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BTAN33005BA-08 and AN3308OMA-01
DILEMMAS OF AMERICAN DEMOCRACY: PAST AND PRESENT
SPRING 2016
Time and place: Tuesday 12-13:40 in Room 109
Instructor: Éva Mathey (); Room 116/1. ((: 512-900 /Ext. 22152)
Office hours: Tuesday 10:00- 11.00 and Wednesday 10:00-11:00 in Room 116/1 or by appointment.
DESCRIPTION OF THE COURSE
In this 3-credit seminar history and political science will be brought together for the purpose of discussing the theoretical and practical ramifications and dilemmas of democracy, the most vaunted political ideal of the American republic. The historical and theoretical issues explored will include the origins and the nature of representative democracy, constitutionalism, the major documents of American democracy, the system of checks and balances, majority rule, interests groups, influence over legislative and executive decision-making, the protection of minority rights, democracy versus the social class system, ideological priorities, pragmatism, as well as discrepancies between the theory and practice of democracy. In view of the fact that the American social system is widely considered "the best possible regimes of all," a close analysis of the American democratic tradition will also serve as a basis for case studies. Thus, using democracy as a political concept, we will also examine the characteristic examples of the manifestations of democracy taken from the domestic (e.g. human rights issues, civil liberties, particular court cases, national security) and foreign policy of the USA, both past and present.
Requirements
Students are expected to attend class regularly, to keep up with the readings, and come to class
prepared with questions and comments and to participate in thoughtful classroom discussion.
Most of the class sessions are to be based on the discussion of the topics at hand, introduced and moderated by the instructor and/or a student giving a presentation and being in charge of that topic. This discussion is to be facilitated by way of both common and individualized reading materials, visual aids, Internet resources, and realia shared in the classroom. Students will be also required to keep up to date with events in the world as they relate to the United States, and report on their findings in class.
Together with the strength of the students' class performance, students will receive their grades on the basis of one 10-15-minute presentation on a pre-approved topic, various written assignments including an interview and one response paper, an in-class group debate, if necessary occasional in-class tests, and an end-term paper. The details of the specific assignments and other issues will be discussed during orientation.
Presentations
Each student is required to choose a presentation topic from the issues indicated under the weekly discussion topics, or recommended either by the instructor or the students. Presentations should be about 10-15 minutes in length, should be supported with a PowerPoint presentation, and should be interactive (with thought-provoking questions to the class or various activities) for the benefit of the whole class. It is a requirement to initiate classroom discussion and involve your fellow students in classroom work as part of your presentation.
A typed handout should be sent or handed in to the instructor before the presentation for overview. Only handouts approved by the instructor can be presented. The handout should be only a guideline to the presentation and not a word-by-word transcript. You must not read out your presentation. The content of your talk, your performance and presentation skills as well as your pronunciation will be evaluated. If someone does not show up when his/her presentation is due and does not notify the instructor in advance, he/she will lose all the credit points on the assignment.
In-class debate
Two or three times during the semester a part of the class will be set aside for group debates, discussing, contrasting and analyzing differing viewpoints concerning various controversial topics (e.g. civil liberties and national security, gun control and death penalty, immigration and social issues, court cases, etc.). The topics of the debates and the composition of debate groups (3 students each) will be discussed in advance. The goal of this assignment is to encourage individual research, improve argumentation and presentation skills, as well as cooperation within and between the groups. Following Karl Popper’s scheme, the debate will be divided into different sections (introduction, arguments and counterarguments, conclusion), all with a set time limit. Further instructions about debate dynamics and rules will also be discussed in detail well in advance. Preparations, the quality and usefulness of materials used and participation in the debate in general will serve as the basis for evaluation. If you fail to attend the class when you are supposed to be a member of a debate group you will automatically lose all the credit points on the assignment.
The specific topics of the debates will be announced later in view of the exact number of students and preferences.
