last updated: 10/28/2011 7:25:44 AM
PSCI 3630	Professor Jacinda Swanson
Fall 2011	3412 Friedmann
MW 2-3:15pm	Office Hours: M 3:30-4:45; W 12:30-1:45, 3:30-4:45*; & by appt
Dunbar 2204	*except for once a month dept mtg
	387-5698
	jacinda.swanson@wmich.edu
American Political Theory

Overview and Objectives:

This course is intended to provide students with an introduction to some of the key texts and themes in the history of American political thought. Although we will not be able to discuss nearly all the prominent political writers or politically significant ideas in U.S. history, we will cover several of the more important texts, many of which have had a substantial influence on later political debates and on citizens’ attitudes today. We will also begin to get some sense of the different ways in which theorists, politicians, and political activists have thought about politics in the United States. Moreover, we will learn about some of the major political issues, problems, and dilemmas we have faced as a country, some of which we still confront.

There are many different themes in American political thought that could be the focus of such a course, but here we will focus foremost on two: democracy (and its associated values, institutions, and practices) and the U.S. Constitution. We will study, for example, how political thinkers have defined democracy, equality, and liberty sometimes in similar ways and sometimes in different ways. We will also consider how various political writers have answered the following sorts of questions in comparable and contrasting ways: what are the (cultural, religious, political, geographical, economic, etc.) preconditions of democratic government? what exactly does political (or social or economic) equality mean and require, and to whom does it apply? how should power be distributed within the government and within society? Authors’ particular answers to these questions are often strongly influenced by, among other things, the political, cultural, and economic conditions and problems of their time, making it important that we be at least somewhat attentive to these conditions and problems. Because of these changing conditions and problems—and in order to get a sense of the historical evolution and shifts in American political thought—for the most part the course readings are organized chronologically.

We will consequently see that the history of American political thought is marked by both continuity and variation. We will find, for instance, that some of the values and attitudes found during the earliest days of the republic are familiar to us today, while other political issues are no longer part of contemporary mainstream political debate. In either case, for each text we read, we will consider whether (and how) its ideas are still relevant today or provide an alternative (maybe better, maybe worse, maybe just different) way of viewing American politics. Studying the history of American political thought therefore allows us to see how issues like equality and democratic self-government can be thought about in different ways, and what the strengths and limitations of each of these different ways are. As a consequence, we can begin to think critically about our own views on politics in the United States (as well as elsewhere), the assumptions and consequences of these views, whether alternative ways of thinking about political issues might be worth adopting or at least considering, and why some (well-intentioned and reasonable) fellow citizens (or global neighbors) may hold views very different from our own about some of these issues.

Although some of the readings are relatively accessible, many of the texts in American political theory can be challenging. But given time, persistence, and patience, they can also be rewarding and help clarify our own thinking about politics, as well as our understanding of the tradition of American political theory. Consequently, this course also seeks to improve students’ skills in carefully reading and systematically analyzing texts. Analyzing texts involves, for example, determining a writer’s assumptions, how she/he defines key political concepts, the logical steps in her/his argument, how her/his different ideas fit together, etc. It is far more than just summarizing the text. These are skills that are useful in countless aspects of academic and non-academic life, and arguably are important skills in being a responsible and active member of a free and democratic society. Because these skills are often further improved by writing and because writing skills are themselves important, this course also aims at expanding students’ analytical writing skills.

This course is approved as a general education course in Distribution Area III: The United States: Cultures and Issues.

Required Texts:

Please purchase the specified edition of these books, so that everyone in class is using the same edition with the same pagination, which is necessary for class discussion and for your paper citations. Please bring the relevant book, article, or course packet to class. We will often read and analyze passages from the readings in class.

· One course packet with readings (referred to as “CP” on the syllabus), printed by Mycoursepack.com and available at the WMU Bookstore in the Bernhard Center. If they run out of copies, you MUST specifically ask the bookstore to order a copy for you, which should be available for you to pick up the following day.

