Lehrman American Studies Center

Course Description:

America is unique as a nation insofar as it is based not on an ethnic lineage nor on a tradition but on a set of fundamental religious and philosophical principles. These principles are expressed in our founding documents, and they inform our laws, our political discourse, our foreign policy, and even our relations with one another. One cannot understand today’s political disputes without first understanding these principles. This course is an introductory investigation into the fundamental principles of American politics and their relationship to our national political institutions and the most challenging issues that face us as a political community. We will study a variety of political literature including public documents, works of political theory, speeches and Supreme Court decisions.

Relationship to The King’s College Mission:

Leadership requires an understanding of the people whom one seeks to lead: their principles and aspirations, and the temptations they face to deny those principles and fall short of those aspirations. A Christian leader must also be able to assess these principles and aspirations Biblically. This course attempts to provide this understanding and assessment.

• Course Objectives: Students will be able to articulate the founding principles of our American republic and identify their relevance in the political debates of our day.

• Course Format: lectures with extensive in-class discussion

• Course Sequence: POL 213 applies the lessons of POL 110 in the American context. It establishes a theoretical framework for upper-level studies in American politics, and thus it is pre-requisite to those studies and required for all PPE majors.

• Prerequisite: POL 110

REQUIRED TEXTS:

1. Lawler & Schaefer, 'American Political Rhetoric, 5th edition. (Rowman & Littlefield, 2005)
2. Wilson & DiIulio, American Government, Dolphin edition. (Houghton Mifflin, 2006)
3. Herbert Storing, What the Anti-Federalists Were For (Chicago, 1981)
4. Tocqueville, Democracy In America, Kessler, trans. (Hackett, 2000)

Course Requirements

1. Weblog (10%)
2. Weekly quizzes (20%)
3. 750-1000 word essay (15%)
4. 1000-1500 word essay (30%)
5. Final exam (25%)

1. Weblog: Each student is required to set a weblog and engage weekly, thoughtfully and articulately with current events and issues of the day. You will be graded on 10 weekly posts. Each post is graded out of 4: 2 just for being there, 1 for proper form, 1 for thoughtful content. You should subscribe to the free New York Times online supplement and anything else of that sort. Consider the “Recommended websites” below as well as the newspapers and newsmagazines in the lobby and library. I suggest www.Blogger.com or www.WordPress.com for your blog.
2. Weekly Quizzes: These will focus on largely factual content to encourage those who need encouragement to keep up with the reading. I don’t enjoy this part any more than you do. It’s a fallen world.
3. Short essay: Explain the principles and purposes of the Declaration of Independence. How are these fulfilled, or not, in the original Constitution?
4. Longer essay: Research paper on one of the following topics – Campaign spending limits – for or against; Public financing of presidential campaigns – for or against; Voter registration – for or against; Election Fraud – problem or not; Effect of the internet on federal elections – assess; Effect of televised debates on presidential elections – assess; Another topic related to elections, but I must approve it.

Grading Scale

A 93 – 100%

A- 90 – 92%

B+ 87 – 89%

B 83 – 86%

B- 80 – 82%

C+ 77 – 79%

C 73 – 76%

C- 70 – 72%

D+ 67 – 69%

D 63 – 66%

D- 60 – 62%

F 00.0 – 59%

SCHEDULE

Quiz?

• - Introduction

• Declaration of Independence'
  • Lawler & Schaefer, American Political Rhetoric
  • Declaration (pp. 1-4)
  • Madison, “On Property” (pp. 41-43)
  • Washington, “Farewell Address” (pp. 43-44)
  • Martin Luther King Jr, “I Have a Dream” (pp. 277-280)

• • Student Portal
  • Mayflower Compact
  • John Winthrop, “A Model of Christian Charity” & On Liberty
  • Hamilton, “The Farmer Refuted.”
  • Jefferson, Letter to Henry Lee, May 8, 1825
  • Lincoln on the meaning of the Declaration (Speech in Springfield, June 26, 1857) Q1
  • Recommended: Diamond, The Founding of the Democratic Republic, chap. 1.

• Declaration of Independence continued + related issues
  • Lawler & Schaefer, American Political Rhetoric
  • Tocqueville on our democratic social condition (pp. 4-11)
  • Student Portal
  • James Otis, “The Rights of the British Colonies Asserted and Proved”
  • Recommended: Samuel Huntington, American Politics: The Promise of Disharmony, pp.13-60.

