NORTHERN ILLINOIS UNIVERSITY
DEPARTMENT OF POLITICAL SCIENCE
POLS 150, Section 1 Spring 2005
Instructor: Megan Kerr Course Title: Democracy in America
Office: ZU 420 Course Meeting Place: DU 252
Office hours: TW 11:00-a.m.-12:00 p.m. Course Meeting Time:: 9:00-9:50
and by appointment
Phone: 753-7057 (office)
E-mail: mkerr1@niu.edu
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 nation’s
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, Tocqueville’s
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 Founders’ 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 “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 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 “self-government”
in that oneself and one’s 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 nation’s economy in order to promote “economic democracy” and
secure rights (as the Hamiltonian tradition down to modern “civil liberties”
and “civil rights” maintains).
Both these over-arching themes 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
citizen’s understanding and awareness of persistent issues, arguments, and
themes of American democracy’s development.
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. Fourth Edition.
Rowman &Littlefield, 2001.
*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
at each class meeting is both expected and required. Attendance is defined as “being present when attendance is taken at
the beginning of each class and remaining until class is dismissed.” 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
student’s final grade will be reduced half a letter grade for each absence over
5.
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 others’ 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.
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 five quizzes comprise 10% of the final grade in the course. The
quizzes will consist of 3 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
student’s best interest to avoid make-up quizzes if at all possible.
There
will be six very short essays (600 words) assigned on the dates specified in
the syllabus. Only 5 of these essays will count toward the final grade-the
lowest essay grade will be dropped. These essays are to discuss topics covered
in the class readings, class lectures, or current events. These five short
essays will comprise 10% of the final grade in the course. They will be
collected at the beginning of class. One longer essay (900-1000 words) will be
assigned (the date is specified 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, the paper will be docked one letter grade for
each day it is late. The 1000-word limit will be taken seriously. Please
provide a word count on the first
page of your essays. 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.
There
will be 2 examinations in this course-a midterm examination to be taken in
class (Friday, th) and a
comprehensive final examination to be given on the date assigned by the
university (Wednesday May 11th from
8-9:50 a.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 student’s best interest to avoid make-up exams
if at all possible.
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 student’s grade if
she judges that student’s participation to have been exceptionally good. Grades
will not be lowered merely for lack of active class participation.
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.
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 weeks of the semester.
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://polsci.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 another’s
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.
*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.
WEDNESDAY
01/18
Introduction: What is Liberal Education
and how does the study of democracy in America foster it?
1. Horace Mann, “Go Forth and Teach,” July 4, 1842, RP p.173-174.
2. Martin Luther King, Jr., “The Purpose of Education,” 1948, RP
p.175-176.
3. Thomas Edison, “They Won’t Think,” 1921,
Instructor handout from A Patriot’s
Handbook,
edited and compiled by Carolyn
Kennedy, p.519.
I. What is American
democracy?
How American ideas of democracy have both changed and stayed the
same.
FRIDAY
01/20
A. Democracy in the US before
the Constitution. Tocqueville, Democracy in
America (1833), p.31-49.
MONDAY
01/24
B. The Declaration of
Independence.
in Lawler, p.1-4.
WEDNESDAY
01/26
C. At the Founding: Two kinds of “popular
government” and the problem of “faction.”
1.
How
the Founders distinguished between two kinds of popular governments:
“democracy” and
“republic.” Federalist Papers
#14 in RP, p.161; Federalist Papers #63 in RP, p.60-61; and
Federalist Papers #39 in
Lawler, p.45-49.
FRIDAY
01/28 QUIZ #1
2.
The
problem of “faction” in “popular governments” and the Founders’ solution. Federalist
Papers
#10 in Lawler, p.15-21.
MONDAY
01/31 RETURN QUIZ #1
D. Jeffersonian Democracy:
1. Thomas Jefferson, Agriculture vs. manufacturing as ways of social life
(1782), RP, p.171-172. First
and Second Inaugural Addresses
(1801, 1805) in RP, p.3-11. “On Citizenship,” RP, p.33-35.
2. Alexander Hamilton, “Report on Manufacturers,” (1791), RP, p.35-37.
WEDNESDAY
02/02
E. Tocquevillian Democracy:
1. Equality of
Conditions. DA “Author’s
Introduction,” p.9-12; 50-57; 503-506.
2. Liberty. DA, p.45-47.
FRIDAY
02/04 QUIZ #2
3.
Majority
Rule. DA “The Principle of the
Sovereignty of the People of America,” p.58-60. “The
Omnipotence of the Majority in
the United States and its Effects,” p.173; 246-256; 262-263.
