Northern
Department of Political Science
Fall, 2006
POLS 150: Democracy in
Section 3: TTh 2-3:15, DU
246 E-mail: hkhan@niu.edu
Office Hours: TTh,
Phone:
(815) 753-1818
Description
of the Course
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.
Why a
Constitutional and Democratic focus?
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 rights) 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 and awareness of, persistent issues, arguments, and themes
of American democracy's development.
Required Texts
and
1. A POLS 150
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 Fifth Edition
(Rowman & Littlefield, 2005).
Policies and
Expectations
Attendance: Attendance
is mandatory and will be taken promptly at the start of each class. All students are expected to be present and
seated before attendance is taken.
Late-comers will not be allowed into class unless prior permission has
been taken. It is the duty of the
student to inform the instructor before
class in the event an absence is necessitated.
More than two unexcused absences will translate into the final grade
being lowered by half a grade.
Class Participation: It is crucial that students actively participate in class
discussions. Each student is capable of
bringing a unique perspective to the subject at hand and in so doing, adds to the
enrichment of all in the classroom. It
is for this reason that class participation will be graded. I am aware that some of you are more hesitant
to speak than others and would rather be active listeners. However, I strongly encourage you to overcome
these inhibitions and meet me for guidance.
It was not too long ago that I was sitting where you are now and have
felt the same fears. I know that these
fears can be dealt with and participating will not only help in combating your
hesitation but will also add to your personal enhancement. I personally believe that teaching is one of
the best ways of learning. Not only does
an educator impart knowledge and skills, he or she also learns from the
students. Let’s make this an enjoyable
course for all, try to learn, and have fun. J
Grading: Final
course grades are based on all of the required written work, the regularity and
quality of class participation and attendance.
There will be 5 short quizzes, a 3 pp. paper, a mid term and a final
exam.
Scoring Weights:
Grading Scale:
Quizzes: 25% (5% each)
A = 90% and above
Mid-term: 20% B = 80-89%
Final Exam: 20%
C = 70-79%
Attendance and Class
participation: 15% D = 60-69%
Paper: 20%
F = 59% and below
No incompletes allowed
Course Policies
1. Papers.
The paper is due on the date specified.
Late papers will be accepted up to 3 days after the due date. However, you should expect them to be docked
one letter grade for each day they are late.
2. Make-up quizzes/exams. A make-up quiz or exam will be given only
with adequate documentation that the absence was unavoidable. The make-up exams are sufficiently more
difficult than the original that prudent people will avoid them where possible.
3. Appointments. The instructor will make every reasonable
effort to be available to you. If you
cannot come during scheduled office hours, please call to schedule a mutually
convenient appointment. I strongly
encourage the use of email for questions, concerns, absences, etc.
4. General
Advice: This is not a particularly
“hard” course. Keeping up with the
readings, turning in assignments on time, attending class, taking notes, and
participating will assure the student of a good grade. It is recommended that
students read the chapter before coming to class and pace the assignments
according to their schedules. Do not
wait till the last week to cram everything in.
The scoring weights are provided to help you keep track of your grades
as they are turned in. Also, as most
other instructors, I do not purport to have all the answers. I will do
my best to answer your questions and I strongly recommend that you challenge
the instructor so that everyone may benefit.
Please feel free to ask questions because there are no such things as
“dumb” questions. The best way to learn
is by constantly questioning what we are taught and told. Lastly, do utilize the services provided by
the
5. Classroom Decorum: Usage of cell-phones and other methods of
communication with the outside world are strictly prohibited in the
classroom. Please make sure these
instruments are turned off and stored away upon entering the room. It is strongly advised that you take care of all personal business before the start
of the class. Once you are in the
classroom, you are expected to remain in your seat till the end of the class
period and be respectful of others present.
Violations of these policies will adversely affect your grade. Any exceptions will have to be explicitly
negotiated, in advance, with the instructor.