• Constitution: Confederation & Convention
  • Student Portal
  • Articles of Confederation
  • Wilson & DiIulio, American Government ch. 2 (pp. 17-38, 48) Q2
  • Recommended: David Epstein, “The Political Theory of the Constitution” in Bloom, Confronting the Constitution.

• Constitution: What it is NOT
  • Wilson & DiIulio, American Government ch. 2 (pp. 38-42)
  • Lawler & Schaefer, American Political Rhetoric
  • Roger Taney, Dred Scott v. Sanford,1857 (pp. 241-245)
  • Constitution, selections on slavery (p. 246)
  • Jefferson, draft of the Declaration & Notes on the State of Virginia (pp. 246-248)
  • Frederick Douglass on slavery & the Constitution (p.256)
  • Recommended: Robert Goldwin, “Why Blacks, Women and Jews Are not Mentioned in the Constitution,” Commentary May 1987. (Student portal)

• Film: A More Perfect Union Focus assignment each day during film = QQ3-4

• Declaration of Independence essay due by 4:30 p.m.

• The Science of Politics: Large Republic
  • Student Portal
  • Federalist Papers #1
  • Lawler & Schaefer, American Political Rhetoric
  • Centinel, Letter 1 – argument for a small republic (pp. 38-41)
  • Federalist Papers #9, 10 (pp. 12-21)
  • Jefferson, Letter to John Adams (p. 44)

• The Science of Politics & Citizen Character
  • Lawler & Schaefer, American Political Rhetoric
  • Review Centinel, Washington’s Farewell, and Jefferson’s Letter (pp. 39, 43-44)
  • Herbert Storing, What the Anti-Federalists Were For.
  • Pay attention to the connection between religion, character and liberty Q5(Fed10)

• Federalism
  • Lawler & Schaefer, American Political Rhetoric
  • Federalist Papers #39 (pp. 45-49)
  • Student Portal
  • Brutus #1
  • Federalist Papers #45-46

• Federalism
  • Lawler & Schaefer, American Political Rhetoric
  • McCulloch v. Maryland, 1819 (pp. 50-55)
  • Reagan, 1982 State of the Union address (pp. 60-62)
  • Garcia v. San Antonio MTA, 1985 (pp. 62-66)
  • US v. Lopez, 1995 (pp. 72-77)
  • Wilson & DiIulio, American Government ch. 3 Q6

• The science of politics: Separation of Powers
  • Lawler & Schaefer, American Political Rhetoric
  • Federalist Papers #47, 48, 51 (pp. 21-31; 34-38)
  • War Powers Resolution (pp.96-98)
  • Jefferson, First Inaugural Address

• Congress
  • Lawler & Schaefer, American Political Rhetoric
  • Federalist Papers #57, 63 (pp. 79-86)
  • Lincoln, Message to Congress in Special Session (pp. 92-94)
  • Wilson & DiIulio, American Government ch. 13 Q7

• Executive
  • Lawler & Schaefer, American Political Rhetoric
  • Federalist Papers #23, 70-73 (pp. 347-348, 86-92)

• Executive
  • Wilson & DiIulio, American Government ch. 14 Q8
  • Recommended: Harvey Mansfield, “The Case for a Strong Executive.” OpinionJournal 5/2/07 [www.opinionjournal.com/federation/feature/?id=110010014]

• Judiciary – Judicial Review
  • Lawler & Schaefer, American Political Rhetoric (pp. 119-132)
  • Brutus XI
  • Federalist Papers #78
  • Marbury v. Madison, 1803
  • Lincoln, First Inaugural Address, 1861

• Judiciary – Judicial Practice and Power
  • Wilson & DiIulio, American Government ch. 16
  • Lawler & Schaefer, American Political Rhetoric (pp. 132-147)
  • Brennan, Georgetown University Speech, 1985
  • Bork, Interpreting the Constitution, 1987
  • Griswold v. Connecticut, 1965
  • Roe v. Wade, 1973 Q9

• Research essay due by 4:30 p.m.

• Tocqueville: Tyranny of the majority (Democracy In America, pp. 102-127)

• Tocqueville: Individualism (Democracy In America 201-219)
  • Self-interest rightly understood (Democracy In America 219-222)

• Tocqueville: Religion in a democracy (Democracy In America 222-248)

• Tocqueville: Democratic Despotism (Democracy In America 297-319)

• wrap up Tocqueville

• Lincoln:
  • Lawler & Schaefer, American Political Rhetoric (pp. 176-183)
  • Lyceum Address Q10
  • Gettysburg Address
  • Recommended: Steven Kautz, “Abraham Lincoln: The Moderation of a Democratic Statesman” in Frost and Sikkenga.

