Political Science, B.A., 2018

Online content

Program Revision Proposal:
Changes to an Existing Program

Form 3A

Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@ suny.edu.

Section 1. General Information

a) Institution’s 6-digit SED Code: | 210500
Institutional ary Tiniam
Tktonmation Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code):
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:
oc) Program Title: | Political Science
Bee SED Program Code] 03070
Program to be
Changed Award(s) (e.g., A.A., B.S.):|B.A.
Number of Required Credits: ) Minimum [120 ] If tracks or options, largest minimum [ ]
HEGIS Code: | 2207
CIP 2010 Code: | 45.10
Effective Date of Change:
Effective Date of Completion”
Registered Program Title: Political Science; M/I with 40200 Albany Law School
programs linked | SED Program Code: 89222
to Program tobe | Award: B.A./J.D.
changed Number of Required Credits: Minimum [177 ] If tracks or options, largest minimum [ ]

HEGIS Code: 2207/1401
CIP 2010 Code:
Effective Date of Change:

Program Title: Political Science; M/A Information Science

SED Program Code: 28847

Award: B.A./M.S.

Number of Required Credits: Minimum [150] If tracks or options, largest minimum [ ]
HEGIS Code: 2207/1601

CIP 2010 Code:

Effective Date of Change:

Program Title: Political Science; M/A Political Science
SED Program Code: 82309

‘To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.
? Tf the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

Award: B.AJ/M.A.

Number of Required Credits: Minimum [140 ] If tracks or options, largest minimum [ ]
HEGIS Code: 2207/2207

CIP 2010 Code:

Effective Date of Change:

Program Title: Political Science; M/A Public Administration

SED Program Code: 83174

Award: B.A/M_P.A. |

Number of Required Credits: Minimum [ 157 ] If tracks or options, largest minimum [ ]
HEGIS Code: 2207/2102

CIP 2010 Code:

Effective Date of Change:

Program Title: Political Science; M/A Library Science

SED Program Code: 83081

Award: B.A/M.LS.

Number of Required Credits: Minimum | 150 ] If tracks or options, largest minimum 0
BEGIS Code: 2207/1601

CIP 2010 Code:

Effective Date of Change:

Program Title: Political Science; M/A Public Affairs and Policy

SED Program Code: 28073

Award: B.A/M.A.

Number of Required Credits: Minimum [ 150 ] If tracks or options, largest minimum [ ]
HEGIS Code: 2207/2102

CIP 2010 Code:

Effective Date of Change:

Program Title: Political Science; M/A Business Administration

SED Program Code; 91227

Award: B.A/M.B.A.

Number of Required Credits: Minimum [ 150 ] If tracks or options, largest minimum [ ]
HEGIS Code: 2207/0506

CIP 2010 Code:

Effective Date of Change:
oy Name and title: Celine A. LaValley, Assistant to the Vice Provost for Undergraduate Education
Campus Contact | Telephone and email: 518-442-3950 clavalley@albany.edu
r}) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to ‘support the proposed
Chief Academic | program. E-signatures are acceptable,
Officer Approval Name and title: Darrell P. Wheeler, Ph.D.

Interim Provost and Senior Vice President for Academic Affairs

Signature and date: Mets thew aL

2 of 17

If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:

Partner institution’s name and 6-digit SED Code: Albany Law School 402000
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal): Alicia Ouellette, President and Dean, letter appended

[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

[ ] No changes in program content. Proceed to Section 2.2.
a) Check all that apply. Describe each proposed change and why it is proposed.

[X]Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

[ ] Changes in a program’s focus or design

[X ]Adding or eliminating one or more options, concentrations or tracks

The proposal expands the range of available concentrations to reflect attractive, coherent sub-areas of the study of
politics which draw on the expertise and cross disciplinary breadth of faculty in the department.

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

Items highlighted indicate a change since last registration Courses with * are new since last registration.
Syllabi are included in A ppendix 1

Political Science BA 1990 (last registration Political Science BA (proposed revision)

update)

36 credits in Political Science including: 36 credits in Political Science including:

POS 101 American Politics (3) POS 101 American Politics (3)

POS 102 Comparative and International POS 102 Comparative and International

Politics (3) Politics (3)

400-level writing intensive POS course (3) 400-level writing intensive POS course (3)
may be among the 12 credits chosen in
the concentration

POS electives (9 credits) POS Electives (15 credits)

3 If the partner institution is non-degree- granting, see SED’s CEO Memo 94-04.
|

POS Concentration (12 credits) from:

American American
Political Theory Political Theory
Public Law Public Law

Courses by Subfield

Courses by Concentration

American Subfield Courses:

American Concentration Courses:

POS 205 State and Local Government

Renumbered POS 321 State and Local
Government

POS 303 Public Policy in Theory and Practice

POS 303 Public Policy in Theory and
Practice

POS 320 American Federalism

POS 323 Urban Government

POS 325 Government and Politics of NY

POS 329 Bureaucratic Politics

POS 329 retitled Administrative
Leadership

POS 331 American Legislature

POS 334 American Political Parties and
Groups

POS 365 Government and the Mass Media

POS 365 Government and the Mass
Media

POS 424 Community Politics

POS 433 Women, Politics and Power

POS 438 Political Behavior

POS 287 The Constitution

POS 304 Political Economy of New York:

POS 305 Political Economy of New York:

POS 332 The Presidency

POS 339 Political Socialization

POS 406 Implementation and Impact

POS 411 Science, Technology and Public

POS 431 Legislative Internship

POS 434 Campaign Internship

mut

Political Theory Subfield Courses:

Political Theory Concentration

POS 301 Political Philosophy

POS 307 American Political Theory

POS 310 Contemporary Political Philosophy

POS 310 Contemporary Political

POS 313 Feminist Social and Political
Thought

POS 314 Problems of Political Inquiry

POS 419 Seminar in Political Theory

Public Law Subfield Courses:

POS 330 The American J udiciary

POS 333 Women and the Law

POS 335 The American Supreme Court

POS 336 Civil Liberties

POS 426 American Constitutional Law |

POS 427 American Constitutional Law II

POS 437 The Legal Process

POS 437 retitled Law and Society

POS 410 Minorities and the Politico-Legal

POS 428 American Constitutional Law III

POS 429 Administrative Law

Courses in Comparative Politics Subfield:

Courses in Global Politics

POS 350 Comparative Public Policy

POS 351 European Politics

POS 353 Developing Political Systems

POS 354 Government and Politics of the

POS 355 Government and Politics in Sub-

POS 357 Latin American & Caribbean Politics

POS 357 Latin American & Caribbean

POS 461 Comparative Ethnicity

Renumbered POS 361 Comparative

POS 373 Government and Politics in People’s
Republic of China

POS 373 Government and Politics in
People’s Republic of China

POS 452 Communist and Post-Communist
Political Systems

POS 452 Communist and P ost-
Communist P olitical Systems

POS 358 Politics of India and Pakistan

POS 359 Israeli Politics

Courses in International Relations

Global Politics Concentration Courses

POS 356 Russian Foreign Policy

POS 370 International Relations: Theory

POS 371 International Relations: Practice

POS 375 International Organization

POS 376 The Foreign Policy of the People’s
Republic of China

POS 376 The Foreign Policy of the
People’s Republic of China

POS 380 Basics of International Law

POS 383 American Foreign Policy

POS 384 Formulation of American Foreign

POS 384 Formulation of American

POS 395 International Political Economy

POS 396 Energy Policy, Domestic and
International

POS 398 Defense Policy and National

POS 469 Order and Disorder in Society

POS 472 International Conflict and Resolution

POS 472 International Conflict and

POS 473 Economic Relations in the Global

POS 473 Economic Relations in the

New Concentrations

Law and Institutions Concentration

POS 317 Comparative Criminal
Procedure

POS 319 American Political Development

POS 325 The Government and Politics

POS 326 Introduction to Public Law

POS 331 American Legislatures

POS 332 The Presidency

POS 335 American Supreme Court

POS 336 Civil Liberties

POS 344 Predicting the Supreme Court

POS 363/CRJ 353 American Criminal
Courts

POS 425Z J ustice Reform in Latin
America

POS 437Z Law and Society

Citizenship Concentration Courses:

POS 306 Contemporary Democratic
Theory

POS 321 State and Local Government

POS 334 Political Parties

POS 307 American Political Theory

POS 377 Southeast Asian Politics

POS 378 Politics of International
Migration

POS 433 Women Politics and Power

POS 439 Topics in American Politics:
Controversies in American Values

POS 449 Topics in Public Law: Equal
Citizenship in Comparative Perspective

POS 469 Topics in Comparative Politics:
Democracy and Democratization

Equality and Inequality Concentration

POS 313 Feminist Social and Political
Thought

POS 324 Latino Politics in the US

POS 326 Introduction to Public Law

POS 336 Civil Liberties

POS 387 Public Spending and Fiscal
Policy

POS 395 International Political Economy

POS 399 Selected Topics: The Welfare
State

POS 419 Equality Left and Right

POS 426 Constitutional Law |

POS 427 Constitutional Law II

POS 449 Topics in Public Law: Election
Law

POS 449 Topics in Public Law: Equal
Citizenship in Comparative Perspective

POS 469 Topics in Comparative Politics:
Democracy and Democratization

Political Economy and Development
POS 319 American Political Development
POS 323 Urban Politics

POS 350 Comparative Public Policy

POS 362 Nations and Nation Building
POS 387 Public Spending and Fiscal
POS 395 International Political Economy
POS 399 Selected Topics: The Welfare

Courses in Security and Statecraft
POS 351 European Politics

POS 367 Politics of the Middle East

POS 378 Politics of International
Migration

POS 383 American Foreign Policy

POS 399 Selected Topics: Foreign Policy
And Coercive Statecraft

POS 437 Law and Society

c) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

Please see A ppendix 1.
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

All courses are being taught by existing faculty. No additional costs result from the addition of concentrations.

[Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.
Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.

[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

[Section 3. Program Schedule and Curriculum

a) For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program

conforms to SUNY’s and SED’s policies.

e It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor's degree programs should have at least 45 credits of wpper division study, with 24 in the major.

e It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages
It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.

e Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Program Schedule

Term 2: Fall 20xx Credits per classification
Course Number & Title Cr GER_|LAS |Maj |TPath New _|Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110.
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 xX
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 7 4

SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)

Program/Track Title and Award:__Political Science BA

a) Indicate academic calendar type: [X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists: _ Political Science

d) Use the table to show how a typical student may progress through the program;

— Appendix 3)

See Transfer Path Requirement Summary for details

py/expand the table as needed. Complete all columns that apply to a course.

Fall 1: Spring 1:
Course Number & Title Cr |GER | LAS | Maj | TPath | New |Co/Prerequisites| [Course Number & Title Cr _|GER |LAS | Maj |TPath |New _|Co/Prerequisites
POS 101 American Politics -R 3 | AH 3 3 x POS 102 Comparative and | 3 | SS 3 3 x
International Politics -R
Arts Gen Ed - RE 3 | AR 3 UUNI 110 Writing & Critical | 3 | BC 3
Inquiry - R
Natural Science Gen Ed - RE 3 | NS 3 Elective - FE 3
Elective - FE 3 Elective - FE 3
Liberal Arts Elective - RE 3 3 Elective - FE 3
Tem credit totals: | 15 | 9 12 | 3 1 Term credit totals:| 15 | 6 6 3 1
Fall 2: Spring 2:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| | Course Number & Title Cr _|GER |LAS | Maj |TPath |New |Co/Prerequisites
POS 103 Political Theory - R 3 | HU 3 3 Xx x POS Concentration Course | 3 3 3
#1*-RE
Foreign Language Gen Ed - RE 3 FL 3 POS Elective #1 - RE 3 3 a
Math Gen Ed - RE 3 M 3 Minor Course #2 - RE 3
Minor Course #1 (minor required, 3 International Perspectives 3] OW] 3
subject unrestricted) - RE Gen Ed - RE
Liberal Arts Elective - RE 3 3 Liberal Arts Elective - RE 3 3
Tem credit totals: | 15 | 9 12 | 3 1 Term credit totals: | 15 | 3 12 | 6
Fall 3: Spring 3:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| | Course Number & Title Cr _|GER |LAS | Maj |TPath |New |Co/Prerequisites
POS Concentration Course #2 — 3 3 3 POS Concentration Course | 3 3 13
RE #3 -RE
POS Elective #2 Upper Level- RE | 3 3 3 POS 101, POS POS Elective #3 Upper 3 3 13 POS 101, POS 102, POS
102, POS 103 Level - RE 103
Minor Course #3 - RE 3 U/L Minor Course #4 - RE 3
Campus Gen Ed- RE 3 x 3 UIL Liberal Arts Elective - 3 3
RE
Liberal Arts Elective - RE 3 3 Liberal Arts Elective - RE 3 3
Term credit totals:| 15 | 3 12 | 6 Term credit totals: | 15 12 | 6
Fall 4: Spring 4:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites| | Course Number & Title Cr _|GER |LAS | Maj |TPath |New |Co/Prerequisites
POS 400 Level Elective Writing a 3 3 POS Elective #5 Upper Level- | 3 3 3 POS 101, POS 102, POS

Intensive (Concentration Course #

103

4)-RE
POS Elective #4 Upper Level-RE | 3 3 3 POS 101, POS UIL Minor Course #6 - RE 3
102, POS 103

U/L Minor Course #5 — RE 3 UIL Liberal Arts Elective - 3 3
RE

UIL Liberal Arts Elective - RE 3 3 UIL Liberal Arts Elective - 3 3
RE

U/L Liberal Arts Elective - RE 3 3 UIL Liberal Arts Elective - 3 3
RE

Tem credit totals: | 15 Term credit totals:

a Total Major: 36 | Elective & Upper [OST PSCNEEN Number of SUNY GER Categories:
Progéam Totals (in credits): Credits: 120 Division: 51 Major: 24 |

KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s): list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
Westem Civilization (WC)

[ Section 4. SUNY Faculty Table ]

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

(a) (b) © (d) () (i)
Highest and
% of Other Discipline(s) of Highest Additional
Faculty Member Name and Title Time Applicable and Other Applicable Qualifications: List
and/or Rank at the Institution Dedicated Earned Degrees Earned Degrees related certifications and
(Include and identify Program to This Program Courses Which May Be Taught | (include College licenses and professional
Director.) Program mber and Title) or University) experience in field.

PART 1. Full-Time Faculty

RPOS 102-Comparative and International

Politics University of Ph.D., Government and
Victor Asal, Professor 100% RPOS 360-Violent Political Conflict Maryland Politics.
RPOS 361-Comparative Ethnicity
London School of
, RPOS 350-Comparative Public Policy Economics and ‘
Zsofia Barta, Assistant Professor 100% RPOS 387-Public Spending and Fiscal Policy | Political Science - PhD., Political Economy
European Institute

RPOS 103-Political Theory
Peter Breiner, Associate Professor 100% RPOS 301-History of Political Theory I
RPOS 302-History of Political Theory II

Stanford

University Ph.D., Political Science

(a) (b) © (d) () ()
Highest and
% of Other Discipline(s) of Highest Additional
Faculty Member Name and Title Time Applicable and Other Applicable Qualifications: List
and/or Rank at the Institution Dedicated Earned Degrees Earned Degrees related certifications and
(Include and identify Program to This Program Courses Which May Be Taught | (include College licenses and professional
Director.) Program (Number and Title) or University) experience in field.
RPOS 303-Public Policy in Theory and
Practice
RPOS 313-Feminist Social and Political
Thought
RPOS 419-Seminar in Political Theory
RPOS 353-American Criminal Courts
RPOS 364-Building Democracy
RPOS 356-Russian Foreign Policy
RPOS 362-Nationalism and Nation-Building
Cheng Chen, , Associate Professor 100% ee 373-Government and. Politics in the University of Ph.D., Political Science
eople's Republic of China Pennsylvania
RPOS 376-The Foreign Policy of the People's
Republic of China
RPOS 452-Communist and Post-Communist
Political Systems
RPOS 355-Government and Politics in Sub-
Saharan A frica
RPOS 364-Building Democracy
RPOS 366-Approaches to Development Massachusetts
Christopher Clary, Assistant Professor 100% toe 378 lernations! Organization Institute of Ph.D., Political Science
-A merican Foreign Policy Technolo
RPOS 384-Formulation of American Foreign sy
Policy
RPOS 484-A merican Foreign Policy
Formulation and Implementation
RPOS 323-Urban Government
RPOS 324-Latino Politics in the United States
RPOS 334-American Political Parties and
Groups City University of
Jose Cruz, Associate Professor 100% RPOS 410- Minorities and the Politico-Legal | New York Ph.D., Political Science
System Graduate Center
RPOS 424-Community Politics
RPOS 447-Latino/as and Inequality in
America
a RPOS 370-International Relations: Theory University of i F
Bryan Early, Associate Professor 100% RPOS 371-Intemational Relations: Practice Georgia Ph.D., Political Science
Sally Friedman, Associate Professor 100% Hee ka ain Tee wes vee of Ph.D., Political Science

(a)

(b)

(d)

()

)

Faculty Member Name and Title
and/or Rank at the Institution
(Include and identify Program

Director.)

% of
Time
Dedicated
to This
Program

Program Courses Which May Be Taught
(Number and Title)

Highest and
Other
Applicable
Earned Degrees
(include College
or University)

Discipline(s) of Highest
and Other Applicable
Earned Degrees

Additional
Qualifications: List
related certifications and
licenses and professional
experience in field.

RPOS 433-Women, Politics, and Power
RPOS 439-Topics in American Politics

Bryan Greenhill, Assistant Professor

100%

RPOS 102-Comparative and Intemational
Politics

RPOS/RPAD 343-Homeland Security
RPOS 370-International Relations: Theory
RPOS 371-International Relations: Practice
RPOS 380-Basics of Intemational Law
RPOS 398-Comparative National Security
Policy

RPOS 472-International Conflict and
Resolution

RPOS/RPAD HHPM 486-Intemational
Health and Human Rights: an
Interdisciplinary Approach

University of
Washington

Ph.D., Political Science

Anne Hildreth*, Associate Professor
Program Director

100%

RPOS 101-American Politics

RPOS 334-American Political Parties and
Groups

RPOS 337-Campaigns and Elections in U.S.
RPOS 438-Political Behavior

University of
Towa

Ph.D., Political Science

Matthew Ingram, Associate Professor

100%

RPOS 317-Comparative Criminal Procedure
RPOS 326-Introduction to Public Law
RPOS 327-Comparative Judicial Politics
RPOS 344-Predicting the Supreme Court
RPOS 357-Latin American & Caribbean
Politics

RPOS 363/CRJ 353-A merican Criminal
Courts

RPOS 425-Justice Reform in Latin America

University of
New Mexico

Ph.D., Political Science

J.D., School of Law,
University of New Mexico

Rey Koslowski, Associate Professor

100%

RPOS 368-Information Technology and
Wodld Politics

RPOS 386-International Conflict and Security
RPOS 450-Theory and Research on Global
Politics

RPOS 474-Politics of International Migration

University of
Pennsylvania

Ph.D., Political Science

Michael Malbin, Professor

100%

RPOS 334-American Political Parties and
Groups
RPOS 335-The American Supreme Court

Cornell
University

Ph.D., Government

(a)

(b)

(d)

()

)

Faculty Member Name and Title
and/or Rank at the Institution
(Include and identify Program

Director.)

% of
Time
Dedicated
to This
Program

Program Courses Which May Be Taught
(Number and Title)

Highest and
Other
Applicable
Earned Degrees
(include College
or University)

Discipline(s) of Highest
and Other Applicable
Earned Degrees

Additional
Qualifications: List
related certifications and
licenses and professional
experience in field.

RPOS 337-Campaigns and Elections in U.S.
RPOS 430-Founding the American National
Government

Bruce Miroff, Professor (Collins Fellow)

100%

RPOS 101-American Politics

RPOS 332-The Presidency

RPOS 435-Congress and the Presidency
RPOS 439-Topics in American Politics

University of
California,
Berkeley

Ph.D., Political Science

Julie Novkov, Professor (Collins Fellow)

100%

RPOS 326-Introduction to Public Law
RPOS/PAD 328-Law and Policy

RPOS 333-Women and the Law

RPOS 335-The American Supreme Court
RPOS 346-Law, Sexual Orientation, and
Gender Identity

RPOS 426-American Constitutional Law I
RPOS 427-American Constitutional Law II
RPOS 437-Law and Society

University of
Michigan

Ph.D., Political Science

J.D., School of Law,
New Y ork University

Gregory Nowell, Associate Professor

100%

RPOS 102-Comparative and International
Politics

RPOS 351-European Politics

RPOS 367-Politics of the Middle East
RPOS 395-International Political Economy
RPOS 396-Energy Policy, Domestic and
International

RPOS 469-Topics in Comparative Politics
RPOS 473-Economic Relations in the Global
System

RPOS 479-Topics in International Relations

Massachusetts
Institute of
Technology

Ph.D., Political Science

Morton Schoolman, Professor

100%

RPOS 103-Political Theory

RPOS 306-Contemporary Democratic Theory
RPOS 307-A merican Political Theory

RPOS 310-Contemporary Political
Philosophy

RPOS 314-Problems of Political Inquiry
RPOS 419-Seminar in Political Theory

Brown University

Ph.D., Political Science

Patricia Strach, Professor

75%

RPOS/PAD 340-Introduction to Policy
Analysis
RPOS 424-Community Politics

University of
Wisconsin,
Madison

Ph.D., Political Science

(a) (b) © (d) () ()
Highest and
% of Other Discipline(s) of Highest Additional
Faculty Member Name and Title Time Applicable and Other Applicable Qualifications: List
and/or Rank at the Institution Dedicated Earned Degrees Earned Degrees related certifications and
(Include and identify Program to This Program Courses Which May Be Taught | (include College licenses and professional
Director.) Program (Number and Title) or University) experience in field.
RPOS 330-Law, Courts, and Politics
RPOS 336-Civil Liberties
RPOS 346-Law, Sexual Orientation, and University of J.D., School of Law
Stephan Stohler, Assistant Professor 100% Gender Identity P ani Ph.D., Political Science U ‘nail fP : Ivani
RPOS 426-American Constitutional Law I oangy Fane niversily: ol, Rennsylvanta
RPOS 427-American Constitutional Law II
RPOS 449-Topics in Public Law
RPOS 319-A merican Political Development
RPOS 320-American Federalism
RPOS 321-State and Local Government University of Certificate in Urban
Timothy Weaver, Assistant Professor 100% RPOS 322-Government & Politics of New P vani Ph.D., Political Science Studi
York City ennsylvania ies
RPOS 325-The Government and Politics of
New York State
RPOS 341-Washington in Perspective
RPOS 377-Politics of Southeast Asia
Meredith Weiss, Professor 100% aa $46 Identibes, Boundanes & Yale University Ph.D., Political Science
obilization
RPOS 495-Research and Writing in
Washington
Part 2. Part-Time Faculty
Frank Mauro Adjunct RPOS 321-State and Local Government Syracuse MPA
RPOS 322-Government & Politics of New University
Y ork City
RPOS 325-The Government and Politics of
New York State
Sean McKeever Adjunct RPOS 308-Theorists and Theorizing Lehigh University | MA., in Political Science ] Ph.D. Candidate
RPOS 365-Government and the Mass Media
Timothy Taylor Adjunct Electives Comell Law J.D.
School
Michael Christakis Adjunct RPOS 329-A dministrative Leadership University at Ph.D., Public
Albany Administration and
Policy
David Liebschutz Adjunct RPOS 329-A dministrative Leadership Duke University | MPP; J.D., School of Law
Duke University
Bill Andrews Adjunct RPOS 363/CRJ 353-American Criminal Ohio Northen J.D Legislative Counsel,
Courts University Albany County

Comptroller’s Office

(a) (b) © (a) (e) )

Highest and
% of Other Discipline(s) of Highest Additional
Faculty Member Name and Title Time Applicable and Other Applicable Qualifications: List
and/or Rank at the Institution Dedicated Earned Degrees Earned Degrees related certifications and
(Include and identify Program to This Program Courses Which May Be Taught | (include College licenses and professional
Director.) Program (Number and Title) or University) experience in field.

Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)

17
University at Albany
Program Revision Proposal
Political Science BA

Appendix 1

Courses Added to Program Since Last Registration Update (1990)
Fall 2016 University at Albany SUNY
RPOS 103, Credits: 3, Sec 5037 Tu Th 11:45-1:05 in LC19

Introduction to Political Theory
Prof. Peter Breiner

Office hours: Tu Th 1:15-2:15 in HUB16 or by appt.

This course will introduce you to some of the major books of political theory and some of
the major problems of politics these books address. The goal of the course is to teach you how to
read some of these famous texts, and more significantly, how to think through and argue about
some of the central questions of politics. This course is going to focus on one of these central
questions: what is justice and what is the role of politics in realizing it? While this question
may seem abstract, it is central to a variety of contemporary political debates. Here are a few of
them:

1. Justice and Political Power: Are appeals to justice merely a cover for political
power? Does every ruling group simply invoke principles of justice to justify its use of
political power to further its own interests? What is a just distribution of political power
and decision-making? Who should rule in a just society—qualified elites, ordinary
citizens, morally superior guardians?