· John Locke. 1980. Second Treatise of Government, ed. by C. B. MacPherson. Indianapolis: Hackett.

· Sanford Levinson. 2008. Our Undemocratic Constitution. New York: Oxford University Press.

· Readings available on the internet or online through WMU’s Waldo Library (see below). You are REQUIRED to print out a hard copy of these readings to bring to class.

You will also need TWO 8-1/2” x 11” blue/green books, which can be purchased at the bookstore, for your midterm and final exams.

Course Requirements: Assignments and Grading

Please notify me if you have a documented disability that requires accommodation. It’s crucial that you do so during the first week of the semester so that we can make appropriate arrangements.

Please see the university’s religious observance policy at http://www.wmich.edu/policies/religious-observances.html.

A complete and updated copy of this syllabus should be consulted online, at the link for this class at http://homepages.wmich.edu/~jswanson. Assignments and study guides will be posted on the online syllabus. In addition, you should check your official WMU email account regularly, since I will use that email address to email out announcements regarding class, changes to my offices hours, and so forth. Feel free to contact me via email with questions about the readings, assignments, and so forth, although be aware that, in general, I will not be checking my email regularly in the evenings or on the weekends.

Students are expected to do the assigned readings for that day BEFORE they come to class and to participate actively in class discussion. You will get more out of class and it will be more interesting for all of us, if you are an active listener (both to me and your classmates) and thoughtful and respectful discussion participant, rather than a passive attendee. You are expected to act civilly and respectfully towards your classmates and me, and to respond to others’ comments in an intellectual and courteous manner and without hostility, even when you disagree (which may often be the case). Regular attendance is required, but if you have to miss class, YOU are responsible for finding out from a classmate what you missed and for getting copies of the notes and any class handouts. Please always bring a copy of the syllabus with you to class so that you know which readings we are discussing in class that day. When you do the assigned readings, you should do more than just read the material, you should also REFLECT on it and take a few (or more) notes on the main arguments and concepts/terms employed by the author. Taking your own notes on the readings is particularly important in this class since we are reading several different political thinkers; it will also make studying for exams and writing your papers easier. The study guides for the exams are posted on the on-line syllabus. I strongly recommend looking over the relevant portion of the study guide before doing each of the assigned readings.

Responsibility for leading class discussion:

In order to encourage ALL students, rather than just a handful of students, to participate in class discussion, all students will be assigned to “lead” class discussion 3-4 times during the semester. For each regular class session, approximately 5-7 students will be assigned to make at least 1-2 substantial contributions to class discussion, where substantial means informed and thoughtful (NOT long-winded) and contributions can be in the form of answers to questions or thoughtful questions about the meaning or implications of an author’s arguments. On the days students are assigned to lead discussion, they will be evaluated with a plus, check, or minus, which will factor into their overall class participation grade (after class, they should quickly check in with me to make sure I noted and evaluated their participation); this does NOT relieve these students of their obligation to participate in class discussion regularly on other days. In other words, ALL students should be regularly participating in class discussion, regardless of whether they are assigned to lead class discussion. If you are unable to attend class on a day you are assigned to lead discussion, it is YOUR responsibility to trade days with another student and to INFORM ME of the change. If you have a last minute emergency or illness that prevents you from trading days with another student, you MUST inform me of the emergency ASAP, and you will be expected to lead class discussion in the next regular class session. A schedule of class sessions & assigned students will be posted on the online syllabus on Tue., Sept. 13, which you should print out.

Your grade for the course will consist of the following:

· in-class discussion participation (attendance will be taken each class to help me keep track of participation—you can’t participate if you’re not in class), 7%

· short, unannounced open-book & open-note pop-quizzes at the beginning of class, 20% total (you MUST arrive to class on time in order to take them; missed quizzes will only be excused if you have a documented, excused absence; your lowest quiz grade will be dropped)

· short analytical writing assignment, 5%

· 1-2 analytical papers: 28% total; two papers will be assigned, but you are only REQUIRED TO TURN IN THE FIRST PAPER; you will not be allowed to submit the second paper if you have not turned in the first paper; if you choose to write the second paper, your overall paper grade will consist of the average of your first and second paper grades. (The analytical papers will be written on assigned topics and will be based on the assigned readings and class discussion; they do not require outside reading or research.)