• Woodrow Wilson:
  • The Meaning of Democracy Q11
  • Recommended: Ronald Pestritto, “Woodrow Wilson, the Organic State, and American Republicanism” in Frost and Sikkenga.

• Franklin Roosevelt
  • Commonwealth Club (‘32)
  • Campaign speech (‘36)
  • The Four Freedoms (‘41)
  • Economic Bill of Rights (‘46) Q12
  • Recommended: Donald R. Brand, “Franklin Delano Roosevelt and the Second Bill of Rights” in Frost and Sikkenga.

• Conclusion

Recommended Reading

1. Alley, Robert. James Madison on Religious Liberty. (1985)
2. Bloom, Allan, ed. Confronting the Constitution. (1990)
3. Caeser, James. Nature and History in American Political Development. (2006)
4. Dreisbach, Hall and Morrison, The Founders on God and Government. (2004)
5. Diamond, Martin. The Founding of the Democratic Republic. (1981)
6. Eidsmoe, John. Christianity and the Constitution. (1987)
7. Epstein, David. “The Political Theory of the Constitution” in Allan Bloom ed. Confronting the Constitution. (1990)
8. Fornieri, Joseph. Abraham Lincoln’s Political Faith. (2005)
9. Frost and Sikkenga. History of American Political Thought. (2003)
10. Gregg, Gary. Vital Remnants: America’s Founding and the Western Tradition. (1999)
11. Hartz, Louis. The Founding of New Societies. (1964)
12. Huntington, Samuel. American Politics: The Promise of Disharmony. (1981)
13. Jaffa, Harry. A New Birth of Freedom: Abraham Lincoln and the Coming of the Civil War. (2000)
14. Jaffa, Harry. “What is Equality,” in Jaffa, The Conditions of Freedom. (1975)
15. Ketcham, Ralph, ed. The Anti-Federalist Papers and the Constitutional Convention Debates. (1986)
16. Kimberling, William C. "The Electoral College" at http://www.fec.gov/pdf/eleccoll.pdf.
17. Kramnick, Isaac and R. Laurence Moore. The Godless Constitution: A Moral Defense of the Secular State. (1997)
18. Ledeen, Michael. Tocqueville on American Character. (2000)
19. Licht, Robert, ed. The Framers and Fundamental Rights. (1991)
20. McDonald, Forrest. Novus Ordo Seclorum: The Intellectual Origins of the Constitution. (1985)
21. Neuhaus, Richard John. The Naked Public Square. (1984)
22. Pangle, Thomas. The Spirit of Modern Republicanism. (1988)
23. Pestritto and West. The American Founding and the Social Compact. (2003)
24. Pestritto, Ronald. Woodrow Wilson and the Roots of Modern Liberalism. (2005)
25. Rehnquist, William. The Supreme Court. (1987, 2001)
26. Smith, Gary Scott. God and Politics: Four Views on the Reformation of Civil Government. (1989)
27. Starr, Kenneth. First Among Equals: The Supreme Court in American Life. (2002)
28. Strauss, Leo and Joseph Cropsey, History of Political Philosophy, 3rd ed.

Recommended Websites

• http://news.google.com
• www.amconmag.com
• www.benadorassociates.com
• www.biblegateway.com
• www.capitolhillblue.com
• www.commentarymagazine.com
• www.drudgereport.com
• www.nationalinterest.org
• www.nationalpost.com
• www.nationalreview.com
• www.newyorker.com
• www.nysun.com
• www.oneplace.com/ministries/breakpoint
• www.oneplace.com/ministries/the_white_horse_inn
• www.rasmussenreports.com
• www.salon.com
• www.theatlantic.com
• www.time.com/time/magazine
• www.townhall.com
• www.weeklystandard.com
• www.whitehouse.gov
• www.worldmag.com

Academic Expectations

• Attendance and Tardiness: Students are expected to attend class regularly, having completed the reading assignment that is to be covered that day and ready to participate in the discussion of it. You cannot do well in this class if you are not in attendance and familiar with the reading. Students who arrive late or leave early will be recorded as absent. A student who misses seven class periods for any reason will be academically withdrawn from the course with a grade of “AW” recorded on the transcript (calculated as an F in the GPA). Students who are academically withdrawn from a class will receive no refund of any fees to which they may otherwise be entitled. Absences due to personal emergencies may protect the grade students earn in a course but it does not extend the number of days they are allowed to be absent. Students should guard their days carefully. Note: In classes that meet once a week, the maximum number of days a student can be absent for any reason is three. In classes that meet twice a week, the maximum number of days absent is six.

