NORTHERN ILLINOIS UNIVERSITY
DEPARTMENT OF POLITICAL
SCIENCE
POLS 150 Section
4 Fall 2007
Instructor: Megan
Kerr Course Title: Democracy in America
Office:
DU
476 Course Meeting
Place: AB 102
Office hours: MW 1:00-3:00
p.m. Course Meeting Time: MW 3:30-4:45
and by appointment
Phone: (815) 753-1818 (office)
E-mail: kerr.megan1@gmail.com
What This Course Is.
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 nationÕs
founders and the framers of the Declaration of Independence and the US
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.) the
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, TocquevilleÕs commentary,
is still (160 years after its publication) commonly regarded as the best ever
written in this regard and is also what gives this course its name and its
spirit.
Why a Constitutional and
Democratic Focus?
Emphasis is placed on the US 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; whether the FoundersÕ
Constitution was
democratic; whether it was a slave or a free Constitution; whether it
recognized the humanity of the Negro, as African-Americans were then called;
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 this class will be the disputed
question ÒWhat is democracy?Ó
In keeping with its disputed nature, we will
study a range of opposing answers. Considerable attention will be given to the perennial
dispute on whether democracy, in the most humanly 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 by the
Progressives, the New Deal, and the Great Society). This dispute turns on
whether democracy is understood to involve (or be) primarily Òself-governmentÓ
in that oneself and oneÕs 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 nationÕs economy in order to promote Òeconomic democracyÓ and secure rights
(as the Hamiltonian tradition down to modern Òcivil libertiesÓ and Òcivil
rightsÓ 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 that (unlike POLS 100) is not necessarily 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 citizenÕs
understanding and awareness of persistent issues, arguments, and themes
of American democracyÕs development.
Required Texts and Readings
1.
A POLS 150 Reading Packet. (Although both bookstores have
these packets, Village
Commons Bookstores
usually has more of them).
2. Alexis de
Tocqueville. Democracy in America. NY:
Harper Collins
Publishers, 1969
(originally
published in 1833).
3. Peter Lawler and
Robert Schaefer ed. American Political Rhetoric. Fifth Edition.
Rowman &Littlefield,
2005.
*As we will be reading and referring to particular
passages in these texts, it is essential that each student brings a copy of
these editions to class.
ATTENDANCE
Attendance at each class meeting is both expected and
required. Attendance is defined as Òbeing present when attendance is taken
at the beginning of each class and remaining until class is dismissed.Ó Please do not come late to class, as this is both
discourteous and disruptive. Students who come to class after attendance has
been taken will be considered absent. If there are special circumstances
regarding this matter, please discuss them with the instructor as soon as
possible. Students with extended absences due to illness should notify the
instructor as promptly as possible
during the absence and produce appropriate
documentation indicating the nature and duration of the illness. This note
should be provided to the instructor at the first class upon returning. The
studentÕs final grade will be reduced half a letter grade for each absence over
4.
CLASS PARTICIPATION
Proper participation in class is both required and
rewarded. As this is a course concerning the discussion of ideas, simple
attendance without participating in discussion is insufficient. The good
student will be present and attentive in class as well as actively
participating in class discussion by answering questions about the assigned
readings, raising their own questions, and volunteering thoughtful observations
about the material. Proper class participation also requires that the student
behave with proper courtesy and regard for othersÕ comments. Because most of
our classes will involve reading and discussing passages from the assigned
texts, students should bring the appropriate readings to each class. Frequent
class discussion will foster a classroom environment that will be far more
interesting
and rewarding than a classroom environment in which the instructor simply
lectures every day.
QUIZZES
There will be 6 quizzes given throughout the
semester. Only 5 of these quizzes will count toward the final grade-the lowest
quiz grade will be dropped. However, the remaining ten quizzes comprise 20%
of
the final grade in the course. The quizzes will consist of 3 or 4 short answer
questions to be completed at the beginning of class on the dates specified in
this syllabus. Each quiz will cover the class lectures and assigned readings
from the preceding week as well as readings assigned for the day of the quiz.
