PS 118 Introduction to Political Science Winter 2005, SVSU

Professor: Erik Trump

Office: Brown 354

Office Hours: MW 1:30-2:20, R 1:30-2:20; and by appointment.

Phone: 989-964-6087

E-mail: ekt at svsu.edu

Web site: www.svsu.edu/~ekt

REQUIRED TEXTS

(You may be able find inexpensive used copies of these books at www.amazon.com.)

Ä Sophocles, Three Theban Plays. Translation by Robert Fagles. (Penguin, New York: 2000). ISBN# 0140444254.

Ä Ellen Grigsby, Analyzing Politics: An Introduction to Political Science, third edition (Belmont, CA: Wadsworth, 2005). (You may use an earlier edition, but the page numbers will not match those in the syllabus.)

Ä Additional short readings will be on reserve at the library's circulation desk (just ask for reserve readings for PS118) and/or on the blackboard site for the class. Many of these readings are also available over the internet (addresses indicated in the syllabus). Bring these readings on their assigned dates; I will do spot checks to make sure that you have them. We will view several short videos in class.

COURSE DESCRIPTION

This course begins with the assumption that the study of politics means examining the ideas, interests, and expectations people bring to making collective decisions, and the obstacles they meet in their efforts to forge a common life that will be good for more than a few. Thus the course focuses on the tensions between our private and public lives, or put another way, between self and society. A little reflection suggests that as much as we value our private lives, we also live in a larger, public community. What are the continuities and tensions between these two spheres? How do we value each? Why? Are our private and public responsibilities different? How do we think we should live? In short, how do we make sense of our lives? Through the study of political theory, ideology, and political science methods, we will learn to identify and analyze the political dimensions of our lived experience.

As a communication-intensive, general education course, PS118 will train students to understand a range of methods for interpreting political phenomena, to analyze the political dimensions of how our communities are organized, and to express their critical thinking in written and oral form. At its core, the purpose of this course is to invite students to think critically and logically about the ways people organize their societies and governments.

LEARNING OBJECTIVES

Ä Become familiar with the theories of several classic political philosophers.

Ä Become familiar with modern political ideologies.

Ä Understand how and why American political institutions and culture differ from those of other democracies.

Ä Become familiar with various methods of studying politics.

Ä Practice thinking critically about each of the above in relation to historical events, peopleπs actions, popular attitudes, and texts of various kinds.

Ä Gain experience in reading, discussing, and writing about academic texts that analyze political phenomena.

Ä Develop the following writing skills: summary, analysis, synthesis, documentation, and editing.

Ä Refine oral communication skills.

COURSE REQUIREMENTS

Ä Weekly reading assignments.

Ä Two papers and one in-class essay style final exam.

Ä Seven homework assignments (credit/no credit).

Ä Participation in class discussions.

Ä Regular and on-time attendance.

GRADING POLICY

Each aspect of your work for the course (papers, class participation, etc.) will receive a letter grade. Each grade will be converted to a numerical value, multiplied by the appropriate percentage, and added to your other grades to arrive at a final grade.

A (94-100) B (83-86) C (73-76) D (63-66)

A- (90-93) B- (80-82) C- (70-72) D- (60-62)

B+ (87-89) C+ (77-79) D+ (67-69) F (0-59)

PAPERS/EXAM (75% of your final grade):

Ä Paper one: an analysis of Antigone informed by political theory (25%).

Ä Paper two: a comparison of ideological responses to a political issue (25%).

Ä Final Exam: an in-class essay style exam that will focus largely on the final unit of the course, but that will include some reference to earlier concepts as well. (25%).