· mid-semester exam, 20% (The exams will be short-, medium-, and/or long-answer.)

· cumulative final exam, 20%

You are to hand in a hard, paper copy of assignments. Unless you have specific permission from me, you are NOT to email me your written assignments; if you receive such permission, it is YOUR RESPONSIBILITY to make sure I received the assignment (I will send you an email indicating whether or not the file came through successfully); DO NOT assume I have received it just because the email apparently went through.

You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate Catalog that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. (The policies can be found at http://catalog.wmich.edu under Academic Policies, Student Rights and Responsibilities.) If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test. A finding of responsibility for academic dishonesty on any assignment will result in failure of this course (see the Undergraduate Catalog).

To avoid disrupting class discussion, please turn off and PUT AWAY cell phones, beepers, and other electronic devices before you come into class and refrain from chatting with your neighbor or eating anything in a noisy wrapper. Laptops will be banned from the classroom if their use becomes disruptive or distracting; computers should ONLY be used for taking notes. Students are NOT allowed to text, email, etc. during class. Please arrive to class on time. If you need to leave class early because of an important, unavoidable appointment, please let me know before class and minimize the disruption to the class when you leave.

Late assignments and make-up exams:

All papers are due at the beginning of class. You are discouraged from handing the analytical papers in late, but if you do, points will be deducted accordingly: one grade (5 points) will be taken off if you turn it in within 3 days of the due date; two grades (10 points) will be taken off if you turn it in within 7 days. NO PAPERS will be accepted more than a week after the due date. The short analytical writing assignment may NOT be turned in late.

Make-up exams will be given for excused absences only; in such cases, you must notify me well in advance of the exam and arrange to take it before the day of the exam. Only in the most dire or unusual circumstances will you be allowed to make up an exam without penalty if you have not made arrangements for doing so before the day of the exam.

Grading scale:

A=93-100	B=83-87	C=73-77	D=60-67
BA=88-92	CB=78-82	DC=68-72	E=0-59

Course Outline:

