This course teaches students to read and critically analyze U.S. Supreme Court
decisions. In particular, it examines the theory and practice of judicial review. It
focuses on debates over how to interpret the U.S. Constitution and other legal texts.
The formal constitutional powers of the Supreme Court, Congress, and the President
are examined in detail in the first half of the course, as are the legal
interpretations of those powers. The second half of the course focuses on the
division of power between the national government and the states. Through readings,
class discussions, and a major research paper, students will examine the important
role played by courts and judges in defining the power of government at both the
federal and state levels. Cases will be supplemented with social science literature
that focuses on the factors that lead judges to vote the way they do. Having
identified the impact that judges can have on public policy, we will also examine
what factors should be considered when selecting judges.

I. The Distribution of Powers Within the National Government
	A. Judicial Power
		1. Judicial Review
		2. Gatekeeping Rules and Other Checks on the Court
		3. Modes of Constitutional Interpretation 
	B. Legislative Power 
		1. The Source and Scope of Congressional Power
 		2. Delegation of Legislative Power 
		3. The Power to Investigate 
	C. Executive Power 
		1. The Source and Scope of Presidential Power
		2. Appointment and Removal Power
		3. The Pardon Power
		4. Foreign Affairs
II. The Distribution of Powers Between the National Government and the States
	A. The Commerce Clause: Early History and the Rise of “Dual Federalism”
        B. “Liberty of Contract” in the Dual Federalist Era
	C. The Commerce Power Since 1937: The Rise of “Cooperative Federalism”
	D. Dual Federalism Revived?
	E. Taxing and Spending Powers as a Means of Government Regulation
	F. The “Dormant” Commerce Clause

All academic work must meet the standards contained in "A Culture of Honesty."  
Students are responsible for informing themselves about these standards before 
performing academic work.  The penalties for academic dishonesty are severe and 
ignorance is not an acceptable defense.  Also note that the course syllabus is a 
general plan for the course and that deviations announced to the class by the 
instructor may be necessary.  (www.uga.edu/ovpi/academic_honesty/academic_honesty.htm)