HOMEWORK (15% of your final grade):

Homework assignments are designed to prepare you for discussions and papers. Homework must be typed. If you complete seven assignments (two from each unit, plus a final assessment essay) satisfactorily and on time, you will receive at least a B for your homework grade; above-average work will earn you a higher grade. Each missed homework assignment will drop your grade five percentage points (e.g., 6 completed homework assignments would give you a 75%/C). To receive full credit, your response must integrate a quotation from the assigned reading(s). Work that appears hasty (e.g., not proofread), superficial, copied, or severely flawed will receive partial or no credit. No late work will be accepted without prior approval.

As you will see, the homework assignments generally have no ≥right≤ or ≥wrong≤ answer. Most ask you to practice a skill (summary, integrating quotations, etc.) that will be needed for a formal graded paper. To get the most out of these short writing assignments, you should strive to gather, focus, and organize your ideas before you commit them to paper; the result should be carefully organized and proofread, not random, undeveloped notes. Your response should demonstrate that you actually read the assigned material -- "off-the-cuff" responses will receive no credit. Length? 250-500 words.

Throughout the semester I will share anonymous writing samples with the class in teaching demonstrations of effective writing and revision techniques.

CLASS PARTICIPATION (10% of your final grade):

Expect frequent class discussions, short in-class writing exercises, and occasional small group work. For an A, you must participate frequently and in a meaningful way, demonstrating that you have read the assigned material. For a B, you must make fairly regular contributions to discussions. For a C, you should be attentive, on time, and make occasional contributions to discussions. Asking questions is a highly valued form of participation. A pattern of socializing, arriving late, sleeping, or leaving early will prevent you from earning more than 5 points here (an F).

Each of you will be responsible (with a small group) for playing a leading role in at least one class discussion.

Absences: you get two ≥free≤ absences. Any unexcused absence after the first two will cost you a point off your total grade (out of 100 possible points). Notes from a doctor or university official constitute accepted excuses.

Late Papers: Late papers will result in up to a one-grade drop (A- to B-). After one week, a late paper can get no better than a C. If I allow you to rewrite a "D" or "F" paper, the best grade that it can receive is a "C."

Lost Papers: Keep copies of your work. If you use a computer, save your work often.

Plagiarism: All of your work for this course should be your own. Plagiarism (the attempt to represent the work of another as your own) will be grounds for failure. Note that plagiarism includes using phrases or sentences from a published work without putting that material in quotation marks and documenting the source.

A NOTE ON READING

Write in your books -- underline key points, make summary or response notes in the margins, record your questions, and define unfamiliar words. These strategies will help you understand, remember, discuss, and write about what you read. I find that students who tell me they don't understand the reading usually have made no marks in their books.

DOCUMENTING SOURCES

Whenever you quote, paraphrase, or summarize an idea from one of our books or articles, you will need to document that source in MLA style. The Writing Center has handouts on MLA documentation style, or you can access their guides at: http://www.svsu.edu/writingcenter/resources.htm.

WRITING RESOURCES

The best ideas go unheard if they are not communicated effectively. Writing is one of the more difficult forms of communication, largely because the reader cannot ask questions. I am always happy to read a draft of your paper. The Writing Center (SE135, phone 964-6061) is also a valuable and friendly resource for those seeking an experienced and objective reader. In addition to offering one-on-one feedback on your papers, the Center has a number of handouts on selected writing topics, including MLA style. Online access at: http://www.svsu.edu/writingcenter/index.html

For a description of the Political Science departmentπs writing standards, please see its Writing Guidelines at http://www.svsu.edu/catalog/ugradprog/PSWritingGuidelines.html. I have posted a series of topic-specific writing guides at my website: www.svsu.edu/~ekt.

PAPER FORMAT (Read this before you turn in your first paper!)

Papers should be typed, double spaced, with 1 inch margins, on white paper. Use a standard (i.e., no italics) 10 or 12 point font (around 15 words per line). Do not put extra spaces between paragraphs. The cover page should include your name, the date, and the course number (PS 118); please do not put your name on any page other than the cover page. Put a paper title at the top of the first page of text, number each page, and end with a word count. Use MLA documentation style. No binders, please.

