FAD Syllabus: UNCA POLS320
Overview
Syllabus shared by a UNC System faculty member.
Sample Syllabus
POLS 320: Challenges to American Democracy
Fall 2023
Course Description: This course will provide an opportunity for students to study the foundational ideas that informed the creation of the American constitutional system, trace major debates that have arisen in American political life, and discuss the contemporary challenges in maintaining American democracy. In particular, we will examine the extent to which the scope of American democracy has expanded and become more encompassing over time, as well as the shortcomings in that process. We will focus on the role that the diversity in American society has played in challenging status quo interpretations of “democracy” and how under-represented groups have used the promises made in the founding documents of the American tradition to agitate for equal rights and equal treatment. Topics of interest include: religion and religious minorities, slavery and race relations, and women’s rights in the US. Our overarching goals will be to critically examine how democratic the United States is and has been, to discuss the progress and limitations of achieving equality in the US, and to evaluate our national efforts to “form a more perfect Union.”
Diversity Intensive: This course has a diversity intensive designation, meaning its content is centered on issues of diversity and the complexity of differences in society. As such, there are 5 primary student learning outcomes for the course:
- Students will understand the socially constructed nature of identities.
- Students will understand the significance of individuals’ differing relationships to power.
- Students will understand how individuals, organizations, and institutions create, per- petuate, or challenge inequality.
- Students will understand how multiple identities intersect.
- Students will be better equipped to reevaluate their ideas about diversity and difference.
Readings: All required readings will be available on the course Moodle site. Reading assign- ments should be completed prior to the class period for which they are assigned. Students should come to class prepared to discuss the assigned readings and/or with questions about the material. Please note that the reading load may vary slightly across class periods.
If I find that students are not consistently and evenly completing the assigned readings
and that discussion is lacking, I reserve the right to administer pop quizzes. Though, I’d like to avoid doing so!
Class Structure: In terms of the day-to-day of the course, there may be mini-lectures on occasion, but it will be a primarily discussion-based class. As such, I expect students to come to class prepared to discuss the course readings. This does not mean that you have to understand all material that was assigned perfectly, but it does mean that you should have read the material, reflected upon it, and prepared questions (should you have any). Regular participation in class discussions is expected of all students and is part of the course grade, as reflected below. We will also begin each class period by briefly discussing political news.
Office Hours and Communication: The best way to contact me is via email (FACULTY MEMBER EMAIL ADDRESS). I check my email regularly, and I will do my best to respond to you within 24-hours (it may be longer on the weekend). In addition, I will host office hours twice a week: in-person on Mondays from 2-3 PM and on Tuesdays via Zoom from 10:30 to 11:30 AM. You are also welcome to schedule a meeting with me outside those times.
I will also ask that you regularly check your email for class updates and changes. As we all know, things can change quickly, so please make sure to stay on top of your inbox in case a development affects our class.
Response Papers: Students will be asked to complete three response papers through- out the course of the semester. These papers are meant to be critical/analytic papers, rather than summary pieces. I will ask students to engage with course readings, make connections between/across the ideas and themes of the course, and to take their analysis outside the scope of this particular class and its assigned readings (students can connect readings to current events, readings from other courses, etc). I will be looking for students to show creativity, critical thinking, and engagement with the big ideas of the course. I will provide general guidelines/suggestions for avenues to explore in the response papers, but students are asked and expected to make these papers their own. Students may choose when to sub- mit each of their response papers with three caveats: 1) There are intermittent deadlines for each of the papers, to break up when you write them. However, you are always welcome to submit well before those deadlines; 2) Response papers are due before class on the day for which we discuss a particular set of assigned readings; and 3) I will not accept more than one response paper from a particular student in a single week.
Formal Assignments: There are so many important topics that I was forced to leave off the syllabus, due to the time constraints of a single semester. To correct for this unfor- tunate reality, I have decided to ask each student to, in a sense, help write the course. The final project will require each student to choose a topic that they feel belongs/fits with the current topics covered in the course, identify reading assignments that they believe would capture the nuance and larger themes covered in the course, and weave those topics into a cohesive narrative and defense. Students will also be asked to present part of their unit to the rest of the class at the end of the semester.
