GEORGE MASON UNIVERSITY GOVT 420: American Political Thought Summer 2013 Class Meetings: Contact Information: Mondays: 4:00 p.m. 7:00 p.m. Instructor: Thomas L. Krannawitter, Ph.D. Wednesdays: 7:00 p.m. 10:00 p.m. Fridays: 9:00 a.m. Noon Required Texts: Charles R. Kesler and Clinton Rossiter, eds., The Federalist Papers (New York: Signet Classic, 2003). Roy Basler, ed., Abraham Lincoln: His Speeches and Writings (Cambridge, MA: De Capo Press, 2001 [1946]). Additional handout readings will be made available to students via Blackboard. Handouts are indicated in the syllabus by (HO). Course Description: GOVT 420: American Political Thought: Major political values and theories in America from formation of American republic to present. Covers changes in American political values in crisis periods and contemporary American political theory including pluralism, elite theories of democracy, and empirical political theory. This course is about politics, its practice, its study, its universal character and its peculiar development within the American constitutional order. Politics exists wherever human beings exists, because as Aristotle pointed out long ago, man is the political animal. He alone exercises rule over others while offering justifications for it. The study of politics is bound up, intrinsically, with the study of human nature. Liberally educated men and women, if they are to be learned and free, are in need of a scholarly study of the politics of freedom. By investigating the political principles, institutions, and thought of the American regime not from low, Machiavellian ground, assuming all politics are mere power politics, but from the vantage of classical political thought that views politics in light of man s highest capacities as well as his lowest this course immerses students in the scholarship of the politics of freedom, and the daunting challenges of preserving it. A political logic informs the movement of this course: Following a brief review of classical political science, students will first examine the meaning of the American Founding in principle and in practice. The second part of the course turns to the great debates preceding the Civil War over what American principles mean and how they should be enshrined in public policy. Third and finally, students will examine the literature of progressive critics of the Founding and the development of a new, progressive form of politics in America. 1
The American Founders and their progressive critics offer two competing, comprehensive views of what political society should be, what political justice means, and the proper relationship between individuals and government. Students will be challenged to determine which argument, if either, they believe is correct, deepening and informing their own political opinions in the process itself an eminently political effort. Readings will focus on key, original source materials that track the development of American political thought. In this respect, students will have the opportunity to develop and deepen their own understanding of the original arguments and the people who made them in pushing for reform within the American political order. For those who want to pursue further their study of American politics, this will better prepare them to analyze critically academic assessments of those reforms. Citizens of a self-governing regime are always called upon to choose. Self-government means citizens are nothing less than legislators, lawgivers, ultimately. Self-governing citizens get the government and the policies they choose. But these are fateful choices the political consequences are important not only for us, but our posterity as well and therefore we are in need of learning, reflection, and sound judgment. The right to choose includes an obligation to learn. This course aims to help free citizens choose well, and wisely, by learning and reflecting upon American political thought. Key Topics with Student Learning Objectives: 1. Classical Definitions of Human Nature and Politics Students will be able to define the classical conception of human nature and the political principles that flow from it. 2. Human Equality Students will be able to articulate the moral and political meaning of the assertion in the Declaration of Independence that all men are created equal. 3. Individual Liberty Students can explain why a right to liberty, as understood by the Founders, is different from a right to license or licentiousness. 4. Natural Law/Natural Rights Students will be able to articulate the moral and political precepts of the natural law. 5. Purpose and Scope of Government: Founders View Students can distinguish natural rights from civil rights or government-granted entitlements. Students can explain the Founders theory of government including its scope and limited purpose, as well as the meaning of separation of powers, the rule of law, and be able to identify key features of the Constitution. 