MISCELLANEOUS

Ä Please feel free to visit me during my office hours or schedule appointments for other times. If you are prevented from attending class or completing assignments for a period of time, contact me immediately so that we can get you through that period without negatively affecting your progress in the class.

Ä You are entitled to a free SVSU computer account that includes dial-in access to the internet. For information, call 989-964-4225, visit Wickes 264, or look at http://www.svsu.edu/microtech/dialin.html

Ä Students with disabilities that may restrict their full participation in course activities are encouraged to meet with me or contact the SVSU Office of Disability Services, W 145, for assistance.

Ä For further information about the Political Science department, please visit its homepage at http://www.svsu.edu/polisci/.

SCHEDULE

This schedule gives you the dates on which papers and reading assignments are due. Complete these assignments before coming to class. Reading assignments are from Antigone (in Three Theban Plays), Analyzing Politics (Grigsby), or library reserve/internet. Library reserve readings are not always cataloged under exactly the same titles/authors listed here. I recommend that you use the active links on my internet version of this syllabus to access the online readings.

Any changes to the syllabus will be announced in class. You are responsible for keeping up-to-date on changes.

I have included discussion questions for most meeting dates. You should be prepared to discuss these questions, but you do not need to write out your responses. I encourage you to come with your own questions or ideas for discussion.

PART ONE: The Social Contract

In this unit we will study a play (Antigone) in which a young woman refuses to obey a law that she considers to be unjust. Her actions raise important questions about the nature of the social contract. Our analysis of the play will be informed by several key concepts in political science, as well as by the work of several political theorists who make arguments about ethical questions related to the purpose of the state, the nature of unjust laws, the legitimate and effective uses of power, and the rights of citizens to disobey their governments.

Learning objectives: Think critically about the social contract. Understand and apply several key political science concepts. Become familiar with the works of several important political theorists. Consider the impact of culture on political values. Learn to read critically. Practice the skills of summary, analysis, and synthesis; more specifically, practice the effective selection and integration of quotations as evidence, learn how to use MLA documentation style, practice the construction of thesis-driven arguments, write for specific audiences, and refine editing skills.

1/10 Introduction.

In class: I will distribute a copy of Martin Luther King's "Just and Unjust Laws." We will hear a guest presentation on the topic of nonviolence in revolutions.

1/12 Antigone: The Play.

Readings: Sophocles, Antigone (in Three Theban Plays); you may find the editorπs introduction helpful.

In class we will view a video performance of Antigone.

Blackboard: please visit the Blackboard site and change your email address, if necessary.

1/17 States and Sovereignty

Readings: Sophocles, Antigone (in Three Theban Plays);Grigsby, "Key Concepts in Political Science" ≠ states and sovereignty (51-53, 57-58).

1/19 Just Laws.

Readings: Sophocles, Antigone (in Three Theban Plays); Grigsby, ≥Introduction≤ (1-7), and ≥Political Theory≤ (68-71); Martin Luther King, "Just and Unjust Laws" (handout from first class/also on reserve); ≥[Henry David] Thoreauπs Civil Disobedience≤ http://www.san.beck.org/WP16-Thoreau.html.

Homework: Did Antigone have the right to break Creonπs edict? Why or why not? Support your answer with quotations from King and Thoreau, and from the play. Refer to the writing guide on my website for details on how to cite quotations.

Discussion: What was Creon's edict? Why did Creon think that it was a fair law? Why did Antigone feel compelled to break it? Why didn't her sister, Ismene, support her? How can we determine whether a law is just or unjust? Are we justified in not following certain laws? How does King define an unjust law? Do you agree with his definition? Why or why not? Do King and Thoreau provide adequate guidelines for answering the above questions? Why do you follow the laws? Why do laws even exist? Could we live happily without laws? Without some laws? Which ones? Did Platoπs allegory of the cave (Grigsby, pp. 69-71) affect the way you think about these questions? How?

