AMERICAN POLITICAL THOUGHT: THREE POLITICAL TRADITIONS POLITICAL SCIENCE 317 SPRING 2021 HYBRID VERSION

Introduction 1-14 Receive syllabus; get acquainted; brief discussion of the liberal subcultures

I Three American political traditions A: The liberal tradition and its varieties (e.g., competitive, egalitarian) 1-19 Hartz’s Thesis on the Liberal Tradition in America Louis Hartz, "American Political Thought and the American Revolution," American Political Science Review 46 (June 1952):321-342

1-20 SPECIAL EVENT : Martin Luther King Jr. Day Teach-in 9 am Zoom with alumna Stephanie Whyte on health care policy

1-21 Hartz’s thesis and the competitive and egalitarian liberal subcultures Richard J. Ellis, American Political Cultures , 3-27 Richard J. Ellis, "Radical Lockeanism in American Political Culture," Western Political Quarterly 45 (December 1992), 825-850

1-26 Hamilton’s vision of a commercial empire: a competitive liberal structures the regime The Essential Federalist and Anti-Federalist Papers, 140-143; 147-152; 158-167 Alexander Hamilton, American Political Thought , 163-170; 304-319 THREE QUESTIONS CLASS

1-28 class debate: is Paine a competitive or egalitarian liberal? ON ZOOM Thomas Paine, "Agrarian Justice," 605-623 in The Life and Major Writings of Thomas Paine

2-1 MICRO-ESSAY #1 DUE AS A GOOGLE DOC BY 4PM

B: The republican tradition and its varieties (e.g., pluralist, majoritarian) 2-2 Toward a pluralist republicanism: Madison on harnessing ambition and self interest The Essential Federalist and Anti-Federalist Papers, 167-174; 225-231; 241-250; 268-275

2-4 Anti-Federalists as majoritarian republicans: Melancton Smith and the Pennsylvania minority The Essential Federalist and Anti-Federalist Papers, xvi-xxv; 42-58; 3-24

2-9 Laboratories of democracy versus limited creatures of interest-group capture Paul Peterson, City Limits , 41-50 Kathleen Farraiolo, “State Policy Innovation and Federalism Implications of Direct Democracy,” 488-509 THREE QUESTIONS CLASS

2-11 class debate: Which is more republicanism, Madison’s public interest or Smith’s accountable government? ON ZOOM Robert Lieberman and Greg Shaw, “Looking Inward, Looking Outward: The Politics of State Welfare Innovation under Devolution,” 219-237 Theda Skocpol, et al., “Women’s Associations and the Enactment of Mothers’ Pensions in the United States,” 686-701

2-15 MICRO-ESSAY #2 DUE AS A GOOGLE DOC BY 4PM C: The ascriptive tradition and its varieties (e.g., classist, sexist, racist) 2-16 Revolutionary Republicans in a slave empire David Waldstreicher, Slavery’s Constitution, 3-19; 21-42

2-18 Lincoln, Douglass, the Constitution, and the founders Douglass, “What to the Slave is the Fourth of July?,” 108-130 The Frederick Douglass Papers , 340-366 Abraham Lincoln Great Speeches , 35-51

2-23 Compromise and Ratification David Waldstreicher, Slavery’s Constitution, 57-101 THREE QUESTIONS CLASS

2-25 class debate: Was the original US Constitution a proslavery document? ON ZOOM David Waldstreicher, Slavery’s Constitution, 126-151

3-1 MICRO-ESSAY #3 DUE AS A GOOGLE DOC BY 4PM

II: Dilemmas of the American dream A: Blacks in the Jim Crow era and today 3-2 Racial hierarchies and Dubois on double consciousness The Essential Federalist and Anti-Federalist Papers, 143-147 W.E.B. DuBois, The Souls of Black Folk , 43-53

3-4 Racial hierarchies in a house divided Desmond King and Rogers Smith, Still a House Divided , 3-61 Alex Vitale with Mark Leviton, “To Protect and to Serve?,” 4-13 THREE QUESTIONS CLASS

3-9 The death of slavery and the rebirth of caste Michelle Alexander, The New Jim Crow , 1-58

3-11 Wars on drugs and black people Michelle Alexander, The New Jim Crow , 59-139

3-16 Jim Crow anew: From Gangsta Rap to Drill Music Michelle Alexander, The New Jim Crow , 140-220 Forrest Stuart, B allad of the Bullet , 1-23 THREE QUESTIONS CLASS

3-18 class debate : is a color-blind state a necessary and sufficient liberal virtue? ON ZOOM Nathan Glazer, Affirmative Discrimination, 33-76; 196-221 Michelle Alexander, The New Jim Crow , 221-261

3-22 MICRO-ESSAY #4 DUE AS A GOOGLE DOC BY 4PM

B: Miners in an industrialist age: the end of liberal self-help? 3-23 The Democracy meets the three dimensions of power John Gaventa, Power and Powerlessness , v-xi; 3-32

3-25 Industrialism comes to America John Gaventa, Power and Powerlessness , 33-68

2 3-30 Electoral democracy in the coal camps John Gaventa, Power and Powerlessness , 125-164 THREE QUESTIONS CLASS

3-30 Matewan screening

4-1 class debate : does quiescence make liberal agency obsolete? ON ZOOM John Gaventa, Power and Powerlessness , 165-226

4-5 MICRO-ESSAY #5 DUE AS A GOOGLE DOC BY 4PM

C: Female citizens: caught between republican virtue and the liberal American dream 4-6 Women’s citizenship and suffrage Kristi Andersen, After Suffrage , 21-47; 160-170 Mary Walton, A Woman's Crusade: Alice Paul and the Battle for the Ballot , 1-20