To break up the process and ensure that students are on the right track for the final project,
I have broken the process up into distinct assignments. The component parts include several smaller assignments (a pre-proposal, a formal proposal, and an annotated bibliography), on top of the final paper/presentation. Prompts will be given for each assignment.
Grading: You will be graded upon the following: Response Papers (30%–10% each); Pre- Proposal (5%); Proposal (10%); Annotated Bibliography (10%); Final Paper (15%); Final
Presentation (10%); Participation (20%).
The grading scale for this course is as follows: A: 92-100; A-: 90-91; B+: 88-89; B: 82- 87; B-: 80-81; C+: 78-79; C: 72-77; C-: 70-71; D+: 68-69; D: 60-67; F: anything below 60.
Please note that late work will be penalized 10 points per 24 hour period and will not be accepted after 48 hours of the due date/time. Late work will not be accepted for response papers, however.
Attendance: Attendance is mandatory in this course and will be considered in the par- ticipation grade (as will tardiness). Students may have two unexcused absences without penalty. Any student that accrues 6 or more unexcused absences will automatically receive a failing grade in the course.
One thing to note is that, while the pandemic may be over, COVID-19 is still very much a part of our lives, and some of us are more susceptible than others. As such, if you sus- pect you may have COVID-19, I ask that you get yourself tested and do not attend class. COVID- related absences will be excused.
Student Accommodations: UNC Asheville values the diversity of our student body as a strength and a critical component of our dynamic community. Students with disabilities or temporary injuries/conditions may require accommodations due to barriers in the structure of facilities, course design, technology used for curricular purposes, or other campus resources. Students who experience a barrier to full access to this class should let the professor know, and/or make an appointment to meet with the Office of Academic Accessibility as soon as possible. To make an appointment, call 828.232.5050 or email academicaccess@unca.edu. Learn more about the process of registering, and the services available through the Office of Academic Accessibility here: https://accessibility.unca.edu/.
While students may disclose disability at any point in the semester, students who receive Letters of Accommodation are strongly encouraged to request, obtain and present these to their professors as early in the semester as possible so that accommodations can be made in a timely manner. It is the student’s responsibility to follow this process each semester.
Honor Code: All written work for this course is to be completed strictly in accordance with the University’s policy for Academic Honesty. If you are unsure of what the policy requires in regard to a particular assignment, do not hesitate to contact the instructor. Any violations of the Honor Code will result in a failing grade on the assignment and will be reported to university administration.
Course Outline (please note that schedule is subject to change)
August 21–Course Introduction
Syllabus, Q&A
- Philosophical Foundations of the American Republic
August 23–Defining Democracy
Class Activity No readings
August 25–The Political Form
Aristotle, selection from The Politics
Montesquieu, selections from Spirit of the Laws
Discussion Questions: What are the different kinds of regimes in Montesquieu’s classifi- cation scheme? How does his scheme differ from Aristotle’s? What is a democracy? A republic?
August 28—The Grounds for Revolution
John Locke, selections from Second Treatise of Government
James Otis, “The Rights of the British Colonies Asserted and Proved,” 1764 John Dickinson, “Letters from a Farmer in Pennsylvania,” Letter VII, 1768
Discussion Questions: What do these authors mean by a state of nature/natural rights? How does Locke’s view of the origins of government affect his opinion of what governments can and cannot do? On what basis does Dickinson equate British taxation with slavery?
August 30—Independence
Declaration of Independence
Alexander Hamilton, “The Farmer Refuted,” 1775 Thomas Jefferson, Letter to Henry Lee, 1825 Jefferson, Letter to Roger Weightman, 1826
Discussion Questions: What were the grounds for declaring independence? What does the Declaration mean by a natural right to liberty? How was it influenced by Locke?
