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1 UNIVERSITY of PENNSYLVANIA DEMOCRACY in TROUBLE: OAS to the RESCUE? LALS 328/PSCI 328 Professor: Cathy Bartch, Ph.D. Class T

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1 UNIVERSITY of PENNSYLVANIA DEMOCRACY in TROUBLE: OAS to the RESCUE? LALS 328/PSCI 328 Professor: Cathy Bartch, Ph.D. Class T UNIVERSITY OF PENNSYLVANIA DEMOCRACY IN TROUBLE: OAS TO THE RESCUE? LALS 328/PSCI 328 Professor: Cathy Bartch, Ph.D. Class Times: TH 4:30-6 [email protected] Class Location: David Rittenhouse Laboratory ph: 215-898-9919, 267-475-2467 (cell) DRLB 3N1H Teaching Assistant: Maria Francesca Arruda 209 S. 33rd Street de Amaral (*Subject to change from week to week) [email protected] Office Hours: Fri (4-5) 215-582-4082 Office Location: 411 McNeil, 3718 Locust Walk Or at a time that is convenient COURSE DESCRIPTION: Democracy in the Americas is in trouble. Entrenched political, economic, and social inequality, combined with environmental degradation, weak institutions, pervasive health epidemics, weapon proliferation, and other pressing issues pose formidable challenges for strengthening democratic ideals and institutions. The Organization of the American States (OAS), the world’s oldest regional organization, is uniquely poised to confront these challenges and is purposively focused to “strengthen the peace and security” and “promote and consolidate representative democracy” (among a host of other goals set forth in its Charter) across the continent. However, to what extent does the OAS ameliorate destructive conditions such as low levels of participation, extreme poverty, illegal arms trade, human rights abuses, among other problems related to democracy, development, security, and human rights, the organization’s main pillars? In this course, students will delve into the role, history, and workings of the OAS and its political, economic, and societal impact in the region while working directly with Penn undergraduates in preparation for the OAS’ annual high school model OAS simulation in Washington, DC. COURSE OBJECTIVES: By the end of the course, students should: • Develop a solid understanding of the challenges to democracy in the Americas exploring what democracy means to the region. • Become familiar with the history, role, workings, practices, successes and challenges of the Organization of American States. • Gain knowledge of the OAS’ four pillars – security, democracy, human rights, and development – and how they apply to the region and one country in particular. • Gain a significant amount of knowledge of Latin America, and one country in particular • Strengthen and practice writing and public speaking skills, and improve critical thinking, analytical, and research skills. 1 • Develop a solid understanding of the roles and responsibilities of being a diplomat at the OAS, how to write and pass policy proposals, how to engage in dialogue and diplomacy with other countries, and how to problem-solve on a global level. o Be able to more fully examine their own experiences, knowledge, and interest in societal problems, through participation in class discussions, the Model OAS simulation, and critical reflection of the readings. From this exploration, students should be able to propose and create ways to bring theory into praxis (practice) on a problem of their choice. In addition to these course objectives, the Penn Model OAS high school students will: • Gain a first-hand view of what college life is like. • Interact with college students and faculty, and attend special seminars with guest speakers including diplomats, international scholars, and other invited guests. • Attend a fun, exciting, simulation in Washington DC with peers from the city, Norristown, and around the world. • Receive invitations to many events on Penn’s campus throughout the year. • Be encouraged to work with students and faculty in Latin American and Latino Studies in presenting research at a spring student Latin American studies conference. COURSE REQUIREMENTS: The Penn Model High School OAS students must fulfill the following requirements to successfully complete this course: • Attendance and participation in lectures and class activities (25%) Students must attend the program every Thursday 4:30-6pm on Penn’s campus, November 28- November 30th in Washington, DC, and additional times as specified in the syllabus and or noted in class as required. (For instance, the program will be held on a few Tuesdays as well.) It is imperative that students arrive to class on time. If you are late for a class, please call Professor Bartch or the TA Francesca Arruda de Amaral as soon as possible to notify them of the arrival time. If you cannot attend due to illness, you must notify the TA or Professor by email or phone before class begins. In addition, a note from a doctor or parent is requested for any absence. It is important for students to carefully and critically read the assigned works prior to class. This seminar employs structured, active, in-class learning, and thus students must be ready and willing to thoughtfully contribute to discussion, respectfully listen and respond to classmates’ comments, and engage in hands-on activities pertaining to the readings and class topics. Students will be asked to submit short summaries (a few sentences to a paragraph) on each assigned reading to the TA. These should be prepared prior to class so that they are ready to submit at the end of a session (You may refer to them in class for discussion.) 