Sept. 7	Introduction: Overview of course and its objectives
	Overview of Different Political Theories/Ideologies
Sept. 12	Ball and Dagger, excerpts from “The Democratic Ideal” & “Liberalism” 1995 (CP)
Sept. 14	Ball and Dagger, excerpts from “Conservatism” (CP)
	familiarize yourself with the main tenets of the Republican and Democratic national parties by looking at their websites or the 2008 Democratic and Republican platforms
	The Colonial Period
Sept. 19	John Winthrop, “A Modell of Christian Charity” 1630 (CP)
	Liberal Thought
Sept. 21	John Locke, excerpts from Second Treatise of Government, paragraphs 4, 6-8, 11-23 (1689-90)
	SHORT ANALYTICAL WRITING ASSIGNMENT POSTED ONLINE (link to assignment)
Sept. 26	Locke, Second Treatise of Government, paragraphs 87-91, 95-99, 123-37, 149
Sept. 28	Locke, Second Treatise of Government, paragraphs 155, 199, 211-22, 243
	The Declaration of Independence 1776, http://avalon.law.yale.edu/18th_century/declare.asp [PRINT out a hard copy to bring to class; number the paragraphs as you read it]
	SHORT ANALYTICAL WRITING ASSIGNMENT DUE
	Civic Republican Thought During the Founding Period
Oct. 3	Ronald Takaki, “The ‘Iron Cage’ in the New Nation” 1990 (CP)
	The Tribune, “No. xvii” 1766 (CP)
	Benjamin Rush, “A Plan for the Establishment of Public Schools…” 1786 (CP)
	review Ball and Dagger, 31-5 (CP)
	FIRST ANALYTICAL PAPER ASSIGNMENT POSTED ONLINE (link to assignment)
Oct. 5	finish Rush
	Storing, “The Small Republic,” 15-23 (1981) (CP)
	The Constitution
Oct. 10	The Constitution of the United States of America 1787 (in Levinson)
	link to worksheet on some of Constitution’s main provisions
	United States v. Lopez 1995 (handout)
Oct. 12	Federalist Paper #10 (1787), http://avalon.law.yale.edu/18th_century/fed10.asp [PRINT out a hard copy to bring to class; number the paragraphs as you read it]
	Storing, “The Federalist Reply,” 38-47, 51-2, 72-4 (1981) (CP)
	FIRST ANALYTICAL PAPER DUE
Oct. 17	Levinson, Our Undemocratic Constitution, Prelude, Introduction, Ch. 1, Ch. 2: pp. 25-38 (2008)
	review Article I of Constitution
Oct. 19	EXAM: bring blue book (link to study guide)
Oct. 24	Levinson, Our Undemocratic Constitution, Ch. 2: pp. 38-77
Oct. 26	Richie and Hill, “Proportional Representation” 1996 (CP)
Oct. 31	Levinson, Our Undemocratic Constitution, Ch. 3: 79-97
	One campaign to reform the Electoral College: http://www.nationalpopularvote.com/ (explore this website & familiarize yourself with the legislation & campaign’s progress)
	SECOND ANALYTICAL PAPER ASSIGNMENT POSTED ONLINE (link to assignment)
Nov. 2	Levinson, Our Undemocratic Constitution, Ch. 3: 98-122; Afterword: section IV, pp. 208-13
	review Article II of Constitution
Nov. 7	Federalist Paper #78 (1788), http://avalon.law.yale.edu/18th_century/fed78.asp [PRINT out a hard copy to bring to class; number the paragraphs as you read it]
	review Article III of Constitution
	Levinson, Our Undemocratic Constitution, Ch. 4
Nov. 9	Brutus, Essay XI, XV (CP)
	Tushnet, “Democracy Versus Judicial Review” 2005 (CP)
	SECOND ANALYTICAL PAPER DUE
Nov. 14	Levinson, Our Undemocratic Constitution, Ch. 5, 6, 7, Coda, Afterword: section V & VI, pp. 213-6
	Democracy and Economic Inequality: The Role of Interest Groups & Political Parties
Nov. 16	Jacob S. Hacker and Paul Pierson. 2010. “Winner-Take-All Politics: Public Policy, Political Organization, and the Precipitous Rise of Top Incomes in the United States.” Politics & Society 38, no. 2 (June): 152-204. Available through WestCat, under the journal title, https://www.library.wmich.edu/ [PRINT out a hard copy of the pdf to bring to class; read first half, pp. 152-75]
Nov. 21	Hacker and Pierson, “Winner-Take-All Politics,” 175-97
Nov. 23	NO CLASS OR OFFICE HOURS (Thanksgiving break)
	Socialist Thought
Nov. 28	Henry Demarest Lloyd, “Revolution: The Evolution of Socialism” (1894) and “A New Political Economy Predicting a New Wealth” (1897) (CP)
Nov. 30	Stephen Resnick and Richard Wolff. 2010. “The Economic Crisis: A Marxian Interpretation.” Rethinking Marxism 22, no. 2 (April): 170-86. Available through WestCat, under the journal title, https://www.library.wmich.edu/ [PRINT out a hard copy of the pdf to bring to class]
	African American Political Thought
Dec. 5	Cornel West, “Race and Social Theory” 1987 (CP)
	Manning Marable, “Racism, Prisons, and the Future of Black America” 2000-1 (CP)
	Gary Younge, “New Orleans Forsaken” 2006 (CP)
	Feminist Thought
Dec. 7	Nancy Fraser, “After the Family Wage” 1997 (CP)
Dec. 12	FINAL EXAM (Mon., 2:45-4:45pm): bring blue book (link to study guide)