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SYLLABUS

American Political Experience

Author:Jesse Covington
Course Length: 15 weeks
Credits: 3

Course Description

Welcome to the American Political Experience! This course offers an in-depth introduction to some of the central features of American political theory. While deeply rooted in the political history of the United States, this course proceeds thematically rather than chronologically. The political writings of the American Founding play a central role in this inquiry, as do writings related to the re-founding period following the Civil War. The course emphasizes the pressing and unresolved dilemmas of American federalism and the relationship between religion and politics in America. Throughout, the course focuses on the import of historical thought for contemporary politics.


Goals

  • To familiarize students with some of the major thinkers, works, and movements of American political theory, including the thought of the Federalists, the Anti-Federalists, Alexis de Tocqueville, and Abraham Lincoln, among many others.
  • To orient students to how American political thinkers have addressed core concepts of political theory, including liberty, law, constitutionalism, equality, human nature, happiness, virtue/morality, citizenship, religion, and others.
  • To engage students in the perennial problems driving American political thought, including questions of federalism and states rights, democracy and rights, the role of religion in American politics, civic virtue and liberty, etc.
  • To help students understand historical American thought in ways that clarify and contextualize modern American politics. Ideally, the course should cultivate good citizenship both in the sense of knowing one’s political context and in the sense of critically analyzing that context in a knowledgeable and thoughtful manner that is informed by students’ deepest commitments.
  • To cultivate students’ abilities to critically engage primary texts, to participate and contribute to the shared inquiry of theoretical dialogue, and to write clearly, concisely, and analytically.

Required Texts:

  1. Classics of American Political and Constitutional Thought Volume 1: Origins through the Civil War. Edited by Scott J. Hammond, Kevin R. Hardwick, and Howard L. Lubert. Hackett Publishing Company, 2007.
  2. Classics of American Political and Constitutional Thought Volume 2: Reconstruction to the Present. Edited by Scott J. Hammond, Kevin R. Hardwick, and Howard L. Lubert. Hackett Publishing Company, 2007.
  3. Storing, Herbert. What the Anti-Federalists Were For. University of Chicago Press. 1981
  4. Additional reading assignments will be posted on Eureka or distributed as handouts. Always bring your texts to class with you; we will reference the text frequently in discussion.
Format
  • This is a seminar, not a lecture course. This means that you—the students—will bear great responsibility for our class sessions together. Thoughtful and informed discussion will form the basis of each class period. This means several things. First, it means that I will not lecture, save for when a few organizing comments will be helpful in orienting the class’ approach to a given topic. Instead, I will help to facilitate a discussion primarily led by you, the students.
  • An informed discussion requires thorough preparation by each member. Without a firm grasp of the assigned reading, class sessions will quickly degenerate either to uninformed opinion-sharing or efforts to simply recount what the reading contained. However, with a command of the reading materials and thoughtful consideration of them prior to class sessions, our meetings can be thought-provoking times for synthetic, creative, analytical and evaluative thought. Excellent preparation does not mean you will have no more questions about the text. It means instead that you have read, digested, and wrestled with the texts prior to class, and have identified some good questions to ask about the texts. I consider a cardinal student virtue to be the asking of probing, challenging and thought-provoking questions that lead the whole class to a better understanding of course material.
  • We will structure each class meeting as two periods divided by a 15 minute break. We will treat each period as a separate session involving different readings and discussion topics.
  • To facilitate the seminar format, each student will sign up to lead class discussion twice over the course of the semester. Each class session will have two students assigned to lead discussion, a primary and a secondary leader. Each will write a short paper on the readings prior to class. In addition, both leaders will identify 3-5 analytical questions that suggest fruitful lines of inquiry for class discussion. The primary leader will offer a brief (5-10 minute) summary of the readings at the beginning of the class period, and the secondary leader, having thought carefully about the analytical questions (both his/her own and those posed by the primary leader), will frame these questions and lead the class in discussion based on them.