6. Extra Credit: Without exception, extra credit is not an
option. There are plenty of
opportunities to improve your grade with the course requirements and if you
find you are having trouble, please seek help early in the semester. Efforts will be made to give extra help but
it is generally assumed that you will be responsible for the work in accordance
with the stated deadlines.
7. Disability: NIU abides by Section 504 of the Rehabilitation Act of 1973 which mandates reasonable accommodations be provided for qualified students with disabilities. If you have a disability and may require some type of instructional and/or examination accommodation, please contact me early in the semester so that I can provide or facilitate in providing accommodations you may need. If you have not already done so, you will need to register with the Center for Access-Ability Resources (CAAR), the designated office on campus to provide services and administer exams with accommodations for students with disabilities. The CAAR office is located on the 4th floor of the University Health Services building (815-753-1303). I look forward to talking with you soon to learn how I may be helpful in enhancing your academic success in this course.
8. Academic Dishonesty: Plagiarism, cheating, and other novel forms of academic dishonesty will be dealt with seriously. The instructor reserves the right to fail the student for the rest of the course in the event these offenses are detected. Please do not purchase papers online or have others do the writing for you. It is not at all difficult to detect writing that does not belong to you.
9. Withdrawal
Policy: If you choose to stop attending class you,
the student, are responsible for withdrawing from the course. The instructor will not do so for you. If you stop attending and have not withdrawn,
a failing grade will be entered.
COURSE
SCHEDULE
8/29
Introduction:
What is liberal education and how does the study of Democracy in
Horace Mann, "Go Forth and Teach,"
Martin
Luther King, "The Purpose of Education," 1948, in RP, pp.
175-176.
8/31
What is
American democracy? How American ideas of democracy have both changed and
stayed the same over time.
Democracy in
The
Declaration of
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. 45-46. #14 in RP, p. 161. #63 in RP,
p. 60-61.
9/5
Jeffersonian Democracy. Thomas Jefferson, Agriculture
vs. manufacturing as ways of social life (1782), RP, pp. 161-162. First
and Second Inaugural Addresses (1801, 1805) in RP, pp. 3- 1. “On
Citizenship" in RP, pp. 33-35.
Tocquevillian Democracy
1. Equality of conditions. DA "Author's Introduction"
pp. 9-12.
2. Majority Rule. DA, "The
Principle of the Sovereignty of the People in
9/7
Majority Rule continued.
"The Omnipotence of the Majority in
the
3.
4. Rights. DA,
“The Idea of Rights in the
9/12 QUIZ
ONE
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
9/14
G. 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
9/19 QUIZ TWO
Economic
Democracy continued
4. Lyndon Johnson,
"The Great Society" (1964) in Lawler pp. 206-10.
H. Civil Liberties Democracy
I. Civil Rights Democracy
Martin Luther King, "I Have a Dream" speech (1963) in RP
pp. 30-33.
9/21
II. 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. 405and 406. For President: Art. II, Sec. 1, Cl.
2, Lawler p. 411; The Supreme Court? Sec. 2, Cl. 2, Lawler pp. 412-413.
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.
9/26 QUIZ
THREE
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). DA, pp.
50-57, 503-06 (the relation of liberty to the passion for equality).
9/28
a) Extending the right to vote to women.
1) The argument from rights.
"The
2) The argument from practical consideration. 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)
10/3 QUIZ
FOUR
b) Extending the right to vote to blacks.
1)
2) Lyndon Johnson, “Address on
Voting Rights” (1965), in RP pp. 52-58.
c) 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 pp.59-60.
10/5-10/10 (QUIZ
FIVE on 10/10)
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 pp. 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 answer: 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. Important Terms: fixed terms of office, recall, initiative,
referendum.
c)
Constitutionally, who elects which federal offices? 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.
10/10 PAPER
ASSIGNED -- DUE 10/31.
10/12
B.