Make-up quizzes will be given only with adequate documentation that the absence
was unavoidable. The make-up quizzes will be significantly more difficult than
the original. It is in the studentÕs best interest to avoid make-up quizzes if
at all possible.
PAPERS
There will be 1 short essay (900-1000 words) assigned
on the date specified in below in the syllabus. Essays are to be handed in at
the beginning of class, two weeks after the assignment is made, on the due date
given in the syllabus below. Late papers will be accepted up to three days
after the due date; however, these papers will be docked one letter grade for each
day they are late. The 1000-word limit will be taken seriously. Please provide
a word count on the first page of your
essay. Any paper exceeding the 1000-word limit will be docked one letter grade.
Any evidence of
plagiarism will be treated in accordance with university and
department policies and procedures.
EXAMS
There will be 2 examinations in this course-a midterm
examination to be taken in class
(Monday, Oct. 15th) and a comprehensive final examination to be given
on the date assigned by the university (Monday, Dec. 10th
from 4-5:50 p.m.). Students will be
expected to bring blue books to both exams. Make-up examinations will be given
only with adequate documentation that the absence was unavoidable. The make-up
exam will be significantly more difficult than the original. It is in the
studentÕs best interest to avoid make-up exams if at all possible.
GRADING
Final course grades are based upon the required
written assignments, quizzes, and exams, as well as the regularity and quality
of class participation, less any penalties due to extended unexcused absences
and other non-completed course requirements. The instructor will not give a
formal grade for class participation, although she reserves the right to raise
a studentÕs grade if she judges that studentÕs participation to have been
exceptionally good. Grades
will not be lowered merely for lack of active class
participation.
APPOINTMENTS
The instructor will make every reasonable effort to
be available to you. If you cannot come during her scheduled office hours,
please e-mail her to schedule a mutually convenient appointment. Her
office
number, phone number, and e-mail address are at the beginning of this syllabus.
If you call during her office hours and are unable to reach her, first try to
call again in a few minutes. If she is still unavailable, please e-mail her and
she will get back to you promptly.
STATEMENT CONCERNING STUDENTS WITH DISABILITIES
Under section 504 of the Rehabilitation Act of 1973,
NIU is committed to making reasonable accommodations for persons with
documented disabilities. Those students with disabilities that may have some
impact on their coursework and for which they may require accommodations should
notify the Center for Access-Ability Resources (CAAR) on the fourth floor of
the Health Services Building. CAAR will assist students in making appropriate
accommodations with course instructors. It is important that CAAR and
instructors be informed of any disability-related needs during the first two
weeks of the semester.
DEPARTMENT OF POLITICAL SCIENCE WEBSITE
Undergraduates are strongly encouraged to consult the
Department of Political Science web site on a regular basis. This up-to-date,
central source of information will assist students in contacting faculty and
staff, reviewing course requirements and syllabi, exploring graduate study,
researching career options, tracking department events, and accessing important
details related to undergraduate programs and activities. To reach
this site,
go to http://polisci.niu.edu/
SOME SUGGESTIONS:
1. Class Participation--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 discussion and to grasp the class
discussions if you have
done so.
2.
Good Note Taking—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 as
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. Be sure to
write down the questions asked by the instructor and those asked by
other students. If you
write down their questions, as well as their answers, you will benefit.
3. Establish Study Groups—Get together with other students periodically
to go over
one
anotherÕs notes. If you got 50% of the lecture and your study partners
got 50%, perhaps among
you all, you will have 75%. What remains unclear can be discussed with
the instructor.
COURSE SCHEDULE
*The following schedule is meant to serve as a broad
outline of this course. The instructor reserves the right to make reasonable
adjustments to the schedule if necessary.
MONDAY 08/27
Overview of the course syllabus
Introduction: What
is Liberal Education and how does the study of democracy in America foster it?
Horace Mann, ÒGo Forth and Teach,Ó July 4, 1842, RP p.173-174.
Martin Luther King, Jr., ÒThe Purpose of Education,Ó 1948, RP pp.175-176
I. What is American democracy? How American ideas of democracy have both changed
and stayed the same.
WEDNESDAY 08/29
A. Democracy in America before the
Constitution. Tocqueville, Democracy in
America
(1833),
pp.31-49.
B. The Declaration of Independence, in Lawler, pp.1-4.
MONDAY 09/03 NO CLASS-LABOR DAY HOLIDAY
WEDNESDAY 09/05
C. At the Founding: Two kinds of Òpopular governmentÓ and the problem
of Òfaction.Ó
1. How the
Founders distinguished between two kinds of popular governments:
Òdemocracy and Òrepublic.Ó Federalist Papers #14 in RP,
p.161; Federalist Papers #63
in RP, pp.60-61; and Federalist Papers #39 in Lawler,
pp.45-49.
2. The problem of ÒfactionÓ in Òpopular governmentsÓ and the FoundersÕ
solution.
Federalist Papers #10
in Lawler, pp.15-21.
MONDAY 09/10 QUIZ #1
D. 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.3-8.
ÒOn Citizenship,Ó RP, pp.33-35.
WEDNESDAY 09/12
E. Tocquevillian Democracy:
1. Equality of Conditions. DA ÒAuthorÕs
Introduction,Ó pp.9-12; 50-57;
503-506.
2. Majority Rule. DA ÒThe Principle of the Sovereignty of the People of
America,Ó
pp.58-60.
ÒThe Omnipotence of the Majority in the United States and its Effects,Ó
pp.173;
246-256; 262-263.
3. Liberty. DA, pp.45-47.
4. Rights. DA ÒThe Idea of Rights in the United States,Ó pp.237-240.
MONDAY 09/17
F. Slavery and Democracy:
1. Thomas Jefferson, Notes on the State
of Virginia (1784), Lawler, pp.247-248.
2. William Lloyd Garrison, (1843) in RP,
pp.11.
3. Frederick Douglass, speech at
Rochester, NY, July 5, 1852, ÒThe Meaning of July
Fourth for the
NegroÓ in RP,
pp.12-24.
WEDNESDAY 09/19 QUIZ #2
4. Abraham Lincoln, ÒReply to Douglas
at Chicago, Illinois,Ó July 10, 1858, in RP,
pp.111-113.
5. Abraham Lincoln, ÒAddress Delivered at
the Dedication of the Cemetery at
Gettysburg,Ó
(1863), in Lawler, p.186.
MONDAY 09/24
G. Economic Democracy: The Progressives, the New Deal, and the Great
Society.
1. Theodore Roosevelt, ÒTwo Noteworthy
Books on Democracy,Ó in RP, pp.25-27.
2. Franklin D. Roosevelt,
ÒCommonwealth Club Campaign Speech,Ó (1932) in Lawler,
pp.188-196.
3. Franklin
D. Roosevelt, ÒMessage on the State of the Union,Ó (ÒThe Economic Bill of
RightsÓ) (1944) in RP, pp.28-29.
4. Lyndon B. Johnson, ÒCommencement
Address at the University of Michigan,Ó (1964)
in Lawler,
pp.208-210.
WEDNESDAY 09/26
H. Civil Liberties
Democracy
West Virginia v.
Barnette (1943) in RP, p.30.
I. Civil Rights
Democracy
Martin Luther King, Jr.,
ÒI Have a DreamÓ speech (1963) in RP,
pp.30-33.
II. What political institutions enable American
democracy to exist?
MONDAY 10/01 HAND OUT MIDTERM EXAM REVIEW GUIDE
1. Who did the original Constitution
provide who could vote? For what offices? For Congress: US Constitution
Article I, Section 2, Clause 1 and Article I, Section 3, Clause 1 in Lawler,
pp.405-406. For President: US Constitution Article II, Section 1, Clause
2, in Lawler pp.411-412. For the Supreme Court: US Constitution, Article
III, Section 2, Clause 2, in
Lawler, p.413.
2. What are voting and elections for?
How important did the Founders think that the
right to
vote is? Federalist Papers #52 in RP, pp.38-39.
MONDAY 10/01 CONTINUED:
3. Who should have a right to vote? Federalist Papers #39 in
Lawler, pp.45-46.
4. What is Òuniversal
suffrageÓ?
a.) ÒChancellor Kent on Universal SuffrageÓ speech to
the New York Constitutional
Convention of 1821, in RP,
pp.39-43.
b.)
DA ÒUniversal Suffrage,Ó pp.58-60 [esp.
bottom of p.59 to top of p.60], 196, 240.
WEDNESDAY 10/03 QUIZ #3
5. Voting and Equality
(of social conditions) and voting. Review Tocqueville, DA,
pp.50-57; 503-506.
a.) Extending the right to vote to women
1.) The
argument from rights. ÒThe Seneca Falls Declaration of Sentiments and
Resolutions,Ó July 19, 1848,
in
RP, pp.44-47.
2.) The
argument from practical considerations. Jane Addams, ÒWhy Women
Should Vote,Ó (1910) in RP,
pp.47-49.
3.) Is
voting a right of democratic citizenship? Minor v. Happersett (1875) in RP,
pp.49-52.
4.) US
Constitution 14th Amendment, Section 1 (1864) and Amendment XIX
(1920) in Lawler, pp.419, 421.
b.) Extending the right to vote to blacks
1.) US
Constitution, 15th Amendment (1870) in Lawler, p.420.
2.)
Lyndon B. Johnson, ÒAddress on Voting Rights,Ó (1965) in RP, pp.52-58.
c.) Extending the right to vote to 18 year olds.
1.) US
Constitution, 26th Amendment (1971) in Lawler, p.425.
MONDAY 10/08 PAPER TOPIC ASSIGNED
6. Are there any principled limits on the right to vote consistent with
democracy, in
terms of either rights or practice?
a.) DA ,
pp.197-203.
b.) ÒThe Motor-voter Act,Ó (1994) Carol Moseley-Braun
in RP, pp.59-60.
7. Who/what should voters have a right to vote for (directly)?
a.) The ConstitutionÕs answer: They should be able to
vote for their representatives, but not directly for laws, in 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 ÒElectoral CollegeÓ
rather than
through Òdirect popular electionÓ? US Constitution, Article II,
Section 1,
Clauses 2-4, and 12th Amendment in Lawler, pp.411-412;
418-419.
3.) Why is the
Supreme Court appointed rather than elected? Federalist Papers
#78, in Lawler, pp.120-126.
WEDNESDAY 10/10
b.) The ProgressivesÕ answer: Voters should be
able to legislate directly (initiative
and referendum)
because representation has failed.
1.)
Theodore Roosevelt, ÒThe Heirs of Abraham Lincoln,Ó (1913) in RP,
pp.154-
160.
2.) Theodore Roosevelt, ÒThe Recall of Judicial
Decisions,Ó (1912) in RP, pp.61-68.
c.) Constitutional limits on citizenÕ right to vote for representatives
1.) Fixed terms of office/progressive arguments for
recall/Óterm limitsÓ
2.) Constitutional requirements to hold office: age,
residency, and citizenship. US Constitution Article I, Section 2,
Clause
2, and Article I, Section 3, Clause 3. Article II, Section 1, Clauses 3 and 5.
In Lawler, pp.405, 406; 411-412.
MONDAY 10/15 MIDTERM EXAM (In class, short answer, fill in the blank, definitions of
key vocabulary terms, and who said what).
Be sure to bring BLUEBOOKS!
WEDNESDAY 10/17
B.
Representation, Political Parties, and Interest Groups
1. The FoundersÕ Concern: What should democratic
representation do?
a.)
Alexander Hamilton, Publius Letter, III (1778), ÒOn the
Character of the Legislator,Ó
in RP, pp.59-60.
b.)
Federalist Papers #10 in Lawler, pp.15-21; #57 in
Lawler, pp.79-81; #71 in Lawler,
pp.87-88; #52 in RP pp.38-39.
c.) DA, pp.173, 174-179.
MONDAY 10/22 HAND BACK AND DISCUSS MIDTERM EXAM
C.
Separation of Powers
1. What is
separation of powers and why is it
necessary? Federalist Papers #47 in Lawler,
pp.21-27.
WEDNESDAY 10/24
2. What is separation of
powers for?
a.) To secure liberty and
protect us from tyranny
1.) Federalist Papers #48, #51, and #71 in Lawler, pp.27-31,
34-38, and 87-88.
2.) Justice Brandeis in Myers v. US (1926) in RP,
pp.89-90.
b.) To make possible an energetic executive ÒindependentÓ of the
legislature
1.) Federalist Papers #37 in RP, pp.90-92 (combining
stability and energy)
2.) Federalist Papers #70 in Lawler, pp.86-87.
3.) DA , ÒForeign AffairsÓ
pp.226-230.
c.) To make possible
an independent judiciary to enforce the Constitution and laws
1.) Federalist Papers #78 in Lawler, pp.120-121.
2.) Thomas Jefferson, ÒAgainst Judicial Review,Ó (1815) in RP,
pp.92-93.
MONDAY 10/29
D. Federalism: What is it and why
do we have it?
1. US Constitution, Article I,
Sections 8 and 9, in Lawler, pp.408-409. 10th Amendment, in
Lawler, p.418.
2. Distinction between ÒfederalÓ and
Ònational.Ó Federalist Papers #39 in Lawler, pp.45-49.
a.) Important terms: Òthe
federal government,Ó Òthe national government,Ó Òthe general
government,Ó Òsovereignty,Ó and Òdivision of
sovereignty.Ó
3. DA,
pp.62-63; 158-63; and 246, note 1.
4. Ronald Reagan, ÒThe State of the Union
Address,Ó (1982) in Lawler, pp.60-62.
5. Garcia v. San Antonio (1985) in Lawler, pp.62-66.
WEDNESDAY 10/31 QUIZ #4
E. Religion as a political institution
1. DA , pp.46-47; 287-290; 290-294; 294-301; 442-444.
2. US Constitution, 1st
Amendment (1791) in Lawler, p.416
3. George Washington, ÒFarewell Address,Ó
(1796) in Lawler, pp.43-44.
WEDNESDAY 10/31 CONTINUED:
4. George Washington, ÒThanksgiving Proclamation,Ó
(1789) in RP, pp.93-94; James
Madison Ò[Repentance and
Thanksgiving] ProclamationÓ (1814), in RP, pp.94-95;
Abraham Lincoln, ÒProclamation
of ThanksgivingÓ (1863) in RP, pp.95-96.
III. Persistent questions about the meaning of liberty
and equality in American democracy
MONDAY 11/05
A. Religion as a political
problem:
1. Thomas Jefferson, ÒA Bill for
Establishing Religious Freedom,Ó (1786), in RP,
pp.96-97.
2.
Thomas Jefferson, Letter to ÒNehemiah Dodge and Others, A Committee of the
Danbury Baptist Association, in the state of Connecticut,Ó (1802) in RP,
p.98.
3. Thomas Jefferson First Inaugural
Address (1801) and Second Inaugural Address (1805)
in RP,
pp.3-11.
4. Justice Hugo Black, Everson v. Board
of Education (1947) in RP, pp.99-104.
5. Ronald Reagan, ÒRemarks at an
Ecumenical Breakfast,Ó August 23, 1984, in RP,
pp.105-108.
WEDNESDAY 11/07 QUIZ #5
B. Women and democracy
in America:
1. TocquevilleÕs view of womenÕs
equality and its consequences for democracy. DA ,
pp.287, 291, and 590-603.