Academic Integrity

  • Each student is expected to maintain honesty in his or her communication and conduct and to submit his or her own work in every context associated with the course, be it papers, examinations, or anything else. Among other things, this means that plagiarism is absolutely prohibited. “Plagiarism” refers to the practice of submitting the work or thinking of someone else as if it is one’s own. This can be as extensive as submitting an entire paper written by someone else, or as little as using an idea without giving credit to its source. Using quotations and interacting with the ideas of others is expected in student writing, but must be rigorously documented by citation and quotation marks (where appropriate). *Paraphrasing does not make someone else’s work yours—the ideas must be cited, even if the words are different. When in doubt, always err on the side of caution by citing your sources. Be particularly careful in your use of the Internet. If you use a website to help you on an assignment in any way, be sure to cite it. (There will be times when I indicate that the Internet should not be used at all on an assignment.)
  • You are responsible for knowing Westmont’s plagiarism policy, listed at the web address below [www.westmont.edu/_academics/pages/provost/curriculum/plagiarism]. If you have questions about it, be sure to ask me.
  • In cases of inappropriately shared material within the class (e.g., copying test answers, papers, etc.), the student whose work is being copied will be held liable as well.
  • Failure to maintain academic integrity constitutes both stealing and lying (see Exodus 20:15-16). It violates the policies of Westmont College and is a breach of trust that damages your relationship with me and your relationships with your fellow students. A violation of academic integrity is reported to the administration and will result in serious disciplinary consequences. Don’t do it.
Classroom Policies
  • Turn cellular telephones off. If your phone rings during class, I reserve the right to answer it.
  • Please come to class properly attired. We will engage in serious intellectual dialogue, so please dress as someone who wishes to be taken seriously.
  • Avoid anything that tends to distract you or others from full participation. Examples include arriving late, noisy snacks, private conversations during class, text-messaging, surfing the internet, etc.
Miscellaneous Policies
  • References: From time to time, students ask me to complete reference forms or letters of recommendation for them. I am happy to do these. In order to write the best possible recommendation, I will need at least two weeks notice prior to the deadline. Also, I will ask you for more information and will usually ask to meet with you outside of class to discuss the program or position for which you are applying.
Requirements
  • Preparation, Participation, and Attendance—15%
  1. Attendance: Completing the readings and showing up for class are absolutely essential for this course. Given the discursive nature of the seminar and the fact that each individual class session constitutes an entire week of class material, please attend every class. I will take attendance at each session. In a situation of real necessity cleared with me prior to class (e-mail is best for this), I will grant one excused absence during the semester. Other absences (e.g. non-excused or a second absence after an excused one) will each result in a significant reduction of the attendance portion of your grade. If you have an extraordinary situation that arises, please meet with me. NOTE: in the rare occurrence that a student misses a 4th class, this will result in a failing grade in the course.
  2. Preparation: Full preparation for class entails reading all of the assigned texts, taking reading notes on the texts, and thoughtfully considering their content. I reserve the right to evaluate preparation in a number of ways. In allotting time to prepare for a given class session, remember that we meet once per week, so each session entails a full week’s worth of material.
  3. Participation: As noted above, class participation is key in a seminar of this kind. Full engagement with the class in dialogue is essential to your own learning and that of your peers. I expect each member of the class to participate in a way that is helpful to the whole class. For those who are not outspoken, this may mean only several insightful questions or comments per class. Others may participate far more, but are encouraged to take responsible care in doing so, ensuring that they speak in ways that help others learn and help others participate as well. As noted above in the “Format” section, each student will have two opportunities to lead class discussion.
  • Short Papers and Class Leadership—10%
  1. Each student will write two short papers during the semester, one for each of the two class periods for which they are signed up to lead. These papers will help students learn to read philosophical and historical texts with comprehension, distilling their content and subjecting it to critical scrutiny. The first half of each paper (1.5 pages) should summarize the most important ideas in the reading for that class period. The second half should engage the readings critically and analytically. Each student should also append 3-5 probing questions about the day’s reading. These will serve as the basis for class discussion. These papers should be e-mailed to all members of the class by 12:00 noon on the Monday prior to class and are considered required reading for all.
  2. I will distribute and review a handout giving further guidelines for the short papers. These papers are due at the beginning of class and should be about three pages long (word count 800-1000—this maximum is absolute). Please use double-spacing with 1-inch margins and a 12-point font. Your name should be on every page. The first page should also include the date of submission, and a word-count. These papers cannot be turned in late.
  • Midterm Examination—20% This will be a take-home essay examination.
  • Final Examination—25%
  • Research Paper—30%
    • This will be a 12-15 page paper in which you explore a particular problem of your choosing. I will distribute a handout describing the requirements for this in more detail.

Schedule

(NOTE: This is a tentative outline of the reading assignments, subject to revision throughout the semester.)