2. Justice and Unequal Political Resources: If democracy assumes all citizens are
equal with regard to civil and political liberty defined as the opportunity to influence
fundamental political decisions, what is the just way to distribute political resources
(money, wealth, political power, and political knowledge) to make sure that political
liberty is enjoyed equally? Under what circumstances if any can one argue that
inequalities of political liberty are just? Is authoritarian mule or rule of superior guardians
just?

3. Justice and Luck: We know that many people have advantages over others in gaining
jobs, income, wealth, and influence on political decisions simply because they had the
good luck to be bom into the right family, with the right skills, in the right neighborhood,
with sufficient resources, and at a moment when they possess abilities and resources they
did not produce were in demand. Is it just that that a political society should reward
people with such lucky advantages at the cost of citizens without them? Should political
institutions intervene to offset unearned advantages?

4. Justice and Property: W hat is a just distribution of property? Specifically how much
inequality or equality of property is compatible with justice? What is the answer if
justice means treating each human being of equal worth? What is the answer if justice
means rewarding each according to his/her unequal abilities?

5. Justice and the Market: Proponents of the market claim that the market distributes
resources, goods and incomes according to the principle that if each person pursues
his/her self-interest, the outcome will be “fair” and just. However, we can ask, is the
market a form of just distribution or are there principles of justice that deny this claim?
6. Justice and Public G oods: W hat is the relation of justice to the provision of public
goods, that is, goods which we enjoy equally such as education, health care, pensions,
environmental regulation, financial regulation, parks, libraries, and security? Is a just
political society required to provide such goods or not?

These are some of the questions we will debate in this course. As part of this debate, we will be
reading a number of major political thinkers who have addressed the question of justice its
meaning for understanding different areas of political life—among them Plato, Rousseau, Paine,
Marx, and Rawls. Each thinker will have a different answer to the questions above. It is your job
to try to figure out who is right and why.

Course Objectives:

Students will gain an understanding of the major arguments in political theory with a special focus
on different theories of justice.

1. Students will lean to analyze political concepts for their meaning and political arguments

for coherence on fundamental questions of politics.

2. Students will learn to interpret political theory texts—their strategy of argument, style, and
levels of meaning.

3. Students will learn to understand differences between older political arguments and present
ones.

4. Students will learn how abstract political arguments apply to day- to- day politics.

5. Students will lean to focus on those arguments that hold a political theory together, the
assumptions about human motivation that political thinkers make, how the logic of a political
argument can lead to unexpected conclusions and when a political argument is contradictory and
when it is merely paradoxical.

Required Books

Plato, The Republic (Hackett) trans. by Grube and Reeve

Jean-Jacques Rousseau, The Basic Political Writings (Hackett)

Karl Marx, The Marx-Engels Reader ed. by Tucker (Norton)

Michael Sandel, What Money Can’t Buy: The Moral Limits of Markets (Farrer, Straus, Giroux)

Additional Readings on Blackboard (the password: pos103)

A selection from John Rawls, A Theory of Justice

A short section on property from John Locke, Second Treatise of Government

A short piece by Thomas Paine, Agrarian Justice

Milton Friedman, Capitalism and Freedom (chs. 1, 2)

Course Outline (*means you should read with extra care.)

I. Introduction to the course and to political theory (August 30")—no class September 1.
IL. Justice and Guardianship: Plato’s Soul Based Theory of Justice

Does justice require rule by those who by nature have superior character and insight? What is a

just distribution of political and social goods? What should be politically distributed? What
should not? Do we “deserve” the benefits of our natural and social endowments?

20
-Sept 6, Plato, The Republic: Justice as Identity of Polity and Properly Ordered SoulBook I and
Book II until (par 363). (Ordinary concepts of justice—equality vs inequality: paying debts;
practicing honesty; helping friends and harming enemies; right of the stronger; power vs. right.
What does it mean to rule well? The story of the Gyges Ring—will we act unjustly if given the
chance?)

-September 8, Rest of Book II (Understanding justice as building the most perfect polis in
theory. Polities as forms of education to justice. Political education and the need for fictions.
Creating a stratified polity according to function)

-Sept 13, Book III (Completing the education of the guardians and selecting rulers)

-Sept 15, Books IV* (A new definition of justice. Isomorphism of just city/polis and just soul—
inseparability of just human being and just city. Inequality in soul reflected in inequality in
political rule.)

-Sept 20, Book V (The completion of the kallipolis: communal ownership, the rule of
philosophers based on the differences in genuine “knowledge” vs. “opinion” or “belief”. The
superiority of theory over practice.)

-Sept 22, Book VI* (Justice as knowledge of the good and why only philosophers have access to
it. (Knowledge of forms vs. knowledge of appearances.)

-Sept 27, Book VII* (The double meaning of the allegory of the cave-political and philosophic.
Is dialectic the only way to grasp justice? If justice can only be understood by philosophy can
justice be “political”?

-Sept 29 Book VIII (552d-566d) (Plato’s criticism of politics: How does oligarchy lead to
democracy and democracy to tyranny? Is democratic justice as equal political membership
defensible? Is democracy unjust?)

Oct 4, no class.
Essay on Plato on Justice due in section October, 7".
IV. Democratic J ustice: Rousseau, The Social Contract and Equalizing Political Liberty

Is Plato wrong in claiming democracy is unjust? Does popular sovereignty (rule of the people)
require the equal enjoyment of full citizenship through participation in fundamental decisions
affecting common life? If justice is modeled on political equality, how should we distribute
power and wealth? Why does liberty as unrestrained pursuit of private interest lead to injustice?
Is private liberty compatible with political liberty? What does the realization of political equality
require under modem conditions of politics-the 1/n problem? If justice depends on the identity of
rulers and ruled, how should we organize the government so that it does not become unjust?

Jean-Jacque Rousseau, Social Contract
-Oct 6, Social Contract Book I
-Oct 11, Social Contract Book II** Read very carefully.

21
-October 13, no class.
-Oct 18, Social Contract Book III, chs. 1,2 , 4, 10 13-15, 18.**,
-Oct 20, Social Contract finish Book III and Book IV, chs. 1, ** 2

V. Politics, Property and J ustice I: Is ownership of private property just, or is it the source
the source of all social and political injustice? Locke, Rousseau, and Paine.

Oct 25, John Locke, very short selection on the origins of private property from John Locke,
Second Treatise of Government (on Blackboard) and Rousseau, Discourse on the Origins of
Inequality Preface and Part I. Why can we never discover our natural state? What does a natural
equality look like? Amour de soi vs amour propre.

-Oct 27, Nov 1. Rousseau, Discourse on the Origins of Inequality Part II (A hypothetical history
of the origins of social and political inequality. Private property as origin of injustice. The
political contract as deception—inequality of property and power in the modem state as the height
of injustice. How should we restore justice if we are all morally equal?)

-Nov 3, Thomas Paine, “Agrarian Justice” (on Blackboard): an argument for estate tax to fund
old age pensions and guaranteed basic income.

Nov 8, Midterm Exam on Locke, Rousseau, and Paine and economic justice.

VI. Politics, property and justice II: Capitalism, Class Inequality and Freedom in Marx. Is
capitalism unjust or is justice irrelevant for understanding capitalism? What would
equality of property mean for individual and social liberty?

Karl Marx. The denaturing of property through history: Capital as class conflict. Capital as
Exploitation. Capital as prelude to communal ownership.

-Nov 10. The Communist Manifesto, in Marx-Engels Reader Sections 1-2

-Nov 15. Finish Manifesto Part II (“Proletarians and Communists”) (Part III sec 2-3) and Part
IV, and read short selection from Capital on “The Working Day” pp. 361-367. 372-376 in Marx-
Engels Reader. ( Recommended: “Critique of the Gotha Program” pp. 525-541)

-Nov 17. Finish up Marx.

VII. Modern Concepts of J ustice, and Equality

-Nov 22. John Rawls, A Theory of Justice The Two Principles of Justice. sec 1-4, 11 (on
Blackboard) (the problem of justice-dealing with deep inequalities; the two principles of ajust
political society; the original position and the social contract). Why is it that deep inequalities in
our life chances “cannot possibly be justified by an appeal to the notions of merit and desert”
(TJ, p. 7)?)

-Nov 29, Rawls, A Theory of J ustice: sec 17, 36 (a democratic concept of justice; justice and the
fair value of political liberty). (on Blackboard)

Nov 30 (Wednesday) paper on Marx (5-6 pages) due in HUB16 by 3pm!

VIII. Justice and the Claims of Market Liberty. Are markets just?
-Dec 1, Milton Friedman, Capitalism and Freedom, chs. 1-2 (on Blackboard)

-Dec 6, Michael Sandel, What Money Can’t Buy, Introduction, chs. 1-3

22
-Dec 8, Michael Sandel, What Money Can’t Buy, chs 3-5
Final exam on Thursday, Dec 11th 10:30am -12:30pm LC 18.

Assignments and C ourse Obligations:

1) Y ou will have two short essays (of approximately 5-6 pages). The first will be on Plato’s
argument for why only a polity derived from philosophy and based on guardianship can be just.
It will be due in section on Friday October 7. The second paper will be on Marx and justice that
will be due in HUB16 on Wednesday November 30. Topics will be handed out at least a week
before the papers are due.

2) Every week or occasionally every two weeks, you will be asked to write a very short two
paragraph essay on a political theory puzzle. The puzzle will be assigned on Tuesdays in class,
and you will bring in your typed answer on Thursday. We will discuss the puzzle in class and at
end of class you will hand your short essay to your teaching assistant. Puzzles will typically ask
you to apply some aspect of the political theory under discussion to a contemporary problem.
They will be considered very much as thought pieces. The puzzles will be graded not on the
basis of whether you had a right or wrong answer (often many answers are possible), but
instead on your effort in thinking through the problem. If you demonstrate you have given
the question genuine thought, you will do well. Treat the question with indifference and
you will do poorly. The puzzles will also help us to assess your writing skills early, and
allow your TA to help you with your writing. Y ou will be allowed to skip one puzzle during

the semester. But if you miss more than one, it will affect your overall grade.

3) There will be an in-class exam on Rousseau and Paine’s arguments for why equality of
citizenship leads to egalitarian justice with regard to property and income on Nov 8.

4) There will be a final exam on Thursday, Dec 19" 1-3pm in LC 19 This exam will focus on
Rawls’s theory of justice and the problem of justice and the market.

5) You are expected to attend every class and every section. If you are absent from section
more than two times without a legitimate excuse, your grade will fall by a half. Two more, it will
fall by a half again and so on. You cannot pass the class if you do not attend sections.

6) You should bring the books or reading to class. I will often refer to passages in these
books, and you will be clueless without the books in hand.

Grading:

Grading will be as follows:

The two papers will each count 20% of your grade for a total of 40%

The midterm: 20%,

The final: 20%.

Section grade and puzzles will count 20%

Grading will take improvement into account. But note: 20% of your grade will be based on
section participation and puzzles.

The grading scale will be as follows:

23
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, E=below 60.

If you feel you have been awarded an unfair grade, you may contest it. However, if you want to do
so, it must be done in writing and no sooner than 48 hours after you have received the grade. In

your written complaint you need to provide a specific account of what in particular you are
concemed about.

24
Plagiarism

Plagiarism means to pass off someone else’s work as your own. Please be warned that should
I find you have plagiarized, you will receive an immediate E in the course and further
actions will be taken, including sending your case before a university committee. You
should also be warned that taking text off internet sites such as Sparknotes or Wikipedia
will also earn you an E along with further actions. It is your job to demonstrate to us that
you have worked out your essays from the texts at hand through clear arguments and
proper citations. It is not our job to demonstrate you haven’t!

Office Hours:

My office hours will be Tu Th 1:15-2:15 in HUB16. If you alert me, I can meet the hour before
our class: at 10:45am. I am also happy to meet with you in my downtown office Milne 204 on
Wednesday afternoons 2-3:30 if you alert me in advance. I am happy to answer your questions
and comments through e-mail: pbreiner@ albany.edu

Teaching Assistants

The teaching assistants for this course are Nels Frantzen, nfrantzen@albany.edu, and Nathaniel
Williams, ncwilliams@albany.edu . Y ou should feel free to see them in their office hours, talk to
them after class, or write them e-mails. They will be happy to discuss the class material with you
as well as help you with any problems you are having with the class. Since this is a class that
deals with the “big” questions of politics you should not feel any hesitation in engaging either
the TAs or me in dialogue on the course material

Blackboard:

As mentioned above, a number of the readings are on Blackboard. Find our course, RPOS 103,
Introduction to Political Theory, and then click on it. Here you will find a subdirectory with
readings for the course. These directories contain not just the additional readings but also a sheet
on how to write political theory papers, the syllabus, and occasionally lecture outlines. You must
download and print off the readings on e-reserve, for you will be expected to bring them to
section and lecture. Reading them on line will simply not do!

25
University at Albany, SUNY Spring, 2016
Department of Political Science

Political Science, RPOS 302
HISTORY OF POLITICAL THEORY II
Peter Breiner
Hu 123, Credits: 3, Section 8881, MWFr 10:25AM - 11:20AM

Required Reading

Thomas Hobbes, Leviathan (Penguin)

John Locke, Second Treatise of Government, (Hackett)

Jean Jacques Rousseau, Basic Political Writings (Hackett)

Alexis de Tocqueville, Democracy in America (Harper and Row)
John Stuart Mill, On Liberty and Other Essays (Oxford)

Karl Marx, The Marx-Engels Reader ed. by Robt. Tucker (Norton)
Max Weber, The Vocation Lectures (Hackett)

Hannah Arendt, On Revolution (Penguin)

This course will provide a close examination of political theory from the early-modern period
characterized by social contract theories and the modern period that focuses mostly on the ways
fundamental problems of equality, freedom, economy, and state were examined by providing
historical developmental tendencies to assess what possibilities existed for realizing fundamental
aims and principles. Of particular interest will be the way modern theorists focus on the
possibilities for democracy, freedom, and equality in light of new forms of political engagement
among others, revolution, participation in associations, the rise of modem representative politics,
the rise of professional politics, and the introduction of public opinion and elections into the
political sphere. Throughout we will be interested in the changing nature of property and the
market in shaping the thinking of political theorists.

Course Objectives
Students gain a critical understanding of the arguments of some of the major political thinkers
writing between the 17" and 20" centuries.

1. Students will learn to analyze these thinkers’ arguments and compare them.

2. Students will find learn to find the strengths and weaknesses in these arguments and assess
stronger from weaker ones.

3. Students will learn to play these arguments off one another.

4, Students will learn to deploy these arguments to present day politics.

5. Students will learn the differences in the styles of arguments of different eras and learn to
question whether different styles of argument can be applied in periods very different from when
the arguments were first offered.

6. Students will to learn to evaluate different arguments for their relevance to present day
arguments.

Course Outline: (dates for each section are approximate.)

J Hobbes: A Scientific Foundation for Politics. (Jan 21-Feb. 12)

26
Il.

Hobbes, Leviathan

(1/21) Epistle Dedicatory (pp. 75-84), chs. 1-7
(1/24) chs. 10-11

(1/26) chs. 13-17

(/28) chs 18-22

(2/1) chs 24, 29, 30, Conclusion.

John Locke: property, consent, and the origins of liberalism (Feb. 3--8)

Locke, Second Treatise of Government: chs 1-6, 7-12, 13-19 Recommended:
Peter Laslett, "Introduction" to the Two Treatises (Cambridge edition).

C. B. Macpherson, The Political Theory of Possessive Individualism, Ch.1, 5.*
John Dunn, The Political Thought of J ohn Locke

Richard Ashcraft, The Two Treatises of John Locke

Essay on Hobbes due in contact office by 3 pm Tuesday, February 16 in Hu B16.

Ill.

Jean Jacques Rousseau: Inequality, and the Recovery of Democratic Citizenship (Feb 10-
28)

A. (2/10-2/15) Discourse on the Origins of Inequality (entire)

B. (2/17-2/28) The Social Contract Book I, Book II, Book III, IV.1-2.
Both in Basic Political Writings Recommended:

Discourse on the Arts and Sciences

Essay on Locke and Rousseau due by 3 pm Tuesday March 8 in Hu B16.

IV.

Alexis de Tocqueville: Revolution, Democracy, and Equality (Mar. 7-12)

Democracy in America,

A. Vol. I: Introduction (pp. 9-22), Vol I Part II (287, “Influence of Mores...), Part I chs.
3-5 (pp. 50-98) ) [Townships and Democracy].

B. Part II, chs. 2(174-179) [Political Parties], 4—5(189-195 [Political Associations], 224-
226, 231-245) [self-correcting nature of democracies defects], 6, 7-9 **(246-261)
[Tyranny of Majority vs. “Political” Liberty] ;

C. Volume II: Part I: chs. 1-5 (429-449) ) [Equality leading to distrust of all authority
and submission to most general ideas]. Part II, chs. 1-5**(503-517) [read II ch1 very
carefully] , 7-8(520-528) ) [Equality and individualism and how its dangers are offset
via associations and self-interest rightly understood], 20 **(555-558) [A new
artistocracy of industry],

D. Part III, chs. 17, 21, (614-616, 634-645) [democracies—constant activity within
monotony], , Part IV, chs. 1-4, 6-8** (667-679) [tendencies of democratic nation
leading to centralized power], 690-702) [Dangers of Democratic
Despotism].(**Should be read with special care). Do read the assignment to the end.
The last chapters are extremely important!

Spring Break: March 14-18

a:
VI.

VIL.

Vill.

John Stuart Mill: The Reconstitution of Liberalism (March 21-23) On Liberty (entire)
Recommended:

Considerations on Representative Government, chs. 1-4, 6-8.

Subjection of Women

Sheldon Wolin, "Liberalism and the Decline of Political Philosophy" in Politics and
Vision.

C.B. MacPherson, The Life and Times of Liberal Democracy No

class March 25.

Karl Marx: Capitalism, Socialism, Labor—freedom finally achieved (March 28-A pril 20)

A. The critique of alienation Marx Engels Reader,
pp. 40-46 (selection from "The Jewish Question") pp. 66-109 ("The Economic
and Philosophical Manuscripts") Recommended:
pp. 143-146 ("Theses on Feuerbach") pp.
292-293 (selection from the Grundrisse)

B. the logic of capitalism and the logic of exploitation
Marx Engels Reader,
pp. 294-308, 318-336, 336-361, 361-376, 376-397, 403-411(from Capital).

CG Class conflict and the materialist concept of history: reform or revolution
Marx Engels Reader,
pp. 3-6 (““Introduction’ to ‘A Contribution to the Critique of Political
Economy’")
pp. 469-500 ("The Communist Manifesto") Recommended:
pp. 218-219 ("The Poverty of Philosophy") pp.
501-512 (“Address to the Communist League”)

D. The criticism of the state and the problem of discovering forms of
socialism pp. 629-642, 651-652 ("The Civil War in France")
Recommended:
pp. 81-92 ("Private Property and Communism")

pp. 525-541 ("Critique of the Gotha Program") pp.
594-617 (“The Eighteenth Brumaire of Louis Bonaparte”)

Bureaucracy, Professional Politics and the Responsibilities of the Vocational Politician
(April 22-25)

Max Weber, “Politics as a Vocation” Recommended: “Science as a Vocation” in The
Vocation Lectures

Revolution vs Social Necessity—C onstituting political liberty (A pril 27-May 4)
Hannah Arendt, On Revolution

chs. 1-2) ch. 4, pp. 124-154, ch. 6 entire**
(**should be read with extra care).

28
Final— take-home.

Course Requirements
Attendance: Attendance at lectures is mandatory. There is a great deal of difficult reading in

this course and the course will be moving rather quickly, so your full engagement is required. I
will take attendance on a regular basis. Failure to attend will affect your grade.

Written Assignments: There will be two essays of approximately 6-7 pages: one on Hobbes
due in HU B16 by 3pm on Tuesday, February 16; one on Locke and Rousseau, due on March 8-
these dates may be slightly modified should we not be finished with the respective thinkers on
time. The format of the final exam is yet to be determined, but it probably will be a take-home
final. It will include questions on de Tocqueville, Mill, Marx, Weber and Arendt. For each of the
essays I will expect writing that is clear, coherent, and grammatically correct. Y ou will be graded
down for poor or careless writing.

Grading: The two essays will count 25% apiece. The final since it covers a great deal will count
40%. The remaining 10% will consist of class participation (in general this last 10% should
count in your favor not against you).

The grading scale will be as follows:

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, E=below 60.

If you feel you have been awarded an unfair grade, you may contest it. However, if you want to
do so, it must be done in writing and no sooner than 48 hours after you have received the grade.
In your written complaint you need to provide a specific account of what in particular you are
concerned about.

Cheating and Plagiarism: Should I find that you have cheated on an exam or plagiarized a piece
of written work, you will immediately fail the course and your case will be handed on to a
university committee.

Reading Assignments: Y ou will be expected to read the assigned texts closely and critically and
come prepared to discuss them.

Office Hours and C ontact Information:

Monday and Wednesday, 11:30-12:30, in Hu B16 and Downtown Wednesdays 2:30 in Milne
204, Phone: 2-5277. I also will be able to meet with you before class by appointment. E-mail:
pbreiner@albany.edu You are always welcome to e-mail me with questions about the reading.
I try to give extremely thorough answers.

ADDITIONAL SUGGESTED READING Hobbes
Brown, K.C., (ed.), 1965, Hobbes Studies, Cambridge: Harvard University Press. Rogers,
G.A J. and A. Ryan, (eds.), 1988, Perspectives on Thomas Hobbes, Oxford: Oxford
University Press.
Springboard, P., (ed.), 2007, The Cambridge Companion to Hobbes's Leviathan, Cambridge:
Cambridge University Press.
Ashcraft, R., 1971, “Hobbes's Natural Man: A Study in Ideology Formation”, J ournal of Politics,
33: 1076-1117.

29
Baumgold, D., 1988, Hobbes's Political Thought

Goldsmith, M. M., 1966, Hobbes's Science of Politics

Hampton, J., 1986, Hobbes and the Social Contract Tradition Oakeshott,
M., 1975. Hobbes on Civil Association

Skinner, Q., 1996, Reason and Rhetoric in the Philosophy of Hobbes

Locke and the Liberal Tradition

P. Laslett, "Introduction" to Locke's Two Treatises of Government

C. B. MacPherson, The Political Theory of Possessive Individualism, ch. 1, 5.

M. Cranston, John Locke

J. Yolton, John Locke and the Way of Ideas

L., Strauss, Natural Right and History, ch 5.

W. Kendall, John Locke and the Doctrine of Majority Rule

J. Dunn, "Consent in the Political Theory of John Locke" in Political Obligation in its Historical

Context

J. Dunn, "Trust in the Political Theory of John Locke" in Rethinking Modern Political Theory
J. Dunn, The Political Thought of John Locke

R. Ashcraft, Revolutionary Politics and John Locke’s Two Treatises of Government

R. Ashcraft, The Two Treatises of John Locke

J. W. Gough, John Locke's Political Philosophy

Rousseau

Ernst Cassirer, The Question of J. J. Rousseau

Andrew Levine, The Politics of Autonomy

J. Shklar, Men and Citizens

R. Masters, The Political Philosophy of Rousseau

E. Durkheim, Montesquieu and Rousseau

L. Crocker, Rousseau's Social Contract an Interpretive Essay

M. Cranston ed. Hobbes and Rousseau: A Collection of Critical Essays
L. Althusser, Politics and History

B. Barry, "The Public Interest" in Political Philosophy, ed. by A. Quinton
A. Cobban, Rousseau and the Modern State

L. Colletti, From Rousseau to Lenin

Stephen Ellenburg, Rousseau's Political Philosophy
James Miller, Rousseau, Dreamer of Democracy

Jean Starobinski, Transparency and Obstruction
Keith Ansell-Pearson, Nietzsche Contra Rousseau

Alexis de Tocqueville
A. de Tocqueville, The Ancien Regime
Selected Letters
R. Boesche, The Strange Liberalism Alexis de Tocqueville
R. Aron, Main Currents in Sociological Thought, Vo. 1.
J. Lively, The Social and Politicial Thought of Alexis de Tocqueville
J. P. Mayer, Alexis de Tocqueville
J. Schleifer, The Making of de Tocqueville's Democracy in America
I. Zeitlin, Liberty, Equality, and Revolution in Alexis de Tocqueville

30
M. Zetterbaum, Tocqueville and the Problem of Democracy
R. Herr, De Tocqueville and the Old Regime

E. J. Hobsbawm, The Age of Revolution,
Sheldon Wolin, Alexis de Tocqueville Between Two Worlds

John Stuart Mill and Modern Liberalism

G. Duncan, Marx and Mill

J. H. Bums, J. S. Mill and Democracy," Political Studies, (June, 1957)
M. Cowling, Mill and Liberalism

J. Hamburger, Intellectuals in Politics

A. Ryan, The Philosophy of J. S. Mill

N. Urbanati, Mill on Democracy: from the Athenian Polis to Representative Government
C.B. Macpherson, The Real World of Liberalism

A. Arblaster, The Rise and Decline of Western Liberalism

G. de Regguiero, the History European Liberalism

J. Robson, The Improvement of Mankind

J. B. Schneewind, ed., Mill

J. Bentham, Principle of Legislation

E. Halevy, The Rise of Philosophical Radicalism

H. Laski, The Rise of Liberalism

Karl Marx and Socialism

Shlomo Avineri, The Social and Political Thought of Karl Marx
Ralph Miliband. Marxism and Politics

J. Maguire, Marx's Theory of Politics

Stanley Moore, Three Tactics

Hal Draper, Marx's Theory of Revolution, vol. I, II.

