NORTHERN
DEPARTMENT OF POLITICAL
SCIENCE
Fall
2006
Democracy in
Instructor,
Bertrand J. Simpson, Jr., Esq.
Office: Swen Parson 150
Officer
Hours: Tuesday & Thursday 3:30-4:30pm, and by Appointment
Phone: 753-8595 and by E-mail: bsimpson@niu.edu
Pols 150 Democracy in America studies
American political and social institutions primarily through the political
thought, writings and speeches of three categories of people: 1) the nation’s
founders and the framers of the Declaration of Independence and the U.S.
Constitution whose work structures the political controversies
reappearing through subsequent generations; 2) office-holders who bore
responsibility for dealing with these controversies and who both changed and
preserved constitutional institutions and democratic thought and practice; and
3) influential non-office holders whose thought helped shape public opinion,
social change and law and whose thought provided insight into both the goodness
and badness of American democracy. Among
the latter, Tocqueville’s commentary, still (160 years after its publication)
commonly regarded as the best ever written, gives this course its name and
spirit.
Emphasis is placed on the Constitution
because, as the central legitimating symbol of American political life,
citizens need to understand how it frames political controversy and how it
influences political and social change.
To that end, we will study important debates concerning both democratic
institutions and the meaning of liberty and equality from the
Founding until now. Such debates include
whether we needed a national government and how the framers thought it could be
kept from being oppressive; disputes about what political/economic conditions
make American democracy possible; successive waves of controversies about
whether the suffrage (voting right) should be expanded; about whether
the Founder’s Constitution was democratic; about whether it was a slave or a
free Constitution; about whether it recognized the humanity of the Negro, as
African-Americans were then called; about whether the national government
should regulate the economy and provide welfare; disputes about what democratic
representation is; whether separation of powers prevents democracy or makes it
possible; whether religion is an indispensable political institution or a persistent
political problem; what makes one a citizen; what law-abidingness means and
whether it is or is not a duty; and the relation of women to democratic
government and society.
The persistent and over-arching
theme of the class will be the disputed question “what is
democracy”? In keeping with its disputed
nature, we will study a range of opposing answers. Considerable attention will be given to the perennial
dispute about whether democracy, in the most humanly relevant and ennobling
sense, is possible primarily through local institutions (as maintained in the
American political tradition by the anti-Federalists and Tocqueville); or
whether it is possible primarily through national institutions (as maintained
generally by the Progressives, the New Deal, and the Great Society). This dispute turns on whether democracy is
understood to involve (or be) primarily “self government” in that oneself and
ones neighbors are primarily responsible for solving the day to day problems of
living together (as the Jeffersonian tradition down to the Republican contract
with America maintains); or whether democracy is understood to involve (or be)
a greater degree of national-level government to regulate the nations economy
in order to promote “economic democracy” and secure rights (as the Hamiltonian
tradition down to modern “civil liberties” and “civil rights” maintains).
Both this over-arching theme and the
nature of the readings present a distinctive approach to American democracy and
government. The approach is historical,
cultural, and philosophic, particularly emphasizing the mutual interdependence
of governmental and social institutions.
It is further distinguished by its purpose which (unlike POLS 100) is
not specifically to introduce students to the sub-field of American politics,
or even to the political science major/minor (although it does that). It is aimed at all students whether or not
they enter the course intending further study of political science. Its aim is deepening citizen’s
understanding of awareness of, persistent issues, arguments, and themes
of American democracy’s development.
All students are required to purchase their own copy of each of the following. They are available in both bookstores although Village Commons has more of #1.
1.
A
2.
Alexis de Tocqueville, Democracy in America. NY: Harper Collins
Publishers, 1969 (originally published 1833).
3.
Peter Lawler and Robert Schaefer eds. American Political Rhetoric
5th ed. (Rowman & Littlefield, 2001).
The week of 8/28 Introduction: What is liberal education
and how does the study of Democracy in
Horace Mann, “Go Forth and Teach,”
July 4, 1842, RP 173
Martin Luther King, “The Purpose of
Education,” 1948, RP 175-176
How to understand Tocqueville
I.
