POL S 202 A: Introduction to American Politics

POLS 202: Introduction to American Politics

Summer 2021, Tuesdays & Thursdays, 12pm – 2:10pm

Class Zoom:  https://washington.zoom.us/j/99555965841

Office Hours by appointment

Email: mooreche@uw.edu

Course Description

This course is designed to introduce students to the structure of the United States government and the ideals underwriting that structure. We begin by unpacking the foundational role of slavery and settler colonialism in the making of the American state before exploring the political ideals and structures underwriting the founding. The bulk of this course is devoted to understanding the interplay between the legislature, presidency, judiciary, and an increasingly diverse electorate, as well as our decentralized electoral systems, political parties, interest groups, media, and social movements. 

Required Text

The Enduring Debate: Classic and Contemporary Readings in American Politics, 6^th Edition, by Cannon, Coleman, & Mayer

Requirements & Assessment:

Take Home Midterm Exam (30%) DUE July 29^th

Reading Questions (15%)

You will sign up for one week where you are responsible for bringing 3 discussion questions to class. The discussion questions should be open ended questions that will spark an interesting discussion in the class. At least one of the questions should engage current events as they relate to the readings. During your week, you will be responsible for running the first part of class discussion around the readings. After class, submit upload your discussion questions to Canvas under the Assignments tab. 

Zine/Public Information Campaign (35%) DUE August 20^th at 11:59pm

Your final project will be a public information campaign of your choice. This can take many forms such as a Zine, a presentation, a podcast, a multi-prong social media campaign, a manifesto.

Participation (20%)

Reading Schedule

*Asterisked readings available on Canvas all other readings are from the Enduring Debate

Week 1: Settler Colonialism & Slavery

Tuesday, June 22^nd

• *Angela Davis, “The Meaning of Freedom”
• *Hannah-Jones, 1619 Project: https://www.nytimes.com/interactive/2019/08/14/magazine/black-history-american-democracy.html 

Thursday, June 24^th

• * Piccard, “Death by Boarding School.”
  • Reading Questions: Anna

Week 2: Political Culture and the Founding  

Tuesday, June 29^th

• Ch 1
  • Hartz, “The Liberal Tradition in America”
  • Smith, “Beyond Tocqueville, Myrdal, and Hartz”
  • Elazar, “The Three Political Cultures”
  • Reading Questions: Walter

Thursday, July 1^st

• *Beard, An Economic Interpretation of the Constitution
• Ch 2
  • Kammen, “The Nature of American Constitutionalism”
  • Hamilton, Federalist No. 15
  • Reading Questions: Min

Week 3: Federalism

Tuesday, July 6^th

• Ch. 3
  • Madison, Federalist No. 46
  • Peterson, The Price of Federalism
  • Annas, “California’s Medical-Marijuana”

Thursday, July 8^th

• *Miller, “The Invisible Black Victim”
• Reading Questions: William 

Week 4: Congress & Representation

 Tuesday, July 13^th

• Ch 5
  • Burke, “Speech to the Electors of Bristol”
  • Mayhew, Congress: The Electoral Connection
  • Hibbing and Theiss-Morse, “Too Much of a Good Thing”
  • Reading Questions: Tajanee & Yoshi 

Thursday, July 15^th

• *Gilens and Page, “Testing Theories of American Politics”
• Reading Questions: Claire & Kaycie

Week 5: The Presidency

Tuesday, July 20^th

• Ch 6
  • Neustadt, “The Power to Persuade”
  • Jones, “Perspectives on the Presidency”
  • Reading Questions: Brisa & Saida

Thursday, July 22^nd

• *Skowronek, Presidential Leadership in Political Time, Ch 2
• Reading Questions: Leslie & Kayley

Week 6: The Judiciary

Tuesday, July 27^th

• Ch 8
  • Hamilton, The Federalist No. 78
  • O’Brien, “The Court and American Life”
• *Rosenberg, The Hollow Hope
• Reading Questions: Harrison