4-8 The rise and fall of the Equal Rights Amendment (ERA) Jane J. Mansbridge, Why We Lost the ERA , 1-89

4-13 Public goods, Phyllis Schlafly, and the rise of the New Right Jane J. Mansbridge, Why We Lost the ERA , 90-148 Lisa McGirr, Suburban Warriors , 111-136; 179-186; 217-237 THREE QUESTIONS CLASS

4-15 class debate : was the ERA an egalitarian loss or an ascriptive gain? ON ZOOM Jane J. Mansbridge, Why We Lost the ERA , 165-199

4-19 MICRO-ESSAY #6 DUE AS A GOOGLE DOC BY 4PM

4-20 Iron Jawed Angels screening and discussion

4-24 FINAL EXAM 1:15-3:15 PM

Course requirements The following texts, required of all students, are available at the IWU Bookstore:

Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness (New York: The New Press, 2010) John Gaventa, Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley (Urbana: University of Illinois Press, 1982) Jane J. Mansbridge, Why We Lost the ERA (Chicago: University of Chicago Press, 1986) David Waldstreicher, Slavery’s Constitution: From Revolution to Ratification (New York: Hill & Wang, 2009) David Wootton, The Essential Federalist and Anti-Federalist Papers (Indianapolis: Hackett, 2003)

Selections from the following articles and books are on the class Moodle page.

Abraham Lincoln: Great Speeches (New York: Dover, 1991) American Political Thought: A Norton Anthology Isaac Kramnick and Theodore J. Lowi, eds. (New York: W.W. Norton, 2009) Kristi Andersen, After Suffrage: Women in Partisan and Electoral Politics before the New Deal (Chicago: University of Chicago Press, 1996) Frederick Douglass, “What to the Slave is the Fourth of July?,” 108-130 in The Oxford Frederick Douglass Reader ______., “The American Constitution and the Slave,” The Frederick Douglass Papers , 340-366 W.E.B. DuBois, The Souls of Black Folk (New York: Signet Classics, 1982) 3 Richard J. Ellis, "Radical Lockeanism in American Political Culture," Western Political Quarterly 45 (December 1992):825-850 ______, American Political Cultures (New York: Oxford University Press, 1993) Kathleen Ferraiolo,”State Policy Innovation and the Federalism Implications of Direct Democracy,” Publius Vol. 38 No. 3 (Summer 2008):488-514 Nathan Glazer, Affirmative Discrimination : Ethnic Inequality and Public Policy (New York: Basic Books, 1975) Louis Hartz, “American Political Thought and the American Revolution,” American Political Science Review 46 (June 1952):321-342 Desmond S. King and Rogers M. Smith, Still a House Divided: Race and Politics in Obama’s America (Princeton: Princeton University Press, 2011) Robert Lieberman and Greg Shaw, “Looking Inward, Looking Outward: The Politics of State Welfare Innovation under Devolution,” Political Science Quarterly Vol. 53 No. 2 (June 2000):215-240 Lisa McGirr, Suburban Warriors: The Origins of the New American Right (Princeton: Princeton University Press, 2001) The Frederick Douglass Papers John W. Blassingame ed. (New Haven: Yale University Press, 1985) Thomas Paine, “Agrarian Justice,” 605-623 in The Life and Major Writings of Thomas Paine Edited by Philip S. Foner (Secaucus, NJ: Citadel Press, 1974) Theda Skocpol, et al. “Women’s Associations and the Enactment of Mothers’ Pensions in the United States,” American Political Science Review Vol. 87 No. 3 (September 1993):689-701 Forrest Stuart. The Ballad of the Bullet: Gangs, Drill Music, and the Power of Online Infamy (Princeton: Princeton University Press, 2020) Alex Vitale with Mark Leviton, “To Protect and to Serve?,” The Sun (September 2020):4-13 Mary Walton, A Woman's Crusade: Alice Paul and the Battle for the Ballot (New York: Palgrave, 2010)

Social contract Students are required to complete six micro-essays (2-3 pages). All assignments and the final exam will be posted on my homepage: see the menu page, below the list of classes, click on ASSIGNMENTS.

60% micro-essays (10% each) 25% final exam 15% class participation

To avoid disrupting class discussion, please empty your bladder before class. Obviously you will not be docked points for leaving class in cases of dire need. After three absences (in person or zoom), your class participation grade will be impacted. Due to Covid 19, we may have to move to an all zoom meeting approach. Class debates are already scheduled for zoom sessions; Google docs will be used to collect claim-objection-rejoinder sequences.

Because this is a writing intensive class, students are strongly encouraged to revise at least one micro-essay. I will circulate a persuasive essay rubric with the third essay. In addition, students have the opportunity to revise all but the last micro-essay. Students must visit me during office hours with their essay, and must submit their original draft along with their revision to receive credit. Revision grades will be averaged with the original grade for the final grade on the assignment. Final deadline for all revisions is the last day of class, April 20.

Office: CLA 251 Telephone: 556-3126 Hours: TTH 4-5; W 9-11; 1-2; or by apt. Homepage: http://www.iwu.edu/~jsimeone E-mail: [email protected]

Illinois Wesleyan University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on a disability (including mental health and chronic or temporary medical conditions), it is your responsibility to register with Disability Services. Please note that accommodations are not retroactive and accommodations cannot be provided until I receive an email from Disability Services. Once the email is sent, please make arrangements with me as soon as possible to discuss your accommodations confidentially so they may be implemented in a timely fashion. For more information contact Disability Services by visiting 110 Holmes Hall, calling 309-556-3231 , or emailing [email protected] . 4