What is American democracy? (How American ideas of
democracy have both changed and stayed the same over time.)
A. Democracy in
B. The Declaration
of
Week of 9/4
C. At the Founding: How the Founders distinguished between two kinds of “popular
governments:” “democracy” and “republic.”
The problem of “faction” in “popular governments” and the Founders’
solution. Federalist Papers
(1787-88) #10 in Lawler, pp. 15-21; #39, in Lawler, pp. 45-49. #14 in Reading
Packet, (RP) p. 161. #63 in RP p. 60-61.
D. Jeffersonian Democracy. Thomas
Jefferson, Agriculture vs. manufacturing as ways of social life (1782), RP, pp.
161-162. First and Second
Inaugural Addresses (1802, 1805) in RP pp. 1-11. “On Citizenship”, RP 33-35.
E. Tocquevillian Democracy
1. Equality of condition. DA “Author’s Introduction” pp. 9-12.
2. Majority Rule. DA,
“The Principle of the Sovereignty of the People in
3.
4. Rights. DA, “The Idea of Rights in the
Week of 9/11
F. Slavery and Democracy
1. Thomas Jefferson, Notes
on the State of
2. William Lloyd Garrison
(1843) in RP p. 11.
3. Frederick Douglass, speech
at
4. Abraham Lincoln, “Address
Delivered at the Dedication of the Cemetery at
Economic Democracy: The Progressives, the New
Deal, and the Great Society
1. Theodore Roosevelt, “Two
Noteworthy Books on Democracy,” (1914) in RP pp. 25-27.
2. Franklin D. Roosevelt,
“Commonwealth Club Campaign Speech,” (1932) Lawler pp. 188-96.
3. Franklin D. Roosevelt,
“Message on the State of the
4. Lyndon Johnson, “The Great
Society” (1964) in Lawler pp. 206-10.
H. Civil Rights Democracy
Martin Luther King, “I Have a Dream” speech (1963)
in RP pp. 30-33.
What
political institutions enable American democracy to exist?
A. Voting: If “everyone” must have a right
to vote in order to be a democracy, when did
1. Who did the original
Constitution provide could vote? And for
what offices? The Constitution,
For Congress: Art. I, Sec. 2, Cl. 1 and
Sec 3, Cl. 1 in Lawler pp. 405-06. For
President: Art. II, Sec. 1, Cl. 2,
Lawler p. 411; The Supreme Court? Sec.
2, Cl. 2, Lawler p. 412-13.
2. What are voting and
elections for? How important did the
Founders think the right to vote is? Federalist
Paper #52, in RP p. 38-39.
3. Who should have a right to
vote? Federalist Papers #39 in
Lawler pp. 45-46
4. What is “universal
suffrage”?
a) “Chancellor
b) DA, “Universal Suffrage” pp.
58-60 [esp. 59 bottom to 60 top], 196, 240.
5. Why is there an inevitable
expansion of the right to vote? Voting and Equality (of social conditions) and
voting. DA, pp. 50-57, 503-06
(the relation of liberty for the passion for equality)
a) Extending the right to vote
to women.
1) The argument from rights.
“The
2) The argument from practical
considerations.
Jane Addams, “Why Women Should Vote,” (1910), in RP
pp. 47-49.
3) Is voting a right of democratic
citizenship?
Minor vs.
Happersett (1875), in RP pp. 49-52.
4)
THE WEEK OF
9/25
Extending the right to vote to blacks.
1)
2) Lyndon Johnson, “Address on
Voting Rights” (1965), in RP pp. 52-58
b) Extending the right to vote
to 18 year olds.
6. Are any principled limits on
the right to vote consistent with democracy, in terms either of rights or of
practice?
a) DA pp. 197-203.
b) “The Motor-voter Act” (1994) Carol Moseley-Braun in RP p.
59-60.
7. Who/what should voters have
a right to vote for (directly)?
a) The Constitution’s answer:
they should be able to vote for their representatives, but not directly for
laws. And RP p. 60-61.