September 1–No Class (APSA Conference) September 4–No Class (Labor Day)
September 6—The Constitution and Its Opponents
U.S. Constitution, (read over Articles I-IV) Brutus, “No. 1” 1787; Centinel, “No. 1,” 1787
Herbert Storing, selection from What the Anti-Federalists Were For
Discussion Questions: What were the main objections to the Constitution? Are they still relevant?
September 8—The Constitution and Its Defense
Federalist Papers, Nos. 10, 14, 51 (last paragraph only of No. 14)
Discussion Questions: To what extent was the “extended republic” of the Constitution an innovation? According to Madison, what problem can only be controlled by a large, diverse republic? Are these concerns relevant to politics today?
- Religion, Religious Minorities, and American Politics
September 11—Puritan Roots
Tocqueville, Democracy in America, 1835, pp. 27-44 Mayflower Compact, 1620
John Winthrop, “On Liberty,” 1645
Discussion Questions: How did the Puritans understand the role of religion in politics? What problems can emerge when religious law is the direct foundation of political law?
September 13—The Founders and Religion
Patrick Henry, “A Bill Establishing a Provision for Teachers of the Christian Religion” James Madison, “Memorial and Remonstrance against Religious Assessments” Thomas Jefferson, Notes on the State of Virginia, Q.17
Jefferson, “Letter to Danbury Baptist’s Association” George Washington, “Letter to Touro Synagogue” Washington, “Letter to Quakers”
Washington, “Thanksgiving Day Proclamation”
Discussion Questions: What was the Founders’ view of the proper relation of religion and politics? What explains the differential treatment of atheists and Quakers, in their view?
September 15—The First Amendment First Amendment to the U.S. Constitution Lee v. Weisman (1992)
Discussion Questions: Does the First Amendment require neutrality between religions or dictate a stance with regard to religion vs. non-religion?
September 18—The First Amendment, Reprised
Kennedy v. Bremerton School District (2022), excerpts
Discussion Questions: How does this case (re)define the religious protections of the First Amendment?
September 20—Guest Lecture
Karen Brinson Bell, Executive Director NC State Board of Elections
September 22–A City Upon A Hill
John Winthrop, “A Model of Christian Charity”, 1630 Ronald Reagan, “Farewell Address,” 1989
Possible additional readings TBD
Discussion Questions: What did Winthrop mean when he referred to Massachusetts Bay as a “city upon a hill”? How have more contemporary politicians adapted the phrase to serve their purposes? Has their usage been consistent with Winthrop’s?
September 25—Religion in the Post-9/11 Era
Bush-Gore Second Presidential Debate, 2000 (excerpts)
“Islam is Peace,” Remarks by George W. Bush, September 2001
George W. Bush Address to Muslims in Aftermath of 9/11 attacks, September 2001
Discussion Questions: What was the political rhetoric around the religion of Islam and Muslims in America in the immediate aftermath of the 9/11 attacks? Did the rhetoric match subsequent government and military actions?
September 27—Religion in the Contemporary US
Obama, Address to the Nation on Keeping the American People Safe, Dec 2015 Trump, Address on Terrorism, Immigration, and National Security, June 2016
*Readings are subject to change and/or be added upon*
Discussion Questions: How much has the political rhetoric towards the Muslim population changed in the US? With the threat of ISIS and the Syrian refugee crisis in recent memory, what stance should politicians take toward religious equality and religious minorities within (and outside) US borders? Do we have a responsibility to be a “city upon a hill?”
- Slavery, Race, and Civil Rights in the US
September 29—Slavery in the Early Republic
***Deadline for Response Paper 1***
Benjamin Franklin, “An Address to the Public from the Pennsylvania Society for Promoting the Abolition of Slavery”
Alexander Hamilton, “Letter to John Jay”
Slavery provisions in the U.S. Constitution: Art. 1 Sec. 2, Clause 3; Art. 1, Sec. 9, Clause 1; Art. 4, Sec. 2, Clause 3(c)
Herbert Storing, “Slavery and the Moral Foundations of the American Republic” (selection) John C. Calhoun, Speech on the Oregon Bill, 1848
Alexander Stephens, “Cornerstone Speech,” 1861
Discussion Questions: What were some of the early plans to advance abolitionism? What status did slavery hold in the Constitution? How did Calhoun and Stephens deal with the claims of the Declaration?