  • Day 1: Course Introductions, Philosophical Foundations
    • Introductions; Regime Types
      • Aristotle Politics (Book III, Ch. 6-13) 10
      • Montesquieu Spirit of the Laws (112-117)
    • Tocqueville—American Distinctives; Syllabus Review
      • Alexis de Tocqueville, Democracy in America (excerpts) 29
  • Day 2: Justifications for Revolution; The Nature of the Union
    • Philosophical Foundations for Revolution (33)
      • James Otis:
        • “Against Writs of Assistance” (151-153)
        • “The Rights of the British Colonies Asserted and Proved” (154-159)
      • Thomas Jefferson: “A Summary View of the Rights of British America” (249-257)
      • Thomas Paine: “Common Sense” (267-280)
    • Founding Documents; Shaking Documents
      • Locke on the Natural Rights, Property, Social Compact, Right of Rebellion (50-71)
      • Declaration of Independence (xvii-xviii)-2
      • Federalist #22 (474-478)
      • South Carolina Declaration of Secession (web)
      • Abraham Lincoln: “Fragments on Government” (1046), “First Inaugural Address” (1085-1089), “Letter to Horace Greeley” (1102-1103).
  • Day 3: Religion and Politics
    • Religion and Liberty (31)
      • “The Mayflower Compact” (7-8)
      • “The Maryland Toleration Act” (11-12)
      • John Witherspoon: “The Dominion of Providence over the Passions of Men” (308-314)
      • James Madison: “Memorial and Remonstrance” (359-362)
      • Thomas Jefferson: Letter to the Danbury Baptists (handout)
      • Lincoln
      • Meditation on Divine Will (1105)
      • Proclamation of a National Feast Day (handout)
      • Engel v. Vitale et al (v2, 613-618)
      • Lee v. Weisman (handout)
      • Summary of Newdow v. EGUSD (handout)
    • Presidents and Public Discussion (38)
      • John F. Kennedy “Campaign Address to the Greater Houston Ministerial Association” (v2 578-580)
      • Ronald Reagan “Address before the National Association of Evangelists” (v2 825-830)
      • Barack Obama “Call to Renewal” (handout)
      • Mitt Romney “Faith in America” (handout)
      • Williamsburg Charter (handout)
  • Day 4: Small versus Large Republics
    • Small v. Large Republics
      • Articles of Confederation (332-336)
      • The Constitution (xx-xxv)
      • Storing: What the Anti-Federalists Were For
        • Ch. 1: “Introduction” (3-6)
        • Ch. 3: “The Small Republic” (15-23)
      • Brutus I (534-539)
      • Brutus IV (handout)
      • Cato III (handout)
    • Small v. Large Republics
      • Storing What the Anti-Federalists Were For, Ch. 5: “The Federalist Reply” (38-47)
      • Federalist 9-10 (460-466), 14-15 (469-474), 23 (478-480)
      • Tocqueville (handout)
  • Day 5: Constitutionalism & Separation of Powers
    • Structural Means of Protecting Liberty
      • Federalist 37 (handout)
      • Storing: What the Anti-Federalists Were For
        • Ch. 6: “The Aristocratic Tendency of the Constitution” (48-52)
        • Ch. 7: “Complex Government” (53-63)
      • Federalist 47, 48, 49, 51 (490-499)
      • John Adams “Letter to Roger Sherman” (584-585)
      • Centinel I (handout)
    • Specifying Rights
      • Federalist 84 (handout)
      • The Bill of Rights/Amendments I-X (xxvi-xxvii)
      • Storing: What the Anti-Federalists Were For, Ch. 8: “Bill of Rights” (64-70)
    • Brutus II (539-542)
    • Jefferson Letter to Madison 3/15/1789 (handout)
    • Tocqueville Democracy in America Book I, Ch 11—Free Press (handout
  • Day 6: Institutions I
    • The Judiciary & Constitutionalism
      • Federalist 78 (518-521)
      • Brutus XI (545-550)
      • Marbury v. Madison (739-742)
      • “Concord Town Meeting Resolution” (318)
      • Edwin Meese “Address before the American Bar Association” (V2 839-845)
      • William J. Brennan, Jr. “The Constitution of the United States: Contemporary Ratification” (handout)
    • Legislative Branch
      • Federalist 53 (499-501)
      • Federalist 54 (501-503)
      • Federalist 55 (503-505)
      • Federalist 57 (505-507
      • Federalist 62 (507-510)
      • Federalist 63 (510-511)
      • Benjamin Rush, “Observations on the Government of Pennsylvania” (handout)
      • Alexis de Tocqueville, excerpts on legislative powers (handout)
  • Day 7: Institutions II
    • Executive Branch
