Cleveland State University PSC 342 American Political Thought 3 credit hours Fall 2018 11:20-12:10 a.m. MWF MC 306A Instructor: David F. Ericson Office Phone: 216-687-4513 Office Location: Rhodes Tower 1743 Office Hours: 12:15-1:45 MW Email: d.ericson@csuohio.edu Catalogue Description: Gen Ed Eng/Comp. Consideration of thought about American political institutions and practice. Major topics include revolutionary ideas and antecedents; framing of the Constitution and constitutional debate; 19th-century responses to slavery and large-scale industrialism; and modern social construction of race and gender. Other topics may include Jefferson, Paine, Melville, Jacksonianism, Progressivism, and modern liberal thought.. Prerequisite: Must have at least sophomore standing to be eligible for this course. Required Books (1) Hamilton, Alexander, et. al. The Federalist Papers (Signet Classic, 2003) (2) Storing, Herbert J. (ed.). The Anti-Federalists: An Abridgement of the Complete Anti- Federalist (University of Chicago Press, 2006) (3) Johannsen, Robert W. (ed.). The Lincoln-Douglas Debates of 1858 (Oxford University Press, 2008). (4) Sumner, William Graham. What Social Classes Owe to Each Other (Caxton, 1982). (5) Dahl, Robert. A Preface to Democratic Theory: Expanded Edition (University of Chicago Press, 2006). Class Requirements (1) Class participation (15% of grade) This class will be heavily oriented toward discussion of our readings. You will need to complete reading assignments on time to contribute to discussion and, obviously, you cannot contribute if you are not in class. (2) Term paper (25%) The term paper will ask you to further explore some topic related to class readings. Topic must be approved by the instructor in advance. More details to follow. (3) Class debate (10%) Everyone will team up with one or two other members of the class as participants in one of the five formal class debates. Again, more details to follow. (4) Take-home midterm and final exams (25% each) 1
Both exams will consist of two to three essay questions that will test your understanding of class readings. Class Goals (1) To gain a general understanding of the history of American political thought, including its philosophic and conceptual backgrounds. (2) To understand, in more detail, several of the central debates in the history of American political thought. (3) To develop critical thinking and writing skills. Assessment Your exam answers will be graded according to the following criteria. (The term paper will, in addition, be graded on the quality and proper documentation of your sources.) A = shows a superior understanding of the relevant material or materials; a superior understanding is one that not only expertly explicates the meaning of the relevant material but also one that artfully conveys its deeper implications and (where appropriate) presents insightful connections between materials. B = shows a good understanding; is deficient on one of the above dimensions C = shows an adequate understanding; is deficient on two of the above dimensions D = shows a poor understanding; is extremely deficient on one or more dimension F = none of the above Your class participation will be graded according to the following criteria. A = regularly contribute to class discussion in a meaningful way B = frequently contribute to class discussion in a meaningful way C = occasionally contribute to class discussion in a meaningful way D = rarely contribute to class discussion in a meaningful way F = none of the above Other Important Information CLASSROOM POLICY: All students should follow the Viking Creed: We, the Members of the Cleveland State University community, as active citizens in a living and learning environment, bring to our campus a shared vision where "community" means. Sharing a clear vision of our common purpose Treating all people fairly, justly and respectfully Embracing and celebrating our diversity Collaborating toward a common goal Exhibiting caring and trust Involving students at all levels Connecting Cleveland State University with our Greater Community Embracing CSU as the metropolitan educational center of Cleveland Learning in and out of the classroom Celebrating ourselves through traditions Taking responsibility to lead, to listen and to serve Sharing power and influence Committing to life-long learning and personal growth. 2
As members of the Cleveland State University community, we have an individual and a shared responsibility to practice the Viking Community Creed in order to create a campus of inclusion, respect, integrity and purpose. In addition to the above general standards, all students are expected to adhere to the following policies: No use of cellphones or texting in class. No working on other course assignments. No reading of outside material in class. ACADEMIC STANDARDS: All university work should reflect a devotion to academic honesty. As found in The Code of Student Conduct: The Cleveland State University Academic Community values honesty and integrity and holds its members to high standards of ethical conduct. Academic dishonesty is, therefore, unacceptable, and students must be prepared to accept the appropriate sanctions for any dishonest academic behavior as outlined in this policy on academic misconduct. Such conduct includes cheating, plagiarism, and tampering. EDUCATIONAL ACCESS: Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of their disability. Any student who feels he/she may need an accommodation based on the impact of a disability should contact the Office of Disability Services at 216-687-2015. The Office is located in UC304. Accommodations need to be requested in advance. WRITING CENTER: Writing is an important skill for all students, teachers and professionals of every kind. As a student at Cleveland State University you will find that classes in every discipline use writing to help students explore, create and communicate ideas. Student writing can take