4. Rights. DA “The Idea of Rights in the United
States,” p.237-240.
MONDAY
02/07 RETURN QUIZ #2
F. Slavery and Democracy:
1. Thomas Jefferson, Notes on the State of Virginia (1784), Lawler, p.235-236.
2. William Lloyd Garrison, (1843) in RP,
p.11.
3. Frederick Douglass, speech at
Rochester, NY, July 5, 1852, “The Meaning of July Fourth for the
Negro” in RP, p.12-24.
4. Instructor handout from the Narrative of the Life of Frederick Douglass,
an American Slave, written
by Frederick Douglass, Chapter 1,
p.17-21.
WEDNESDAY
02/09
5. Abraham Lincoln,
“Reply to Douglas at Chicago, Illinois,” July 10, 1858, in RP,
p.111-113.
6.
Abraham
Lincoln, “Address Delivered at the Dedication of the Cemetery at Gettysburg,”
(1863), in
Lawler, p.172.
FRIDAY
02/11 SHORT ESSAY #1
G. Economic Democracy: The Progressives, the New
Deal, and the Great Society.
1. Theodore Roosevelt, “Two Noteworthy
Books on Democracy,” (1914) in RP, p.25-27.
2. Franklin D. Roosevelt, “Commonwealth
Club Campaign Speech,” (1932) in Lawler, p.174-182.
MONDAY
02/14 PAPER ASSIGNED, RETURN SHORT ESSAY #1
3. Franklin D. Roosevelt, “Message on the
State of the Union,” (“The Economic Bill of Rights”)
(1944) in RP, p.28-29.
4. Lyndon B. Johnson, “The Great
Society,” (1964) in Lawler, p.193-195.
WEDNESDAY
02/16
H. Civil Liberties Democracy
West Virginia v. Barnette (1943) in RP, p.30.
I. Civil Rights Democracy
Martin Luther King, Jr., “I Have a Dream” speech (1963) in RP, p.30-33.
II. What political
institutions enable American democracy to exist?
FRIDAY
02/18 QUIZ #3
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 who could vote? For what offices?
a.) For Congress: US Constitution
Article I, Section 2, Clause 1 and Article I, Section 3, Clause 1
in Lawler, p.361-362.
b.) For President: US
Constitution Article II, Section 1, Clause 2, in Lawler p.367.
c.) For the Supreme Court: US
Constitution, Article III, Section 2, Clause 2, in Lawler, p.369.
2. What are voting and
elections for? How important did the Founders think that the right to vote is?
Federalist Papers
#52 in RP, p.38-39.
MONDAY
02/21 RETURN QUIZ #3
3. Who should
have a right to vote? Federalist Papers #39 in Lawler, p.45-46.
4. What is “universal suffrage”?
a.) “Chancellor Kent on Universal
Suffrage” speech to the New York Constitutional Convention
of 1821, in RP,
p.39-43.
b.) DA , “Universal Suffrage,”
p.58-60 [especially bottom of p.59 to top of p.60], 196, 240.
WEDNESDAY
02/23
5. Voting and Equality (of social
conditions). Review Tocqueville, DA,
p.50-57; 503-506.
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,
p.44-47.
2.) The argument from practical
considerations. Jane Addams, “Why Women Should Vote,”
(1910) in RP,
p.47-49.
3.) Instructor handout: Catharine
Beecher: Excerpts from Woman's Profession
as Mother and
Educator, With Views in Opposition to Woman Suffrage (1872)
4.) Is voting a right of
democratic citizenship? Minor v. Happersett (1875) in RP, p.49-52.
5.) US Constitution Amendment
XIV, Section 1 (1864) and Amendment XIX (1920) in Lawler,
p.375, 378.
FRIDAY
02/25 SHORT ESSAY #2 Handout Midterm Review Guide
b.) Extending the right to
vote to blacks
1.) US Constitution, 15th
Amendment (1870) in Lawler, p.377.
2.) Lyndon B. Johnson, “Address
on Voting Rights,” (1965) in RP, p.52-58.
c.) Extending the right to
vote to 18 year olds.
1.) US Constitution, 26th Amendment (1971) in Lawler, p.382.
6.
Are
there any principled limits on the right to vote consistent with democracy, in
terms of either
rights or practice?
a.) DA , p.197-203.
b.) “The Motor-voter Act,”
(1994) Carol Moseley-Braun in RP, p.59-60.
MONDAY
02/28 PAPER DUE, RETURN SHORT ESSAY #2
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, in Federalist
Papers #63 (RP, p.60-61).
1.) Why was the Senate
originally selected by the state legislatures and why was that changed
by the 17th Amendment? Federalist
Papers #63, Lawler, p.84-86.
