo D/Appendix D Checklist for Portfolio Assessment Has the student set academic goals? Does the portfolio include enough entries in each area to make valid judgments? Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on what was learned? Does the portfolio enable one to determine learning progress and current level of learning? Does the portfolio provide clear evidence of learning to users of the portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance? Does the portfolio provide for greater interaction between instruction and assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 53
Anejo E/Appendix E Portfolio Rubric
4
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
3
2
1
POSC 373 Political System of the United States 54
Collaboration: Do items show examples of both individual and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding
3 = Very good 2 = Good
1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States 55
Anejo F/Appendix F Portfolio Assessment Feedback Template
Strengths
Weaknesses
Facilitator’s comments
Student’s response and comments
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
Improvement Ideas
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Anejo G/Appendix G
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System, to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that it is not going to be disclosed without my consent. By signing this document I authorize the office of Assessment and Placement to keep a copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________
___________
Student’s Name (print)
Date
_______________________________
___________
Student’s Signature
Date
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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Anejo H/Appendix H
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that it is not going to be disclosed without my consent. By signing this document I authorize the Office of Placement and Assessment to keep a copy of my portfolio for six months and discard it at the end of this period of time.
_______________________________
___________
Student’s Name (print)
Date
_______________________________
___________
Student’s Signature
Date
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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Anejo I/Appendix I POLITICAL PARTIES WORKSHOP THREE Students/Groups Political Parties 1. Republican: _________________________________________________ 2. Democrat :__________________________________________________ 3. Independent: ________________________________________________ Activity 1. Each student or group will work their assigned political party, research and read the assigned resources in order to complete an oral presentation covering the following areas: a. History b. Colors/Mascot/Emblem c. Purpose, Vision and Mission of the Party d. Their position in regards to controversial areas such as: i. Abortion ii. Animal Rights iii. Drug Legalization iv. Global Warming and/or Eco-protection v. Immigration vi. Labor Laws – minimum wage vii. Military presence and Funding viii. Religious Freedom – and the constant developments of new religious organizations ix. Right to bear Arms x. Same Sex Marriages Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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xi. Women Rights xii. And any other area of interest to the group and/or assigned by the facilitator e. How does it differentiate from the other parties? Written Project 1. The student or group shall turn in a written project immediately after the oral presentation. 2. The written project shall include everything the group delivered during their oral presentation in the following format: a. Cover Page b. Table of Content c. Abstract/Introduction d. Party History e. Controversial Position f. Personal Reaction to the party and their political ideas g. Resources and references
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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POSC 373 Political System of the United States
Anejo J/Appendix J Rubric to Evaluate Class Attendance and Participation Student’s Name: ______________________ Total ________ Attendance _______ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _______ 0
1
Contributes frequently to class discussion. Demonstrate interest in class discussion. Answers questions made by the facilitator and classmates. Ask questions pertinent to the class subjects. Arrived prepared to class. Present arguments based on class lecture, work and assignments. Demonstrate attention and opening towards arguments. Demonstrate initiative and creativity in class activities. 0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
2
3
4
5
POSC 373 Political System of the United States
Anejo K/Appendix K Rubric to Evaluate Written Essay Student’s Name: ______________________ Criteria Value Points Content Introductory statement is clear and well stated.
10
Major or relevant details are exposed in essay.
10
Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.
10
Sentences are cohesive and ideas flow as the essay is read.
10
Establish a writer’s relationship with the subject, providing a clear perspective of the subject matter and engaging the audience’s attention.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.
10
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
Student Score
61
POSC 373 Political System of the United States
62
Language Demonstrate a command of standard English or Spanish (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
TOTAL POINTS
100 (70 content + 30 language)
Student’s TOTAL SCORE __________
Student’s Signature: _______________________ Facilitator Signature: _______________________ Date: _________________
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
POSC 373 Political System of the United States
Anejo L/Appendix L Matriz Valorativa para evaluar Ensayos Escritos Nombre de Estudiante: ______________________ Criterio Contenido
Puntos
Introducción clara y bien establecida.
10
Detalles principales y relevantes son expuestos en el ensayo.
10
Presenta la idea y la sustenta de manera persuasiva y sofisticada proveyendo ejemplos precisos y relevantes.
10
Oraciones son coherentes y las ideas fluyen sin dificultad al leer el ensayo.
10
Establece una relación con el tema de manera que provee una perspectiva clara y atrae la atención de la audiencia.
10
Establece conclusiones claras que reflejan la discusión.
10
Demuestra la comprensión de ideas significativas las cuales utiliza apropiadamente para alcanzar un nivel más alto de entendimiento.
10
Puntos del estudiante
Lenguaje
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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POSC 373 Political System of the United States
Demuestra un dominio del Español (vocabulario, sintaxis y flujo de ideas).
10
Utiliza la gramática de manera apropiada y correcta.
10
Maneja y utiliza verbos de manera apropiada y correcta.
10
TOTAL DE PUNTOS
100 (70 contenido + 30 lenguaje)
TOTAL del estudiante __________
Firma del Estudiante: _______________________ Firma del Facilitador: _______________________ Fecha: _________________
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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POSC 373 Political System of the United States
Anejo M/Appendix M Rubric to Evaluate Oral Presentation Student’s Name: ______________________ Criteria Content
Value Points
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener.
10
The speaker uses arguments which are adapted to the values and motivation of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively and enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very little disfluency such as (“ahs”, “uhms” or “you knwos”.
10
Language Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
Student Score
65
POSC 373 Political System of the United States
Student pronounces words in a clear and correct manner so as to make language understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
TOTAL POINTS
100 (70 content + 30 language)
66
Student’s TOTAL SCORE __________
Student’s Signature: _______________________ Facilitator Signature: _______________________ Date: _________________
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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Anejo N/Appendix N Students Weekly Progress Record Sheet Student Name: ______________________________ Criteria
Week One
Week Two
Week Three
Week Four
Week Five
Attendance
Class Participation
Assignments
Activities during class
Assessment
Workshop One Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________ Student’s Signature: ______________
Facilitator Signature: ______________
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)
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Workshop Two Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________ Student’s Signature: ______________
Facilitator Signature: ______________
Workshop Three Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________ Student’s Signature: ______________
Facilitator Signature: ______________
Workshop Four Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________ Student’s Signature: ______________
Facilitator Signature: ______________
Workshop Five Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________ Student’s Signature: ______________
Facilitator Signature: ______________
Prep. July 2010. Ivette Pérez, Esq. (EPM/MPS)