October 2—Lincoln-Douglas Debates
***Pre-Proposal Due by 9:30 AM EST*** Thomas Jefferson, “Letter to John Holmes,” 1820
Abraham Lincoln, “Speech on the Repeal of the Missouri Compromise,” 1854
Lincoln, Selections from first, fifth, sixth, and seventh of the Lincoln-Douglas debates, 1858 Stephen Douglas, Selections from the Lincoln-Douglas debates, 1858
Lincoln, “Speech at Chicago,” 1858
Discussion Questions: What were the different positions of Lincoln and Douglas on the 1850s crisis? Which is closer to Jefferson’s on the Missouri Compromise? What were the dif- ferent views of Lincoln and Douglas on the meaning of the Declaration and the Constitution?
October 4—Emancipation
Lincoln, Emancipation Proclamation, 1863 Abraham Lincoln, “Gettysburg Address,” 1863 Lincoln, Letter to Albert Hodges, April 4, 1864 Abraham Lincoln, Second Inaugural Address, 1865 Thirteenth Amendment
Discussion Questions: To what extent has executive power been the constitutional force that has changed race relations in the United States? What role has the military power facilitated these changes? How did Lincoln’s views on slavery evolve, if at all?
October 6—Slavery and the Constitution
Frederick Douglass, Selections from Narrative of the Life of Frederick Douglass, 1845 William Lloyd Garrison, “On the Constitution and the Union” 1832
Frederick Douglass, “The Constitution of the U.S.: Is It Pro-Slavery or Anti-Slavery?” 1860
Discussion Questions: How did Frederick Douglass view the Declaration and the Consti- tution? How did Douglass’ view of the Constitution differ from that of Garrison?
October 9—No Class (Fall Break)
October 11—Washington-DuBois Divide
Booker T. Washington, “The Atlanta Exposition Address”, 1895
W.E.B. DuBois, Selections from Souls of Black Folk, 1903
Plessy v. Ferguson, 1896
Discussion Questions: How did the views of Washington and DuBois differ on how to achieve racial equality? What are the grounds of Justice Harlan’s dissent in Plessy v. Ferguson?
October 13—King-Malcolm X Divide?
Martin Luther King, Jr., “I Have a Dream” Speech, 1963 Malcolm X, “The Ballot or the Bullet”, 1964
Barack Obama, “Philadelphia Address on Race”, 2008 (skim)
Discussion Questions: How do the views of King and Malcolm X differ on how to ad- vance racial equality? How does Obama’s address draw on elements of King’s tradition and philosophy? Malcolm X’s?
October 16—King’s Legacy
Martin Luther King, Jr., Letter from Birmingham Jail, 1963
Discussion Questions: Is there a tension between the two King speeches we read? Are there biases in how we remember Civil Rights activists like Dr. King?
October 18—Voting Rights, A History
15th amendment
Fannie Lou Hamer, Testimony Before the Credentials Committee, DNC, 1964 Lyndon B. Johnson, Speech Before Congress on Voting Rights, 1965
Shelby v. Holder, 2013
Discussion Questions: In what ways did the US fail to live up to the 15th amendment during the Jim Crow period? Are there still echoes of this today?
October 20—Voting Rights, Today
Blake, “North Carolina Governor Signs Extensive Voter ID”
Liptak and Wines, “Strict NC Voter ID Law Thwarted After Supreme Court Rejects Case” Alexander, The New Jim Crow (excerpts)
Discussion Questions: Has the contemporary US lived up to the promises that LBJ made in the 1960s? How and where do we still fall short? To what extent is the fight for voting rights a fight for our democracy?
October 23—Class Cancelled
***Proposal Due at 9:30 AM EST***
October 25—Race Relations Today: The Reparations Debate
Coates, “The Case for Reparations”, excerpts
Discussion Questions: What are reparations? What is Coates’ argument for reparations?