6. The Constitution and the Separation of Powers Students can explain the Founders theory of government including its scope and limited purpose, as well as the meaning of separation of powers, the rule of law, and be able to identify key features of the Constitution. 7. Rule of Law and Equal Protection of Law Students can explain the Founders theory of government including its scope and limited purpose, as well as the meaning of separation of powers, the rule of law, and be able to identify key features of the Constitution. 2
8. The Problem of Slavery in America Students can explain conflict between the principles of the Founding and the existence of slavery, and offer a historical account of how the Founders tried to resolve that conflict. Students can explain the historical emergence of abolitionism and the positive good school of slavery. Students can respond to leading arguments from the Civil War period defending chattel slavery, especially those offered by John C. Calhoun. Students can offer a Constitutional analysis of whether states possess a Constitutional right of secession. Students can explain the Constitutional arguments advanced by the Supreme Court in the case of Dred Scott v. Sandford. Students can respond to Stephen Douglas principle of popular sovereignty regarding slavery in the American territories. Students can explain Abraham Lincoln s moral and political opposition to the spread of slavery. Students can analyze Lincoln s presidency from a moral, political, and Constitutional perspective. 9. Religious Liberty Students can explain the meaning and significance of religious liberty in the Founding. 10. Property Students can explain the meaning and significance of property rights in the Founding. 11. Political Parties Students can describe the Founders original opposition to political parties, explain the emergence of the two-party system, and trace the development of the two major parties that exist today, the Democratic Party and the Republican Party. 12. Progressive View of Human Nature and Politics Students can articulate the progressive view of human nature and what it means for politics and the modern state, especially the institutional roles of the President, Congress, the Courts, and the bureaucracy. Students can identify leading progressive thinkers, including Woodrow Wilson, John Dewey, Herbert Croly, and others. Students can explain the progressive critique of the natural law and natural rights. 13. Living Constitution Students can respond intelligently to the progressive defense of a living Constitution. 14. Bureaucracy Students can explain the political science of bureaucracy or what the progressives called the rational state. 15. Economic Rights/Entitlements Students can respond to the defense of government entitlements offered by Franklin D. Roosevelt and his New Deal. Students can analyze Constitutional arguments put forth by the Supreme Court in key cases. 3
Course Requirements: There will be three examinations, each worth 100 points, during the course as indicated in the class schedule. Exams will be proctored via Blackboard. There will be a short paper due shortly after the end of the class, worth 100 points. The instructor will provide a due date and more details about the paper during the class. Competence in written English is expected. Any written assignments with excessive spelling and/or grammatical errors will suffer grade penalties before your argument is assessed. 100-90% A/A- 89-80% B+/- 79-70% C+/- 69-60% D <60% F Academic Integrity Policy: George Mason University is an Honor Code university: please see the University Catalog for a full description of the code and the honor committee process. The principle of academic integrity is taken very seriously and violations are treated gravely. What does academic integrity mean? The answer is that when you are responsible for a task, you are expected to perform that task. When you rely on someone else s work in the performance of those tasks, you should give full credit in the proper, academically accepted form. It is always better to err on the side of citing too much rather than too little. We will engage in vigorous debate and discussion in this class with the expectation that everyone present will conduct themselves with civility and show respect for differing ideas, perspectives, arguments, backgrounds. If you have any questions about these matters, please see me and I will be happy to discuss them with you. 4