G. A. Cohen, Karl Marx's Theory of History

William Shaw, Marx's Theory of History
Alan Wood. Karl Marx

M. Cohen. T. Nagel, T. Scanlon, (ed.), Marx, Justice, History
Richard Miller, Analyzing Marx

Jon Elster, Making Sense of Marx

John Roemer, Free to Lose

Bertell Ollman, Alienation

Istvan Mezaros, Marx's Theory of Alienation

Kostas Axelos, Alienation, Praxis, and Techne in the Thought of Karl Marx
Georg Lukacs, History and Class Consciousness

Karl Korsch, Marxism and Philosophy

Alfred Schmidt, Marx's Concept of Nature

Norman Geras, Marx and Human Nature

Steven Lukes, Marxism and Morality
David McLellan Karl Marx

G. A. Cohen, History Labour and Freedom
G. A. Cohen, Self-Ownership, Freedom and Equality

Norman Geras, "On Marx and Justice," New Left Review, No. 150, March-April, 1985.
Allen Buchanen, Marx and Justice

31
R. P. Wolff, Understanding Marx

Duncan Foley, Understanding Capital

E. Mandel, The Formation of the Economic Thought of Karl Marx
Henri Lefebvre, The Sociology of Marx

A. Rosenberg, Democracy and Socialism

Max Weber

Max Weber, Economy and Society

David Beetham, Max Weber and the Theory of Modern Politics

Peter Breiner, Max Weber and Democratic Politics

Karl Lowith, Karl Marx and Max Weber

Wolfgang Mommsen, The Age of Bureaucracy

Wolfgang Mommsen, Max Weber and German Politics

Lawrence Scaff, "Max Weber's Politics and Political Education," APSR, 67, 1973.
Lawrence Scaff, Fleeing the Iron Cage

Wilhelm Hennis, Max Weber: Essays in Reconstruction

Anthony Giddens, Capitalism and Modern Social Theory

Anthony Giddens, Politics and Sociology in the Thought of Max Weber

Reinhard Bendix, Max Weber: An Intellectual Portrait

Dirk, Kaesler, Max Weber: An Introduction to his Life and Work

Maurice Merleau-Ponty, "The Crises of Understanding" in Adventures of the Dialectic
W.G. Runciman, A Critique of Max Weber's Philosophy of Science

W.G. Runciman, Social Science and Political Theory

Herbert Marcuse, "Industrialization and Capitalism in the Work of Max Weber" in Negations

Elitism, Bureaucracy, Socialist Politics, Anarchism, Syndicalism Elitism:
James H. Meisel, The Myth of the Ruling Class

Gaetano Mosca, The Ruling Class

Vilfredo Pareto, Mind and Society

Joseph Schumpeter, Capitalism, Socialism, and Democracy

Peter Bachrach, The Theory of Democratic Elitism

T. B. Bottomore, Elites and Society

Antonio Carlo, "Lenin and the Party," Telos, No. 21, Fall 1973.

Lucio Colletti, "Lenin's State and Revolution," in From Rousseau to Lenin
Neil Harding, Lenin's Political Thought

A.J. Polan, Lenin and the End of Politics

Leon Trotsky, History of the Russian Revolution

Mosche Lewin, Lenin's Last Struggle

M. Liebman, Leninism Under Lenin

Arthur Rosenberg, A History of Bolshevism

L. Basso, Rosa Luxemburg's Dialectical Method

Norman Geras, The Legacy of Rosa Luxemburg

J. P. Nettl, Rosa Luxemburg
Paul Frolich, Rosa Luxemburg

Dick Howard, "Reexamining Rosa Luxemburg," Telos, No. 18, Winter 1973-74.
George Sorel, Reflections on Violence
George Woodcock, Anarchism

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Irving Louis Horowitz, The Anarchists

Hannah Arendt

Hannah Arendt, The Human Condition
Hannah Arendt, Between Past and Future
Hannah Arendt, Eichman in Jerusalem

33
Department of Political Science SUNY Albany
Fall, 2016

RPOS 306
Contemporary Democratic Theory
Prof. Peter Breiner
12:35-1:30pm in ED 123, Credits: 3 Section no. 9218
Office hours: W, 11:30-12:30 and by appt. in Humanities B-16

Required Books
Jean-Jacques Rousseau, The Basic Political Writings (Hackett)

Robert Dahl, Democracy and Its Critics (Y ale)

Larry Bartels, Unequal Democracy (Princeton University Press)

Albert Hirschman, Shifting Involvements (Harvard University Press)

John Lanchester, IOU: Why Everybody Owes and No One Pays (Simon and Schuster)
Tony Judt, Ill Fares the Land (Penguin)

In addition, there will be a number of readings on Blackboard.

This course focuses on modern theories of democracy. However, even contemporary democratic
theories have to resolve two questions that go all the way back to the original Greek definition of
democracy as popular power, popular rule, or popular sovereignty: first, how much direct
selfgovernment is necessary for a political community to be called a democracy; and second how
much equality of status, wealth, political goods are required for citizens to have equal
membership and equal influence on decision-making? From these questions a number of others
follow. Is the equality guaranteed to all citizens in a democracy satisfied if we have nominal
voting rights, representation, and protections in our private pursuits; or must political equality in
addition allow for active participation in deliberating upon and influencing the outcome of
legislation? Does democracy require the egalitarian distribution of social and economic goods or
should such distributions not be part of democratic decision-making? Whom should we include
as citizens—only native-born individuals, immigrants, anyone who happens to be within our
borders? Is democracy reconcilable with large nation states? Is the struggle for political equality
finished? What should the relation be between democracy and the economy?

We will tackle these questions by reading some of the major arguments in both classical and
contemporary democratic theory. First we will read one of the classic theories of democracy:
The Social Contract by Jean-Jacques Rousseau. Rousseau famously argues that the only
legitimate republic is one in which the citizens directly give themselves the laws that they will
obey. Rousseau’s work raises many of the fundamental questions every theory of democracy
must answer. And time and again, we will be referring back to Rousseau when discussing
contemporary theories of democracy.

34
We will then discuss a number of contemporary theories that take up the questions raised by
Rousseau. On the one side, we will read a number of political theorists who argue that
democracy and the rule of elites can be made compatible and the criticism of this position. We
will then examine number of “models” and practices that have been proposed to deepen
democracy in modern societies: among them theories of democratic procedures that render
citizens more effectual in putting issues on the agenda and influencing decisions; economic
democracy, deliberative forms of democracy, and mass protest as forms of democracy.

Finally, we will examine series of issues central to contemporary debates over democracy: 1) Do

the political parties in the US further or diminish inequality of income and wealth and does the

majority vote their interests on this matter?

2) Is the capitalist market compatible with democratic citizenship?

3) What are the consequences of the influence of finance and banking for our understanding of
democracy? Does it represent a unique challenge to democracy?

4) Whether and to what degree does democracy require a welfare state providing a wide array of
public goods?

5) In what sense does “populism” represent an answer to the decline of democracy and in what
sense is it a danger.

6) Is democracy compatible with globalism?

Objectives: Students will be asked to engage with a variety of democratic theories and
arguments in favor of political equality, both canonical and contemporary.

1. Students will learn to analyze democratic theories and different arguments in favor of and
against political equality.

2. Students will find learn to find the strengths and weaknesses in these arguments.

3. Students will learn to play these arguments off one another.

4. Students will learn to deploy these arguments to forge their own theory of democracy.

Course Requirements
The assignments for this course will be the following:

1) A 4-6-page essay on Rousseau due on in class February 9.

2) A midterm on Schumpeter, Dahl and the critics of elitist and pluralist models of democracy on
Monday, February 29 whose format is yet to be decided.

3) A 6 page paper on alternative models of democracy—economic democracy, deliberative
democracy, and revolution—on Tuesday March 22 to be handed in at HU B16. 4) A take-
home final essay exam on the following issues in democratic theory: the tension between
democracy and markets; the question of whether democracy requires a welfare state; the
question of whether political parties make a difference on income inequality; globalism and
democracy; and immigration and political membership. The take-home exam will be handed
out the last day of class, Wednesay May 4, and due in a week.

Paper topics will be handed out at least a week in advance, except in the case of the final.

35
Grading: Each paper will count 20% of the grade while the final will count 30% of the grade.
10% of the grade will be allotted to participation and engagement. | take improvement into
account. Y ou will be graded not just on your knowledge of the arguments, but also on your
analytical skill in taking them apart and putting them back together. Good writing will be
expected, and poor writing will obviously affect your grade adversely. I will put a guide on
Blackboad to writing good political theory papers.

The grading scale will be as follows:

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, E=below 60.

Class attendance: I should stress that you are expected to attend class. If you do not attend
for three sessions without a legitimate excuse your grade will go down by one half. I will be
checking occasionally, but if you are a serious student this proviso should be irrelevant.

Blackboard: I will put the syllabus, additional reading, class assignments, guides to writing, and
recommended readings on Blackboard.

Humanities Requirement: This course meets the Humanities Requirement of the General
Education Category in the following ways: It addresses central topics in political philosophy,
understands theories in their cultural and historical contexts, promotes an ability to assess the
strengths and weaknesses of arguments and examines the assumptions underlying both present
and canonical works in political philosophy. It ultimately involves the interpretation of texts and

arguments.

Plagiarism

Office Hours

Uptown: M, W, 11:30-12:30 and by appt. in Humanities B-16. I will always be happy to meet
with you before class or arrange a time suitable to both of us. (If these times are difficult to
make you are welcome to visit me in my downtown office, Milne 204, Rockefeller College.

36
Downtown office hours: Mon 2-3:30 and Wed 2-3:30 in Milne 204. Office phone in Milne 204:
442-5277. Phone in Humanities B-16: 442-3112. E-mail: pbreiner@albany.edu

Course Outline The Problem Defined (Jan 22-29)

I; Jean-Jacques Rousseau, Legitimacy, Popular Sovereignty and Controlling Government.
Jean-Jacques Rousseau, The Social Contract, Bks I, II, III, IV, chs. 1, 2 in Basic Political
Writings
Paper on Rousseau due in in HU B16 February 9 by 3pm (topics will be handed out
a week in advance).

Models of democracy

Il. Modern Attempts to Overcome Rousseau’s Challenge: Democracy as Method and the
Elitist Theory of Democracy
A. Democratic Elitism: Joseph Schumpeter, Capitalism, Socialism, and Democracy,
chs. 20-23 (Blackboard). (Feb 1-5)

B. The Pluralist Model: Robert Dahl, Preface to Democratic Theory, “The
American Hybrid” (Blackboard). (Feb 8)

Ill. The Criticism of Elitist Democratic Theory
Carole Pateman, Participation and Democratic Theory, Chapter 1, “Recent Theories of
Democracy” (Blackboard). (Feb 10)

Recommended: Robert Dahl, “Pluralism Revisited” Comparative Politics 10, 2 (1978)
(Blackboard)

IV. The Attempt to Recover a More Democratic Polyarchy-A Right to a Democratic
Procedure and the Deepening of Political Equality. (Feb 12-19)

Robert Dahl, Democracy and Its Critics, chapters Intro, 2, 6, 8*, 9*, 12, 15 (pp. 220-
224), 16, 23* (*read with special care.)

Midterm on debate over elite theory and Dahl’s right to democratic procedure
within polyarchy, Monday, February 29—format yet to be determined.

V. Economic Democracy
Michael Walzer, “Property/Power” from Spheres of J ustice (Blackboard). (Feb 22)
Reread, Robert Dahl, Democracy and Its Critics, pp. 328-332.

VI. Deliberative Democracy

Jiirgen Habermas, “The Public Sphere” (Blackboard) Feb 24-26) Joshua
Cohen “Deliberation and Democratic Legitimacy (Blackboard)

VIII. Democracy and Protest

37
Albert Hirschman, Shifting Involvements (entire). (March 2-4)

(Possibly applying Hirschman to examples of protest-- to be handed out)

Paper on workplace democracy, deliberative democracy, and democratic protest
due on, Tuesday, March 21 in HU B16.

Issues in Democratic Theory

IX.

XI.

Issues in Democratic Theory I: Democratic Politics vs. Markets. A. The priority of the
market over democracy:
Friedrich von Hayek, “‘Social’ and Distributive Justice” (Blackboard). (March 7)

B. The imprisonment of democracy by the market.

Charles Lindblom, “The Privileged Position of Business” and “Consequences for
Polyarchy” from Politics and Markets (Blackboard). (March 9-11)

C. Too big to fail? Finance and Democracy.
John Lanchester, OU: Why Everyone Owes and No One Pays (entire). (March 21-23, no
class on March 25). Possibly continue discussion on March 28).

Recommended: Colin Crouch, The Strange Non-Death of Neoliberalism
Wolfgang Streeck, Buying Time
Raymond Plant, The Neo-liberal State

Issues in Democratic Theory II: Democracy and the Welfare State

A. A social democratic defense of the welfare state vs. neo-liberalism: Tony Judt, Ill
Fares the Land (entire). March 28-A pril 1) Recommended:

Gosta Epsing-A nderson, Three Worlds of Welfare Capitalism ch 1.

Christopher Pierson, Beyond the Welfare State

T. H. Marshall, “Citizenship and Social Class” in Class, Citizenship and Social
Development

Kenneth Arrow, “Uncertainty and the Welfare Economics of Medical Care,” American
Economic Review, 53,5, 1963: 941-973(on Blackboard)

T. R. Reid, “Five Myths About Health Care” Washington Post, 8/21/2009 (Blackboard)

Issues in Democratic Theory III: Income Inequality and Democracy? A.Larry Bartels,

Unequal Democracy Unequal Democracy, chs 1-5, 10

Read either ch 6 (“Homer Gets a Tax Break’) or 9 (“Inequality and Political

Representation”). (April 4-8)

B. Martin Gilens and Benjamin Page, “Testing Theories of American Politics: Elites,
Interest Groups, and Average Citizens” forthcoming in Perspectives in Politics Fall
2014 (Blackboard). (April 11).

38
XIL.

XII.

XIV.

xX.

Issues in Democratic Theory IV Populism and Democracy—ls the populist attack on
political and financial elites a retrieval of or a danger to democracy?

Reread Rousseau, Social Contract, Book III, chs 14-15.

Ernesto Laclau, “Populism What’s in a Name?” from Francisco Pinizza ed. Populism and
the Mirror of Democracy (April 13)

Peter Breiner, “Ideologies of Economic Populism in America and their Subversion by the
Right” in John Abromheit ed. Transformations of Populism in Europe and the Americas
(Blackboard). (April 15)

Issues in Democratic Theory VI: National Boundaries, Immigrants, and Democracy:

A. Michael Walzer, Spheres of Justice: A Defense of Pluralism and Equality (New Y ork:

Basic Books, 1983), "Membership" (On Blackboard). (A pril 18)

B. Robert Dahl, Democracy and its Critics, ch. 9 (reread). (April 20)

C. Robert Goodin, “Enfranchising All Affected Interests, and Its Alternatives,” (on
Blackboard) (A pril 22-25)

Issues in Democratic Theory V: Globalism a Challenge to Democracy?

Dani Rodrik, The Globalization Paradox, ch 9 “The Political Trilemma of the World
Economy” (Blackboard) (April 27-29)

Catch up and Sum up. (May 2, 4)

Take-home final handed out on last day of class May 4. Return in one week.

39
Theorists and Theorizing Professor M. Schoolman

RPOS 308, Fall 2017 Political Science Department
MWF 11:30-12:25 HU 020 mschIlman@albany.edu

Office Hours: HUM 016 M/W/F 10:20-11:20 and by Appointment
3 credits

Planetary Politics: Facing the Anthropocene

Planetary Politics: Facing the Anthropocene. This course will focus on political
theorists and political thinkers deeply concerned with the problem of climate
change - its politics and its science, its causes and long and short-term
consequences, the possibilities for managing climate change and the obstacles to
managing it. The biggest question we will be interested in is this - how serious a
problem does it pose for the future of humanity? If in our age climate change makes
this question the foremost question nations must be concerned about, are politics
then no longer national or international or even global. Rather, should we not now
talk about planetary politics, and what would be the difference between global and
planetary politics? Take-home midterm and take-home final examinations. Some
readings to be made available in Dropbox. Required books available at the
University at Albany bookstore. May be repeated for credit if content varies.

Course and Learning Objectives

The goal of this course is to teach students how to carefully read and
interpret texts, identify key concepts on which theoretical arguments are based, and
how to use these arguments and concepts to develop critical analyses and
understandings of democratic societies and their politics. Students will be able to
express the complex matter of what counts as politics in modern democratic
societies. Students will be able to formulate concepts and arguments of their own in
their written work (examinations) and in oral presentations (class participation). In
addition, students will be able to understand and debate the science as well as the
politics of the threats posed by climate change to humanity and its democratic ways
of life.

Grading
The grading scale will be as follows:

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, E=below 60.

If you feel you have been awarded an unfair grade, you may contest it. However, if you
want to do so, it must be done in writing and no sooner than 48 hours after you have
received the grade. In your written complaint you need to provide a specific account of
what in particular you are concemmed about.

40
Classroom Etiquette

Students are permitted to bring beverages to class. Food is not permitted.
Cell phones are to be turned off upon entering class. Students who use
computers for note taking are not permitted to use their computers for any
other application during class time. Each time students violate this rule 5 points
will be subtracted from their final grade. Students must arrive to class on time and
be seated by 11:30. Students unable to arrive at class on time should consider
another course, as the material missed in lecture cannot be made up and late
arrivals disturb the class.

Course Requirements and Grading

A student’s grade for POS 308, Theorists and Theorizing, will be based ona
take-home midterm and take-home final examination (each 40% of the final grade)
and class participation (20% of the final grade). Examinations will be based entirely
on the readings and the in-class discussions of class readings, on the basis of which
the class will formulate the questions students will be asked to write on in their
examinations. Moreover, students should prepare for each class by using the
questions the class formulates together to guide their analysis of the reading
assignments. Each take-home examination will be the length of a single bluebook.

Students are expected to attend class and to participate on an on-going basis
by posing questions, answering questions, contesting or arguing on behalf of their
views and the views of other students in the course and, certainly, challenging the
views of the instructor. Each week Friday’s class time will be set-aside for students
to participate in group discussions about readings and lectures. Students should
make every effort to make these Friday discussions as they will help to keep
students up-to-date on class readings and class discussions.

Course Readings
With the exception of the article entitled “Climate Change Denial,” the

following articles will be read during the final quarter of the semester and will
be available in our class Dropbox. The Dropbox link for our Dropbox articles is
included below under the dates for assigned Dropbox readings.

“Climate Change Denial”

J.K. Gibson-Graham, “A Feminist Project of Belonging for the Anthropocene”

Siri Veland and Amanda Lynch, “Scaling the Anthropocene”

David R. Keller, “Deep Ecology” in Encyclopedia of Ecology and Environmental Ethics

Walt Whitman, “This Compost,” in Leaves of Grass

41
Bill McGuire, preface, Waking the Giant: How a Changing Climate Triggers
Earthquakes, Tsunamis, and Volcanoes

R. Guha and J. Martinez-Alier, “Radical American Environmentalism and Wilderness
Preservation: A Third World Critique” in Varieties of Environmentalism

The following Required Books are available at the University Bookstore.
Elizabeth Kolbert, Field Notes from a Catastrophe
Elizabeth Kolbert, The Sixth Extinction
William Connolly, The Fragility of Things
Jane Bennett, Vibrant Matter
William Connolly, Facing the Planetary
Weekly Reading Assignments
8/28 Course Introduction
8/30 “Climate Change Denial”

Dropbox Link (copy into your browser):
https://www.dropbox.com/home/308%20Fall17

When you access Dropbox to read this article, the article includes four other
links you should read or look at. They are entitled:

1. “Lives and Health at Risk from Climate Change”

2. “Will Global Warming Lead to the Earth’s Demise”

3. “Al Gore on Why Climate Change is a National Security Risk”
4. “Stunning Photos of Climate Change”

9/1 No Class, Professor Schoolman at Conference

9/4 Labor Day, No Class

9/6 Kolbert, Field Notes, chapters 1-4, pp. 1-90.

9/8 Kolbert, Group Discussions

9/11 Kolbert, Field Notes, pp. 93-132.

9/13 Kolbert. Field Notes, pp. 133-172.
9/15 Kolbert, Group Discussions

42
9/18 Kolbert, Field Notes, pp. 173-199.

9/20 Kolbert, The Sixth Extinction, pp. 1-46.
9/22 No Class, Rosh Hashanah (classes resume at 12:35)

9/25 Kolbert, The Sixth Extinction, pp. 47-69.

9/27 Kolbert, The Sixth Extinction, pp. 70-110.

9/29 Kolbert, Group Discussions

10/2 Kolbert, The Sixth Extinction, pp. 111-147.

10/4 Kolbert, The Sixth Extinction, pp. 236-259.

10/6 Kolbert, Group Discussions

10/9 Connolly, Fragility, pp. 1-42.
10/11 Connolly, Fragility, pp. 43-80

10/13 Connolly, Group Discussions

10/16 Connolly, Fragility, pp. 81-97, 149-178.

10/18 Connolly, Fragility, pp. 179-195.

10/20 Connolly, Group Discussions (Take-Home Midterm handed Out)

10/23 Bennett, Vibrant Matter, pp. vii- 19. (Take-Home Midterm Due;

blue-books submitted in Class. NO LATE PAPERS ACCEPTED)
10/25 Bennett, Vibrant Matter, pp. 20-51.

10/27 Bennett, Vibrant Matter, Group Discussions
10/30 Bennett, Vibrant Matter, pp. 52-81.

11/1 Bennett, Vibrant Matter, pp. 82-122.

11/3 Bennett, Vibrant Matter, Group Discussions

11/6 Connolly, Facing the Planetary, pp. 1-36.

11/8 Connolly, Facing the Planetary, pp. 37-61.

11/10 Connolly, Facing the Planetary, Group Discussions

11/13 Connolly, Facing the Planetar, . 121-150.
11/15 Connolly, Facing the Planetary, pp. 175-198.

43
11/17 Connolly, Connolly, Facing the Planetary, Group Discussions

11/20 J.K. Gibson-Graham, “A Feminist Project of Belonging for the Anthropocene”
Siri Veland and Amanda Lynch, “Scaling the Anthropocene”

Located in: https://www.dropbox.com/home/308%20Fall17

11/22 No Class, Thanksgiving Break

11/24 No Class, Thanksgiving Break

11/27 J.K. Gibson-Graham, “A Feminist Project of Belonging for the Anthropocene”
Siri Veland and Amanda Lynch, “Scaling the Anthropocene”
Located in: https://www.dropbox.com/home/308%20Fall17

11/29 David R. Keller, “Deep Ecology” in Encyclopedia of Ecology and
Environmental Ethics

Walt Whitman, “This Compost,” in Leaves of Grass
Located in: https://www.dropbox.com/home/308%20Fall17

12/1 Group Discussions on Gibson-Graham; Veland and Lynch; Keller;
Whitman

12/4 Ramachandra Guha and Juan Martinez-Alier, “Radical American
Environmentalism and Wilderness Preservation: A Third World Critique” in
Varieties of Environmentalism

Bill McGuire, preface, Waking the Giant: How a Changing Climate Triggers
Earthquakes, Tsunamis, and Volcanoes

Located in: https://www.dropbox.com/home/308%20Fall17

12/6 Group Discussions on Guha and Martinez-Alier; McGuire

12/8 Course review, Take-Home Final Examination Handed out.

Final Exam NOTE: Our Take-Home Final Examination questions will be handed
out the last day of class (Fri. 12/8), and are due on the Day the Final
Examination is Scheduled by the University (Mon. 12/18). Students will meet
that day to hand in their final exams at the time the examination is scheduled
to conclude (5:30). (NO LATE PAPERS WILL BE ACCEPTED! )

44
jE) UNIVERSITYATALBANY

\)\ State University of New York
RPOS 317: COMPARATIVE CRIMINAL PROCEDURE

Professor: Matt Ingram Location: BA 229

Office: Milne Hall 314-A Time: TuTh 1:15-2:35
Dep: 518-442-3248 Office Hours:

Ofc: 518-442-3940 TuTh: 8-9:30
Email: mingram@ albany.edu or by appointment

Course Description. "Due process" is a core element of democracy and the nile of law. But several
questions commonly arise. What exactly is “due process”? What does it mean that “process” is “due”?
Why does one set of legal protections constitute process that is more “due” than another set of
protections? How do different countries answer these questions? W hat, if anything, can be done to
improve due process in the U.S. by examining due process abroad?