October 27—Race Relations Today: The Reparations Debate, continued
Stolberg, “At Historic Hearing, House Panel Explores Reparations” Asheville Reparations Resolution
Discussion Questions: What is the state of reparations policy in the US today? In Asheville?
October 30—Catch Up Day
- Women, Women’s Rights, and American Democracy
November 1—The Early Struggle for Suffrage Declaration of Sentiments, Seneca Falls Convention, 1848 Mott, “Discourse on Women,” 1849
Susan B. Anthony, Women’s Right to the Suffrage Speech, 1873
Discussion Questions: To what extent did the the participants at Seneca Falls draw on the American tradition to call for women’s rights? To what extent did they reject the tradi- tion? What were the early arguments for women’s suffrage in the US? To what extent were these early efforts successful?
November 3—“Outsiders” & the Fight for Women’s Suffrage
***Deadline for Response Paper 2***
Sojourner Truth, “Ain’t I a Woman?” speech (both versions), 1851 (and 1863) Staples, “How the Suffrage Movement Betrayed Black Women,” 2018 Frederick Douglass, Speech to the International Council on Women, 1888 Pankhurst, “Freedom or Death,” 1913
Discussion Questions: To what extent was the women’s suffrage movement in the US en- couraged by the political activism of women themselves? Did men play a vital role in the movement? Black men? What place did Black women hold in the movement? To what extent do “outsiders” in US politics band together to agitate for communal rights?
November 6— The Fight and Victory for Suffrage Shaw, “The Fundamental Principle of a Republic,” 1915 Catt, “The Crisis,” 1916 (skim)
Catt, Address to Congress, 1917 (skim)
Woodrow Wilson, Speech on Women’s Suffage, 1918 19th amendment
Discussion Questions: How did women eventually gain the right to vote in the US? What role did the states, the president, and Congress play in the process? Who was excluded?
November 8 & 10— The Equal Rights Amendment
Equal Rights Amendment
Betty Friedan, The Feminine Mystique (excerpts) Chisholm, “For the Equal Rights Amendment,” 1970
Phyllis Schafly, “What’s Wrong with Equal Rights for Women?,” 1972
Discussion Questions: What was the equal rights amendment, and why was it so con- troversial, especially among women themselves? Why did the amendment fail?
November 13— The Debate over Birth Control
***Annotated Bibliography due via Moodle at 9:30 AM EST*** Sanger, “The Morality of Birth Control,” 1921
Sanger, Russell, and Shaw vs Roosevelt, Debate on Birth Control, excerpts, 1921
Discussion Questions: To what extent has the woman’s body become politicized in the United States? Is/was the debate really about reproduction or about something else?
November 15— The Debate over Abortion I
Planned Parenthood v. Casey Roe v. Wade
Discussion Questions: Is there a right to privacy protected in the Constitution? Why is abortion one of the hot button political issues still today?
November 17— The Debate over Abortion II
Hubbard, “45 States Have Enacted Abortion-Related Laws in Recent Years”
Dobbs v. Jackson Women’s Health Organization (2022), excerpts
Discussion Questions: How has the idea of a fundamental right to abortion changed in the US? What does this mean for women’s rights generally in the US?
November 20— Women and Human Rights
***Deadline for Response Paper 3***
Roosevelt, “The Struggle for Human Rights,” 1948
Hillary Clinton, Speech at the UN 4th World Conference on Women, 1995 “Hillary Clinton’s Beijing Speech Resonates 20 Years Later” (NYT) Kamala Harris, Remarks to Commission on the Status of Women, 2021
Discussion Questions: To what extent can and should the struggle for women’s rights be seen as a wider struggle for human rights and civil rights? Are women’s rights a human rights issue?
November 22-24—Thanksgiving Break (No Class)
***Reading for Presentation due Nov. 24th by 12:00 PM EST***
November 27-December 4— Class Presentations December 4—Wrapping Up
(Finish presentations)
MLK Jr., “Remaining Awake Through a Great Revolution,” 1959 Toqueville, Democracy in America, 1835, V. 2, Part 4, Ch. 6
***Final Paper due Monday, Dec. 11th by 10:30 AM via Moodle***