Interview
Students are required to prepare an interview (6-7 questions) with their Hungarian and/or non-Hungarian peers, friends, family members, etc. on their views about and opinion on democracy, addressing issues such as, for example, the feasibility of democratic government, the role of the individual citizens, the importance of civil liberties, etc. Students are supposed to prepare the interview for Week 2 (February 23). The typed copy or the transcript of the interview is to be submitted to the teacher as well.
Response Paper
Students will be required to write one (1) response paper of about 1000-1200 words based on recent newspaper or magazine articles concerning issues discussed or related to the in-class topics. This argumentative or position paper should be an in-depth analysis of the question at hand, and should include reflections of the student on the particular topic. The originality of the paper, its composition as well as its language will be evaluated. Plagiarized papers are unacceptable. Plagiarism will automatically result in ‘fail.’
Papers are to be typed (double-space, Times New Roman 12) and must be handed in in time on Week 9 (April 8). Later submissions are intolerable.
End-term Exam
The end-term exam will consist of a comprehensive test and essay questions on topical issues
discussed during the semester. There is no excuse for absences on this occasion and there is NO RE-
SIT for the end-term.
Evaluation
The final grade will be calculated from the grades assigned on class participation (20%), presentation (15%), group debate (15%), response paper and interview (20%) and the end-term paper (30%). More than three absences will result in a “not fulfilled” grade. Grades will be assigned according to the following conversion formulae: 0-60% = fail; 61-70% = satisfactory; 71-80% = average; 81-90% = good; 91-100% = excellent.
Borderline grades: if your grade is borderline, it depends on attendance and the general pattern of your
work if you can get a break.
NB: Those who miss to meet any of the course requirements will fail the course.
Further Rules
It is an essential part of the course requirements to attend all class meetings. If you must miss a class because of illness or emergency, please let me know, and make arrangements to complete any work missed.
Students may not miss more than three classes under any circumstances. Students are kindly requested to contact their tutor at least a day before class if they are to make a presentation but cannot attend. If you do not turn up on occasions when course assignments (presentation, response papers, in-class debate) and quizzes are due and you fail to notify the tutor you will lose all the credit points on the particular assignment.
There is no excuse not to come to class when the end-term is due.
Academic dishonesty or Plagiarism (failure to acknowledge and note the use of another writer’s words and ideas) is both unethical and illegal and will result in a failure of the course.
Plagiarism and its consequences:
Students must be aware that plagiarism is a crime which has its due consequences.
The possible forms of plagiarism:
1. word by word quotes from a source used as if they were one's own ideas, without quotation marks and without identifying the sources;
2. ideas taken from a source, paraphrased in the essay-writer's own words and used as if they were his/her own ideas, without identifying and properly documenting the source.
For further information see the relevant issue of IEAS Academic Handbook.
Any form of plagiarism will automatically result in fail.
Tardiness and early departures are not allowable. They are offensive to your fellow students and to the instructor because they disrupt class work. If you have a compelling reason for arriving late or leaving early, speak with your instructor about the problem. If you regularly cut the beginning and/or the end of class sessions, it can add up to unexcused full-class-time absences.
Absence policy
Regular attendance and participation are required. Students cannot miss more than three classes. Missing more than three classes will result in a 'no grade.'
Readings
Week-by-week readings will be available electronically.
TOPICS FOR DISCUSSION
Week 1 (February 16): ORIENTATION
Week 2 (February 23): Why is American Democracy Unique? The Theory and Major Concepts of American Democracy. Democracy as a Form of Government. Equality and the Government by Consent.
Readings: John Locke, “Of the Beginning of Political Societies, from the Second Treaties of Government” in Paul A. Smith, Jeff Laser, eds. 10 Things That Every American Government Student Should Read (Boston: Viacom, 1999); McCulloch vs. Maryland WHEAT. 316 (1819) in Paul A. Smith, Jeff Laser, eds. 10 Things That Every American Government Student Should Read (Boston: Viacom, 1999).