Criminal procedure encompasses all the legal actors, institutions, and steps between them that make due
process possible in the criminal justice system -- from police to prison, initial detention to final custody
conditions and appeals. To meet our criteria for justice, the legal steps taken during the criminal process
must be “just”, but there is broad disagreement among legal scholars, practitioners, and the general public
about what “just” or “due” means in both theory and in practice. In order to better understand this
disagreement, this course examines the patterns, sources, and consequences of criminal procedure both in
the U.S. and abroad. Specifically, this course examines (a) conceptual and normative foundations of
democracy and the rule of law; (b) different policies and practices of criminal procedure across countries
and over time in order to identify best practices that align with the conceptual and normative foundations
in (a), (b) the consequences of the practices in (b), and (c) different episodes of reform in order to better
understand the political forces that seek legal change.

Restating, the course has four main sections. First, we begin by reviewing how criminal procedure relates
to desired standards of democracy and the rule of law. Here, in addition to becoming familiar with core
definitions of rule of law and democracy, we cover foundational legal documents of the U.S., including
the Magna Carta, Declaration of Independence, and Constitution. Second, taking a topical approach
organized according to the chronological phases of the criminal process, we examine six distinct stages of
this process: (1) investigation, (2) arrest, search, and seizure, (3) interrogation, (4) pre-trial court
procedures, (5) the trial itself, and (6) sentencing, custody, and appeals. In each phase, students first
examine principles and practices of criminal procedure in the U.S., and then examine these principles and
practices in 11 other countries, including England, France, Germany, and Italy representing Europe;
Russia exemplifying the post-Soviet world, Israel illustrating a "security state", Egypt and South A frica
representing A frica, and Argentina and Mexico representing Latin America. Third, we tum our attention
to reform movements abroad, with particular attention to the Iberian Peninsula (Spain) and Latin America
and the Caribbean, including recent and ongoing reforms in Chile, Colombia, Mexico, and several
Caribbean and Central A merican countries. This section highlights the origins of these reform movements
and the assessment of the effects of reform (causes and consequences). Finally, drawing on the insights
gathered from the comparative analysis above, we return to the U.S. to examine how best practices
identified elsewhere compare with current

Ingram_CCP_Fall2016_rev2016-Aug-29 lof 11

45
practices here at home, emphasizing ways in which criminal procedure in the U.S. is either exemplary or
can be improved. Principal course requirements consist of short reflection papers, quizzes, and an exam.

Pre-requisites. There are no pre-requisites for this course. However, Introduction to Comparative &
International Politics (RPOS 102) is strongly recommended. Other recommended courses include
Introduction to Public Law, Constitutional Law, Rights, & Liberties, and Comparative J udicial Politics.

Credits: 3
Readings. The main texts for this course are:

+ Bradley, Craig M. 2007. Criminal Procedure: A Worldwide Study. 2nd ed. Durham, NC: Carolina
Academic Press.

* Thaman, Stephen C. 2008. Comparative Criminal Procedure: A Casebook Approach. 2nd ed.
Durham: Carolina Academic Press, Comparative Law Series.

Copies of both texts are available at Mary Jane's bookstore. Y ou can also find used and new versions at
various online booksellers. The texts will be supplemented periodically with journal articles and other
short pieces. Please see the class schedule below for a detailed list of the reading assignments. Articles
and other short pieces are available via the library’s electronic databases, but I will also place them on
Blackboard. If unavailable online, I will provide these materials in class. We meet two times per week,
and you should read ahead for each class.

Learning Objectives

Students will be expected to:

e Understand and identify legal sources for the concept of due process

e Differentiate between two dominant legal traditions in the world (common law and
civil law) and their features with regard to criminal procedure

e Differentiate between two dominant theories of justice (truth and fight)

e Identify major stages of the criminal process, from initial investigation to final
sentencing and enforcement, as well as components within these stages

e Identify fundamental rights at stake at each stage of the criminal process

e Identify how these rights are treated in the U.S. and abroad, and be able to assess
strengths and weakness of different approaches and tradeoffs in the protection of these
rights

Requirements and Grading
The requirements for this class and approximate weight of these requirements are:
+ Participation: 10%
* Reflection Papers: 20%
* Scheduled Quizzes: 10%
¢ Random Quizzes: 10%
+ Final Exam: 40%

Final grades will be assigned as follows:

A 93-100% Cc 73-76

A- 90-92% C- 70-72

Bt 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 E <60
Participation

Active engagement with the material is critical to your success in class. Generally, you need to encounter
the material at least three times in order for you to understand it in any depth. For some people, this may
be easy to do independently. However, for most people, the easiest and fastest way to encounter the
material three times is to (1) read for class, (2) participate in class discussions, and (3) write notes,
outline, or review the material for an exam. Therefore, staying current with the reading and participating
in class put you in a much better position to work with the material when you take an exam or write a
paper later in the course.

do from time to time is randomly call on someone to answer a question about the assigned reading for that
day. If I call on you and you can demonstrate that you have read and engaged with the material, then you
strengthen your participation points. If I call on you and you are not there, or if I call on you and you have
not done the reading, I deduct participation points. Y ou can recover these points if you contribute more to
future discussions. Two other concrete components that affect your participation grade are Reflection
Papers and Quizzes (see below for details on each). Part of your participation grade is composed simply
of completing these components on time and in person when they take place in class. I will also retum
this work in class, so if you are not there to receive returned work, this can affect your participation grade.
We will also occasionally break up into smaller groups, and I will note attendance and participation in
these sessions.

Separately, classroom conduct can also affect your participation grade. Y ou are expected to promote a
classroom environment that makes it easy for your peers to engage with the material. In this regard,
please keep distractions to a minimum. With regards to technology in the classroom, please turn your
phones and other handheld devices off during class. Texting during class is unacceptable. Laptop use is
allowed for taking notes and other activities relevant to class, but sending emails, messaging, checking
social media, or watching videos online is unacceptable. If you are texting, on social media sites,
watching videos, or otherwise using technology inappropriately in the classroom, you will be asked to
leave for the day. If you are asked to leave, please do so promptly and without disrupting the class
further; if you would like to discuss why you were asked to leave, please contact me by email and we can
discuss what happened at a later time. If this happens a second time, you will receive a zero (0) for
your participation grade for the semester. If you have extraordinary circumstances that justify keeping
your phone on during class (e.g., family or medical urgency), please let me know ahead of time, before
class starts that day.

Reflection Papers

At scheduled times in the semester [see dates in class schedule], a Reflection Paper is due.

These papers should be typed, at least one page in length, double-spaced, in Times New Roman, 12-point
font. Reflection papers should identify specific components of criminal procedure addressed in the

reading for that week, and assess (in your own opinion but also with references to the materials in weeks
1-2) which components in which countries seem to be “best practices”. That is, you should identify
practices that are most in line with principles of democratic rule of law. Papers should be submitted in
person within the first five (5) minutes of class.

Scheduled Quizzes

At scheduled times in the semester [see dates in class schedule], there will be a short online quiz on
Blackboard. These quizzes will cover material from preceding weeks. Quiz questions will be in various
formats (e.g., multiple choice, True/False, short answer), and if you have done the reading, come to class,
and engaged with the material, there should be no surprises. Details will be provided in advance of each
quiz.

Random “Pop” Quizzes

Separately, I will toss a coin at the start of class on Thursday each week to determine if there will be
a random quiz. If the result is heads, there will be a short quiz on the reading for that day. If the result is
tails, there will be no quiz. If you have done the reading for that day, you should not have any trouble
with the quiz. I will collect all quizzes within the first five minutes of class.

Other Policies.
Email. I expect you to check your email. Y ou are responsible for material sent by email.

Late Work and Missed Exams. A1l work delivered in class must be turned in within the first 5 minutes
of class on the day it is due, or by 5pm if there is no class on the due date. Without a legitimate (e.g.,
medical or family emergency) and documented explanation, late work will be penalized one letter grade
(10%) for each day it is late, and it is considered late if tuned in beyond the time limits above (i.e., after
the first 5 minutes of class, or after 5pm on days there is no class; this includes weekends and holidays). I
stop deducting points after 5 days (50%), so even if you are more than 5 days late on an assignment, it is
better to turn something in rather than to have a zero for that assignment. No late work will be accepted
after the last day of class. Reflection papers and random quizzes must be tumed in at the beginning of
class in order for you to receive credit towards your participation grade. No late random quizzes will be
accepted. Either you are there to take the pop quiz, or you are not. No late exams will be given.

Academic Integrity. All students must familiarize themselves with the Standards of Academic Integrity
on the University’s website and pledge to observe its tenets in all written and oral work, including oral
presentations, quizzes and exams, and drafts and final versions of essays. The full standards and examples
of dishonest behavior are available at: http://www.albany.edu/undergraduate_bulletin/regulations.html.
The most common violation of academic integrity is plagiarism or cheating. My advice is simple: don’t
do it. Don’t even think about doing it. Plagiarism is the use of someone else’s words or ideas without
giving the original author credit by citing him or her. If you use someone else’s language directly, you
must use quotation marks. If you rely on another person’s ideas in creating your argument, you must
provide a citation. If you have any questions about plagiarism, please contact the professor before you
submit the assignment for grading. Plagiarism or cheating will result in a failing grade for the assignment
and the submission of your name to the Office of Conflict Resolution at the very minimum. Ignorance will
not provide a defense to the application of this policy.

Americans with Disabilities Act (ADA). Qualified students with disabilities needing appropriate

academic adjustments should contact me as soon as possible to ensure your needs are met in a timely
manner.

48
Miscellaneous. If you feel you need any help or simply want clarification on any of the material, please
do not hesitate to raise your question in class or approach me outside of class. I hold regular office hours.
If you cannot arrange to come talk with me during these hours, please email me or contact the Department
of Political Science administrative offices so that we can set up an appointment.

Changes to Syllabus. Changes to this syllabus may be made throughout the semester. I will announce
any changes. Y ou can check if you have the current version of syllabus by looking at date in footer.
CLASS SCHEDULE

WEEK 1 (8/30 and 9/01)
I. Introduction

Introductions; syllabus; overview of course; readings; Blackboard
* NO CLASS THUR., SEP. 1; APSA CONFERENCE, PHILADELPHIA * WEEK 2 (9/06 — 9/08)

Il. Criminal Procedure as Democratic Practice: Due
Process, Democracy, and the Rule of Law

+ Required reading (divide 1-4 into 4 groups for Tue.; all read 5 for Thur):
1. Group 1: Founding documents = Magna Carta
= Declaration of Independence
= U.S. Constitution
= Bill of Rights
= Amendments 13-14
2. Group 2
= Thaman, Ch.1
= Kleinfeld, Rachel. “Competing Definitions of the Rule of Law.” In Thomas
Carothers, ed. Promoting the Rule of Law Abroad: In Search of Knowledge. DC:
Camegie Endowment of International Peace.
3. Group 3
= Tamanaha, Brian. 2004. On the Rule of Law: History, Politics, Theory.
Cambridge: Cambridge University Press. Chapters 7 and 8: “Formal Theories”
and “Substantive Theories”.
= OSCE. 2006. “UPHOLDING THE RULE OF LAW AND DUE PROCESS IN
CRIMINAL JUSTICE SYSTEMS.” pp. 1-20
4. Group 4 (read only conceptual parts in first half of each of these papers)
= Botero, Juan C., and Alejandro Ponce, 2010, “Measuring the Rule of Law.”
Working Paper Series (WPS), No. 1, World Justice Project. (pp116)
= Coppedge, Michael, and John Gerring et al. (2011), “Conceptualizing and
Measuring Democracy: A New Approach.” Perspective on Politics (pp247-249,
252-257)
5. Damaska, Mirjan R. 1975. “Structures of Authority and Comparative Criminal Procedure.”
Yale Law Journal 84: 480-544.
+ Recommended reading

o Damaska, Mirjan R. 1986. The Faces of Justice and State Authority: A Comparative Approach to the Legal
Process. New Haven: Y ale University Press.

49
o Mack, Raneta Lawson. 2008. Comparative Criminal Procedure: History, Processes and Case

Studies. Bufffalo, NY : William S. Hein and Co. (Preface and Ch1) o
USAID Strategic Framework 2010 (pp. 1-20). E-Reserve (also at:

http://www.usaid.gov/our_work/democracy_and_govemance/technical_areas/rule_of_law)
© Marshall, T.H. 1965. “Citizenship and Social Class.” In Class, Citizenship, and Social Development. New

Y ork: Doubleday.

o Sen, Amartya. 1999. “Freedom as the Foundation of Justice.” 0 Rhode, Deborah L. 2004. Access to
Justice. New Y ork: Oxford University Press. o Legal Services Corporation. 2005. Documenting the
Justice Gap in America. o Sen, Amartya. 1999. Development as Freedom. New Y ork: Knopf. o
Symposium on Amartya Sen’s Development as Freedom. 2002. Studies in Comparative and International
Development 37(2).

= Peter Evans. “Collective Capabilities, Culture, and Amartya Sen’s Development as Freedom.” = Frances
Stewart and Severine Deneulin. “Amartya Sen’s Contribution to Development Thinking.”
= Marc Fleurbaey. “Development, Capabilities, and Freedom.”
= Amartya Sen. “Reponse to Commentaries.” o Mainwaring, Scott, and Christopher Welna, eds. 2003.
Democratic Accountability in Latin America. New Y ork: Oxford University Press.
o Gloppen, Siri, Roberto Gargarella, and Elin Skaar, eds. 2004. Democratization and the J udiciary:

The Accountability Function of Courts in New Democracies. London: Frank Cass. o Diamond, Larry,
Marc F. Plattner, and Andreas Schedler, eds. 1999. The Self-Restraining State:

Power and Accountability in New Democracies. Boulder, CO: Lynne Rienner.
o Jarquin, Edmundo, and Femando Carrillo, eds. 1998. Justice Delayed: Judicial Reform in Latin America.

Washington, D.C.: Inter-American Development Bank.
o Eckstein, Susan, and Timothy Wickham-Crowley, eds. 2003. What Justice? Whose Justice? Fighting for
Fairness in Latin America. Berkeley: University of California Press.

WEEK 3 (9/13 - 9/15)
III. Phase 1: Overview of Actors and Alternatives to Initiating the Prosecution

+ Required readings:
o Thaman, Ch.2
o Law Reform Commission of Canada. 1986. “Private Prosecutions.” " Only pages: 1-15,
19-31, 46-47 (on U.S.).
o Chemerinksy and Levenson (2008), Ch.1
o Mathias, Eric. 2002. “The balance of power between the police and public prosecutor.”
459-483

+ Recommended readings:
o Worrall, John L. 2008. “Prosecution in America: A Historical and Comparative Account.”
In John L. Worrall and M. Elaine Nugent-Borakove, eds. The Changing Role of the
American Prosecutor. Albany: SUNY Press.

WEEK 4-5 (9/20 — 9/29)
IV. Phase 2: Arrest, Search, Seizure

50
+ Reading o Thaman, Ch.3
o Dressler and Michaels (2010), Ch.4 0 Bradley,
read through section II(B): = In following order:
+ U.S., Canada, England/W ales

+ France, Germany, Italy
+ Israel, Egypt

WEEK 6-7 (10/04 — 10/13)
V. Phase 3: Interrogation

¢ Thaman, Ch.4
+ Bradley, read section II(C):
o In following order:
= U.S., Canada, England/Wales
"France, Germany, Italy
= Egypt, Israel

MOVIE (Tuesday, 10/11): "Presunto Culpable" (Presumed Guilty; finish on 10/13) WEEK 8-9
(10/18 — 10/27)

VI. Phase 4: Court Procedures — Pre-Trial

+ Thaman, Ch.5: discovering and entering evidence
+ Thaman, Ch.6: procedural economy
+ Bradley, read section III(A):
o In following order:
= U.S., Canada, England/Wales
"France, Germany, Italy
= Egypt, Israel
+ Recommended reading:
o Langer, Maximo. 2005. Rethinking Plea Bargaining: The Practice and Reform of
Prosecutorial Adjudication in American Criminal Procedure.” American J ournal of
Criminal Law 33(3): 223-299.
o Damaska, Mirjan. 2004. “Negotiated Justice in International Criminal Courts.” J ournal of

International Criminal Justice 2: 1020-.

WEEK 10-11 (11/01 -11/10)
VII. Phase 5: Court Procedures — The Trial

51
¢ Thaman, Ch.7
+ Bradley, read sections III(B):
o In following order:
= U.S., Canada, England/Wales
= France, Germany, Italy
= Egypt, Israel

WEEK 12 (11/15 - 11/17)
VIII. Phase 6: Sentencing, Custody, and Appeals

+ TBA (piece on sentencing, prison conditions, etc.)
+ Bradley, read sections III(C):
o In following order:
= U.S., Canada, England/W ales
"France, Germany, Italy
= Egypt, Israel
+ Recommended readings:
o Robbins, Ira P. 1980. Comparative Postconviction Remedies. Lexington, MA: D.C. Heath
and Co.
= Contains materials on Brazil, Mexico, Germany, Y ugoslavia, China, and
international law
o Lazarus, Liora. 2004. Contrasting Prisoners’ Rights: A Comparative Examination of

Germany and England. Oxford: Oxford University Press.

WEEK 13 (11/22 - 11/24)
IX. Criminal Procedure Reform: Sources of Legal Change

Required readings: divide among 4 groups (first 2 groups lead discussion on Tuesday; next two groups
lead discussion on Thursday)
Group 1: World

+ Required o Sung, Hung-En. (2006). “Democracy and Criminal Justice in Cross-National

Perspective: From Crime to Due Process.” Annals of the American Academy of Political and
Social Science (605):311-337.

Group 2: Spain
+ Required
o Bradley, 1% ed. (2002) chapter on Spain (Blackboard; not in 2"4 ed.) o Hilbink, Lisa. 2007.
"Politicising Law to Liberalise Politics." In Halliday et al. Group 3: Latin America
+ Required o Langer, Maximo. 2007. “Revolution in Latin American Criminal Procedure:

Diffusion of Legal Ideas from the Periphery.” American J ournal of Comparative Law 55:
617-.

52
Group 4: Mexico
+ Required o Chapter on Mexico from Bradley volume
o Ingram, Matthew C. (2016). “Diffusion of Criminal Procedure in Mexico.” Latin American
Politics & Society
+ Recommended
o Tiede, Lydia Brashear. 2004. “Committing to Justice: An Analysis of Criminal Law
Reforms in Chile.” Working Paper, Center for Iberian and Latin American Studies, UCSD.
Available at: http://escholarship.org/uc/item/6ph2s3cj.
o Kauffman, Katherine. 2010. “Chile’s Revamped Criminal Justice System.” Georgetown

International Law Journal 40: 621-643.

*** NO CLASS THUR, NOV 24: THANKSGIVING BREAK***

WEEK 14 (11/29-12/01)
X. Criminal Procedure Reform: Consequences of Legal C hange

Required Reading:
* Chile o Tiede, Lydia Brashear. 2012. “Chile's Criminal Law Reform: Enhancing Defendants'
Rights and Citizen Security.” Latin American Politics and Society (July).
+ Mexico
o Blanco, Luisa. (2016). “The Impact of Judicial Reform on Crime Victimization and Trust

in Institutions in Mexico.” Violence and Victims 31(1):27-49.

Recommended Reading: o Ingram, Matthew C., Octavio Rodriguez Ferreira, and David A. Shirk.

"Assessing
Mexico's Judicial Reform: Views of Judges, Prosecutors, and Public Defenders." Special
Report (June). Justice in Mexico Project, Trans-Border Institute, University of San Diego.

o Rios Espinoza, Carlos. 2008. “REDESIGNING MEXICO'S CRIMINAL PROCEDURE:
THE STATES' TURNING POINT.” Southwest J ournal of Law and Trade in the Americas
15: 53-82.

o Ingram, Matthew C. and David A. Shirk. 2012. "Building Institutional Capacity in

Mexico." In Philip George and Susana Berruecos, eds. Mexico's Struggle for Public
Security: Organized Crime and State Responses. London: PalgraveMacmillan.

WEEK 15 (12/06 — 12/08)
XI. Bringing It All Together: C omparing Best Practices in U.S. and Abroad

* LAST DAY OF CLASSES, THUR., DEC. 8*

Required reading:
« Amman, Diane Marie. 2000. “Harmonic Convergence? Constitutional Criminal Procedure in an
International Context.” Indiana Law J ournal 75: 809-873.
* Frase, Richard S., and Thomas Weigend. 1995. “German Criminal Justice as a Guide to American
Law Reform: Similar Problems, Better Solutions?” Recommended reading:
+ TBA

53
Review, evaluations, and course summary
New topics: international criminal law and procedure; empirical analysis of law in general; statistics and

social science

inlaw

FINAL EXAM:

The University has scheduled the final exam for this class on Friday, Dec. 16, 10:30-12:30. (See:

http://www.albi

any.edu/registrar/registrar_assets/Fall 2016 Final Examination Schedule.pdf)

* Final Exam will be an online exam on Blackboard *

Exam will be

open for 2 hours during a 3-day window that includes Dec 16. Y ou will need to find a 2-

hour time period in which to take the exam, which may or may not he the time period the University
expects you to set aside for the final exam in this class.

Additional Resources:

(1) Websites

a.
b.
c

ror Sa mh 2

h
(3) Additi
a.

Supreme Court Blog: www.scotusblog.com

Empirical Legal Studies (ELS) Blog: www.elsblog.org

Law & Courts Section of American Political Science Association:
http://www.law.nyu.edu/lawcourts

Law & Society Association (LSA): http://www.lawandsociety.ong

Comparative Law Society: http://www.iuscomp.org

American Society of Intemational Law: http://www.asil.org/index.html
Constitutional Law Professors’ Blog: http://lawprofessors.typepad.com/conlaw
Globalex legal research site (NY U): http://www.nyulawglobal.org/Globalex/

Jurist legal research site (U. of Pittsburgh): http://jurist.org/

World Treaty Index: http://worldtreatyindex.com

Comparative Criminal Procedure course site at University of Chicago:
http://quides.lib.uchicago.edu/compcrimpro

Computational Legal Studies: http://computationallegalstudies.com (2) Some relevant
journals:

International Journal of Constitutional Law

Journal of Empirical Legal Studies

Journal of Law, Economics, and Organization

Journal of Legal Studies

Judicature

Justice System Journal

Law and Social Inquiry

Law and Society Review
onal Texts

Mack, Raneta Lawson. 2008. Comparative Criminal Procedure: History, Processes and
Case Studies. Bufffalo, NY: William S. Hein and Co.

Delmas-Marty, Mireille, ed. 1995. The Criminal Process and Human Rights:

Toward a European Consciousness. Dordrecht, Netherlands: Martinus Nijhoff.

i. Contains survey of criminal process in multiple countries, and then more focused
debates on stages of process, especially trial.

54
. Fionda, Julia. 1995. Public Prosecutors and Discretion: A Comparative Study. Oxford:
Clarendon.

i. Emphasis on sentencing function of prosecutors and of increasing role of
prosecutor in administering criminal sanctions.

. Delmas-Marty, Mireille, and J.R. Spencer, eds. European Criminal Procedure. Cambridge:
Cambridge University Press.

i. Specific chapters dedicated to Belgium, England, France, Germany, and Italy, and
several topic chapters dedicated to procedural topics, e.g., public prosecutors,
division of power between police and prosecutors, and the role of the judge.

. Hatchard, John, Barbara Huber, and Richard Vogler, eds. 1996. Comparative Criminal
Procedure. London: British Institute of International and Comparative Law.

i. Contains chapters on France, Germany, and England and Wales, with additional
overview and comparative chapters.

Cryer, Robert, Hakan Friman, Darryl Robinson, and Elizabeth Wilmshurst. 2011.
An Introduction to International Criminal Law and Procedure. Cambridge:
Cambridge University Press.

55
American Political Development
RPOS 319-10351; 3 credits
University at Albany, SUNY
Political Science Department
Fall 2016

Professor Timothy Weaver

Room: HU133
Meeting day and time: Tuesdays and Thursdays 2:45pm-4:05pm.

NOTE: This is a preliminary syllabus and is subject to change

Contact Details:

tweaver@albany.edu
Office Hours: Tuesdays 12:30pm-2:30pm

Prerequisite: RPOS 101 American Politics
Coutse overview

This course introduces students to the institutions that comprise the American political system,
explores competing ideas about relationship between government and citizens, and examines how
key interests engage in political struggles to achieve their goals. In doing so, we will harness the
insights of the sub-field known as American Political Development (APD) to think about how
American government and politics has been structured over time. In contrast to mainstream
“snapshot” accounts of American politics, this historical perspective will enable us to appreciate the
degree to which the contemporary political conflicts are shaped by America’s evolving institutional
arrangements, political ideologies, and entrenched interests.

At the outset of the course we will discuss the central ideas behind the study of APD. We will then
examine the key ideas and interests that have shaped the development of American political
institutions since the 17" century. Each week after that we will consider a theme (e.g. the welfare
state) and/or an institution (e.g. Congress) to explore how they have evolved over time.
Throughout the semester, we will think about how our historical perspective can sharpen our
understanding of contemporary developments in American politics.