2 Students will also be asked to submit short writing reflection activities or other deliverables during some or most of the class sessions. Often these deliverables will be decided by the undergraduates preparing the lesson for the week. Participation will be evaluated according to the following rubric: Outstanding = Regularly participates with thoughtful contributions to class discussion demonstrating a good reading of the material; Strong = Regularly or sometimes participates demonstrating a satisfactory reading of the material; Average= Sometimes or seldom participates demonstrating a satisfactory or less- than-satisfactory reading of the material. • Reflection papers (20%) You are required to write 2 (3-4 page, double-spaced) reflection, critical analysis papers in which you reflect upon the readings, class, events, and OAS preparation. Each paper should cite a minimum of three readings. You may use first person in these papers, and you are also encouraged to include notes from your experience. There will be prompts for each of these papers. It will be useful to center the paper around a theme or some question. Due Dates: Friday, October 19th and Monday, December 10th. Please send via email to [email protected] and [email protected]. • Attendance in Model OAS Simulation (11/28-11/30) including mock simulation on 11/20 (25%) • Proposed Resolutions (10%) Everyone will write one draft of a proposed resolution with an undergraduate student. We will build in time in the course for how to write and research these resolutions, critiquing other resolutions, and then revising submitted resolutions. Final resolution is due Tuesday, November 27th so that you can bring it with you to D.C. Please send via email to [email protected] and [email protected]. (Or your college student partner may submit it.) • Final Presentation and sharing (10%) Students will prepare Power Point presentations in pairs to present about their experience throughout the semester and during the Model OAS simulation. What did you learn about challenges to democracy in Latin America and the role of the OAS? What were some of the topics you debated and explored during the simulation? What were some of the takeaways of your participation in this program? These are some of the items you are encouraged to explore for your final presentation. December 18th, 6-8pm. 3 • Theory into Praxis Activity (10%) How do we turn theoretical discussions and learning into action for change? In many ways, you will be doing this during the Model OAS simulation. This assignment gives you an additional opportunity to actualize your ideas pertaining to democracy in Latin America. You are not required to engage in some grandiose, herculean task of creating an NGO to eradicate all inequality in Latin America, for instance. Rather, this assignment calls on you to take small action steps. Some examples of action that you could choose from include: • Writing a short, pithy letter to the editor on some issue pertaining to IOs in Latin America. I will share some guidelines for you. You will be highly encouraged to submit to a media outlet for publication. • Writing a column for a newspaper (i.e. school newspaper, etc.) • Calling a Congressperson, Senator, etc about an issue pertaining to Latin America that may relate to the work of an International Organization. You will have to document your call and write about the issue briefly (i.e. a paragraph. ) • Create an event about an issue of importance pertaining to class topics (could be a movie event, speaker, etc.) LALS may be able to help publicize this. • Attend a LALS event and write a review of the event, noting important themes and topics discussed. (i.e.paragraph) Other ideas are welcome! You can work individually or in groups for this project (Although if you choose to write the letter to the editor, which is a perfectly fine option, then you should do that individually. If you choose to do a column or a larger task, then I recommend working with others.) This assignment can be carried out anytime during the semester, but the final day to submit this is Thursday, December 6th. Our last class (December 18th) will be a review of the semester and everyone will discuss their individual theory into praxis assignment. Attendance on this day is an important part of your grade on this assignment. General Evaluation Rubric for writing assignments and tasks: Short reflection papers, written summaries of readings and class activities, as well as written resolutions will follow this general rubric: Superior = Outstanding, exceptionally written, well-referenced essay demonstrating mastery of the concepts and theories discussed in class and their interconnectedness; Above average = a well written, well-referenced essay revealing a good understanding of the concepts and theories covered in class and how they relate to larger course themes.
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