• Advice:

1. Guard your six allowable absences tenaciously. No one plans to get sick and few expect a relative to die. But you can ration your allowable absences so that such expected developments do not deprive you of your accomplishments and your investments this semester.
2. Plan to arrive at school at least 15 minutes before classes begin for you. This is a good life-habit to develop now. In this way, if you are delayed, for example, by a slow elevator you will not use up one of your six allowable absences.

• Dress Code: “Professional or professional-casual attire is required for class attendance… A professional or professional-casual look necessarily eliminates from the list of acceptable clothing such items as jeans, T-shirts, shorts, unprofessional clothing, non-religious headwear, detracting1 accessories or haircuts.”2 Under “detracting accessories,” I include any form of face piercing, excessive “earringage” on women and any earring on a man.

• Classroom Conduct: The classroom is a learning environment. Recognition of the student-teacher relationship as well as mutual respect without which there can be no discussion are essential for maintaining that environment.
  • Food – Food in the classroom ranges from a Snickers™ bar to a rotisserie chicken dinner. The former may be eaten discreetly without distracting the class; the latter is Boorish inconsideration. Use your judgment. Anyone exercising bad judgment will be asked to leave and will be marked absent. (See “Attendance and Tardiness.”)

• Use of technology in the classroom:
  • Laptop computers – Because there are so many who cannot resist the temptation to IM, surf the web, check e-mail and/or play video games during class, the use of laptop computers by students will not be permitted in the classroom. In addition, cell phones must be turned off while class is in session.
  • Cell phones: Turn off or otherwise silence your cell phone before to the start of the class. This is basic etiquette in a wide range of social settings (church, theatre etc.). Anyone disrupting the class with a ringer will be asked to leave and will be marked absent. (See “Attendance and Tardiness.”)
  • PowerPoint – I will be using PowerPoint in order to outline the lectures, but you are responsible to fill in information from the lecture and discussion under those headings. For pedagogical reasons, I will not be posting PowerPoint files for you to access. The presentations are an in-class teaching aid.

Grades and Grading:

• Submitting papers – I require both an electronic copy and a paper copy. If I do not receive both of these, I cannot give you a grade.
• Late papers – I will deduct one grade fraction (B  B-) for each day that a paper is late. After one week, I will no longer accept the paper. It will receive an automatic F (0%).
• Extra Credit – I do not give extra credit. You have many and various opportunities to demonstrate your understanding of the material. Take these opportunities seriously.
• Rounding Up – You are not entitled to having your grade “rounded up.” For example, 79.8% is not 80% and is thus still a C+.
• Participation - I give one point simply for attending one of the films. The “sign in & sign out” sheet is the final word on that. I give one point to everyone with perfect attendance or who missed only one class. I assign the other three points based on my memory of whether or how much a student has spoken constructively in class. If a student has left no impression on me, I award no points. Participation among the students is recognizable, middling or frequent. Hence, 1, 2, or 3 points.
• Irrelevant considerations – DO NOT talk to me about any scholarship you have that could be affected by your grade in this course. Of course, I would be sympathetic. But that is precisely the problem.
• Exams: The usual restrictions, including no headphones and no breaks, not even for the bathroom. Once the exam has started, no one is allowed to leave the room without submitting his or her exam.

Honor Code Policy:

Love for the truth and its attendant virtue, trustworthiness, are of the highest importance in an academic institution and especially in a Christian community. Accordingly, as the college policy states, “Each student should do all that is possible to avoid even the hint of any violation of academic honesty. If a student is in doubt, the best policy is to ask a faculty member for advice.” (Academic Catalogue p.58)

• Plagiarism – When writing your papers, make sure that every sentence and phrase is yours. If not, make sure that it is in quotation marks and the source properly cited. You need to conscientious about this because I will be conscientious about checking. The first offence will receive a failing grade for the paper, the second offence a failing grade for the class and the third offence expulsion from the college. I reserve the right to expel a student from the course for a particularly egregious offence. Every instance of plagiarism will be reported to the Dean of Students.

1 Detract v.t. & i. take away from a whole; ~ from, reduce credit due to, depreciate (Concise Oxford Dictionary, 1982)

2 http://www.tkc.edu/academiccatalog/20052006/college_policies.htm