2.)
Why is the President elected through the “Electoral College” rather than
through “direct
popular election”? US Constitution, Article II,
Section 1, Clauses 2-4, and Amendment XII
in Lawler, p.367-368;
374-375.
3.)
Why is the Supreme Court appointed rather than elected? Federalist Papers
#78, in Lawler,
p.108-109, 112-113.
WEDNESDAY
03/02
b.) The Progressives’ answer:
Voters should be able to legislate directly (initiative and referendum)
because representation has failed.
1.) Theodore Roosevelt, “The Heirs of Abraham Lincoln,” (1913) in RP,
p.154-160.
2.) Theodore
Roosevelt, “The Recall of Judicial Decisions,” (1912) in RP, p.61-68.
c.) Constitutional limits on citizen’ right to vote for representatives
1.) Fixed terms of
office/progressive arguments for recall/”term limits”
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, p.361-362; 367-368.
FRIDAY
03/04 QUIZ #4
B. Representation, Political
Parties, and Interest Groups
1. The Founders’ Concern: What should democratic representation do?
a.) Alexander Hamilton, Publius
Letter, III (1778), “On the Character of the Legislator,” in RP,
p.68-69.
b.) Federalist Papers #10 in Lawler, p.15-21; #57
in Lawler, p.79-81; #71 in Lawler, p.87-88; #52
in RP p.38-39.
c.) DA , p.173, 174-179.
MONDAY
03/07 RETURN QUIZ #4, RETURN PAPER
2. Recent judicial concerns about representation
a.) US Constitution, Amendment 14, Section 1, in Lawler, p.375-376.
b.) Chief Justice Warren in Reynolds
v. Sims (1964) in RP, p.70-73.
1.) Representation is secondary
to and derivative from voting rights and voting rights are
understood
essentially in light of the Equal Protection Clause of the 14th Amendment.
c.) Dissent by Justice Harlan in
Reynolds v. Sims (1964) in RP, p.74-76. Denies there is any
constitutional
standard for what constitutes just apportionment.
d.) Important terms: representative districts, apportionment.
WEDNESDAY
03/09 REVIEW AND CATCH-UP
FRIDAY
03/11 MIDTERM EXAM (In class, short
answer, fill in the blank, definitions of key vocabulary terms, and who said
what). Be sure to bring BLUEBOOKS!
MONDAY
03/14-03/18 SPRING BREAK
MONDAY
03/21 HAND BACK MIDTERM EXAM
WEDNESDAY
03/23
C. Separation of Powers
1. What is separation of powers and why is it necessary? Federalist Papers
#47 in Lawler, p.21-27.
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, p.27-31, 34-38, and 87-88.
2.) Justice Brandeis in Myers
v. US (1926) in RP, p.89-90.
FRIDAY
03/25 SHORT ESSAY #3
b.) To make possible an energetic
executive “independent” of the legislature
1.) Federalist Papers #37
in RP, p.90-92 (combining stability and energy)
2.) Federalist Papers
#70 in Lawler, p.86-87.
3.) DA , “Foreign Affairs” p.226-230.
c.) To make possible an
independent judiciary to enforce the Constitution and laws
1.) Federalist Papers #78 in Lawler, p.244-249.
2.) Thomas Jefferson,
“Against Judicial Supremacy,” (1815) in RP, p.92-93.
MONDAY
03/28 RETURN SHORT ESSAY #3
D. Federalism: What is it and why do we
have it?
1. US Constitution, Article I, Sections 8 and 9, in Lawler, p.365-366.
Amendment X, in Lawler, p.374.
2. The distinction between “federal” and
“national.” Federalist Papers #39 in Lawler, p.45-49.
a.)
Important terms: “the federal
government,” “the national government,” “the general
government,” “sovereignty,” and
“division of sovereignty.”
WEDNESDAY
03/30-FRIDAY 04/01 QUIZ #5
3. DA, p.62-63; 158-63; and 246, note
1.
4. Ronald Reagan, “The State of the Union Address,” (1982) in Lawler, p.61-62.
5. Garcia v. San Antonio
(1985) in Lawler, p.62-66.
6. Important terms: decentralization, federalism, federal government,
and national government.
MONDAY
04/04 RETURN QUIZ #5
E. Religion as a political
institution
1. DA , p.46-47; 287-290; 290-294;
294-301; 442-444.