Representation, political parties and interest groups
1. The
Founders' Concern: the danger of "faction" and how representation is supposed
to mitigate it. Federalist Papers #10 in Lawler pp. 18-21 (read only the
second half of #10); #57, pp.79-81; #71, pp. 88; #52 in RP pp. 38-39.
2.
Tocqueville on democratic representation. DA, p. 173.
3. The
distinction between "great parties" and "small parties". DA, 174-79.
10/17
C.
Separation of Powers
1. What
is separation of powers and why is it necessary? Federalist Papers #47,
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.
10/19-10/24
RECOMMEND STUDY GROUPS TO PREPARE FOR EXAM
11/7.
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 (esp. 228-29).
c. To
make possible an independent judiciary to enforce the Constitution and laws.
1)
Constitution Art. I, Sec. 7 p. 408; Art II, Sec. 2, p. 412.
2) Federalist Papers #78 in Lawler pp.
120-26.
3) Thomas Jefferson
"Against Judicial Review"(1815), RP pp. 92-93.
10/26
D. 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. 58-63 & 246, note 1.
What does Tocqueville think is the advantage of the federal system for
democracy?
4.
Important terms: decentralization, federalism, federal government, national government.
10/31 PAPERS DUE 10/31
E. Religion
as a political institution.
1. DA, p. 292 (bottom).
2.
3. George
Washington, "Farewell Address" (1796) in Lawler pp. 43-44.
4. "Thanksgiving Proclamation"
(1789) in RP p. 93-94.
11/2
Ask
questions about the exam next class.
E. Religion as a political institution
continued.
DA, (1833) pp. 46-47; 287-290; 290-94; 294-301;
442-44.
11/7 Mid-term EXAM
11/9
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. Thomas Jefferson, First Inaugural
Address (1801); Second Inaugural Address (1805) in RP pp.
3-11.
11/14
4. Justice Hugo Black, Everson
v. Board of Education (1947) in RP pp. 99-104.
5. Ronald Reagan, "Remarks
at an Ecumenical Prayers Breakfast,"
11/16
B. Women
and Democracy in
1. Tocqueville's
view of women's equality and its consequences for democracy. DA 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.
11/21 Interruption to discuss “What is
Thanksgiving day”?
President George Washington,
“Thanksgiving Proclamation (1789); President James Madison “[Repentance and
Thanksgiving] Proclamation” (1814); President Abraham Lincoln, “Proclamation of
Thanksgiving” (1863). RP, pp.
93-96.
C. Citizenship:
What makes one an American? Proposition 187 and the recent immigration debate.
1. Being born here or being naturalized.
2. Dedication to the proposition that all
men are created equal.
a. Abraham Lincoln, Reply to Douglas
at Chicago, Illinois, July 10, 1858 in RP pp. 111-113.
11/23 Thanksgiving Day.
11/28 Citizenship
continued
b. Stephen A. Douglas, Speech from the fifth
debate at Galesburg, Illinois, October 7, 1858 in RP pp. 113-116.
c. Abraham Lincoln, Reply to Douglas
at Galesburg, October 7, 1858 and Speech at Ottawa, Illinois August 21, 1858 in
RP pp. 117-120.
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. Sanford (1856), Opinion of the Supreme Court by Chief Justice
Taney, in RP pp. 121-128.
11/30
D. 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
12/5
E. Law-abidingness:
Should I obey the law?
1. Remember the Declaration of
2. What is law abidingness? Is disagreement with the Supreme Court
disobedience to the law?
3. What is the Thanksgiving holiday for?
a. George Washington, “Thanksgiving
Proclamation” (1789), RP, 93-94.
b. James Madison, “[Repentance and
Thanksgiving] Proclamation,”
c. Abraham Lincoln, “Proclamation of
Thanksgiving” (1863), RP, 95-96.
12/7
4. 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.
5. Civil Disobedience: Is law abidingness sometimes neither good nor a
duty?
Martin Luther King, Jr., "Letter from the
12/12 FINAL EXAM.
Important dates: