Northern
Department
of Political Science
Fall
2009
POLS 150: Democracy in
Section 3: MWF 11:00-11:50, DU 246 E-mail: hkhan6@niu.edu
Office
Hours: MWF, 10:00-10:55 and
Office: DU 476
by appointment 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: 100 points (20
points each) A
= 90% and above (540-600)
Mid-term: 100 points
B = 80-89% (480-539)
Final Exam: 100 points
C = 70-79% (420-479)
Attendance: 50 points D
= 60-69% (360-419)
Class participation: 50
points
F = 59% and below (below 359)
Paper: 200 points 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 until 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 until 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. For those students who are unsure how to cite,
here is a helpful link: http://polisci.niu.edu/polisci/audience/plagiarism.shtml
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.
Important Dates:
Quiz 1: 09/14
Quiz 2: 09/21
Quiz 3: 00/28
Quiz
4: 10/05
Quiz
5: 10/19
Paper
Due: 10/30
Mid-term:
11/09
Final
Exam: 12/09
COURSE SCHEDULE
Mon 08/24 Introduction
Wed 08/26
Introduction: What is liberal education and how does the study of Democracy
in America foster it?
Horace Mann, "Go Forth and
Teach," July 4, 1842, in Reading Packet (RP) p. 173-174.
Martin Luther King, "The Purpose of
Education," 1948, in RP, pp. 175-176.
Fri 08/28
What is American democracy? How
American ideas of democracy have both changed and stayed the same over time.
Democracy in
The Declaration of
Mon 08/31
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;
Wed 09/02
Federalist
Papers #39, in Lawler, pp. 45-46. #14 in RP,
p. 161. #63 in RP, p. 60-61.
Fri 09/04
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.
Mon
09/07
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
pp. 58-60.
Wed 09/09 and Fri 09/11
Majority Rule continued.
"The Omnipotence of the Majority in
the
3.
4. Rights. DA, “The Idea of Rights in
the
Mon 09/14 QUIZ ONE
and Wed 09/16
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
July Fourth for the Negro"
in RP pp. 12-24.
4. Abraham Lincoln,
"Address Delivered at the Dedication of the Cemetery at
Fri 09/18
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
of Rights") (1944) in
RP pp. 28-29.
Mon 09/21 QUIZ TWO
Economic Democracy continued
4. Lyndon Johnson, "The Great
Society" (1964) in Lawler pp. 206-10.
H.
Civil Liberties Democracy
West Virginia v. Barnette
(1943) in RP pp. 30.
I. Civil Rights Democracy
Martin Luther King, "I
Have a Dream" speech (1963) in RP pp. 30-33.
Wed 09/23 and Fri 09/25
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 America become a
democracy?
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
and 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.
Mon 09/28 QUIZ
THREE and Wed
09/30 Papers assigned
4. What is "universal
suffrage"?
a) "Chancellor Kent on
Universal Suffrage", speech to the New York Constitutional Convention of 1821,
in RP pp. 39-43
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).
Fri 10/02 and Mon 10/05 QUIZ FOUR
a) Extending the right to vote
to women.
1) The argument from
rights.
"The Seneca Falls
Declaration of Sentiments and Resolutions," July 19, 1848,
In RP pp.
44-47.
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) U.S. Constitution
Amendments XIV, Section 1 (1868) and XIX (1920)
in Lawler, pp. 419
and 421.
Wed 10/07 and Fri 10/09
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.
United States Constitution, 26th
Amendment (1971), Lawler, p. 425.
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.
Mon 10/12 and Wed 10/14
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?" U.S. Constitution, Article II, Section 1, Clauses 2-4
and Amendment XII in Lawler pp. 411-12,
418-19.
Fri 10/16 and Mon 10/19 QUIZ FIVE
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.
Wed 10/21 and Fri 10/23
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.
Mon 10/26 and Wed 10/28
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.
Fri 10/30 PAPERS DUE
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).
Mon 11/02
RECOMMEND STUDY GROUPS TO PREPARE FOR EXAM
c. To make possible an independent
judiciary to enforce the Constitution and laws.
1) Constitution Art III.
2) Federalist Papers #78 in Lawler pp. 120-26.
3) Thomas Jefferson "Against
Judicial Review"(1815), RP pp. 92-93.
Wed 11/04 and Fri 11/06
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.
MON 11/09: Mid-term EXAM
Wed 11/11
E. Religion as a political institution.
1. DA, p. 292 (bottom).
2.
United States Constitution, 1st Amendment (1791), Lawler p. 416.
3. George Washington, "Farewell
Address" (1796) in Lawler pp. 43-44.
4. "Thanksgiving Proclamation"
(1789) in RP p. 93-94.
F. Religion as a
political institution continued.
DA, (1833) pp. 46-47;
287-290; 290-94; 294-301; 442-44.
Fri 11/13
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 Danbury Baptist Association, in
the State of Connecticut," (1802) in RP pp. 98.
3. Thomas Jefferson, First Inaugural
Address (1801); Second Inaugural Address
(1805) in RP pp. 3-11.
Mon 11/16
4. Justice Hugo Black, Everson v. Board of
Education (1947) in RP pp. 99-104.
5. Ronald Reagan, "Remarks at an Ecumenical
Prayers Breakfast," August 23, 1984
in RP pp. 105-108.
Wed 11/18
B. Women and Democracy in America
1. Tocqueville's view of women's equality
and its consequences for democracy. DA
pp. 287, 291,
590-603.
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.
Fri 11/20
C.
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 pp. 419-20.
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
Mon 11/23 and Wed 11/25 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.
Mon 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
Rep. J. C. Watts (2000) in
RP, 173.
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.
Wed 12/02
E. Law-abidingness: Should I
obey the law?
1. Remember the Declaration
of
the right of revolution
successfully require law-abidingness? Or is lawlessness
built into the foundational
principles of American political life?
2. What is law abidingness?
Is disagreement with the
Supreme Court disobedience to the law?
Frederick Douglass,
"The Dred Scott Decision" May 11, 1857, in RP p. 131.
Fri 12/05
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
WED 12/09 FINAL EXAM.
10:00-11:50 a.m. ESSAY & SHORT ANSWERS (including definitions of key
vocabulary terms and who said what)