Presentation: Alexis de Tocqueville and the concept of the tyranny of majority in American Democracy, the evolution of American democracy through landmark historical speeches, Noah Chomsky on American Democracy.
REPORT ON DEMOCRACY IS DUE!!! NO LATE SUBMISSION!!!!
Week 3 (March 1): Democracy As a Way of Life. The Jugglers: The System of Checks and Balances. The President, the Congress and the Supreme Court; the Media and Others.
Readings: Brennan Justice William, Jr. “Reading the Constitution as Twentieth-Century Americans” in Paul A. Smith, Jeff Laser, eds. 10 Things That Every American Government Student Should Read (Boston: Viacom, 1999): 19-26; Sanford Levinson, “The Democratic Deficit in America;” checks and balances handout.
Presentations: the checks-and-balances at work: e.g. the Iran Contra, Elections 2000, the New Deal
Week 4 (March 8): Do Americans Elect the President Democratically? Elections in the USA Revisited.
Readings: Lawrence D. Longeley, “The Electoral College Should Be Abolished,” in Robert E. Diclerio and Allan S. Hammock, Points of View. Readings in American Government and Politics (Boston: McGraw Hill, 1995): 92-99, and Robert Weissberg, “In Defense of the Electoral College,” in Robert E. Diclerio and Allan S. Hammock, Points of View. Readings in American Government and Politics (Boston: McGraw Hill, 1995): 100-104.
Presentations: presidential elections 2016 in the spot light
Week 5 (March 15): national holiday--- NO CLASS
Week 6 (March 22): Civil Rights and Liberties: Is There A Need for the Bill of Rights? The Freedom of Speech and the Press; the Freedom of Religion in the Focus.
Readings: William Dudley, ed. The Bill of Rights. Oppoing Viewpoints. San Diego, CA: Greenhaven Press, 1994: 52-54 and 74-84; Noah Feldman, “A Church-State Solution” The New York Times (July3, 2005).
Presentations: mandatory flag salutes and school prayers violate the First Amendment: pro and contra; the faith-based initiatives debate; Newdow vs. USA: the “under God” controversy; recent free speech issues and Supreme Court cases, investigative journalism and the Watergate tradition; Wikileak scandal
IN-CLASS GROUP DEBATE on free speech issues
Week 7 (March 28- April 1): CONSULTATION WEEK
Week 8 (April 5): Right to Bear Arms and the Question of Gun Control
Readings: to be announced later, Michael Moore, Bowling for Columbine (film)
Presentations: open carry laws, the Sandy Hook tragedy: controversy over gun ownership revisited
IN-CLASS GROUP DEBATE on gun control
Week 9 (April 12): FILM session American History X (1998) and/or Crash (2004)
Week 10 (April 19): Equal Protection under Law. The 14th Amendment: The Color-and Gender-Blind Constitution? (from segregation to Affirmative Action, the Equal Rights Amendment, women’s liberation and feminism, illegal immigration and the question of citizenship)
Readings: to be announced later
Presentations: Affirmative Action, the Equal Rights Amendment, hate speech, racial strife: from Fergusson to Baltimore
IN-CLASS GROUP DEBATE on recent immigration policy and initiatives in the USA and/or gender equality
@@RESPONSE PAPER IS DUE@@
Week 11 (April 26) The Question of National Security and American Civil Liberties after 9/11.
Readings: “The Patriot Act: Looking Back to 2001” Los Angeles Times (October 23, 2009) and “USA Patriot Act: An Analysis by the Office for Intellectual Freedom. An Analysis of the USA Patriot Act Related to Libraries.”
Presentations: the question of homeland security and Japanese-Americans during World War Two; recent national security threats to the US and President Obama’s new security initiatives; the role of the NSA: homeland and foreign intelligence vs. civil liberties
IN-CLASS GROUP DEBATE on the NSA scandal
Week 12 (May 3): End-term examination