1) Why was the Senate
originally selected by state legislatures and why was that changed by
the 17th Amendment? Federalist
Papers #63, Lawler pp. 84-86.
2) Why is the President elected
through the “Electoral College” rather than through “direct popular
election?”
3) Why is the Supreme Court appointed
rather than elected? Federalist
Papers #78, Lawler, pp. 120-126.
b) The Progressive’s: voters should be able to legislate directly (initiative
& referendum) because representation has failed.
1) Theodore Roosevelt, “The
Heirs of Abraham Lincoln” (1913) in RP pp. 154-160
2) Theodore Roosevelt, “The
Recall of Judicial Decisions” (1912) in RP pp. 61-68.
c. Constitutional limits on
citizens’ right to vote for representatives.
1) Fixed terms of
office/progressive arguments for recall/”term limits”
2) Constitutional requirements
to hold office; age, residency & citizenship The Constitution, Art.
I, Sec. 2, Cl. 2 and Sec. 3, Cl. 3. Art.
II, Sec. 1, Cl. 3 & 5, in Lawler pp. 405-06, 411-412.
Representation, political parties and interests
groups
1. The Founders’ Concern: the danger of “ faction” and how
representation is supposed to mitigate it.
a. Alexander Hamilton, Publius
Letter, III (1778), “On the Character of the Legislator” in RP pp.
68-69.
b. Federalist Papers #10 in Lawler pp. 18-21;
#57, Lawler, pp. 79-81; #71, pp. 88; #52 in RP pp. 38-39
c. DA, p. Tocqueville on
democratic representation173, the distinction between “ great parties” and “
small parties”. 174-79.
THE WEEK OF 10/9
1. What is separation of powers
and why is it necessary? Federalist
Papers #47 in Lawler pp. 21-27.
2. What is separation of powers
supposed to do?
a. To secure liberty, guard
against folly (including our own), and protect us from tyranny. Federalist Papers #48, #51, #71 in
Lawler pp. 27-31, 34-38, 87-88. Justice
Brandeis in (1926) in Myers v.
b. To make possible an
energetic executive “independent” of the legislature.
1) Federalist Papers #37, in RP pp. 90-92
(combining stability and energy).
2) Federalist Papers #70 in Lawler 86-89.
3) Foreign Affairs. DA pp. 226-30.
c. To make possible an
independent judiciary to enforce the Constitution and laws. Lawler pp. 412
1) Federalist Papers #78 in Lawler pp. 120-26.
2) Thomas Jefferson “Against Judicial Review” (1815), RP pp. 92-93
B. Federalism: What is it and why do we have
it?
1. The Constitution, Article I, Secs. 8 &
9. Lawler pp. 408-410. Amendment X, in Lawler, p. 418.
2. The distinction between
“federal” and “national.” Federalist
Papers #39 in Lawler pp. 46-49.
Important terms: “the federal
government”, “the national government,” “the general government,”
“sovereignty,” “division of sovereignty”.
3. DA pp. 62-63; 158-63 &
246, note 1. What does Tocqueville think is the advantage of the federal system
for democracy? Important terms: decentralization, federalism, federal
government, and national government.
THE WEEK OF 10/16 (EXAM, 125 questions)
THE WEEK OF
10/23
Religion,
viewed as a political institution.
1. DA, p. 292.
2.
3. George Washington, “Farewell
Address” (1796) in Lawler pp. 43-44.
“Thanksgiving Proclamation” (1789) in RP p. 93-94.
4. DA, (1833) pp. 46-47; 287-290;
290-94; 294-301; 442-44.
III. Persistent questions about the meaning
of liberty and equality in American democracy.
A. Religion as political problem.
1. Thomas Jefferson, “A Bill
for Establishing Religious Freedom,” (1786) in RP pp. 96-97.