Coutse objectives

To help you gain an understanding of what the sub-field of APD is and why it might be
helpful in the study of American politics.

To enable you to think about American political institutions as structured by historical as
well as contemporary forces.

56
To encourage you to reassess your current understanding about the central interests and
ideas that have shaped American politics.

To develop your critical thinking, writing, and presentational skills.

Academic dishonesty

The University at Albany takes academic dishonesty extremely seriously. Please familiarize yourself
with the University’s policies in this regard. I recommend you watch this video on plagiarism that
will help you avoid it: http: library.albany.edu/infolit/plagiarism1

Often students leave themselves open to the charge of academic dishonesty because they fail to
provide proper citations in their written work. Please be sure to always remember the following: if
they are not your words, you must use quotation marks and citations; if it is not your idea, you must
cite the source from which the idea came.

Coutse requirements

Though short lectures will be used to frame the key themes for each week, this class will primarily be
run as a seminar. As a result, it is essential that you participate meaningfully in class discussion.

This means that you will come to class having read and thought carefully about the reading material
assigned. You will be assessed according to the quality of your participation in class and your
performance on an early-semester short-answer test, a mid-term exam, and a final exam.

Your grade breakdown is as follows:

Class participation 20%

Short answer test 10% In-class on Sept. 29

Mid-term exam 30% In-class October 13

Final exam 40% Take-home exam due December 16

Questions for the final exam will be distributed on December 8.

Students will be expected to meet all deadlines. Extensions will only be granted in cases of medical
or personal emergency.

Grading
The grading scale will be as follows:

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, E=below 60.

57
If you feel you have been awarded an unfair grade, you may contest it. However, if you want to do
so, it must be done én writing and no sooner than 48 hours after you have received the grade. In your
written complaint you need to provide a specific account of what in particular you are concerned
about.

Accommodations

Students with disabilities that may impair their ability to complete the assignments listed in this
syllabus and/or who require special accommodations should contact the Disability Resource Center.
If you do require accommodations please let me know during the first two weeks.

Readings

There is one required text for the course, which is available for purchase at university bookstore. It
is:

Jillson, Cal and David Brian Robertson, eds. Perspectives on American Government: Readings in
Political Development and Institutional Change. 2nd ed. New York & London: Routledge, 2014

Hereafter J&R).

Additional readings will be available on Blackboard.

Course schedule & reading assignments

Week 1: Introduction
Tuesday August 30: Introduction to APD (lecture)

Thursday September 1: NO CLASS (PLEASE GET STARTRED ON TUESDAY’S
READING...ITS DIFFICULT!!)

Week 2: What is “American Political Development?”

Tuesday September 6: Orren, Karen and Stephen Skowronek, “The Study of American
Political Development,” in Political Science: the State of the Discipline, eds.
Ira Katznelson and Helen V. Milner (New York: W.W. Norton,
2002), 722-737.

Thursday September 8: Orren and Skowronek, 737-754.

58
Week 3: American political culture I: Liberalism
Tuesday September 13: Essays from John Locke, Montesquieu, and Alexis de Tocqueville in

J&R, pp. 21-35.

Thursday September 15: Hartz, Louis. The Liberal Tradition in America. [1955] New York:

Hartcourt Brace & Co., 1955. Ch. 1.
Week 4: American political culture II: Multiple traditions

Tuesday September 20: Smith, Rogers M. “Beyond Tocqueville, Myrdal, and Hartz: The
Multiple Traditions in America.” The American Political Science Review

87. 3 (Sep., 1993): 549-566.
Thursday September 22: Continue discussion of Smith.

Week 5: The Constitution & SHORT-ANSWER TEST

Tuesday September 27: Dahl, Robert A. How Democratic is the American Constitution? 2003. Chs.
1 & 3, pp. 1-6 and 42-72.

Thursday September 29: *TN-CLASS SHORT-ANSWER TEST***

Week 6: Federalism & public opinion

Tuesday October 4: Essays from Margaret Weir, Suzanne Mettler, and David Brian
Robertson in J&R, pp. 102-123.

Thursday October 6: Essays from Gordon Wood, Sidney Verba, and Cass Sunstein in J&R
pp. 128-131 and 136-156.

Week 7: MID-TERM EXAM (OCT 13)

Tuesday October 11: CLASSES SUSPENDED (Yom Kippur)
Thursday October 13: **MID-TERM EXAM (IN CLASS)***

Week 8: Interest groups

Tuesday October 18: Readings from the Constitutional Convention, Alexis de Tocqueville,
E.E. Schattschneider in J&R, pp. 192-205.

Thursday October 20: Charles E. Lindblom, Richard Harris and Daniel Tichenor, and

Elisabeth Clemens in J&R, pp. 206-223.
Week 9: Political parties & elections

59
Tuesday October 25:

Thursday October 27:

Week 10: Congress

Tuesday November 1:

Thursday November 3:

Week 11: The presidency

Tuesday November 8:

Thursday November 10:

Week 12: The judiciary

Tuesday November 15:

Thursday November 17:

Week 13: The welfare state

Tuesday November 22:

Thursday November 24:

Readings from John Aldrich, Sidney Milkis, and Theda Skocpol and
Vanessa Williams in J&R, pp. 238-256.

Readings from V.O. Key, Samuel L. Popkin, and Anthony King in
J&R 271-284

Readings from Edmund Burke, the Federalist Paper 62, and Ira
Katznelson in J&R, pp. 291-306.

Readings from David Mayhew, Eric Schickler, and Sarah Binder in
J&R, pp. 306-327.

Robin, Corey. Donald Trump is the Least of the GOP’s Problems.
August 15, 2016 at
http://coreyrobin.com/2016/08/15/donaldtrump-is-the-least-of-

the-gops-problems/

Skowronek, Stephen. Presidential Leadership in Political Time: Reprise and

Reappraisal. 2nd ed., rev. Lawrence: University of Kansas Press, 2011,
Chs. 1 & 3.

Readings from: Federalist Paper 81, Marbury v. Madison, and Akhil Reed
Amar in J&R, pp. 400-413.

Jeffrey Rosen, Howard Gillman, and Thomas M. Keck in J&R, pp.
413-428.

Readings from Franklin Delano Roosevelt, Benjamin Page and James
R. Simmons, John W. Kingdon, and Suzanne Mettler in J&R pp.
499522.

CLASSES SUSPENDED (Thanksgiving break)

Week 14: The American political economy

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Tuesday November 29: Hacker, Jacob S. and Paul Pierson, “Winner-Take-All Politics: Public
Policy, Political Organization, and the Precipitous Rise of Top
Incomes in the United States.” Politics and Society 38.2 (2010): 152-204.

Thursday December 1: Eisner, Marc. The American Political Economy. New York: Routledge,
2011. Ch. 7

Week 15: Race and class in Obama’s America

Tuesday December 6: King, Desmond S. and Rogers M. Smith. ““Without Regard to Race’:
Critical Ideational Development in Modern American Politics.”
Journal of Politics 76.4 (2014): 958-971.

Thursday December 8: Reed, Jr. Adolph L. and Merlin Chowkwanyun, “Race, Class, Crisis:
The Discourse of Racial Disparity and its Analytical Discontents,”
Socialist Register, 2011.

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Rockefeller C ollege of Public Affairs & Policy, University at Albany, SUNY

RPOS 322 (7655) and RPAD 322 (8558): The Government and Politics of New Y ork
City, Spring 2014, Tuesdays, 5:45 pm to 8:35 pm, Room HU 132 (Humanities
Building); 3 credits

Frank J. Mauro, Public Service Professor, and Adjunct Lecturer.

My contact information: (518) 346-3122 or fjmauro@ albany.edu. If you do not
check your University at Albany e-mail address on a regular basis, please provide
me with an e-mail address that you do check regularly.

I. Course Description

This course will cover the functioning of New York City’s political and governmental
institutions, with an emphasis on:

* The recurring efforts to provide for greater local input into the city government’s
policy making processes without undoing the consolidation of 1898 that created
the current five-borough city; and

+ The attempts to increase inter-party and intra-party electoral competition in a
city that is overwhelmingly Democratic in its political preferences.

II. Course Objectives
The instructor's objectives are for each participating student to

(1) Develop a good understanding of the political and governmental institutions and
processes through which the residents of New Y ork City govern themselves,

(2) Become familiar with the major sources of information that are available
regarding the workings of New Y ork City's major political and governmental institutions
and processes, and

(3) Be able to place current developments involving New Y ork City's political and
governmental institutions in their proper theoretical and historical context.

III. Course Meetings

This course will meet from 5:45 pm to 8:35 pm on Tuesday evenings except March 18,
2014, and April 15, 2014. There will be an in-class mid-term examination on Tuesday,
March 11, 2014. The final examination for the course will be held from 5:45 pm to 7:45
pm on Tuesday, May 13, 2014.

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IV. Main Course Readings

Berg, Bruce F., New York City Politics: Governing Gotham, Rutgers University Press,
2007, ISBN: 978-0-8135-4191-4 (referred to as Berg in the reading assignments section
of this syllabus)

Benjamin, Gerald, and Richard P. Nathan, Regionalism and realism: a study of
governments in the New York metropolitan area, Brookings Institution Press, 2001,
ISBN: 0-8157-0087-3 (referred to as Benjamin in the reading assignments section of this
syllabus)

New York City Charter. For access to the text of the New Y ork City Charter go to
http://public.leginfo.state.ny.us/menuf.cgi . From the last link on that page, you can link
to a page for “Laws of New York.” Then, from the last link on the “Laws of New York”
page you can link to a page with a table of contents for the New Y ork Charter. From that
page you can link to individual chapters of the Charter. For example, Chapter 1 deals
with the Mayor. (referred to as NYC Charter in the reading assignments sections of this
syllabus)

In addition to the course readings listed above, (a) additional items are listed in the
reading assignments section of this syllabus; and (b) copies of other readings (or links to
electronic versions of other readings) will be distributed in class or via e-mail. If you do
not check your University at Albany e-mail address on a regular basis, please provide me
with an e-mail address that you do check regularly.

V. Course Requirements

A. Completion of all assignments on a timely basis INCLUDING completion of all
required readings prior to the class at which those readings are scheduled for discussion.

B. Keeping up on current developments regarding New Y ork City government and
politics by reading a daily newspaper (or a comparable electronic news service such as
Capital New Y ork http://www.capitalnewyork.com/city-hall) that that covers New Y ork
City government and politics on a regular basis; and reporting on (and/or raising
questions about) course-relevant developments relevant. (Note: Time will be available
for this purpose at the beginning of each class meeting except for the March 11, April 29,
May 6 and May 13 class meetings.)

D. Participation in class discussions on the basis of (1) the required readings; (2) your
research; and (3) your reading of a daily newspaper (or a comparable website) that covers
New Y ork City government and politics on a regular basis.

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VI. Grading

Research Paper (2% for selection of topic on time; 4% for
submission of a reasonably detailed outline and a useful preliminary

bibliography on time; 6% for your classroom presentation and 82%
handout; and 20% for quality and timeliness of final paper.)

Attendance and class participation. 13%
Midterm Exam (March 11) 25%
Final Exam (May 13) 30%

VII. Discussion T opics and Reading Assignments

January 28: During this class, we will discuss the course structure, the material to be
covered during the semester, the course requirements, the topics for the research paper
and presentation; the structure of the New Y ork City government; and, some important
events that have influenced New Y ork City government and politics in recent decades.

February 4: During this class, we will discuss the concepts of centralization and
decentralization (also referred to as consolidation and/or regionalization vs. community
control and sometimes even secession) and the competing values involved. We will also
discuss the creation in 1897 of the Greater City of New Y ork (i.e., the current 5-borough
city); and how the resulting governmental structure differs substantially from the local
government structures in all of the state outside of New Y ork City. To prepare for this
discussion, read Benjamin, Chapters 1, 2 and 3; and Wallace S. Sayre and Herbert
Kaufman, Governing New York City: Politics in the Metropolis, 1960, Chapter 1, pages
11 to 17, available at https://www.russellsage.org/publications/governing-new-york-city

February 11: During this class, we will discuss economic, demographic and other
environmental factors that influence the governance of New Y ork City. To prepare for
this discussion, read Berg, Chapters 1, 2, 5 and 10; John H. Mollenkopf, et al,. Shifting
Shares: Demographic Change, Differential Mobility, and Electoral Trends in New
York City, 2000 to 2011, 2013, available at
http://www.21cforall.org/content/shiftingshares-demographic-change-differential-
mobility-and-electoral-trends-new-york-city ; and, Sayre & Kaufman, Governing New
York City: Politics in the Metropolis, 1960, Chapter 1, pp.18 - 36, and “Tables and
Figures” available at https://www.russellsage.org/publications/governing-new-york-city

February 18: During this class, we will discuss the political party system in New Y ork
City including the role of minor parties, cross-endorsement and fusion; the battles over

64
time between regulars and reformers over time. To prepare for this discussion, read
Berg, Chapter 6; and, portions to be distributed of Daniel O. Prosterman, Defining
Democracy: Electoral Reform and the Struggle for Power in New York City, Oxford
University Press, 2013; and become familiar with the NY C Election Atlas website, a joint
project of the Center for Urban Research at the CUNY Graduate Center, the CUNY
Graduate School of Journalism and the CUNY Center for Community and Ethnic Media,
at http://www.nycelectionatlas.com/

February 25: During this class, we will discuss the role of the New Y ork State
government in the government and politics of New Y ork City and city-state relations. As
part of this discussion, we will cover the New Y ork City fiscal crisis of 1975 (which
involved the federal government as well as the state government). To prepare for this
discussion, read Berg, Chapter 3.

March 4: During this class, we will discuss the relationships between New Y ork City and
the federal government. As part of this discussion, we will cover the role of the federal
and state governments in the response to the September 11, 2001, attacks on the World
Trade Center, and to Hurricane Sandy. To prepare for this discussion, read Berg,
Chapter 4; and John H. Mollenkopf, Contentious City: The Politics of Recovery in New
York City, 2005, Chapter 1, https://www.russellsage.org/publications/contentious-city.

March 11; Mid-Term Examination.

March 25: During this class, we will discuss the powers and duties of New York City’s
mayors and the other citywide and borough-wide elected offices (Comptroller, Public
Advocate [formerly known as the City Council President], and the Borough Presidents),
the ways in which the power of the mayor has been enhanced over time by periodic
charter revisions and the attempts by those charter revisions to balance the powers of the
mayor and other elected officials including the City Council; the switch from a hybrid
plural executive to a clearly “strong mayor” system by the elimination of the Board of
Estimate by the 1989 Charter revision. To prepare for this discussion, read Berg, Chapter
7; and the NYC Charter, Chapters 1, 4, 5, 6, 9, 10 and 11.

April 1. During this class, we will discuss the structure and functioning of the New Y ork
City’s legislative body, the City Council. To prepare for this discussion, read Berg,
Chapter 8 and the NYC Charter, Chapters 2, 2A and 50.

April 8: During this class, we will discuss the delivery of public services in New Y ork
City, including efforts at decentralization and community participation; and the role of
the community boards, the borough boards and the borough presidents in the current land
use processes. To prepare for this discussion, read Berg, Chapter 9; the NYC Charter,
Chapters 8, 14, 15, 27, 69 and 70; and Benjamin, Chapters 4 and 5

65
April 22: During this class, we will discuss the delivery of public services through
public corporations with a particular focus on two regional entities — the Port Authority of
New Y ork and New Jersey and the Metropolitan Transportation Authority. To prepare
for this discussion, read Benjamin, Chapters 6 and 7.

April 29: Student Presentations

May 6: Student Presentations
May 13: Final Examination

VIII. Research Paper and Presentation

This assignment involves the preparation and submission of four deliverables related to
the completion of a well-researched, well-organized, well-written, and well-edited term
paper dealing with one or more of the occasional efforts, in New Y ork City, to

(a) Provide for greater local input into government operations, service delivery and/or
policymaking through decentralization at either the borough and/or community levels;
or

(b) Increase efficiency and/or to reduce corruption through centralization, consolidation
or regionalization of governance, government operations, service delivery or
policymaking at an increased geographic scale; or

(d) Undo one of those efforts at increasing inter-party and/or intra-party electoral
competition in New Y ork City; or

(e) Elect or re-elect a “reform” mayor through a “fusion” challenge to the “regular”
Democrats.

The first step in this assignment involves the selection and submission, by e-mail, by the
end of the day on Friday, February 7, 2014, of a topic for your term paper. See the list of
possible topics for this assignment beginning on page six of this syllabus. Y ou can select
one or more of the topics from that list, or some variation of one or more of those topics,
or some other topic dealing with one or more of the subject matter areas (a) through (e)
listed above. Please correspond with me by e-mail as soon as possible if you have
questions regarding any particular topic or topics that you are considering for this
research project.

The second step in this assignment involves the submission, by e-mail by the end of the
day on Friday, February 28, 2014, of an outline and a preliminary bibliography for your
paper. Y ou can also submit (for my comments and suggestions) revisions of the outline

66
and/or of your preliminary bibliography as you work on the paper during March and
April.

The third step in this assignment involves a five-minute classroom presentation of your
research along with a 1-page handout that summarizes your key points in an easy to scan
format. For a presentation of this length to be informative and effective, it needs to be
very well organized. Most presentations will be scheduled for A pril 29 or May 6 but
earlier presentations are possible if requested in advance. Submit your 1-page handout by
10 a.m. on the morning of your presentation and I will take care of making copies for the
class.

The fourth and final step in this assignment involves the submission, by e-mail, by the
end of the day on Friday, May 16, 2014, of your completed term paper with your final
bibliography. This paper (not counting the bibliography) should be in the range of 15 to
17 pages, double-spaced in 12-point Times New Roman font.

All of the deliverables submitted for this assignment should be saved as Word documents
(or as documents that can be opened in Word) with a .doc suffix (or as Rich Text Format
documents with an .rtf suffix). Those documents should each be saved with a name that
includes your last name, and should be submitted on or before their respective due dates
as attachments to e-mail messages. The pages in your second and fourth deliverables
should be numbered. The fourth deliverable (the completed term paper) should have
sources cited using an established system of footnotes or endnotes or in-text citations.

All material quoted exactly from a source should be in quotation marks with the source
cited. Material that is paraphrased from a source or sources and which is not part of your
own knowledge should not be in quotation marks but the source or sources that you relied
on for the information being presented should be cited.

For these topics, you should be able to find useful journal articles and/or useful
government reports. Also, articles from the New Y ork Times from the period(s) relevant
to the topic you select will be particularly useful. New Y ork Times articles can be
accessed via two databases available through the University Library website: (1)
“LexisNexis Academic” (which has the full text of New York Times articles going back
to June 1, 1980 in a searchable database); and (2) “Proquest Historical Newspapers - The
New York Times” (which has the full text of New Y ork Times articles from 1851
through 2010 in a searchable database). LexisNexis Academic also has the full text of
other New Y ork City newspapers for various time periods. In addition, based on your
topic selection and your outline and preliminary bibliography, I should be able to suggest
some additional sources.

Possible Term Paper Topics

Y ou are not limited to the suggestions below in selecting and submitting a proposed topic
for your term paper.

67
The following topics deal with efforts to reduce the dominance of “regular”
Democrats through “fusion” campaigns or through structural reforms designed to
increase inter-party and/or intra-party competition.

* One or more of the periodic efforts of “reformers” within the Democratic Party,
“good government” groups and Republican to join together in “fusion” campaigns
against Tammany Hall and its counterparts in Brooklyn, Queens and the Bronx.
The successful “fusion” candidates for mayor during the 20th Century were Seth
Low, John Purroy Mitchel, Fiorello LaGuardia, and John V. Linday. In addition,
the two most recent Republican mayors, Rudolph Giuliani and Michael
Bloomberg, were both elected with minor party cross-endorsements (by the
Liberal and Independence parties, respectively) .

+ The use of proportional representation to elect the members of the City Council
from 1937 through 1949.

+ The efforts leading up to the adoption of proportional representation.

+ The efforts by the regular Democrats to stop the implementation of proportional
representation and/or to repeal it once it was implemented.

+ The use of limited nomination and limited voting to elect two at-large members of
the City Council from each borough during the 1960s and 1970s.

+ The establishment of a bi-partisan and somewhat independent redistricting
process and/or the functioning of that process following the decennial censuses of
1990 and/or 2000 and/or 2010.

* The establishment and/or workings of New York City’s system of public
campaign financing.

+ The unsuccessful efforts by Mayor Bloomberg to use Charter Revision
Commissions to establish a system of nonpartisan elections.

The following topics deal with efforts to increase local control and increased citizen
participation through decentralization OR efforts to increase efficiency and/or
equity and/or to reduce corruption through centralization, consolidation and/or
regionalization.

+ The creation of the boroughs and the borough presidencies as part of the 1898
consolidation that created the “Greater City.”

+ The addition of the borough presidents to the Board of Estimate by the 1901
charter revision.

+ The elimination of the Board of Estimate by the 1989 charter revision.

* Some aspect or aspects of the establishment and/or the evolution and/or the
workings of the community board system.

+ Some aspect or aspects of the creation and/or the workings and/or the later
“reform” and/or the later elimination of community school boards.

+ The arguments that were made for and against consolidation (and who made
which arguments) during the decade leading up to legislative and public approval
of the plan that took effect on January 1, 1898, creating what was then called the
Greater City of New Y ork.

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One or more of the prominent payers in the move toward the 1898 consolidation
(including discussions of their roles in the consolidation effort, and their careers
before and after consolidation) such as:

o Andrew Haswell Green

o Thomas Platt o Seth

Low
The referenda that were held as part of the move to consolidation, which
communities voted which ways, and which communities that were considered for
inclusion in the proposed Greater City ended up not being included.
The so-called revolt of the boroughs that occurred following the implementation
of the 1897 charter (which took effect on 1/1/1898) and how that led to the 1901
charter which gave public works powers to the borough presidents and
restructured the Board of Estimate to include the borough presidents (i.e., which
created the Board of Estimate in the basic form in which it existed from 1902
until the end of 1989).
The elimination of the borough presidents’ public works powers by the 1961
charter revision and/or the events leading up to the establishment of the 1961
charter revision commission.
The creation and operation of the community planning councils during Robert
Wagner’s service as Manhattan Borough President and/or the later expansion of
this concept by Wagner as Mayor by the creation of community planning boards
which evolved into the community boards of today.
The creation of the current system of community boards by the 1975 charter
revision.
The creation of the (community) district manager system during the Lindsay
Administration as part of that administration’s efforts at “neighborhood
government” and the major change in the role of the district managers under the
1975 charter revision.
The role of the community boards in the land use process in NY C (currently
and/or since the 1975 charter revision)
The role of the community boards in the budget process in NY C (currently and/or
since the 1975 charter revision)
Some aspect of New York City’s experience with Community School Districts
(either the creation of the system of elected school boards; and/or the reduction of
their powers in the mi 1990s; and/or their demise with the enactment of the
mayoral control legislation in 2002.)
Mayor Giuliani’s unsuccessful efforts to secure state legislation giving the Mayor
control of the NYC school system and/or Mayor Bloomberg’s successful effort to
secure state legislation establishing mayoral control of the NY C school system.
The workings of mayoral control of the NY C school system including the debate
over the renewal of mayoral control in 2009.
New York City’s experience with Business Improvement Districts (BIDs)
Borough (or County) representation on the NY C Board of Elections
Borough representation on the former NY C Board of Education

69
* Some aspect of the Staten Island secession effort

* The Rockaways secession effort

* The creation of Bronx County

+ Borough representation on the City Planning Commission

+ The Borough Presidents as members of the Board of Estimate

+ The Elimination of the Board of Estimate by the 1989 charter revision
+ The Borough Presidents since the elimination of the Board of Estimate

IX. Communications

For submitting class assignments, assignment-related questions and other substantive
questions; for scheduling appointments; and for any administrative matters, please send

an e-mail message to me at fjmauro@albany.edu.

If you do not receive a response to an e-mail message in a reasonable amount of time, call
me at home at 518-346-3122. If no one answers, leave a message on the voice mail.

Submit all written assignments electronically by those assignments’ due dates. The
maximum credit for assignments submitted after the due date will be reduced by five
percent (5%) for each day that the assignment is late.

Submit all written assignments as W ord documents (or as documents that can be opened
easily in Word) attached to an e-mail message. Be sure to include your name (1) in the
body of your e-mail message; (2) in the body of your attached Word document (at the top
of the first page of that document); and (3) in the name you give to your Word file. In
your Word documents, use double line spacing or 1.5 line spacing. Be sure to number the
pages in any written assignments that are two or more pages long.

If you do not check your University at Albany e-mail address on a regular basis,
please provide me with an e-mail address that you do check regularly.

70
Dr. J osé E. Cruz

Spring 2017

POS 324 Class Number 9260 3 credits
LCS 375 Class Number 9553 3 credits

Latino Politics in The United States
MWF 10:25-11:20 am ES 242
3 credits

Description and Objectives
This course will review Mexican-American, Puerto Rican, Cuban, and Dominican
participation, perspectives, and issues in American politics.