2. A contemporary view of womenÕs equality and its relation to
democracy.
a.) ÒChange: From What to What,Ó Keynote speech by
Barbara Jordan to the
Democratic National Convention, July
1992, in RP, pp.108-110.
b.) Jeanne Kirkpatrick, Address to the WomenÕs Forum
(1984), in Lawler, pp.328-330.
MONDAY 11/12 PAPER DUE
C. Citizenship: What makes
one an American? Proposition 187 and the recent
immigration debate.
1. Being born here or
being naturalized? US Constitution 14th Amendment, in Lawler,
pp.419-420.
2. Dedication to the
proposition that all men are created
equal.
a.)
The Declaration of Independence, Lawler, pp.1-4
b.)
Abraham Lincoln, Reply to Douglas at Chicago, Illinois, July 10, 1858, in RP,
pp.111-113
c.) Dred Scott v. Sanford (1856), Opinion of the Supreme Court by
Chief Justice
Taney, in RP,
pp.121-128.
d.) Abraham Lincoln, ÒSpeech on the Dred Scott Decision,Ó June
26, 1857, in RP,
pp.128-130;
e.) Frederick Douglass, ÒSpeech on the Dred Scott Decision, Ò May
11, 1857, in
RP,
pp.131-136.
WEDNESDAY 11/14
f.) Frederick Douglass, ÒThe Meaning
of July Fourth for the Negro,Ó July
5, 1852, in
RP,
pp.11-13, 20-21;
g.) Stephen A. Douglas, Speech from the fifth debate at Galesburg,
Illinois, October 7,
1858, in RP, pp.113-116.
h.)
Abraham Lincoln, Reply to Douglas at Galesburg, Illinois, October 7, 1858, in RP,
pp.117-120.
MONDAY 11/19 QUIZ #6
D. Affirmative Action: Should constitutional rights belong to individuals
or to groups?
1. Robert Goldwin, ÒWhy
Blacks, Women, and Jews are not mentioned in the
Constitution,Ó (1987) in RP, pp.76-85.
2.
Bill Clinton, ÒMend it DonÕt End It,Ó (1995) in RP, pp.163-168.
3. Ward
Connerly, ÒWith Liberty and Justice for All,Ó (1996) in RP, pp.168-172.
4. Representative J.C. Watts (2000) in RP,
p.173.
WEDNESDAY 11/21 NO CLASS-THANKSGIVING HOLIDAY
MONDAY 11/26 HAND OUT FINAL EXAM REVIEW GUIDE
E. Law-abidingness: Should I obey the law?
1. Remember the Declaration
of Independence? Can a political system founded on a right
of revolution successfully require law-abidingness? Or is
lawlessness built into the
foundational principles of American political life?
2. What is law-abidingness?
a.) Is
disagreement with the Supreme Court disobedience to the law?
1.)
Abraham Lincoln, ÒSpeech on the Dred Scott Decision,Ó
June 26, 1857, in RP,
pp.128-130.
2.) Frederick
Douglass, ÒThe Dred Scott Decision, Ò May 11, 1857, in RP, p.138.
WEDNESDAY 11/28
3. Why do/should we obey the law?
a.) Out of
enlightened self-interest. DA,
pp.235-237.
b.) Because it
is self-imposed. DA, pp.240-241.
c.) Out of
public spirit. Abraham Lincoln, ÒThe Perpetuation of Our Political
Institutions,Ó (1838) in Lawler, pp.137-142.
4. Civil Disobedience: Is law-abidingness sometimes neither good nor a
duty? Martin
Luther King, Jr. ÒLetter
from the Birmingham JailÓ (1963) in RP, pp.143-153.
MONDAY 12/03 CATCH-UP DAY
WEDNESDAY 12/05 NON-COMPULSORY IN-CLASS REVIEW SESSION
MONDAY 12/10 FINAL EXAM 4-5:50 p.m. (Essay and short answers-including
definitions of key vocabulary
terms and who said what). Be sure to bring
BLUEBOOKS!