1/24 Citizen Participation

Today we will meet at the Performing Arts Theatre (Curtiss Hall) for a special guest lecture by Sidney Verba and Kay Schlozman. Attendance is required. Take notes during the lecture and turn in to me as you leave (I will be near the back).

1/26 Antigone and the Social Contract: "No one will ever convict me for a traitor."

Readings: Jean-Jacques Rousseau, The Social Contract, Book I -- chapters 6, 7, 8, Book II -- chapter 5. (http://www.constitution.org/jjr/socon.htm); Grigsby, "Key Concepts in Political Science" ≠ states and sovereignty (51-53, 57-58).

For background on Rousseau (including a summary of the Social Contract) see the Internet Encyclopedia of Philosophy, ≥Social Contract≤ (http://www.utm.edu/research/iep/s/soc-cont.htm) and the Modern History Sourcebook, ≥Rousseau, The Social Contract≤ (http://www.fordham.edu/halsall/mod/Rousseau-soccon.html).

Discussion: What is a social contract? What does Rousseau mean by a ≥traitor≤? Do any of Rousseau's ideas about the social contract justify Creon's edict or behavior? Why or why not? Is Antigone breaking a social contract? Is she a traitor to the state? If you were Antigone, would you disobey Creon's decree? Why or why not? Would Antigone's behavior be supported in the United States today?

1/31 Power and the State.

Readings: Grigsby, "Key Concepts in Political Science" ≠ power (36-51). Plato, The Republic, Book I, 338c ≠ 342e.

Homework: Grigsby describes several types of power. Identify one kind of power that Antigone uses (or two that she blends). Begin by summarizing Grigsbyπs definition of that particular power; try to avoid quotations in this summary. Then, identify a moment(s) in the play (give line numbers) when Antigone exercises that kind of power and explain why you think her action fits Grigsby's definition.

Discussion: What, exactly, did Creon hope to achieve through his use of power? When, if ever, is "force" an ethical form of power? When, if ever, should citizens use force to further political goals? Should unjust laws be resisted by force? In general, are citizens in non-democracies totally without power? Why or why not? Why does Socrates reject Thrasymachusπs argument that ≥Justice is nothing but the advantage of the stronger≤?

2/2 Effective Political Leadership

Readings: Grigsby, "Political Theory: Examining the Ethical Foundations of Politics" (69-73, 79-81); Niccolo Machiavelli, The Prince, chapters 17, 18, 19 (the first few paragraphs), and 25 (http://www.constitution.org/mac/prince00.htm).

For background on Machiavelli and a short discussion of The Prince, see http://www.utm.edu/research/iep/m/machiave.htm

Discussion: What kind of leader did Creon hope to be? What are his stated leadership principles (lines 180-235). Do Creonπs stated principles conform to Machiavelliπs guidelines for effective political leadership? Do his actions? Are Creon's decree and his principles consistent with any of the theories of legitimate political power that Grigsby describes?

2/7 The Paradox of Tyranny

Readings: John Locke, The Second Treatise of Government, chapter 18 -- "Of Tyranny" http://www.library.adelaide.edu.au/etext/l/l81s/.

For background on Locke and his works, see http://www.utm.edu/research/iep/l/locke.htm

Homework: Do any of the characters accuse Creon of being a tyrant, and is this accusation fair? Carefully develop your answer with summary and quotations from Locke and the play.

Discussion: How does Locke define tyranny? What is the difference between absolute rule and tyranny? Why is a king not necessarily a tyrant? Is Creon a tyrant? Does it appear that Creon feels ≥forced≤ to act in a tyrannical manner?

2/9 First paper due.

Paper Due: Bring your Antigone paper to class. It will be considered late if I receive it after class.