Learning objectives:

1. Through case studies students will learn about and evaluate the historical
narratives that explain Latino politics in the U.S., including an understanding of
the relationship between the historical context and development of Latino political
participation and their political and socioeconomic status;

2. Through these case studies, students will learn about the different ways in
which political science approaches the question of political participation. They will
also understand difference as an analytical category, as a source of conflict, as
well as one possible basis for democratic participation, negotiation, and
understanding between Latinos and other groups as well as among Latino sub-
groups.

2 Using short-essays as a tool, students will exercise and hone writing and
critical thinking skills through thesis formulation, documentation, analysis and
argument. They will exercise and hone these skills through the identification and
interrogation of the assumptions, values, evidence, conclusions, and implications
of different types of scholarly sources and will receive individual and collective
feedback from oral presentations.

Required Readings

* Luis Ricardo Fraga, etal., Latino Lives in America, Making it Home.

+ Mario T. Garcia, ed., The Chicano Movement, Perspectives from the
Twenty-First Century.

* Christian Krohn-Hansen, Making New York Dominican, Small Business,
Politics and Everyday Life.

+ Maria de Los Angeles Torres, In The Land of Mirrors, Cuban Exile Politics
in the United States.

+ Betina Cutaia Wilkinson, Partners or Rivals?

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+ Selected Readings, available on Blackboard o Cruz, "Puerto Rican
Poverty and Politics" o Duany, Puerto Rican Exodus to Florida o
Melendez, "The Puerto Rican J ourney Revisited"

o Vargas Ramos, "Puerto Rican Political and Civic Engagement"

Course Requirements

Class Participation - 30% of course grade. Class participation will be
structured so that each student, with notice, will make at least one
presentation on a class reading. Participation is also expected from everyone
independently of assigned presentations.

o Presentations should be no longer than 10 minutes. Presenters will
answer the following questions: 1. What is the main point of the
chapter/reading? 2. What did you learn? 3. What did you find
particularly interesting or provocative? 4. Is (are) there any value
judgment(s) that you disagree with and/or assumption(s) that is
(are) unfounded? 5. Is there anything in the chapter/reading that
was not entirely clear? These questions must be addressed. Each
student will address the class as if he/she was giving a lecture.
Within that basic framework, there is room for creativity but
whatever students choose to do differently should be done in
consultation with the instructor.

o Presenters should speak loudly, projecting their voice so it can
reach the far end of the room. They should avoid excessive
reliance on reading their presentation, make sure their diction is
clear and their voice attuned to the environment (e.g. if someone
coughs at the same time you say something, repeat what you said).
They should make good eye contact with the audience and speak
at a pace that allows the audience to process the information.

o Presentation assignments will be made so that everyone has an
opportunity to consult with the instructor about anything extra or
different from the guidelines provided here that they might want to
do to make their presentation the best it can be. Advice should not
be misconstrued, however, as a surefire formula for success. The
proof of your success will be in your actual performance, and
ultimately, my judgment.

o Some of the material will be discussed in small groups. Each group
will select a recorder who will write down and present the analysis
and conclusion of the small group discussion to the whole class.
Small groups will address only questions 3-5 above.

72
o Group discussions will be peer evaluated and scored on a scale of
0-5. Each student will complete a group discussion peer evaluation
form of the student seated to his/her left.

o Statements or questions that reveal that a reading or readings have
not been done or that do not measure up to standards of reason
and civility are not only discouraged but will not be considered
meaningful contributions.

+ Two 5-page essays - 25% of course grade each. Each essay will be a
critical review of an academic journal article on Latino politics. The articles
you choose must be approved by the instructor and they can be historical,
sociological, anthropological, and even literary so long as they are related to
politics. Each essay should have three parts: summary of the argument and
main point, discussion of the evidence used to support the thesis and/or
argument, your critical evaluation of the article. Students will present one of
these essays in class as part of the participation requirement. A template for
the essays is available on Blackboard. Late submissions will incur a 3-point
penalty.

+ Attendance - 10% of course grade. Students who are absent are
responsible for the material missed. Lateness will also have a negative impact
on your grade. | will not recount missed proceedings with anyone who is
absent on a given day. Absences due to work, job interviews, weddings, birth
of nieces, nephews, cousins, etc. are not justified. If you have decided to be a
student you have to be a student. You cannot expect to be enrolled in this
class and be excused from its requirements because the class conflicts with
other choices you make.

+ Proper demeanor and engagement - 10% of course grade. | notice
everything and take everything into account, e.g. if you are routinely
absentminded, late, disruptive, disrespectful, texting, browsing the internet,
etc. Texting and browsing the internet will be flagrant violations of the terms
set here. | assume that everyone knows how to behave appropriately during
class and unless a student's disregard for the basic norms of classroom
behavior is flagrant, | will try not to put anyone on the spot. | may call your
attention privately but I will do so only on a discretionary basis.

Rubrics for participation and 5-page essays and a grade scale for attendance are
provided below.

Grading
The course is graded A-E. The course grade will be tabulated according to the
weights indicated above for each requirement. Letter grades will be converted

73
into scores between 0-100 according to the scale noted below. As a matter of
policy, letter grades will be converted to the top score in the range for each
grade. For example, if you receive a grade of B+ on your class presentation, your
score will be 89.

Grading Scale
100-95A
94-90 A-
89-85 B+
84-80 B
79-75 B-
74-71 C+
70-65 C
64-61 C-
60-55 D+
54-51D
50-45 D-
44-0E

Policies

This course is guided by the following general principle: the powers and
stipulations not included in the syllabus are reserved to the instructor, who shall
use reasonable discretion in the event of contingencies.

| reserve the right to modify the terms of this syllabus and to make changes as
needed within reason. To the extent that it is possible, any changes made during
the course of the semester will be cost-neutral. Students will be given reasonable
notice of any changes and every effort will be made to accommodate special
needs and circumstances so that there is no negative impact on the ability of
students to meet all their academic obligations.

There will be no opportunities for extra credit in this class.

If you are late, seat in the back of the room close to the door to avoid disruption.
Also, if you must leave class early, let me know in advance and seat in the back
close to the door.

Students are encouraged to provide feedback on the proceedings of the course
at any point in time, including suggestions for additional readings and/or activities
that enhance the pedagogical process.

There will be no posting of lecture or discussion notes on Blackboard. Students
must come to class, be attentive, take notes, and raise questions if in need of
clarification or to present a differing interpretation.

74
| will alert students to especially significant facts and statements through
emphasis and repetition but the burden of proof is on the student to understand
the main points, facts, arguments, issues, debates, and interpretations.

If you miss a class, do not ask me whether “you missed anything important.”
Come see me during office hours and we can have a conversation about the
material that was covered in the class you missed but make sure you have read
the material before coming to see me. This is not an online course. Therefore, |
will not discuss class material by e-mail.

Regarding academic integrity, the undergraduate bulletin states: “Itis every
student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of
academic or personal pressures are not sufficient reasons for violations of
academic integrity.” If you have any questions regarding standards of academic
integrity and the consequences following violation of those standards please
seek clarification by meeting with me during office hours or by special
appointment.

As the undergraduate bulletin indicates: “students will not be excused from a
class or an examination or completion of an assignment by the stated deadline
except for emergencies, required appointments or other comparable situations.
Students who miss a class period, a final or other examination, or other
obligations for a course (fieldwork, required attendance ata concert, etc.) must
notify the instructor or the Office of the Vice Provost for Undergraduate Education
of the reason for their absence and must do so in a timely fashion.”

Undergraduate academic regulations are fully disclosed and available at
http://www.albany.edu/undergraduate_bulletin/regulations.html

| follow the University's Medical Excuse Policy, which is available at
http://www. albany.edu/health_center/medicalexcuse.shtml

Use of laptop computers, tablets or any other hand held devices
in the classroom will be limited to taking notes or to reference
class readings. Unless authorized, Googling, facebooking,
twittering, instagramming, etc. is prohibited. Cellphones must be
silent and stowed away during class.

If you must eat, be discreet.

If you are late, sit in the back of the room close to the door to
avoid disruption. Also, if you must leave class early, let me know

75
in advance, preferably in person rather than by e-mail, and sit in
the back close to the door.

Office Hours

MWEF 9:00-10:00am; MW 4:00-5:00pm, HU B16. If this schedule does not work
for you, please make an appointment with me for a mutually convenient time and
day. Contact information: jcruz@ albany.edu | will check e-mail during business
hours M-F. Emails sent | after 5pm on weekdays will be answered the next day if
possible. Emails sent after 5pm on Fridays will be answered the following
Monday if possible.

Course Schedule J anuary

23 - Introduction - Review of Syllabus.

25 — Study abroad presentation; Demographic context of Latino politics. 27 —
Begin class presentation assignments; The Hispanic/Latino/Latin@ /Latinx
debate/ Where do Mexicans come from?

30 — Puerto Rico and the USA/ The Opening to Cuba/ Dominicans in the United
States

February

1 - Chicano Movement, Chs. 1-2

3 — Chicano Movement, Chs. 3-4

6 — Chicano Movement, Chs. 5-6

10 — Chicano Movement, Chs. 7-8

13 - Chicano Movement, Chs. 9-10

15 - Chicano Movement, Ch. 11

17 - Melendez, "Puerto Rican J ourney"

20 — Vargas Ramos, "Puerto Rican Political & Civic Engagement" 22

— Duany, Puerto Rican Exodus to Florida.

24 — Cruz-Puerto Rican Poverty and Politics

27 - In The Land of Mirrors, Ch. 1, 2

March

1- In The Land of Mirrors, Ch. 3, 4

3 - In The Land of Mirrors, Ch 5, 6

6 - In The Land of Mirrors, Ch. 7

8- In The Land of Mirrors, Ch. 8

10 - Making New York Dominican, Chs. 1,2

13-17 Spring Break

20 - Making New York Dominican, Chs. 3,4
22 - Making New York Dominican, Chs. 5, 6
24 - Making New York Dominican, Chs. 6, 7
27 - Essay presentations

76
29 - Essay presentations

31 - Essay presentations

April

3 - Partners or Rivals?, Ch. 1

5 - Partners or Rivals?, Ch 2

7 — Partners or Rivals?, Ch. 3

10 — Partners or Rivals?, Ch. 4

12 -NO CLASS

14 - Partners or Rivals?, Ch. 5

17 NO CLASS

19 - Partners or Rivals?, Ch. 6

21 - Partners or Rivals?, Ch. 7

24 - Partners or Rivals?, Conclusion
26 - Latino Lives in America, Ch. 2
28 - Latino Lives in America, Ch. 3
May

1 - Latino Lives in America, Ch. 4

3 - Latino Lives in America, Ch. 5

5 - Latino Lives in America, Ch. 6

8 - Latino Lives in America, Ch. 7
10 - Recap/Class Evaluation. Early Bird Due Date for Second Essay. (Last Day
of Classes).

16 — Final Due Date for Second Essay - Due by email by 11:59 pm. Late
submissions will incur a penalty.

Timeline for 5-page Essays

Selection of articles J anuary 30, 11:59 pm

Submission of first essay February 28, 11:59 pm

Submission of second essay | May 10, 11:59 pm

Class Participation Rubric

Criteria Total possible points lY our score
Presented onscheduled 2
\date

[Addressed all questions 2

Spoke loud and clearand 2
lat appropriate pace

Good eye contact with 2
jaudience

Small group discussion 5
Presentation of 5-page 5
essay
Additional Class 12
Participation
=12 B=10 C=8 D=7 E=0
Total | 30
Attendance Grade Scale
J ustified Absences | Grade
2 A
3 B
4 Cc
5 D
6+ E

5-Page Essay Rubric

Possible points for each category: 5

Your
score

Content/ideas

Expresses succinctly and clearly the main idea,
argument, findings, and conclusion of the book.
Formulates probing questions and provides
thoughtful and knowledgeable commentary.

Organization

Ideas are logically related. Clear beginning, middle,
and end. Appropriate division of text in paragraphs,
clear transitions from one paragraph to the next.

Vocabulary/Word | Vocabulary and word choices are appropriate and

Choice effective.

Sentence Fluency | Sentences are appropriately constructed.

Conventions Followed provided template. Consistent
agreement between parts of speech. No
typographic or orthographic (spelling, hyphenation,
capitalization, word breaks, emphasis,
punctuation). errors.

Score 25

Late submission -3

Total

78
Introduction to Public Law
Political Science 326 — 3 credits
T/TH 1:15 - 2:35
Spring 2017

Professor Julie Novkov
Office Hours: M 9 AM — 12 PM (Contact office) or by appointment
E-mail: jnovkov@ albany.edu
Office Phone: 442-5256

COURSE DESCRIPTION

What is law and why is it such a significant part of modem-day society and culture in the United
States? How does the legal system operate through its various actors — judges, lawyers, and juries — to
enable individuals to resolve disputes without resorting to violence? How does the law operate to structure
and control the state? From where does legal power arise and what are its limits? How does the law both
constrain and empower subordinated individuals and groups in American politics and society? These
questions and others will be the subject of this course, which provides students with a general overview
of the legal system of the United States.

The course is taught on the 300 level and is intended primarily for students who have little or no
prior background in law. Some students who take the course will view it as a gateway to further study
about law, while others will use it simply to broaden their understanding of the legal system as one of the
most significant and powerful institutions in the modem A merican state. Regardless, all students will leam
1) to demonstrate substantive knowledge about the various players in the legal system, 2) to think and
write critically about how the law structures and channels power in A merican culture, politics, and society,
and 3) to construct and defend legal arguments effectively in oral and written form. The major group
activity and associated writing assignment will also introduce students to a particular area of American
law in the form of a simulation designed as a lawsuit.

The course is a lecture course but will incorporate discussion. During the lecture times, students
can expect a mixture of lecturing by the professor and discussion with the professor and other students in
the class. Because class discussions are an important part of the course, students will be expected to keep
up with the reading and to think about it as they are doing it. In addition, students will meet in smaller
groups frequently to work through some of the issues presented in the lectures and to organize their work
on the mock lawsuit. Students will be expected to work independently on the mock lawsuit through a
Blackboard conference website. This sounds worse than it is; you will get plenty of help.

Is this class right for me? The course, while taught at the 300 level, will involve significant reading
and writing requirements. Y ou will be expected to complete all of the reading and to attend all of the
lectures; you will also be expected to participate actively in the mock lawsuit. Students who have tried in
the past to get by through either doing the reading or coming to lectures have traditionally been unhappy
with their final grades. The course demands a lot, but delivers a lot in return, in proportion to the effort
you put into it. That being said, effort alone will not get you an A. Only outstanding performances on the
various assignments will get you into the A range for this course. Of course, effort is not irrelevant in
establishing outstanding performance!

COURSE REQUIREMENTS

Students will be expected to attend all lectures. Performance in discussions taking place during the

79
lectures is not a formal requirement in the course. Nonetheless, constructive, informed, respectful
participation that contributes directly to conversations about the course material will raise borderline grades;
consistently disruptive participation may result in lower grades.

In order to help students to understand better the operation of the legal system, the course incorporates
a simulation of a legal dispute. All students will choose to be lawyers or judges; the lawyers will represent
either the plaintiff or the defendant in the dispute. The judges will manage negotiations between plaintiffs and
defendants and will either approve settlements or conduct trials and write opinions adjudicating their cases.
Most of this work will take place through Blackboard discussion boards, though some class sessions will be
devoted to the simulation. Failure to participate in the simulation either in class or through Blackboard will
have a highly negative impact on a student’s final grade.

The course has one major writing assignment connected with the simulation. The writing assignment
involves a hypothetical case that will be made available later in the term. Students will be asked to write
complaints, responses, or memoranda outlining settlements orjudgments. All students will write rough drafts,
which will be evaluated by the instructors. These papers will most likely range between eight and ten pages.
Students may then revise the rough draft or keep the grade they received. The writing component of the course
(draft and final paper) will comprise 35% of your grade for the course.

Students will also take four examinations: three quizzes during the semester and a final examination
at the end of the semester. Professor Novkov will discuss the format and expectations for these tests as they
approach, but the quiz formats will be uniform across the term.

You must keep up with the reading throughout the term. If it becomes apparent that some students
are not fulfilling this obligation, the professor reserves the right to administer up to three unannounced quizzes
on the readings. The quizzes could take place on any day, and no make-ups will be permitted without a
documented medical excuse. If these quizzes take place, each will constitute 5% of your grade, which will
come proportionally from the allocations for the other assignments.

The allocation of weight for your various obligations is as follows:

Quiz One 5% Performance in mock lawsuit 20%
Quiz Two 5% Final Paper 30%
Quiz Three 5% Final Examination 30%
Rough Draft of Paper 5%

The course follows a conventional grading scale. Grades 93 and above are As, 90-92 A-, 87-89 B+, 83-86
B, 80-82 B-, 77-79 C+, 73-76 C, 70-72 C-, 67-69 D +, 63-66 D, 60-62 D-, and all grades below 60 E.

POLICIES

Students with disabilities. If you have a documented disability and anticipate needing
accommodations in this course, please make arrangements to meet with the professor soon. Please request
that the Counselor for Students with Disabilities send a letter verifying your disability.

Extensions for papers. To avoid creating problems for other students in the class, no
extensions will be given for rough drafts,. Late papers will be penalized half a grade per day for every day
that the paper is late, starting at the beginning of class on the day the assignment is due. Extensions for final
papers will only be permitted under compelling circumstances and if the extension is requested in advance.
Any student who does not tum in her or his paper or other assignment on time and has not contacted the
professor in advance will lose a half grade per day for every day the paper is late unless the student can
provide a University-approved excuse involving some dire tragedy.

80
Regrading of materials. You may request regrading of materials that have been graded. If you
wish to make such a request, you must follow the procedure detailed on the course’s Blackboard site. Y ou
will be asked to provide a written explanation of why you wish to have the assignment regraded.

Plagiarism or cheating. This one’s simple: don’t do it. Don’t even think about doing it.
Plagiarism is the use of someone else’s words or ideas without giving the original author credit by citing him
or her. If you use someone else’s language directly, you must use quotation marks. If you rely on another
person’s ideas in creating your argument, you must provide a citation. If you have any questions about
plagiarism, please contact the professor before you submit the assignment for grading. Plagiarism or cheating
will result in a failing grade for the assignment and the submission of your name to the Office of Conflict
Resolution at the very minimum. Ignorance will not provide a defense to the application of this policy.

MATERIALS

The sources for reading materials are Before the Law: An Introduction to the Legal Process and
several additional materials on Blackboard. Y ou will need the eighth edition of Before the Law, which is
available for purchase at the University bookstore and at Mary Jane’s. I will also post updates on information
and assignments on Blackboard. To log on to Blackboard, go to https://blackboard.ualbany.edu/ and follow
the login instructions. [IMPORTANT NOTE: You will need to use Blackboard to gain access to all of the
assigned reading, research your papers, and participate in the mock lawsuit. Be sure your email
address in the Blackboard system is configured to reach you.

SYLLABUS
Introduction: What is Law?

January 24 —_ Law and Legal Reasoning
e Kafka, “Before the Law” (F.1)
e Kafka, “Dialogue Between a Priest and K” (F.2)

January 26 —- Founding the American Republic
e Declaration of Independence (Blackboard)
e Articles of Confederation (Blackboard)

January 31 ~—_- Refounding the American Republic
e United States Constitution (Blackboard)

February 2 _—_ Constitutional Moments

e United States Constitution, Amendments 1-10 (Blackboard)

United States Constitution, Amendments 13-15 (Blackboard)

United States Constitution, Amendments 16-19 (Blackboard)

Proposed amendments to the Constitution of the United States (Blackboard)
Constitution of New Y ork (Blackboard)

Judging and Interpretation

81
February 7
e Llewellyn, “The Bramble Bush” (1.1, 1.7)
e Frank, “The Judging Process and the Judge’s Personality” (2.1)

February 9 Modes of Legal Reasoning: Introduction

e Farber and Sherry, “The Constitutional Foundations of Shirley Edelman’s Latkes” (Blackboard)

e Lon Fuller, “The Speluncean Explorers”

February 14 Modes of Legal Reasoning: Textualism and Originalism
e Coy v. lowa (1988) (textualism) (Blackboard)
e Marsh v. Chambers (1983) (originalism) (Blackboard)

February 16 Modes of Legal Reasoning: Doctrinal Reasoning

e Plessy v. Ferguson (1896) (Blackboard)

Missouri ex rel Gaines v. Canada (1938) (Blackboard)

Sipuel v. Oklahoma State Board of Regents (1948) (Blackboard)
Sweatt v. Painter (1950) (Blackboard)

McLaurin v. Oklahoma Board of Regents (1950) (Blackboard)

February 21 Modes of Legal Reasoning: Natural Law/Aspirationalism and Legal Realism
e Rochin v. California (1952) (natural law/aspirationalism) (Blackboard)

e Goodridge v. Department of Human Services (2003) (aspirationalism) (Blackboard)

e Perez v. Sharp (1948) (legal realism) (Blackboard)

e Atkins v. Virginia (2002) (legal realism) (Blackboard)

The Adversarial System in the United States

February 23 The Adversarial Process
e Frank, “The ‘Fight’ Theory versus the ‘Truth’ Theory” (13.2)
QUIZ ONE TODAY

February 28 The Adversarial Process: A Grimmer View
e Mills, “I Have Nothing to Do with Justice” (13.3)
e Jed Rakoff, “Why You Won’t Get Your Day in Court”

March 2 Structuring Disputes
e Felstiner, Abel, and Sarat, “Naming, Blaming, and Claiming” (Blackboard)
e Menkel-Meadow, “The Transformations of Disputes by Lawyers” (18.1)

Lawyers, Their Training, and Their Ethical Challenges

March 7 Law School and its Structural Purposes
e Bonsignore, “Law School” (12.1)
e Kennedy, “Legal Education and the Reproduction of Hierarchy” (12.2)

82
March 9 Lawyers’ Work and Lawyers’ Ethics
e Grutman and Thomas, “The Big Casino” (11.3)
e Hadfield, “The Price of Law” (11.4)

March 21 Curtis, “The Ethics of Advocacy” (13.1)
e ABA Model Rules of Professional Conduct (Blackboard)
e Subin, “The Criminal Lawyer’s ‘Different Mission’” (Blackboard)

March 23 Applying Ethical Rules
e Swidler & Berlin v. US (Blackboard)

e Newspaper report on Atkins v. Virginia (Blackboard)
QUIZ TWO

March 28 Jury Selection and Discrimination: Race and Gender
e Batson v. Kentucky (16.5)
e J.E.B. v. Alabama (Blackboard)

March 30 LAWYERS’STRATEGY/JUDGES’ PLANNING SESSION
Juries and Their Role in the Legal System

April 4 The Power of the Jury

e Scheflin, “Jury Nullification” (15.4)

e Scheflin and Van Dyke, “Merciful Juries” (15.5)
PLAINTIFFS’ ROUGH DRAFTS OF COMPLAINT BRIEF DUE

April 6 OPEN GROUP SESSION TO BE RUN BY JUDGES

April 13 Should the Jury Know its Power?

e Jury Instructions (15.6)

e United States v. Dougherty (15.7)

DEFENDANTS’ ROUGH DRAFTS OF COMPLAINT BRIEF DUE

April 18 SETTLEMENT CONFERENCE |
April 20 SETTLEMENT CONFERENCE II
Law, Power, and Coercion

April 25 Force and Violence in Law

e Cover, “The Violence of Legal Acts” (8.1)

e D’Errico “The Law is Terror Put into Words” (9.1)
REFLECTION ON SETTLEMENT CONFERENCE DUE

April 27 Structural Inequality
e Galanter, “Why the ‘Haves’ Come Out Ahead” (4.1)

83
ROUGH DRAFTS OF JUDGES’ RULINGS DUE

84
Conflict Resolution: Power in C ontext

May 2 Community Justice

e Merry, “The Social Organization of Mediation in Nonindustrial Societies: Implications for Informal
Community Justice in America” (19.1)

e Umbreit, “The Development and Impact of Victim-Offender Mediation in the United States” (19.2)

e Ackerman, “Disputes Together: Conflict Resolution and the Search for Community” (20.1)

e Kolbert, “The Calculator: How Herbert Feinberg Determines the Value of Three Thousand Lives”
(20.3)
Justice in Transition booklet (Blackboard)

Quiz THREE

May 4 Case Study: The Bhopal Disaster and the Green River Plea Bargain
Sheila Jasanoff, “Bhopal’s Trials of Knowledge and Ignorance” (Blackboard)
Davalene Cooper, “Thinking about Justice Outside the Box” (Blackboard)
Gene Johnson, “Suspect Admits to 48 Seattle-Area Killings” (Blackboard)
Gene Johnson, “Green River Plea May Crimp the Death Penalty” (Blackboard)
Gary Ridgway plea (Blackboard)

Statement of King County Prosecutor Dan Sattenberg (Blackboard)

ALL FINAL BRIEFS DUE

Disobeying the Law

May 9 Perspectives on Civil Disobedience

e Thoreau, On the Duty of Civil Disobedience (Blackboard)
e King, “Letter from Birmingham Jail” (9.2)

e Murphy-Ellis, “I Support Sabotage” (Blackboard)
JUDGES’ FINAL RULINGS DUE

FINAL EXAMINATION THURSDAY MAY 12, 3:30 PM -5:30 PM

85
§©) UNIVERSITYATALBANY

\\ State University of New York

RPOS 327: COMPARATIVE JUDICIAL POLITICS

Professor: Matt Ingram Location: HU 123

Office: Milne Hall 314-A Time: TuTh 11:45-1:05
Dep: 518-442-3248 Office Hours (in HU 016):
Ofc: 518-442-3940 TuTh: 1:15-2:45
Email: mingram@ albany.edu or by appointment

Course Description. This course is about judicial politics in different countries, i-e.,
different justice systems. Judicial politics is the study of how political dynamics shape
courts (including justice reforms and actual court decisions) and how courts, in turn, shape
politics (including the social impact of institutional rules and decisions). The course
introduces the two main systems of law in the world (civil law and common law) and the
primary theoretical approaches to understanding judicial politics, proceeding to analyze
how institutions and actors in different systems of law interact with various patterns of
democracy and democratization. Thus, the course explores two main causal relationships:
(1) the effect of politics on the judiciary (politics-to-courts influences), e.g., political
interference in the independence of judges; and (2) the impact of the judiciary on politics
(courts-to-politics influences), e.g., constraints courts place on govemmments, or the societal
impact of court decisions. The first half of the course emphasizes principal conceptual and
theoretical questions facing scholars of judicial politics, while the second half of the course
highlights substantive, empirical problems. Examples will draw from experiences inside
and outside the U.S., with special emphasis on Latin American judicial politics. Principal
course requirements consist of regular quizzes, a mid-term exam, and a final exam.