2. Thomas Jefferson, Letter “To
Nehemiah Dodge and Others, A Committee of the
3. 10/30Thomas
4. Ronald Reagan, “Remarks at
an Ecumenical Prayers Breakfast,” August 23, 1984 in RP pp. 105-108
B. Women in Democracy in
1. Tocqueville’s view of
women’s equality and its consequences for democracy. DM pp. 287, 291, 591, 590-92, 594-600;
600-603.
2. A contemporary view of
women’s equality and its relation to democracy.
“Change: From What to What”
Keynote speech by Barbara Jordan to the Democratic National Convention, July
1992 in RP pp. 108-110.
Citizenship: What makes one an American? Proposition 187 and the recent immigration
debate.
1. Being born here or being
naturalized> United States Constitution, 14th Amendment,
Lawler p. 419-20.
2. Dedication to the
proposition that all men are created equal.
a. Abraham Lincoln, Reply to Douglas at
b. Stephen A. Douglas, Speech
from the fifth debates at
c.
Abraham Lincoln, Reply to Douglas at
d. Frederick Douglass, “The
Meaning of July Fourth for the Negro,” July 5, 1852, in RP pp. 14-16,
22-24; “Speech on the Dred Scott Decision” May 11, 1857, pp. 131-136.
e. Dred Scott vs.
10/30
3. What is the Thanksgiving
holiday for?
a. George Washington,
“Thanksgiving Proclamation” (1789), RP 93-94.
b. James Madison, “[Repentance and Thanksgiving] Proclamation,” November 16, 1814, RP
94-95
c. Abraham Lincoln,
“Proclamation of Thanksgiving” (1863), RP 95-96
C. Affirmative Action: Should
constitutional rights belong to individuals or to groups?
1. Robert Goldwin, “Why Blacks,
Women, and Jews are not mentioned in the Constitution,” (1987) in RP 76-85.
2. President Bill Clinton,
“Mend It Don’t End It” (1995) in RP 163-168
3. Ward Connerly, “With
4. Rep. J. C. Watts (2000) in RP
173
THE WEEK OF 11/6
Law-abidingness: Should I obey the law?
1. Remember the Declaration
of
2. What is law abidingness?
a. Is disagreement with the
Supreme Court disobedience to the law?
1)
2) Frederick Douglass, “The Dred
Scott Decision” May 11, 1857, in RP p. 131-36.
3. Why do/should we obey the
law?
a. Because it is
self-imposed. DA pp. 240-241.
b. Out of public spirit. Abraham Lincoln, “The Perpetuation of Our
Political Institutions,” (1838) in RP
pp. 137-142
c. Out of enlightened
self-interest. DA, pp. 235-37.
4. Civil Disobedience: Is law
abidingness sometimes neither good nor a duty?
Martin Luther King, Jr., “Letter from the
THE WEEK OF 11/13 (EXAM, 60 questions, at the end of
class)
THE WEEK OF 11/20 CLASS, THEN, AND ONLY THEN,
THANKSGIVING
THE WEEK OF 11/27
THE WEEK OF 12/4
Final Exam. TUESDAY DECEMBER 12, 2006 6:00- 7-5:50 PM [ 200 Questions, 200,POINTS, multiple-choice, true or false, including definitions and who said what]
1. Classroom behavior. Courtesy and regard for one another should
guide classroom behavior. Students are
expected to be in class when class begins.
Please do not come late to class.
Lateness is inconsiderate and disruptive. The instructor will be on time. Please pay him the same courtesy. If it becomes necessary, students who come
late may be barred from class.
Occasional lapses can happen to anyone and will be overlooked presuming
an explanation and apology presented after class. Please consult with him if a schedule problem
affects your ability to meet this requirement.
In general, if you get to class late, it is more considerate and less
disruptive if you do not enter the room.
Students are expected to be attentive to the
lectures and discussions. Students, who
sleep, read the newspaper, persistently talk with other students or are
otherwise inattentive to the lectures and discussion will be asked to leave the
class and will be subject to being administratively dismissed from the course
at the instructor’s request. TURN OFF ALL CELL PHONES!!!!
2. Attendance. Attendance at each class is both expected and
required. Attendance will be taken at
most classes after the first few days.