PART TWO: Political Ideologies

In this unit we will examine several modern political ideologies, striving to understand each as well as think critically about its implications for public policy. As we will see, each ideology represents different views of the purpose of government, the nature of human beings, and the practical meaning of freedom and equality. Each imagines a fundamentally different future and proposes fundamentally different ways to achieve that future. In class and in your paper, we will examine real conflicts between modern political ideologies. This is a unit where we should try to cultivate friendly debate and disagreement.

Learning objectives: Become familiar with several modern political ideologies. Be able to identify and articulate the values and beliefs that underlie each ideology. Be able to compare ideologies. Consider the effects of culture on ideology. Examine the ideology ≥hidden≤ in political symbols. Use the computer to locate appropriate supplementary sources for the unit; develop a system for evaluating sources; document electronic sources in MLA style. Write a researched paper that demonstrates critical thought about how an issue may appear to people with different political ideologies. Practice various ways of communicating (leading discussion, preparing short handouts) in a public forum.

Each student will need to sign up to be part of a group that will lead discussion for an assigned ideology. Discussion leaders will have two responsibilities: first, they will need to do the assigned readings and distribute their comments and discussion questions to the rest of the class via Blackboard at least 24 hours before class; second, they will need to play an active role in initiating and sustaining class discussion. Failing to participate in both aspects of leadership role will limit your overall participation grade for the course to no higher than a C.

2/14 Introduction: Human Nature .

In class: I will provide several popular culture texts that offer ideas about human nature. We will use these to begin our exploration of political ideology. I encourage you to come to class with examples of how human nature (e.g., are people good or bad, what motivates people?) is presented in popular music/media.

Sign up to lead discussions for this unit.

2/16 Freedom.

In class: I will provide several popular culture texts that offer ideas about freedom. We will use these to continue our introductory exploration of political ideology. I encourage you to come to class with examples of how freedom is presented in popular music/media.

2/21 Liberalism.

Readings: Grigsby, "Liberalism" (91-101); Libertarian Party (http://www.lp.org); 2004 Democratic Party Platform (http://www.democrats.org/about/platform1.html). Browse the web sites to get a sense of how these two kinds of liberalism differ. Warning: the Democratic Party Platform is long -- you probably do not want to print it. Focus on each partyπs position on ≥education.≤ The LP Education policy is described in the ≥comprehensive platform≤ link.

Homework: In what ways is the Libertarian Party's position on education "classic" liberalism, and in what ways does the Democratic Party's position represent "modern" liberalism?

Discussion: What is the difference between a classical and modern liberal? How are those differences translated into positions on government policy?

2/23 Conservatism, Morality, and Government

Readings: Grigsby, "Should States Try to Help Us Be Ethical?" (84-88); Grigsby, "Conservatism" (96-103); Joseph Lieberman, "Why Parents Hate TV" (http://www.policyreview.org/may96/lieber.html); Robert H. Bork, "The Collapse of Popular Culture and the Case for Censorship" (library reserve).

Recommended: To learn more about conservative views on many issues, visit ≥The Eagle Forum≤ (http://www.eagleforum.org/) and browse some of the Forumπs policy positions under ≥Quick Topics.≤ Another good site is The Heritage Foundation (http://www.heritage.org). You may also want to look at some of the other conservative web sites listed at the end of Grigsbyπs chapter. For more background on John Stuart Mill and his works (discussed in Grigsby), see http://www.utm.edu/research/iep/m/milljs.htm

Discussion: What is "conservative" about each author's position. Be sure to distinguish between classical liberal conservatism and traditional conservatism. Are some of Lieberman's ideas liberal? How tolerant should states be of ideas and behavior that a large portion of the population may find immoral? In our first unit, we studied King's definition of unjust laws, a definition that used the term "moral" quite freely. Does King's definition seem to support laws that would censor "immoral" speech or art? What do you think about Bork's claim that a democracy depends upon "virtuous" citizens (131)? How does one's ideology affect how one perceives the relative danger of "immoral" speech?