Pre-requisites. There are no pre-requisites for this course. However, Introduction to
Comparative Politics is strongly recommended. Other recommended courses include
American Politics, Constitutional Law, Constitutional Rights, and Judicial Process.

Credits: 3

Requirements
Readings. The main texts for this course are:

1) Glendon, Mary Ann, Paolo G. Carozza, and Colin B. Picker. 2008. Comparative
Legal Traditions. St. Paul, MN: Thomson-West.

2) Epstein, Lee, and Jack Knight. 1998. The Choices Justices Make. Washington, D.C.:
CQ Press.

3) Ginsburg, Tom. 2003. Judicial Review in New Democracies: Constitutional Courts
in Asian Cases. New Y ork: Cambridge University Press.

Used and new copies of these books are available at Mary Jane's bookstore and at various
online booksellers. These books will be supplemented periodically with journal articles and

86
other short pieces. Please see the class schedule below for a detailed list of the reading
assignments. Articles and other short pieces are available via the electronic databases that
can be accessed with through Blackboard or the library. Where otherwise unavailable, I

lof 11
will provide these materials for you. We meet two times per week, and you should read
ahead for each class.

Learning Objectives

Students will be expected to:
e Differentiate between two dominant legal traditions in the world
(common law and civil law) and their features with regard to criminal
procedure

e Identify different definitions and conceptualization of judicial power

e Understand features of the global expansion of judicial power

e Identify four main outcomes of interest in field of judicial politics

e Identify major theoretical approaches to understanding variation of the four
outcomes, both in the U.S. and abroad

Grading
* Participation: 10%
* Quizzes: 25%
¢ Exam 1 (mid-term): 30%
¢ Exam 2 (final): 35%

Final grades will be assigned as follows:

A 93-100% C 73-76
A- 90-92% C- 70-72
Bt+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 E <60

Participation. Active engagement with the material is critical to your success in class.
Generally, you need to encounter the material at least three times in order for you to
understand it in any depth. For some people, this may be easy to do independently.
However, for most people, the easiest and fastest way to encounter the material three times
is to (1) read for class, (2) participate in class discussions, and (3) write notes, outline, or
review the material for an exam. Therefore, staying current with the reading, attending
class, and participating in class discussion and activities put you in a much better position
to work with the material when you take an exam in the course. If you are missing class, I
will notice and this will affect your participation grade. If you are missing class, you will
also likely miss random quizzes (see below).

87
Quizzes. Considering the importance of participation and active engagement with the
materials, there are regular, random quizzes throughout the semester. There will not be a
quiz every day, but generally at least one quiz per week. Quizzes usually consist of two or
three short questions, and you get an additional point just for being present for the quiz. If
you have done the reading for that day, you should not have any trouble with the quiz.
Even if you have not done the reading, at least turn in a paper with your name on it so that
you get the one point for being present. I will collect all quizzes within the first five
minutes of class. No late quizzes will be accepted. Either you are there to take the quiz, or
you are not.

Exam 1 (mid-term). There will be an exam on Tuesday, March 11. This exam will cover all
material covered up to that point.

Exam 2 (final). There will be a final exam. This exam will be cumulative and will cover all
material covered in the course.

Classroom conduct. Y ou are also expected to promote a classroom environment that
makes it easy for your peers to engage with the material. In this regard, please keep
distractions to a minimum. With regards to technology in the classroom, please tum your
phones and other handheld devices off during class. Texting during class is unacceptable.
Laptop use is allowed for taking notes and other activities relevant to class, but sending
emails, instant messaging, checking social media, or watching videos online is
unacceptable. If you are texting, on social media sites, watching videos, or otherwise using
technology inappropriately in the classroom, you will be asked to leave for the day. If this
happens a second time, you will receive a zero (0) for your participation grade. If you have
extraordinary circumstances that justify keeping your phone on during class (e.g., family or
medical urgency), please let me know ahead of time, before class starts that day.

Course website. If you are enrolled in this course, you should be automatically enrolled in
the Blackboard site for the course. All readings that are not in the assigned books (see
above) will be posted on this site. Also, quizzes may be administered through this site. I
expect you to be familiar with this site.

Email. I expect you to check your email. Y ou are responsible for material sent by email.

Late Work and Missed Assignments. Quizzes must be tured in at the beginning of class
—no exceptions. No late exams will be given. If you have a legitimate reason for missing
class (e.g., medical or family emergency), this explanation must be documented. Without a
legitimate and documented explanation, late work will be penalized one letter grade for
each day it is late, and it is considered late if turned in beyond the time limits above (i.e.,
after the first 5 minutes of class, or after 5pm on days there is no class; this includes
weekends and holidays).

88
Americans with Disabilities Act (ADA). Qualified students with disabilities needing
appropriate academic adjustments should contact me as soon as possible to ensure your
needs are met in a timely manner.

Miscellaneous. If you feel you need any help or simply want clarification on any of the
material, please do not hesitate to raise your question in class or approach me outside of
class. I will hold regular office hours throughout the summer session. If you cannot arrange
to come talk with me during these hours, please call or email me, or contact the Department
of Political Science administrative offices, so that we can set up an appointment.

CLASS SCHEDULE

WEEK 1: Jan 23
I. Introduction: Public Law, Law and Courts, and J udicial Politics
Introductions; overview of course; history of public law/judicial politics
+ Recommended reading
o Shapiro, Martin. 1964. "Political Jurisprudence." Kentucky Law J ournal: 294-345. o
Shapiro, Martin. 1993. “Public Law and Judicial Politics.” In Ada Finifter. Political
Science: The State of the Discipline II. Washington, D.C.: American Political Science
Association.
o Shapiro, Martin. 2008. "Law and Politics: The Problem of Boundaries." In Keith E.
Whittington, R. Daniel Kelemen, and Gregory A. Caldeira, eds. The Oxford Handbook of
Law and Politics. Oxford: Oxford University Press.
o Ferejohn, John, Frances Rosenbluth, and Charles Shipan. 2007. “Comparative Judicial
Politics.” In Carles Boix and Susan Stokes, eds. The Oxford Handbook of Comparative
Politics. Oxford.
o Segal and Spaeth. 2002. Ch. 4 - “Political History of Supreme Court”

WEEK 2: Jan 28-30
II. The Global Spread of J udicial Power & Normative Relevance of Law & Courts
for Development and Democracy
+ Required reading (Tue):
o Tate, C. Neal, and Torbjorn Vallinder. 1995. "The Global Expansion of
Judicial Power: The Judicialization of Politics." In Tate and Vallinder, eds.
The Global Expansion of J udicial Power. New Y ork: New Y ork University
Press, 1-10.
o Vallinder, Torbjorn. 1995. “When the Courts Go Marching In.” In Tate and

Vallinder, Ch. 2 (13-26) o Tate, C. Neal. 1995. “Why the Expansion of

Judicial Power?” In Tate and Vallinder, Ch. 3 (27-38)

* Required reading (Thu):

o Sieder, Rachel, Line Schjolden, and Alan Angell. 2005. “Introduction.” In
Sieder, Schjolden, and Angell, eds. The J udicialization of Politics in Latin
America. New Y ork: Palgrave MacMillan, 1-20.

o Widner, Jennifer. 2004. “How Some Reflections of the United States’
Experience May Inform African Efforts to Build Court Systems and the
Rule of Law.” In Gloppen, Gargarella, and Skaar, eds. Democratization and

the Judiciary: The Accountability Function of Courts in New Democracies.
London: Frank Cass. pp. 27-45.

89
+ Recommended reading
oO USAID Strategic Framework 2010 (pp. 1-20). E-Reserve (also at:

http://www.usaid.gov/our_work/democracy_and_govemance/technical_areas/rule_of_law)
© Marshall, T.H. 1965. “Citizenship and Social Class.” In Class, Citizenship, and Social
Development. New Y ork: Doubleday.

o UNDP. 2004. Democracy in Latin America. pp. 49-73 (from “Theoretical Groundings”,
focus on pp. 62-73, and 102-118 on “Civil Citizenship”)

oO Sen, Amartya. 2000. "Law and Development Goals." World Bank speech E-Reserves (also
at: http://go.worldbank.org/9OTC3P5070)

oO Sen, Amartya. 1999. “Freedom as the Foundation of Justice.” (E-Reserve) o Rhode,
Deborah L. 2004. Access to Justice. New Y ork: Oxford University Press.

oO Legal Services Corporation. 2005. Documenting the J ustice Gap in America. (E-Reserve) o
Sen, Amartya. 1999. Development as Freedom. New Y ork: Knopf.
© Symposium on Amartya Sen’s Development as Freedom. 2002. Studies in Comparative and
International Development 37(2).
= Peter Evans. “Collective Capabilities, Culture, and Amartya Sen’s Development as
Freedom.”

= Frances Stewart and Severine Deneulin. “Amartya Sen’s Contribution to Development
Thinking.”

= Marc Fleurbaey. “Development, Capabilities, and Freedom.”

= Amartya Sen. “Reponse to Commentaries.” o Mainwaring, Scott, and Christopher
Welna, eds. 2003. Democratic Accountability in Latin America. New Y ork: Oxford
University Press.

oO Gloppen, Siri, Roberto Gargarella, and Elin Skaar, eds. 2004. Democratization and the
Judiciary: The Accountability Function of Courts in New Democracies. London: Frank
Cass.

o Diamond, Larry, Marc F. Plattner, and Andreas Schedler, eds. 1999. The Self-Restraining
State: Power and Accountability in New Democracies. Boulder, CO: Lynne Rienner.

©. Brunello, Anthony R., and Lehrman, Kenneth F., III. 1991. “Comparative Judicial Politics:
Case Studies of the Federal Republic of Germany and the Republic of India.” Comparative
Political Studies 24(3): 267-298.

© Jarquin, Edmundo, and Fernando Carrillo, eds. 1998. Justice Delayed: Judicial Reform in
Latin America. Washington, D.C.: Inter-American Development Bank.

o. Eckstein, Susan, and Timothy Wickham-Crowley, eds. 2003. What Justice? Whose J ustice?
Fighting for Fairness in Latin America. Berkeley: University of California Press.

WEEK 3: Feb 4-6
III. Key Concept: J udicial Power
+ Required reading:
o Ginsburg, Ch. 2

+ Recommended reading:
o TBA

WEEK 4-5: Feb 11-13, and 18-20
IV. Legal and Institutional Background * NO CLASS Th 2/20 Holiday*

Common Law systems

90
+ Required reading:
o Glendon et al.: Introduction (pp. 1-16) and Part 2 (153-180, 181-215)

Common Law systems, cont.
+ Required reading:
o Glendon et al., cont. (216-243, 266-274, 275-310)

Civil Law
+ Required reading:
o Glendon et al.: Part 1 (17-96)

Civil Law, cont.
+ Required reading:
o Glendon et al., cont.: (97-150) o Update on French Model
= Hunter-Henin, Myriam. 2011. "Constitutional Developments and
Human Rights in France: One Step Forward, Two Steps Back." The
Intemational and Comparative Law Quarterly 60(1) (Jan): 167-188.

WEEK 6: Feb 25-27

Topics in Comparative Law
+ Required reading (Tue):
o Institutional topics:
= Dorf, "Abstract and Concrete Review"
= Resnik, "Judicial Independence"
+ Required reading (Thu):
o Jurisprudential topics
= Rao, "Abortion Rights" = Brownstein, "Religious Freedom"

+ Recommended Reading:
oO Cappelletti, Mauro. 1989. Judicial Process in Comparative Perspective. Oxford: Clarendon
Press.

© Jacob, Herbert, Erhard Blankenburg, Herbert M. Kritzer, Doris Marie Provine, and Joseph
Sanders. 1996. Courts, Law, and Politics in Comparative Perspective. New Haven: Y ale
University Press.

Systems of Europe and Latin America. Palo Alto, CA: Stanford University Press.

oO. Shapiro, Martin. 1981. Courts: A Comparative and Political Analysis. Chicago: University
of Chicago Press.

WEEK 7: Mar 4-6
V. Theory 1; Political Origins of C ourt Strength

Judicial Review in U.S.
+ Required reading (Tue):

91
o Knight, Jack, and Lee Epstein. 1996. "On the Struggle for Judicial
Supremacy." Law and Society Review 30.

Electoral Theories (Electoral, Insurance, and Signaling Models)
+ Required reading (Thu):
o Ginsburg: “Introduction”, and Ch1; review Ch. 2
o Hirschl, Ran. 2000. “The Political Origins of Judicial Empowerment through

Constitutionalization: Lessons from Four Constitutional Revolutions.” Law
& Social Inquiry 91.

+ Recommended reading:
o Finkel, Jodi S. 2005. Judicial Reform as Political Insurance: Argentina, Mexico, and Peru
in the 1990s. South Bend: University of Notre Dame Press.
© Gloppen, Siri, Roberto Gargarella, and Elin Skaar, eds. 2004. Democratization and the

Judiciary: The Accountability Function of Courts in New Democracies. London: Frank
Cass.

o Whittington, Keith. 2007. Political Foundations of Judicial Supremacy. Princeton:
Princeton University Press.

WEEK 8: Mar 11-13 *** MID-TERM EXAM, Tuesday, 3/11 ***

Social Movements and Legal Mobilization Accounts
+ Required reading (Tue):
o McAdam, Doug, John D. McCarthy, and Mayer N. Zald. 1996.

"Introduction: Opportunities, mobilizing structures, and framing processes --
toward a synthetic, comparative perspective on social movements." In
McAdam, McCarthy, and Zald, eds. Comparative Perspectives on Social
Movements: Political Opportunities, Mobilizing Structures, and Cultural
Framings. New Y ork: Cambridge University Press, 1-20.

+ Required reading (Thu):

o Hilbink, Lisa. 2007. "Politicising Law to Liberalise Politics." In Halliday et

al.

+ Recommended reading:
o. Epp, Ch. 1-2
© Woods, Introduction and Ch. 1
© Mendez, Juan, Paulo Sergio Pinheiro, and Guillermo O’Donnell, eds. 1999. The (Un)Rule of

Law and the Underprivileged in Latin America. South Bend: University of Notre Dame
Press.

oO Carothers, Thomas. 1998. “The Rule of Law Revival.” Foreign Affairs 77(2).

© Carothers, Thomas. 2006. Promoting the Rule of Law Abroad: In Search of Knowledge.
Washington, D.C.: Carnegie Endowment for International Peace.

WEEK 9*** NO CLASSES: SPRING BREAK, MARCH 17-21*** WEEK 10 Mar
25-27

92
VI. Theory 2: Judicial Decision Making

Legal model

Required reading:
o Segal, Jeffrey, and Harold Spaeth. 2002. “Models of Decision Making: The
Legal Model.” In Segal and Spaeth. The Supreme Court and the Attitudinal

Model Revisited. Cambridge: Cambridge University Press. Ch. 2: pp. 44-64.
o. Segal, Jeffrey, and Harold Spaeth. 2002. “Models of Decision Making: The

Legal Model.” In Segal and Spaeth. The Supreme Court and the Attitudinal

Model Revisited. Cambridge: Cambridge University Press. Ch. 2: pp. 64-85.
o Selection from Judges on Judging [TBA]
Recommended reading

o Baum, Lawrence. 1997. The Puzzle of Judicial Behavior. Ann Arbor: University of
Michigan Press.

oO. Stumpf, Harry P. 1998. American Judicial Politics. 2"! ed. New Jersey: Prentice-Hall, Inc.
Ch, 1-2.

WEEK 11 Apr 1-3
Attitudinal Model

Required reading o Segal and Spaeth. 2002. The Supreme Court and the
Attitudinal Model Revisited. pp. 86-97, 312-325.

o Sunstein, Cass, David Schkade, and Lisa Ellman. 2004. “Ideological
Voting on Federal Courts of Appeal: A Preliminary Investigation.”
Virginia Law Review 90. (first half)

Recommended reading
oO. Posner, Richard. 2008. How Judges Think. Cambridge: Harvard University Press. o
Sunstein, Cass, David Schkade, Lisa Ellman, and Andres Sawicki. 2005.

Are Judges Political? En Empirical Analysis of the Federal Judiciary. Washington,
D.C.: The Brookings Institution.

WEEK 11 Apr 8-10
Strategic Model

Required reading o Epstein, Lee, and Jack Knight. 1998. The Choices

Justices Make. Washington, D.C.: CQ Press. pp. 1-21 (Ch.1)

Required reading (divide into groups) o Epstein and Knight, Ch. 2-3 o
Ginsburg, Ch. 3 and 4 (pp. 65-105)
o Crawford Greenburg, Jan. 2008. “Change of Heart.” In Jan Crawford
Greenburg. Supreme Conflict: The Inside Story of the Struggle for Control of
the United States Supreme Court. New Y ork: Penguin. Ch. 6 (pp. 139163)
(E-Reserve)

Recommended reading
o. Epstein and Knight. 1998. The Choices Justices Make. Ch. 4-5. 0 Segal and Spaeth.

2002. pp. 97-109, 326-348. (“Rational Choice Model”) o Eskridge, William N., Jr.
1991. “Reneging on History? Playing the

93
Court/Congress/President Civil Rights Game.” California Law Review 79.

Bonneau, Chris, Tom Hammond, Forrest Maltzman, and Paul Wahlbeck. 2007. “Who
Controls the Law? The Majority Opinion Author, the Median Justice, and the Status Quo on
the United States Supreme Court.” American Journal of Political Science 51(October):
890905

WEEK 12 Apr 15-17 *** NO CLASS TUE 4/15 ***

Interest Groups & Social Movements Models
+ Required reading o Epstein, Lee. 1985. Conservatives in Court. Knoxville, TN:
University of

Tennessee Press. Ch. 1, 5, and 6 (E-Reserve)

o Teles, Introduction and Ch. 1
+ Recommended reading:

Epp, Charles. 1998. Rights Revolutions: Lawyers, Activists, and Supreme Courts in
Comparative Perspective. Chicago: University of Chicago Press. Ch. 10

McCann, Michael. 1994. Rights at Work: Pay Equity Reform and the Politics of Legal
Mobilization. Chicago: University of Chicago Press.

Sarat, Austin, and Stuart Scheingold. 2006. Cause Lawyers and Social Movements.
Stanford: Stanford Law and Politics.

Dworkin, Ronald. 2007. “The Supreme Court Phalanx.” New York Review of Books. Sept.
17, 2007.

Teles, Steven. 2008. The Rise of the Conservative Legal Movement. Princeton: Princeton
University Press. o Fowler et al., TBA o Katz et al. 2011 (TBA)

Ingram, Matthew C. 2012. "Networked Justice: Judges, the Diffusion of Ideas, and Legal
Reform Movements in Mexico." Kellogg Institute Working Paper Series No. 385 (June).

WEEK 13 Apr 22-24
VII: Substantive Problems in J udicial Politics
Court Building in Brazil and Mexico
* Finkel, Jodi. 2005. “Judicial Reform as Insurance Policy: Mexico in the 1990s.”
Latin American Politics & Society 46(4).
+ Nunes, Rodrigo. 2010. "Politics without Insurance." Comparative Politics.
+ Ingram, Matthew C. 2012. "Crafting Courts in New Democracies: Ideology and
Judicial Council Reforms in Three Mexican States." Comparative Politics 44(4)
(July): 439-458.

Court Building in Eastern Europe and Russia
+ Required reading:
o Magalhaes, Pedro. 1999. "The Politics of Judicial Reform in Eastern

Europe." Comparative Politics 32(1): 43-62.

o Trochev, Alexei. 2004. "Less Democracy, More Courts: The Puzzle of

Judicial Review in Russia." Law & Society Review 38(3): 513-548

WEEK 14 Apr 29-May 1
Court Building in Asia
+ Required reading:

94
o Ginsburg: divide substantive chapters on Mongolia, and Korea (Ch. 6 or 7;
drop Ch. 5 on Taiwan for now)

+ Recommended reading:
o Wilson, Bruce. 2007. "Claiming individual rights through a constitutional

court: The example of Costa Rica." International J ournal of Constitutional

Law 5(2): 242-257 o Ingram, Matthew C. 2012. "Elections, Ideology, or
Opposition? Assessing
Competing Explanations of Judicial Spending in the Mexican States."

Journal of Law, Economics, and Organization v.30 (advance publication
online January 31, 2012).

WEEK 15 May 6-8 *** LAST DAY OF CLASS MAY 8 *** *** FINAL EXAM NEXT
WEEK ***

Decision Making in Mexico
+ Required reading:
o Rios-Figueroa, Julio. 2007. “Fragmentation of Power and the Emergence of
an Effective Judiciary in Mexico, 1994-2002.” Latin American Politics &
Society 49(1).
Decision Making in Portugal
+ Required reading:
o Amaral-Garcia, Sofia, Nuno Garoupa, and Veronica Grembi. 2007. "Judicial
Independence and Party Politics in the Kelsenian Constitutional Courts: The
Case of Portugal" (working paper; read through p.22, including Table 1;
published version appeared in Journal of Empirical Legal Studies 6(2), June
2009, but is missing some of the tables)
Recommended reading:
* Decision Making in Brazil o Kapiszewski, Diana. 2011. "Tactical Balancing."
Law and Society Review

+ Law and Politics in Middle East and Southeast Asia o Bernard-Maugiron,
Nathalie, and Baudouin Dupret. 2008. Breaking up the Family; Divorce in
Egyptian Law and Practice." Journal of Women of the Middle East and the
Islamic World 6: 52-74.

o Moustafa, Tamir. 2012." Islamic Law, Women’s Rights, and Popular Legal
Consciousness in Malaysia." Law and Social Inquiry (advance online
publication).

o Moustafa, Tamir. 2011. "Law in the Egyptian Revolt." Middle East Law and

Governance 3: 181-191.