Being in attendance is operationally defined as being present when
attendance is taken at the beginning of class and remaining until class is
dismissed. Students, who come to class
after attendance has been taken, that is after they have been marked absent,
will be considered absent. No
distinction is made between excused and unexcused absences. However, absences should be explained in
writing on the first class you return. A
record of such explanations will be kept and that record could be beneficial at
final grading time. Students who have
extended absences due to illness should notify the instructor as promptly as
possible during the absence and produce a doctor’s note indicating the nature
and duration of the illness. This note
should be presented at the first class upon returning. Extended absences are regarded as not
fulfilling course requirements and, unless justified with appropriate
documentation, will adversely effect the final grade. (See section 7 below.)
3. TEXTS. Since classes are usually conducted by
reading and discussing passages from the assigned readings, it is required that
you bring the appropriate readings to each class. To that end, it is required that each student
have his or her own copy of each text.
4. Class Preparation. The best way to prepare for each class is to
do the readings at least once (some require more than one reading) prior to the
first day we begin each unit. You will
be much better able to participate in and to grasp the class discussions if you
have done so.
5. Good note taking is important to your
success in this class. Learn to listen
carefully to the arguments made and write them down as best you can. Review your notes after class to see if they
make sense. By reviewing them soon after
they are taken, sometimes you can remember things that will make sense out of
what is confusing. Get together with
other students periodically to go over each other’s notes. If you got 50% of the lecture and your study
partners got 50%, perhaps between you will have 75%. What remains unclear can be discussed with
the instructor. One of the important
suggestions I can make is to be sure to write down the questions asked by other
students and my answers meaningless. I
frequently use student’s questions as a vehicle to make important points so if
you write down their questions, as well as my answers, you will benefit.
6. Class Participation. The proper kind of participation in the class
is expected, required and rewarded.
Participation means that students demonstrate that they are trying to
understand the arguments being made both in the readings and in the
lectures, by asking questions or making comments that show problems with the
arguments and by responding to questions which the instructor raises. Some classes will be mainly lecture and discussion. Others will involve reading and discussing
passages from the readings. It is
important that you understand the sort of participation expected because some
students think that merely talking fulfills this expectation. It does not.
The kind of talking that does is that which fulfills the purposes of
participation which are threefold: 1) to enable students to raise questions
concerning the meaning of the lectures which shows that they are following the
arguments being made enough to see the difficulties; 2) to show that they have
read the texts before coming to class and seen enough to identify things that
they do not understand or that seem not to “make sense”; 3) to relate different
arguments, passages and insights from both texts and lectures to each other. The kind of participation expected is one
which shows that you are trying to understand what the whole picture looks
like, what each part looks like, and how the parts fit into that whole.
7. Grading. Final course grades are based on all of the
required written work, the regularity and quality of class participation and,
to a lesser extent, on attendance. There
will be 4 short quizzes, and 3 in class Exams, which cumulatively equal 325
points, and a final exam, at the scheduled time and place, worth 200 points. In order to earn an “A” a student will need,
at a minimum, to earn 90% (472) of the points that are available. THERE
IS NO EXTRA CREDIT.
In determining the final course grade, students with 5 or more absences may have their final grade lowered. Aside from grading consequences, which might follow from students being administratively dismissed from the course, the instructor does not give a formal grade or assign a specific percentage of the final grade for class participation. However, he reserves the right to raise a student’s final grade, if he judges a particular student’s participation to have been exceptionally good. Grades are not lowered merely for lack of active class participation.
1. Make-up exams. NO
MAKE-UP EXAMS WILL BE ALLOWED.
2. Appointments. The instructor will make every reasonable
effort to be available to you. If you
cannot come during his scheduled office hours, please call to schedule a
mutually convenient appointment. (Both
his office number and phone number are at the beginning of the syllabus). Please feel free to stop by his office
without an appointment. If you cannot
reach him by phone, leave a message for him to call you on his voice mail or
his e-mail. The message should include
times when you are likely to be reachable.
Please do not call his home.