2. US Constitution, 1st Amendment (1791) in Lawler, p.372-373.
WEDNESDAY
04/06
3. George Washington, “Farewell Address,” (1796) in Lawler, p.43-44.
4. George Washington, “Thanksgiving Proclamation,” (1789) in RP,
p.93-94; James Madison
“[Repentance and
Thanksgiving] Proclamation” November 16, 1814, in RP, p.94-95,
Abraham
Lincoln, “Proclamation
of Thanksgiving” (1863) in RP, p.95-96.
III. Persistent questions
about the meaning of liberty and equality in American democracy
FRIDAY
04/08 SHORT ESSAY #4
A. Religion as a political
problem:
1. Thomas Jefferson, “A Bill for Establishing Religious Freedom,” (1786), in RP,
p.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, p.98.
3. Thomas Jefferson, First
Inaugural Address (1801) and Second Inaugural Address (1805),
in RP, p.3-11.
MONDAY
04/11 RETURN SHORT ESSAY #4
4. Instructor handout from A Patriot’s Handbook, John F. Kennedy, “Speech to the Greater
Houston
Ministerial Association,” Sept. 12,
1960, p.256-258.
5. Justice Hugo Black, Everson v. Board
of Education (1947) in RP, p.99-104.
6. Ronald Reagan, “Remarks at an Ecumenical
Breakfast,” August 23, 1984, in RP, p.105-108.
WEDNESDAY
04/13-FRIDAY 04/15 QUIZ #6
B. Women and democracy in
America:
1.Tocqueville’s view of women’s equality
and its consequences for democracy. DA
, p.287, 291, and
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, p.108-110.
3. Instructor handout from Founding Mothers, written by Cokie
Roberts, Introduction, p.xv-xx.
MONDAY
04/18 RETURN QUIZ #6
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, p.375-376.
2. Dedication to the proposition that all men are created equal.
a.) The Declaration of Independence, Lawler, p.1-4
b.) Abraham Lincoln, Reply to Douglas at Chicago, Illinois, July 10,
1858, in RP, p.111-113.
c.) Dred Scott v. Sanford (1856), Opinion of
the Supreme Court by Chief Justice Taney, in RP,
p.121-128.
WEDNESDAY
04/20
d.) Abraham Lincoln, “Speech on
the Dred Scott Decision,” June 26, 1857, in RP, p.128-130;
Frederick Douglass,
“The Meaning of July Fourth for the Negro,” July 5, 1852, in RP,
p.14-16,
23-24; Frederick
Douglass, “Speech on the Dred Scott Decision, “ May 11, 1857, in RP,
p.131-136.
FRIDAY
04/22 SHORT ESSAY #5
e.) Stephen A. Douglas, Speech
from the fifth debate at Galesburg, Illinois, October 7, 1858, in RP,
p.113-116.
f.) Abraham Lincoln, Reply to Douglas
at Galesburg, Illinois, October 7, 1858, in RP, p.117-118.
MONDAY
04/25 Hand out Final Exam Review Guide,
RETURN SHORT ESSAY #5
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, p.76-85.
2. Harry V. Jaffa, “Response to Goldwin,” RP, p.85-86.
3. Robert Goldwin, “Reply to Jaffa,” RP, p.87-89.
WEDNESDAY
04/27
4. Bill Clinton, “Mend it Don’t End It,” (1995) in RP, p.163-168.
5.
Ward Connerly, “With Liberty and Justice for All,” (1996) in RP,
p.168-172.
6. Representative J.C. Watts (2000) in RP,
p.173.
FRIDAY
04/29 SHORT ESSAY #6
F. 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, “Speech on the Dred Scott Decision,” June 26, 1857, in RP,
p.128-130.
2.) Frederick Douglass, “The Dred Scott Decision, “ May 11, 1857, in RP,
p.131.
MONDAY
05/02 RETURN SHORT ESSAY #6
3. Why do/should we obey the law?
a.) Out of enlightened self-interest. DA,
p.235-237.
b.) Because it is self-imposed. DA,
p.240-241.
c.) Out of public spirit. Abraham Lincoln, “The Perpetuation of Our Political
Institutions,” (1838)
in RP, p.137-142.
WEDNESDAY
05/04
4. Civil Disobedience: Is
law-abidingness sometimes neither good nor a duty? Martin Luther King,
Jr., “Letter from the Birmingham
Jail” (1963) in RP, p.143-153.
5. Instructor handout from A Patriot’s Handbook, Henry David
Thoreau, “Civil Disobedience, “
(1849), p.147.
FRIDAY
05/06 REVIEW AND CATCH-UP
WEDNESDAY
MAY 11TH FINAL EXAM 8-9:50
a.m. (Essay and short answers-including definitions of key vocabulary terms
and who said what). Be sure to bring BLUEBOOKS!