2/23 Feminism

Readings: Grigsby, "Feminism" (135-44); Phyllis Schlafly, "The Power of the Positive Woman" (library reserve); National Organization of Women, ≥Statement of Purpose≤ (http://history.hanover.edu/courses/excerpts/111now.html). Rent and view Charlieπs Angels.

Recommended: If you want to read more about this topic, you can find an extended excerpt of Mary Wollstencraft's "A Vindication of the Rights of Woman" at http://www3.baylor.edu/BIC/WCIII/Essays/rights_of_woman.html.

Homework: Is Charlieπs Angels a feminist film? To develop your answer, identify and analyze two scenes from the film that seem to support or refute the notion that it promotes a feminist ideology. For each scene, provide quotations from Grigsby and NOW to support your interpretation.

Discussion: In what ways is feminism "liberal"? Why are conservatives such as Schlafly opposed to many feminist goals? (Note: Schlafly is not a feminist.)

Spring Break

3/7 Fascism.

Readings: Grigsby, "Fascism" (120-33); Benito Mussolini, ≥What is Fascism?≤ (http://www.fordham.edu/halsall/mod/mussolini-fascism.html). Anne OπHare McCormick, ≥Homemaking Under Hitler≤ (library reserve). Adolf Hitler, ≥On Feminism≤ (library reserve).

Discussion: In what ways are the family-related government programs described in "Homemaking Under Hitler" fascist, and how are they connected to Hitlerπs anti-feminism? Why might fascism appeal to people who would otherwise consider themselves liberal or conservative? How does fascism compare to liberalism and conservatism? Do these ideologies have anything in common? Why are traditional conservative politicians and policies sometimes accused of being "fascist"? Why are modern liberal politicians and policies also accused of being "fascist" (see, for example, Schlafly's "Eagle Forum" site)? Why are feminists sometimes called ≥Feminazis≤? Are these accusations fair, or do they distort the actual meaning of fascism?

3/9 Environmentalism

Readings: Grigsby, ≥Environmentalism≤ (144-50): Jason Tanz, ≥Making Tracks, Making Enemies≤ (New York Times, Jan. 2, 2004, p. D4) -- You can access this article through our libraryπs electronic databases or make a hard copy from the reserve readings for our course; Sierra Clubπs position on off-road vehicles: http://www.sierraclub.org/wildlands/orv/index.asp

Homework: Who would view the Sierra Clubπs position on off-road-vehicles more positively, classical liberals, modern liberals, or traditional conservatives? Why? (review each groupπs likely position.)

3/14 Charting the Ideologies.

In class: we will review the various political ideologies in comparison.

3/16 Introduction to Unit three

PART THREE: Are Americans "Unusual"?

In this final unit, we will examine American political culture, identifying its central characteristics and comparing it to other democracies. In addition to looking at historical and contemporary texts related to American political culture, we will explore empirical evidence of Americansπ political beliefs and behaviors.

Learning objectives: Identify key ways in which American democratic culture and institutions differ from those of other democracies. Identify central ≥myths≤ of American political culture. Consider multiple methods for analyzing political culture. Use the above to critically examine arguments about American political culture. Locate survey data research and learn to write about it.

3/21 American Political Culture: Introduction.

Paper Due: Ideologies paper is due in class.

In class I will introduce our next unit, and we will view the film Mr. Smith Goes to Washington (weπll see the conclusion on 3/24). This movie will serve as a "touchstone" for the entire unit, so it is important that you do not miss this viewing.

3/23 Conclusion of Mr. Smith Goes to Washington.

3/28 Formulating Questions About American Political Culture

Readings: Grigsby, ≥Political Science and Scientific Methods in Studying Politics≤ (8-34).

Homework: Think about Mr. Smith Goes to Washington and pose a question about Americaπs political culture that the film raises for you. Then use one of the research methodologies described by Grigsby to propose a plan for investigating your question.

3/30 American Democracy in Comparison.