      • John Locke on Prerogative and Federative Power (Ch. 12 [p. 65-66] & Ch. 14 & 18 [p. 66-68]—review)
      • Federalist 70 (511-514)
      • Prize Cases (Handout)
      • Lincoln: “Proclamation Suspending Writ of Habeas Corpus” (1105), “Emancipation Proclamation” (1106), “Letter to Erastus Corning et al” (1107-1111), “Proclamation Suspending Writ of Habeas Corpus” (1112-1113), “Proclamation Concerning Reconstruction” (1116-1117), “Wade-Davis Manifesto” (1118-9).
      • Tocqueville: Book I, Chapter 8—on Executive Power (Handout)
    • Executive Branch
      • War Powers Resolution (handout)
      • FAS report on the WPA & the Bush Administration (excerpt; handout)
      • Executive Order for Guantanamo Bay Detention (handout)
      • Hamdi v. Rumsfeld (v2 940-956)
      • Military Commissions Act of 2006 (SKIM!; handout)
      • Questions:
  • Day 8: Federalism
    • Federalist & Anti-Federalist writings
      • Storing: What the Anti-Federalists Were For
        • Ch. 2—“Conservatives” (p. 7-14)
        • Ch. 4—“Union” (p. 24-37)
      • Brutus #1 (534-539) (review)
      • Brutus #4 (handout/)
      • Brutus #5 (handout)
      • Federalist 15 (471-474) (review)
      • Federalist 33 (485-487)
      • Federalist 39 (487-489)
      • Tocqueville (handout)
    • Federalism’s Development and Change
      • Federalist 45 (handout)
      • Federalist 46 (handout)
      • Jefferson: “On the Constitutionality of a National Bank” (615-618)
      • Hamilton: “Opinion of the Constitutionality of a National Bank” (618-621)
      • Jefferson: “Draft of the Kentucky Resolutions” (664-667)
      • Madison: “Virginia Resolutions against the Alien and Sedition Acts” (668-9)
      • Madison: “Report on the Virginia Resolutions” (677-679)
      • Baron v. Baltimore (812-814)
      • U.S. v. Lopez (v2 882-889)
  • Day 9: Equality, Union, and Diversity: The Crisis
    • Slavery and Union
      • John C. Calhoun “Fort Hill Address” 1831 (871-885)
      • Lincoln “Address before the Young Men’s Lyceum of Springfield, IL” 1838 (969-973)
      • The Lincoln-Douglas Debates (1052-1075)
      • Lincoln “Letter to Albert G. Hodges” (1115-1116)
    • Modern Implications
      • Amendments 13, 14, & 15 of the Constitution (xxviii)
      • Plessy v. Ferguson (v2, 99-107)
      • “Brown v. Board of Education” (v2, 603-606) 3
      • Martin Luther King, Jr. “Letter from a Birmingham Jail” (v2 653-662)
      • Hannah Arendt “Reflections on Little Rock” (v2, 606-613)
      • L.B. Johnson “Commencement Address at Howard University (v2 680-684)
      • Baldwin-Buckley Debate at Cambridge (v2 684-688)
  • Day 10: Ongoing Dilemmas of a Federal Republic
    • Health, Welfare, Safety, and Morals: Speech and Religion
      • Kommers & Finn on the Incorporation Doctrine (reserve)
      • Gitlow v. New York (reserve)
      • Miller v. California (reserve)
      • American Booksellers v. Hudnut (7th Circuit—reserve)
      • Wisconsin v. Yoder (reserve)
      • Employment Division v. Smith (863-870)
    • Health, Welfare, Safety, and Morals: Abortion & Homosexuality
      • Griswold v. Connecticut (v2 739-748)
      • Roe v. Wade (v2 748-758)
      • BSA v. Dale (reserve)
      • Lawrence v. Texas (v2 929-940)
  • Day 11: American Progressivism and Liberalism
    • Progressivism
      • Herbert Croly “The Promise of American Life” (v2 296-314)
      • Woodrow Wilson, Selections (v2 318-324)
      • Theodore Roosevelt “An Autobiography” (v2 328-331)
    • Liberalism
      • Franklin D. Roosevelt “Commonwealth Club Address, “First Inaugural Address,” & “State of the Union Message, 1941) (v2 403-416)
      • John Dewey “Liberalism and Social Action” (v2 416-426)
      • John Rawls “Theory of Justice” (v2 774-780)
  • Day 12: American Conservatism
    • Conservatism
      • Russell Kirk: Ten Conservative Principles (handout)
      • Thomas West “Jaffa Versus Mansfield” (handout)
    • Conservatism
      • Ronald Reagan “City upon a Hill” and “First Inaugural Address” (V2 817-825)
      • George W. Bush “Second Inaugural Address” (handout)
      • Charles Kesler “Democracy and the Bush Doctrine” (handout)
  • Day 13: The State of American Democracy; Course Conclusion
    • Tocqueville (handout)
    • Course Conclusion

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