many forms, from lab reports to research papers, group projects to journal entries. The CSU Writing Center and WAC Program have two goals: hospitality and independence. We strive to create a warm environment because we believe that writing requires many decisions that are best made in a peaceful and welcoming environment. The other goal of independence refers to our desire to teach students to use writing strategies for themselves. For the past several semesters, we have seen over 900 students and given between 2,000-3,000 appointments. Our staff is comprised of graduate students in literature or creative writing who enjoy working with students. We are located on the first floor of the library behind the reference desk. LIBRARY ASSISTANCE: Frances Mentch, Social and Behavioral Science Librarian, Michael Schwartz Library, RT 110A; (216) 687-2365; f.mentch@csuohio.edu You can schedule a research appointment with her using the Ask Your Personal Librarian service: http://library.csuohio.edu/services/librarians.html Course Outline [all assignments should be completed by the indicated date unless I announce otherwise in class; all reading assignments except those from the five required texts will be posted on blackboard] Week 1 August 27 Welcome 3
August 29 AMERICAN FOUNDING United States Constitution August 31 Federalist Papers, paper numbers 10, 15, 23, 27 Week 2 September 3 NO CLASS; LABOR DAY September 5 Federalist Papers, # s 47-48, 51 September 7 Federalist Papers, # s 35, 55-58 Week 3 September 10 Federalist Papers, # s 62-63 September 12 Federalist Papers, # s 68, 70-73 September 14 Federalist Papers, # s 78-79, 84 Week 4 September 17 Anti-Federalists, Pennsylvania Minority, pp. 201-223 September 19 September 21 Week 5 September 24 Anti-Federalists, Federal Farmer, pp. 23-65 (Letters I-V) Anti-Federalists, Federal Farmer, pp. 65-95 (Letters VI-XVIII) Anti-Federalists, Brutus, pp. 103-150 (Essays I-VII) September 26 Anti-Federalists, Brutus, pp. 150-191 (Essays VIII-XVI) Class Debate I: Federalists vs. Anti-Federalists ANTEBELLUM AMERICA September 28 American Antislavery Society, Declaration of Sentiments (December 6, 1833); William Lloyd Garrison, No Compromise with Slavery: An Address Delivered in the Broadway Tabernacle, New York, February 14, 1854 (New York: American Antislavery Society, 1854) Week 6 October 1 Frederick Douglass, What to the Slave Is the Fourth of July, in The Frederick Douglass Papers: Series One: Speeches, Debates, and Interviews, ed. John W. Blassingame (New Haven: Yale University Press, 1979), II: 359-88 (July 5, 1852) October 3 Seneca Falls, Declaration of Sentiments (July 19, 1848); Elizabeth Cady Stanton Address at Seneca Falls (July 19, 1848) 4
October 5: Henry David Thoreau, Civil Disobedience (1848) Week 7 October 8 John Henry Hammond, Slavery in the Light of Political Science (revision of his Two Letters to Thomas E. Clarkson written in 1845), 629-70 (Letter I) October 10 Hammond, Slavery in the Light of Political Science, 671-88 (Letter II) October 12 George Fitzhugh, Sociology for the South, or the failure of Free Society (Richmond: A. Morris, 1854), chaps. V, XIX Class Debate II: Abolitionists vs. Defenders of Slavery Week 8 October 15 Lincoln-Douglas, Speech of Abraham Lincoln, Springfield, June 16, 1858 pp. 14-21; Speech of Stephen A. Douglas, Chicago, July 9, 1858 pp. 22-36. October 17 Lincoln-Douglas, First Joint Debate, Alton, pp. 37-74 October 19 Lincoln-Douglas, Seventh Joint Debate, Alton, pp. 286-329 Class Debate III: Lincoln vs. Douglas MIDTERM HANDED OUT Week 9 October 22 October 24 TBA MIDTERM DUE PROGRESSIVE ERA October 26 Sumner, What Social Classes Owe to Each Other, introduction, chaps. I-III. Week 10 October 29 Sumner, What Social Classes Owe Each Other, chaps. IX- XI; Lester Ward, Lester Ward and The Welfare State (Indianapolis: Bobbs-Merrill, 1967), chaps. 7-8 ( Dynamic Sociology ; The Laissez Faire Doctrine is Suicidal ) October 31 W. E. B. Du Bois, The Soul of Black Folk: Essays and Sketches (Chicago: A. C. McClurg & Co., 1903), chap. X ( Of the Faith of the Fathers ) November 2 Emma Goldman, The Psychology of Political Violence, in Anarchism and Other Essays (Port Washington, NY: Kennikat, 1969), 85-114 NEW DEAL ERA Week 11 November 5 Franklin Delano Roosevelt, New Deal Speech (July 2, 1932) & First Inaugural Address (March 4, 1933), in Nothing to Fear: The Selected Addresses of Franklin Delano Roosevelt, 1932-1945 (Boston: Houghton Mifflin, 1946), 1-17. 5
November 7 Franklin Delano Roosevelt, Campaign Address (October 14, 1936) & Second Inaugural (March 4, 1937), in Nothing to Fear, 60-69, 87-92. November 9 Franklin Delano Roosevelt, Fireside Chat on the Plan for the Reorganization of the Judiciary (March 9, 1937), in Nothing to Fear, 92-104. Week 12 November 12 NO CLASS/VETERAN S DAY November 14 Herbert H. Hoover, The Consequences of the Proposed New Deal (October 31, 1932), in Addresses upon the American Road, 1933 1938 (New York: Charles Scribner s, 1938), 1-19. November 16 Herbert H. Hoover, This Challenge to Liberty (October 30, 1936), in Addresses upon the American Road, 216-27. Week 13 November 19 Norman Thomas, Why I Am a Socialist (1936); Is the New Deal Socialism (1936) Class Debate IV: FDR vs. Hoover vs. Thomas November 21 TBA November 23 NO CLASS; THANKSGIVING BREAK CONTEMPORARY ERA Week 14 November 26 Dahl, Preface to Democratic Theory, forward; introduction; afterword; chapter 1 November 28 Dahl, Preface to Democratic Theory, chap. 2 Class Debate V: Madisonians vs. Populists November 30 Dahl, Preface to Democratic Theory, chap. 3 Week 15 December 3 Shatema Threadcraft, Intimate Injustice, Political Obligation, and the Dark Ghetto, Signs, 39, no. 3 (Spring 2014): 735-760. December 5: Nancy Fraser, Legitimation Crisis? On the Political Contradictions of Financialized Capitalism, Critical Historical Studies 2, no. 2 (September 2015): 157-89. December 7: TERM PAPER DUE; FINAL HANDED OUT December 12: FINAL DUE 6