Thursday, July 29^th

• No Class (Midterm Due)

Week 7: The Judiciary cont. + Public Policy  

 Tuesday, August 3^rd

• * Michelle Alexander, The New Jim Crow, 3
• Reading Questions: Aviva

Thursday, August 5^th

• *Schneider & Ingram, “Social Construction of Target Populations”
• Reading Questions: Raleigh

Week 8:  Civil Rights & Social Movements

 Tuesday, August 10^th

• Ch 4
  • MLK, “Letter from Birmingham Jail”
  • *Malcom X, “The Ballot or the Bullet”
  • Reading Questions: Captain

Thursday, August 12^th

• *Hooker, “Black Lives Matter and the Paradoxes of U.S. Black Politics: From Democratic Sacrifice to Democratic

 Week 9: Review

Tuesday, August 17^th

• Final Presentations

Thursday, August 19^th

• Final Presentations

CLASS POLICIES

Graded work assessment:

Written work in the A (3.5-4.0) range is characterized by a strikingly perceptive, persuasive, and creative analytical claim; comprehensive synthesis and analysis of the course material; straightforward yet sophisticated organization of thoughts and error-free prose. Written work in the B (2.5-3.4) range is characterized by sound, original, and reasonably thoughtful argument/thesis statement; competent analysis of various course material, logical organization; and clear and error-free prose. Written work in the C (1.5-2.4) range is characterized by a relatively underdeveloped, simplistic, or derivative argument/thesis statement; partial, inconsistent, or faulty analysis of course material; convoluted organization; and awkward, imprecise, or otherwise distracting prose. Written work in the D (0.7-2.3) range is characterized by incoherent or extremely confusing argument; superficial or fleeting engagement with the course material; chaotic or irrational organization; and error-riddled prose. Written work that lacks any argument or analysis and is unorganized earns a failing grade.

My aim is to give every student a fair grade that reflects their understanding of, and engagement with, the course material and course participation. If you feel that you have been graded unfairly on a paper, I am happy to meet with you to discuss it. The grade appeals policy is as follows:

1. Carefully read and re-read comments
2. After 24 hours, re-read comments
3. Write a memo that details why you believe there is a grading error. You must initiate this meeting within one week of receiving your grading assignment. At that time and after meeting I may re-grade your paper. Note that your grade may increase or

Late work policy:

We're in the middle of a global pandemic so you will be extended a lot of grace. Just reach out to me ASAP if something comes up so we can work it out together. 

Academic dishonesty:

University policies and guidelines regarding cheating and plagiarism can be found at https://depts.washington.edu/grading/pdf/AcademicResponsibility.pdf (Links to an external site.)

Student Resources

Disability and accommodations

Students needing academic accommodations for a disability should contact Disability Resources for Students, 448 Schmitz Hall, V: (206) 543-8924, TTY: (206) 543-8925, uwdss@u.washington.edu. If you have a letter from Disability Resources for Students documenting the need for academic accommodations, please present this letter to the instructor so that accommodations can be discussed and arranged.

Academic resources

The LSJ, POLS and Jackson School Writing Center (http://depts.washington.edu/pswrite/ (Links to an external site.)) and the Odegaard Writing & Research Center (http://depts.washington.edu/owrc/ (Links to an external site.)) are excellent resources available to you for written work. I encourage you to make appointments with writing center tutors to work on your research paper.

Undocumented students

I support undocumented students. Leadership Without Borders (206-543-4635), which is staffed by undocumented students and staff, and the UW Dream Project (206-616-5791) are excellent resources.

Respect in the classroom

This course involves material and experiences that are deeply personal, political, and emotionally charged. While spirited debate is encouraged and expected, discussion must remain respectful and supportive at all times. In order to learn together we must learn from each other, and thus every voice is important in our conversation. I invite students to approach course material with a sense of openness – that is, to let material, themes, concepts, and questions we raise in class to challenge your sense of reality and, at the same time submit what you read and discuss in class to thoughtful skepticism and critique.