Readings: Grigsby, ≥Comparative Politics I (Democracy)≤ (154-73); Grigsby, chapter 10, ≥Comparative Politics III≤ (215-31).

Discussion: Grigsby identifies 5 central components of democracy. How well do you think America is doing on each? Which components do Americans seem to value the most?

4/4 The American Political System in Comparison

Readings: Grigsby, ≥Comparative Politics III≤ (220-38).

Discussion: Is there anything about our form of democratic government that may make it "work" in ways that make us unhappy? In other words, is the structure of our government, rather than just "bad" politicians, responsible for the kinds of problems we complain about? Who, for example, can we hold responsible for any given government action?

4/6 The Individual vs. the Government: American Heroes.

Readings: Robert Ray, "The Thematic Paradigm" (reserve or http://xroads.virginia.edu/~DRBR/robray.txt); Alexis de Tocqueville, "Of Individualism in Democratic Countries," Vol. II, Section 2 (library reserve or available at http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html).

Homework: Does Ray's argument about the kinds of heroes we like fit with the kind of democracy that we have, both in terms of the components Grigsby describes (Chapter 8) and the way that our government is structured (Chapter 10)?

Discussion: You will notice that Ray uses outdated examples to illustrate his argument. Think of more recent films that fit his paradigm. Who are some of the more popular contemporary movie heroes? How is our government (and its officials) portrayed in many movies? In what ways have movies shaped your views of government? Do the characters in Mr. Smith Goes to Washington fit Rayπs thesis? Do Americans glorify the individual and extol the virtues of competition at the expense of the community and of equality?

4/11 Equality of Opportunity

Readings: Grigsby, "Should States Promote Equality?" (75-81); "Promotion of the Fittest" (reserve); Kurt Vonnegut, "Harrison Bergeron" (reserve); my notes on equality of opportunity (handout).

Discussion: Do you agree with the argument in "Promotion of the Fittest"? Base your position on the version of equality that you think states should promote. What is the place of equality and opportunity in American political culture? Can you think of ways that our culture treats economic and educational success as a "race" or a "sporting event"? Do you feel that you have had any particular advantages or disadvantages in the "race of life"?

4/13 Survey Data and the Study of American Political Culture

Readings: Review Grigsby, ≥Political Science and Scientific Methods in Studying Politics≤ (19-23).

In class we will visit a computer lab and learn how to locate, read, and write about survey data.

4/18 Getting Involved: Americans and Participation.

Readings: Toqueville, "That Americans Combat the Effects of Individualism by Free Institutions" and "Of the Use Which the Americans Make of Public Associations in Civil Life,≤ both in Vol. II, section 2 of Democracy in America (reserve or http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html); Ayn Rand Institute (www.aynrand.org) -- search for articles on "volunteerism" or ≥servitude≤ to read about the Instituteπs position on young people and volunteerism and its reaction to Bill Clintonπs "Volunteerism Summit" (a reserve reading article).

Homework: What, in your view, would be the best way for public schools to train students how to be ≥good≤ citizens? (you may want to review Grigsby, pp. 165-68)

Discussion: What, in your view, would be the best way for public schools to train students how to be ≥good≤ citizens? To what extent do you think citizenship implies some kind of obligation to provide service to others in the community? Is Tocqueville correct in his observation that people become better citizens when they join associations with other people? Does Putnam's research support this view? Should schools make community service a condition of graduation? Might there be a link between people's unwillingness to work together with other citizens and their distrust of government? The Ayn Rand Institute claims that volunteerism is un-American. How might Toqueville be used to argue against this claim? How do Kay Schlozman and Sidney Verbaπs finding affect this debate?

4/20 Wrap up and exam review.

Homework: Complete the assessment assignment distributed earlier. Remember that this homework assignment is require. .

In Class: we will discuss your assessment essay, review for the exam, and practice techniques for writing in-class essays.

4/25 In-class final exam.