PART I: THE ARGUMENT AND ACTION OF THE AMERICAN FOUNDING Justice is the end of government. It is the end of civil society. It ever has been, and ever will be pursued, until it be obtained, or until liberty be lost in the pursuit. James Madison, The Federalist no. 51 Class 1 Monday, July 8 Class 2 Wednesday, July 10 Class 3 Friday, July 12 THE POLITICAL THEORY OF THE AMERICAN FOUNDING Declaration of Independence (found in appendix to Federalist Papers) Federalist Papers nos.1, 51 (first 4 paragraphs), 55 (last paragraph) George Washington, First Inaugural Address (HO) THE PROBLEM OF SLAVERY IN THE AMERICAN FOUNDING U.S. Constitution I:2, I:9, IV:2 (found in appendix to Federalist Papers) Federalist Papers no. 54 Northwest Ordinance, Art. VI (HO) Selections from Thomas Jefferson and other Founders (HO) PROPERTY RIGHTS and RELIGIOUS LIBERTY Locke, 2 nd Treatise of Government, ch. 5 (HO) James Madison, On Property (HO) Kelo v. New London, majority opinion by Justice Stevens and dissenting opinion by Justice Thomas (HO) U.S. Constitution, Amendment V Harry Jaffa, The American Founding as the Best Regime (HO) U.S. Constitution, Preamble, Art. VI, 1st Amendment Excerpts from Samuel Cooper and Samuel West (HO) Thomas Jefferson, Virginia Statute for Religious Freedom (HO) Northwest Ordinance, Art. I, III (HO) James Madison, Memorial and Remonstrance (HO) George Washington, Letter to the Hebrew Congregation at Newport (HO) George Washington, Farewell Address (HO) Thomas Jefferson, Letter to the Danbury Baptist Association (HO) FIRST EXAM Class 4 Monday, July 15 SEPARATION OF POWERS IN THE U.S. CONSTITUTION U.S. Constitution Federalist Papers nos. 10, 39, 45, 47, 48, 49, 51 Class 5 THE JUDICIARY, JUDICIAL REVIEW, AND BILL OF RIGHTS Wednesday, July 17 Federalist Papers nos. 78, 84 Marbury v. Madison (HO) Constitution, Amendments 1-10 Class 6 THE LEGISLATIVE AND EXECUTIVE BRANCHES Friday, July 19 Federalist Papers nos. 55, 57, 62, 63, 69, 70, 71 SECOND EXAM 5
PART II: CIVIL WAR AND THE CRISIS OF CONSTITUTIONAL GOVERNMENT Our government rests in public opinion. Whoever can change public opinion can change the government, practically just so much. Public opinion, on any subject, always has a "central idea" from which all its minor thoughts radiate. That "central idea" in our political public opinion at the beginning was, and until recently has continued to be, the equality of men. Abraham Lincoln, Address to Republican Banquet, Dec. 10, 1856 Class 7 Monday, July 22 Class 8 Wednesday, July 24 Class 9 Friday, July 26 PORTENTS OF CONFLICT: MISSOURI COMPROMISE, KS-NB ACT William Lloyd Garrison, editorial from 1 st issue of The Liberator, 1831 (HO) A. Lincoln, Speech on the Repeal of the Missouri Compromise, 1854 THE DRED SCOTT CASE vs. POPULAR SOVEREIGTY Dred Scott v. Sandford, 1857 (HO) 1856 Presidential Election results (HO) Abraham Lincoln, Speech on the Dred Scott case, 1857 Abraham Lincoln, House Divided speech, 1858 Abraham Lincoln, Speech in Chicago, 1858 First Joint Debate between Lincoln and Douglas, 1858 Lincoln s opening comments in Fourth Joint Debate, 1858 SLAVERY, SECESSION, and STATES RIGHTS John C. Calhoun, excerpts from Disquisition on Government (HO) John C. Calhoun, Speech on the Oregon Bill, 1848 (HO) Alexander Stephens, Cornerstone Speech (HO) James Henley Thornwell, A Southern Christian View of Slavery (HO) Rev. Frederick Ross, Slavery Ordained by God, 1857 (HO) Abraham Lincoln, Message to Congress, July 4, 1861 Abraham Lincoln, 1 st Inaugural Address, 1861 Abraham Lincoln, fragment on Constitution and Union THIRD EXAM 6
PART III: PROGRESSIVISM AND THE ADMINISTRATIVE STATE Our task now is the soberer, less dramatic business of administering resources and plants already in hand of meeting the problem of underconsumption of distributing wealth and products more equitably, of adapting existing economic organizations to the service of the people. The day of enlightened administration has come. Franklin Delano Roosevelt, Commonwealth Club Address, September 23, 1932 Class 10 Monday, July 29 Class 11 Tuesday, July 30 (meets for 2 hours) Class 12 Wednesday, July 31 THE POLITICAL THEORY OF PROGRESSIVISM Woodrow Wilson, excerpts from Constitutional Government (HO) Woodrow Wilson, Leaders of Men, (HO) John Dewey, The Future of Liberalism, (HO) Charles Merriam, A History of American Political Theories, ch. 8 (HO) IMPLEMENTING PROGRESSIVISM: FDR AND THE NEW DEAL FDR, Commonwealth Club Address, 1932 (HO) FDR, Democratic Convention Address, 1936 (HO) FDR, Annual Message to Congress, 1944 (HO) OUR POLITICAL LANDSCAPE TODAY and REVIEW Wickard v. Filburn, 1942 (HO) Brown v. Bd. of Education, 1954 (HO) Heart of Atlanta Motel v. U.S., 1964 (HO) Table of current federal employees, federal agencies, federal budget, and national debt (HO) FINAL PAPER Due Date T.B.A. 7