Review, evaluations, and course summary

95
New topics: international law and judicial politics; multi-level judicial politics; courts in
authoritarian regimes; empirical analysis of law in general; statistics and social science in
law

Suggested anA dditional Readings

Crimes and elements; felonies/ misdemeanors/petit offenses

Miranda v. Arizona, 384 U. S. 436 (1966). Ewing

v. California, 538 U.S. 11 (2003)

De Jonge v. Oregon, 299 U.S. 353 (1937)

New Y ork Times Co. v. United States, 403 U.S. 713 (1971)
Abuelhawa v. US, 08-192

US v. Hayes, 07-608
US v. Ressam, 07-455

4 Amendment stops/arrest

Mapp v Ohio, 367 U.S. 643 (1961)

Fahy v CT, 375 US 85 (1963)

Nix v Williams, 467 US 431 (1984)

Illinois v. Lidster, 02-1060

Alabama v White, 469 US 325 (1990)
Carroll v. United States, 267 U.S. 132 (1925)

Terry V. Ohio, 392 US1 (1968) People
v Debour, 40 N.Y. 2d 210

Arraignment; bail; evidence; fruit of the poisonous tree doctrine

179
United States v Carll, 105 US 611 (1881)
Gideon v. Wainwright, 372 US 335 (1963)
Wright v. Van Patten, 07-212 Rothgery v.
Gillespie County, 07-440
Boumediene v. Bush, 06-1195, 06-1196
US v Salemo, 481 U.S. 739
Michigan v. Fisher, 09-91
Kansas v. Ventris, 07-1356
Arizona v. Gant, 07-542
Doubert v Merrell Dow Pharmaceuticals, 509 US 579 (1993)
Coy v Iowa, 487 US 1012 (1988)
People v. Weaver 16 NY 3d at 125 as well as Kliegman, Michelle (2010) "Court of
Appeals of New Y ork - People v. People v. Weaver, " Touro Law Review: Vol. 26: No. 3,
Article 13.Available at: http://digitalcommons.tourolaw.edu/lawreview/vol26/iss3/13
ENTIRE CLASS
Katz v. United States, 389 U.S. 347 (1967)
People v. Huntley, 15 N.Y. 2d 72, (1965).
United States v. Wade, 388 U.S. 218 (U.S. 1967
Dunaway v. New York, 442 U.S. 200, 208 (U.S. 1979)

Prosecutors; defense attorneys; judges Van
de Kamp v. Goldstein, 07-854
Kyle v Whitley, 514 US 419 (1995)
Bobby v. Van Hook, 09-144
People v. Belge, 372 N.Y.S. 2d 798 (1975)
State v Olwell, 394 P2d 681 (1964)
Michigan v. Jackson, 84-1531
Vermont v. Brillon, 08-88
Duke Lacrosse Team Prosecution articles
Soares v. Carter 2014 NY Slip Op 00409 [113 AD3d 993]
U.S. v. Spargo
Smith v Cain, 10-8145 (January 10, 2012)
Inquiry Concerning Hon. Sharon Keller,
http://www.scribd.com/doc/34438836/StateC ommission-on-Judicial-C onduct-Findings-
Conclusions-and-Order-of-Public-W arningin-Case-of-Judge-Sharon-K eller

Trials and juries; negotiated justice (plea bargains); Alford pleas; sentencing options and
decisions

Batson v. Kentucky, 84-6263
US v Raghubir K. Gupta, 09-4738-cr
Wingo v Barker, 407 U.S. 514 (1972)

Santobello v. New Y ork, 404 U.S. 260 (1971)
North Carolina v. Alford, 400 U.S. 25

180
US v. Marcus, 08-1341

Moore v. U.S., 07-10689

Missouri v Frye, 10-444 (March 21, 2012)
Waller v Georgia, 83-321 (1984)
Rivera v. Illinois, 07-9995

Washington v Crawford 541 U.S. 36 (2004)
Bruton v. United States, 391 U.S. 123 (1968)

Defendants; bounty hunters; bail bondsman; probation officers; parole officers; media;
politicians; public; victims; what influences a jury; Defense attorney speaker

Davis v Alaska, 415 US 308 (1974)

Giglio v US, 405 US 150 (1972) ENTI

Hardy v Cross, 11-74 (Dec 2011)

Payne v. Tennessee, 90-5721, 501 U.S. 808 (1991)

Arthur Anderson LLP v United States, 04-368 (2005)

Estes v Texas, 381 US 532 (1965)

Taylor v Taintor, 83 US 366 (1872)

People v. Wrotten [NY Court of Appeals 12/15/2009]

Sentencing options and decisions; post-conviction relief,

Garcia v Texas, 11-5001 (11A1), 11-5002 (11A2), 11-5081 (11421) (2011)
Cavazos v Smith, 10-1115 (2011)

Damien Wayne Echols v Supreme Court of Arkansas, CR 08-1493
Porter v. McCollum, 08-10537

Beard v. Kindler, 08-992

Dolan v. US, 09-367

Baze v. Rees, 07-5439

Sears v. Upton, 09-8854

Kansas v. Hendricks 521 U.S. 346 (1997)

Juvenile Courts Probation
In Re Gault, 387 U.S. 1 (1967)
Miller v Alabama, 10-9646 (June 2012)

181
RPOS 364: Building Democracy — 3 credits
Spring 2017
University at Albany, SUNY
MWF 12:35 PM — 1:30 PM, BA 227

Instructor: Andy Vitek
Office Hours: Monday and Wednesday, 1:40 PM — 2:40 PM, or by appointment
Contact: avitek@albany.edu Office: Humanities B16

Course Description

This course is meant to provide students a focused look at theories and cases dealing with the processes of
building democracies and democratization across a wide variety of different contexts. The course will
draw on scholarship from comparative politics, intemational development and political economy to
examine how states put in place and consolidate democratic regimes, via building institutions, interacting
with external actors and responding to conflicts and crises. The first half of the course will focus on
theories dealing with determining what democracy actually is (and isn’t), the specifics of the transition
process and various “habits” of democracy. The second half will focus on country case studies and have
students apply learnt theories to a range of democratization contexts, such as post-conflict, post-colonial,
and negotiated bargains.

Learning Objectives

+ Summarize classical and contemporary definitions and approaches to democracy, democratization
and de-democratization as these are understood in different types of political systems, and in
developed and developing countries.

+ Analyze the different paths taken by governments in democratization
+ Evaluate the validity for different theories of democratization
+ Assess different strategies for democratization

* Develop analytic and writing skills that enable you to distill and summarize source materials,
apply empirical evidence to analytic arguments and test hypotheses.

To enable this, students will be responsible for a significant volume of reading and writing. In addition to
assuming a basic knowledge of comparative and international politics (taken RPOS 102 or equivalent), I
expect students to keep up with required readings and take careful notes during lecture, as one will often
not be a regurgitation of the other. If you do the reading, come to class and put the appropriate effort into
the class, I promise as much time as necessary to help you understand the material. If you do not want to
put in this effort- Do not take this class — Really. On the other hand, if you are willing to put in the
effort for a challenging class I will put in the effort to make sure that it is worth your time.

182
Ground Rules

This class is challenging and it is important that it remains fair for all the students and that everyone plays
on an even playing field. In order to ensure that the policies of the class are clear they are spelled out here.
If you have any questions about what the policy means, please ask before it becomes personally relevant.

Questions

Education is about learning. This class is about material you have probably not covered before in this
context. If you have questions or things are unclear — ask questions! Ask them in lecture and feel free to
email me to ask for further clarification. This includes any problems you might have about Dropbox or
any other technical aspect of the course. (Please note — I always respond to emails. If I do not respond to
your email within a reasonable time, please email me again because I did not get your first email.)

Attendance

This is a labor intensive course. The course has a great deal of in-class and collaborative work, meaning
you have to come to class. Attendance will be taken daily and each student is allowed two (2) unexcused
absences, no questions asked. Any other absence must be excused by me either before the absence or
excused afterwards based on a note from either a doctor or the office of the Dean of Students. Any
absence after the first two that is unexcused will result in a third letter grade penalty per absence for
the course. Really. Repeated late arrivals will result in a warning and then also result in a third grade
penalty each time.

Accommodations

If you wish to discuss academic accommodations for this course, please also inform the instructor as soon
as possible. In addition, the instructor will make every effort to accommodate difficulties arising from
religious observance. Y ou are asked to bring any possible conflicts to the instructor's attention as soon as
possible. “Students should not expect that, if they do poorly on an exam or other assignment, to claim, at
that time, the need of an accommodation. This statement is to preclude that problem, and allow people
with a need for accommodations to be treated fairly and appropriately (Harwood 2003).” If you are sick in
order to make up an exam or to remove an absence, please bring in a note from the dean of undergraduate
studies (Lecture Center 30 Phone: 518-442-3950) who is responsible for excused absence certification.
Without such a note any absence or missed exams will count against you.

Writing and Plagiarism

Plagiarism is the intentional or unintentional use of another’s words or ideas without giving credit to that
person. While this includes copying text word for word without the use of quotation marks, it also
includes paraphrasing another person’s work without proper citation. Intellectual honesty is a core value
of university and the foundation of faculty and student development. Students guilty of plagiarizing any
material will receive a failing grade for the course and the evidence will be automatically tumed over to

183
the Office of Student Conduct. During the first week of class, all students must review the UAlbany
Library’s tutorial on plagiarism: http://library.albany.edu/usered/ncplaga/index.html.

It is far easier to do your own work than to plagiarize and students would be most unwise to
consider it.

Late Assignments

Unless you have gotten prior approval or have a note from the undergraduate dean, all late work will be
penalized. All grade appeals should be made in email and should explain exactly why you think the
grading was mistaken. If you wish a blanket re-grade (ie. you do not indicate a specific point or aspect of
an assignment that wasn’t graded properly) I will do it. Y ou however do this at your own risk, because if I
find wrong things that I missed the first time, you grade could potentially go down.

Participation

Class participation consists of preparation for and engagement in class discussion. It entails regular class
attendance, completing assigned readings, participation in groups, and asking relevant questions.

Office Hours

Office hours are your opportunity to get personalized guidance for assignments as well as help you better
understanding the course material. Take advantage of it. I will have weekly office hours and will meet
with you as long as necessary to help you understand the material. If these times are not good for you then
please email me and we will set up a time that works in order to meet.

Course Readings

This class has no required textbook. All readings will be made available online via a class Dropbox
account, found here.

https://www.dropbox.com/sh/3xuqd62cqll82j2/A A DDMZGcmiPRQMWI-68aGbZ5a?dl=0

The readings for the course will be a combination of scholarly articles and selected chapters from books.
With each piece of assigned writing, students should aim to answer three key questions: (1) What is the
theory/hypothesis being presented? (2) What methods and data does the author use to argue or test those
theories/hypotheses? (3) What are the implications for the theory/hypothesis for the central themes and
questions of the course?

Assignments and Requirements

Attendance and Participation (20% ): As the class is small and will involve a variety of group activities:
you need to be here physically and mentally. Class participation consists of preparation for and
engagement in class discussion. It entails regular class attendance, completing assigned readings,
participation in group work, asking relevant questions, and performance during the simulation.

Starting the second week of semester, two students will be assigned to come up with two discussion
questions each on the day’s reading to present to the class. The questions can focus on any topic, so long

184
as they show thoughtful engagement with the text. Each student will be required to do this only once
during the semester, but those who elect to do it twice will receive extra credit towards their participation
grade. Questions must be emailed to me no later than 1 hour before the start of class.

The simulation will be held during the entirety of the second to last week of classes and will encompass
the majority of the course material. Students will be divided into teams representing factions in a newly
democratizing state that has just deposed a dictator and be tasked with negotiating the transition with the
other factions. Students will need to craft a constitution that addresses each side’s needs/grievances,
establish coalitions and do their best to lay the groundwork for what will hopefully be a lasting
democracy.

Quizzes (20% ): Quizzes will be given randomly at the beginning of class and will cover material from
either the current days’ assigned readings or material from the previous lecture. Each quiz will be a single
question and students will have 10 minutes to write a 1 paragraph response. At the end of the semester,
each student’s lowest quiz grade will be dropped.

Take-Home Midterm (20% ): Students will answer two of five essay questions that will be given 1 week
prior to the due date. All questions will be designed to test students' understanding of key theoretical
concepts from the first half of the course. Assigned March 3" and due March 10".

Empirical Paper Proposal (5% ): As a first stage for the empirical research paper, students will complete
a 1-page proposal detailing their choice of topic and a brief overview of the types of data and methods
that will be used.

Abstract Blitz (5% ): Students must submit a list of no fewer than 10 academic books or articles that will
be used in their empirical paper. Each source must be accompanied by a paragraph describing its key
points and how it will be used in the larger project.

Empirical Paper (30% ): Students will be responsible for producing a 12-15 page empirical research
paper. Students will identify a hypothesis, situate it within the greater body of relevant literature, frame it
theoretically and test it empirically. While this may seem daunting to some students, there will very
detailed instructions and guidance given throughout the semester, as well as supplementary assignments
to help students build towards the final product. Papers will be due in class on May 10", the final day of
classes.

Grading Chart

Start of letter grade Letter grade Start of letter grade Letter grade

range range
0 F 77 C+
60 D- 80 B-
63 D 83 B
67 D+ 87 Bt
70 C- 90 A-
73 C 93 A

185
Schedule

Date | Topic Reading Due
1/23 | Course Introduction and Syllabus None
1/25 | Comparative Politics Refresher and O Lim, Timothy. “Doing Comparative
Definitions Pt. 1 Politics”
* What perspectives and levels of analysis O Boix et al. “A Complete Data Set of
can we use when examining democracy? Political Regimes.” p 1-16.
* What makes a democracy a democracy? O] “How-to: Read”
1/27 | Regime Concepts and Definitions Pt. 2 O Diamond, Larry. “3 Paradoxes of
* What makes states more or less Democracy”
democratic? Oo Schmitter and Lynn-Karl, “What
Democracy, and What it is not.”
+ Are there key differences between
democracy in theory v. in practice?
1/30 | Week 2: Origins of Democracy and the O = Mancur Olsen, “Dictatorship, Democracy,
& Transition Process and Development”
Lo. Samuel Huntington, “Democracy’s Third
2/1 * What are democracy’s historical roots? o Wave”
* How do democracy’s origins differ from
authoritarianism?
* What distinguishes modern democratic
transitions from older ones?
2/3 | Week 2: Origins of Democracy and the O Bratton and Van de Walle.
Transition Process “Neopatrimonial Regimes and Political
Transitions in Africa”
O What are the mechanics of democratic ean
transitions?
2/6 Week 3: Democratic Consolidation and in
Institution Building Arend Lijphart, “Constitutional Choices
O How are democratic institutions designed fon New Democraci
and why are some institutional
arrangements chosen over others?
2/8 Week 3: Democratic Consolidation and O George Tsebelis, “Veto Players, How
Institution Building Political Institutions Work”
O What are political institutions and how do
they function?
2/10 | Week 3: Democratic Consolidation and O Randall and Svasand, “Party

Institution Building
O What is the role of political parties?

Institutionalization in New Democracies”

186
2/13 | Week 4: Democratic Consolidation and in
Institution Building Walt Rostow, “Stages of Economic
O How do we conceptualize the process of Growth”
economic development? 0 What are the
political consequences?
2/15 | Week 4: Modernization and the Impact of a
Economics
O Earlier political science scholarship ties Seymour Martin Lipset, “Some Social
successful democracy to successful Requisites of Democracy: Economic
economics. Is it right? Development and Political Legitimacy”
2/17 | Week 4: Modernization and the Impact of oO Przeworski and Limongi,
Economics “Modernization: Theories and Facts”
O How does Modernization Theory hold up
in the developing world?
2/20 | Week 5: Research, Writing and Methods O _ http://poli.haifa.ac.il/levi/res/logic1 htm
*Bring Laptops to Class* o http://poli.haifa.ac.il/~levi/res/logic2.htm.
http://poli-haifa.ac.il/~levi t.-html
O How do we go about comparative o ip /pollshaifeiaesl/-levires/mos
analysis?
2/22 | Week 5: Research, Writing and Methods O “Quality of Governance Codebook.”
*Bring Laptops to Class*
* Comparing with numbers: basic
quantitative analysis.
* Case selection and hypothesis
formation.
2/24 | Week 5: Research, Writing and Methods o Hips ey Libary ncat-edu/ret/guidesite
*Bri ef raturereview03.htm
Bring Laptops a os . oO http://www. wisc.edu/writing/Handbook/R
O Whatis a literature review? How does eviewofLiterature.html
it help us? Why do we need it?
2/27 | Week 6: Nations and Political Culture oO
(1 What are different ways of Alexander Motyl, “Imagined
conceptualizing “the nation” and its Communities, Rational Choosers,
consequences for democratization? Invented Ethnies”
3/1 Week 6: Nations and Political Culture Gabriel Almond, “Comparative Political
O Does democracy have a cultural ia Systems”

requirement in order to function?

187
3/3

Week 6: Nations and Political Culture

*Paper Proposal Due and Midterm
Assigned*

O How do legacies of race and gender have
consequences for democratization?

Anthony Marx, “Race Making and the
Nation State”

Week 7: Collective Action, Contention and
Social Movements
O What are the mechanics of social

organizations and collective action that
occur alongside democracies?

O Mancur Olsen. “The Logic of Collective
Action: Public Goods and the Theory of
Groups,” Introduction and Ch. 1.

Week 7: Collective Action, Contention and
Social Movements

*Midterm due*

O How do individuals and groups in civil
society go about the business of resisting
government, democratic or otherwise?

3/20

Week 8: Political Violence and
Terrorism
O What is terrorism and how can we
study it?

Lafree and Ackerman, “The Empirical
Study of Terrorism: Social and Legal Research.”

Week 8: Political Violence and
Terrorism
O How do democracies deal with
and manage terrorism and what
are the consequences?

Erica Chenoworth. “Terrorism and Democracy.”

Week 9: Civil-Military Relations
+ Why are civil-military relations a
major concem for democracies?
+ How do democracies establish and

maintain control over the armed
forces?

Peter Fever, “The Civil-Military
Problematique”

Richard Kohn, “How Democracies
Control the Military”

3/31

Week 9: Civil-Military Relations

O Why do security forces attempt to
displaces governments?

Naison Ngoma, “Coups and Coup
Attempts in A frica: Is There a Missing Link?”

188
4/3 Week 10: International Actors and Jeffery Kopstein, “The Transatlantic
Democracy Assistance Divide over Democracy Promotion.”
O How do developed countries
approach the business of
spreading democracy?
4/5 | Week 10: International Actors and
Democracy Assistance Brinks and Coppedge. “Diffusion is No
O Do democracies make good Illusions: Neighbor Emulation in the
neighbors? Third Wave of Democracy”
4/7 | Week 10: International Actors and
Democracy Assistance McGillivray et al, “It Works; It Doesn't;
It Can, But That Depends... 50 Years of
*Guest Lecturer: Amira J adoon* Controversy over the Macroeconomic
Impact of Development Aid”
4/10 | Week 11: Regime Legacies — Military Barbara Geddes. “Military Rule”
Rule
O What marks do authoritarian and
military regimes leave behind after
democratization?
4/12 | Week 11: Regime Legacies — Military
Rule “Rise and Fall of Strongman Suharto”
& Case Study: Indonesia http://news.bbc.co.uk/2/hi/asiapacific/903024.stm
© What factors enabled the fall of the Ehito Kimura. “Changing the rules:
4/14 Suharto regime? Historical Conjuncture and Transition in
* What challenges related to military Tndonesia:
tule did Indonesia face in the
aftermath?
4/17 | Week 12: Regime Legacies — Cheng Chen. “The Prospects of Liberal
Communism Nationalism in Post-Leninist States.”
_ Introduction and Ch 1.
O How do Marxist/Leninist forms of
government complicate later
attempts at democratization?
4/19 | Week 12: Regime Legacies — Wikipedia Page for Nicolae Ceausescu,
& Communism https://en.wikipedia.org/wiki/Nicolae_Ce
4/21 | Case Study: Romania au%C8%99escu
Cheng Chen. “The Prospects of Liberal
Wednesday: Guest Lect Dr. Nationalism in Post-Leninist States.” Ch.
Cheng Chen*
4: Romania — Legacies of National
Stalinism
4/24 | Week 13: Under the Gun — Post- Nancy Bermeo. “Democratization

Conflict

O How do states recovering from war
go about democratizing?

Literature Says—or Doesn't Say—A bout
Postwar Democratization”

189
4/26 | Week 13: Under the Gun — Post- o

& Conflict Watch Y outube video on the breakup of
4/28 | Case Study: Bosnia Yugoslavia
(https://www.youtube.com/watch?v=oiSq
AiM0d8A)
O David Chandler, “Bosnia: The Democracy
Paradox”

5/1 | Week 14: Simulation

5/3 | Week 14: Simulation

5/5 | Week 14: Simulation

5/8 | Week 15: Prospects for Democracy oO Brennan Kraxberger. “Failed States:
& and Temporary Obstacles to Democratic
5/10 | Wrap-up Diffusion or Fundamental Holes in the

ae oy
* Isdemocracy beginning a decline? World Political Map?

+ Are some states beyond hope for
democratization?

Empirical Paper Assignment
Format: 12-15 pages, typed, double spaced

Y ou must cite your source or sources for the data that you use. Y ou must also cite at least ten (10)
additional outside sources, as you should give some discussion about why your variables may be related
and why your comparisons are appropriate. Y ou must be clear with your terms and your assumptions.
Explain why you selected your variables and cases, why they are good measures for testing your
hypothesis, and why you believe this to be an important issue.

When drafting your final paper, you should follow the format for a political science research paper:

+ Inan introductory paragraph or two, you should state your question and explain why it is
important.

+ Explain what other researchers have found on this question 0 —_ State your hypothesis — what are
you testing?

+ Now, explain what you did — describe your independent and dependent variables, why they are
good measures for your question, where you go the data and how you tested the relationship
between your variables. Y ou should explain everything clearly enough that someone could
replicate your work.

* Perform your data analysis.

+ Discuss your conclusions. Does a relationship exist? Explain why or why not.

+ Finally, you must include an appendix that presents the data that you used in your analysis and a
bibliography for your outside sources.

Your grade for this assignment will depend on the following:

* Do you explain your question?

190
+ How well do you explain the existing research?

+ Does your hypothesis make sense and do you explain it well?
* How well do you describe your operationalization?

* Did you correctly perform your data analysis?

+ Were your analysis and conclusions clearly explained?

* Did you include an appendix that presents your data?

+ Is the paper coherent as a whole?

NOTE: your grade will NOT be affected by your choice of theories or the political implications of your

analytical choices Useful for Writing Papers http://www.easybib.com/
http://lifehacker.com/202418/geek-to-live--take-study +worthy-lecture-notes
http://lifehacker.com/5335881/five-classic-ways-to-boost-your-note+aking
http://www. flashcardmachine.com/ http://www.usnews.com/blogs/professors-guide/2009/08/19/15-
secrets-of-getting-good-grades-incollege.html http://lifehacker.com/399556/five-best-note+taking-

tools

PAPER

GRADING The"A" Paper | The"B" Paper | The"C" Paper | The"D" Paper | The"F" Paper
STANDARDS

Thesis Excels in A solid paper, ‘Adequate but Does not have a Does not respond to
Development | ponding to responding weaker and less clear central idea or | the assignment,

d assignment. appropriately to effective, possibly | doesnot respond —_| lacks a thesis or
ani . Interesting, assignment. Clearly | responding less well | appropriately to the | central idea, and
Introductions | demonstrates states a thesis, but | tothe assignment. | assignment. Thesis | may neglect to use
of sophistication of may have minor Presents central may be too vague sources where
Theories thought. Central lapses in idea in general or obvious to be necessary.

thesis is clearly development. terms, often developed
communicated, Begins to depending on effectively. Paper
worth developing, | acknowledge the platitudes or may misunderstand
yet limited enough | complexity of clichés. Usually sources.
tobemanageable. | central idea and the | does not
Paperrecognizes | possibility of other | acknowledge other
some complexity | points of view. views. Shows basic
of its thesis: may Shows careful comprehension of
acknowledge its reading of sources, sources, perhaps
contradictions, but may not with lapses in
qualifications, or | evaluate them understanding.
limits and follow | citically.
out their logical
implications.
Understands and
ctitically evaluates
the sources.
Coherence Uses a logical Shows a logical May list ideas or May have random | No appreciable
structure progression of ideas | amange them oryanization, lacking | oryanization; lacks
appropriate to and uses randomly rather intemal transitions and

191
Paper's subject,
purpose, audience,
and thesis,
Transitional
sentences often
develop one idea
from the previous
one or identify their
logical relations. It
guides the reader
through the chain of
reasoning or
progression of ideas.

Tainly sophisticated
transitional devices;
eg. may move from
least to more
important idea, etc.
Some logical links
may be faulty, but
each paragraph
clearly relates to
paper's central idea.

than using any
evident logical
structure. May use
transitions, but they
are likely to be
sequential (first,
second, third) rather
than logic based.
While each
paragraph may
relate to central idea,
logic is not always
clear. Paragraphs
have topic sentences
but may be overly

paragraph coherence
and using few or
inappropriate
transitions.
Paragraphs may lack
topic sentences or
main ideas, or may
be too general or too
specific to be
effective,

Paragraphs may

not all relate to
paper's thesis,

coherence.

general, and
arrangement of
sentences within
paragraphs may lack
coherence.

‘Analysis and Uses evidence Begins to offer Often uses Depends on clichés | Uses inrelevant

Support appropriately and | reasons to support | generalizations to | orovergenerations | details or lacks
effectively, the paper's points, support its points. for support, or supporting evidence
providing sufficient | Pethaps using varied ) May use examples, | offers little evidence | entirely. May be
beidencd and kinds of evidence. | put they may be of any kind. May be | unduly brief.
explanation to Rogins ei obvious or not personal narrative or
convince. se breae relevant. Often summary rather than

evidence and depends on analysis,

explain connections

between evidence unspent een

and main ideas, onpesen

Examples bear some | S*Penenc®, or

P assumes that

selevance, evidence speaks for
itself and needs no
application to the
point being
discussed. Often has
lapses in logic.

Style Chooses words for | Generally uses | Uses relatively May betoo vague | Usually contains
their precise words accurately vague and general | and abstract, or very | many awkward
meaning and uses an | andeffectively, but | words, may use personal and sentences, misuses
appropriate level of || may sometimesbe | some inappropriate | specific. Usually words, employs
specificity. too general. language. Sentence | contains several inappropriate
Sentences are Sentences generally | structure generally | awkward or language.
varied, yet clearly clear, well, correct, but ungrammatical
structured and structured, and sentences may be sentences; sentence
carefully focused, focused, though wordy, unfocused, | structure is simple or
not long and some may be repetitive, or monotonous.
rambling. awkward or confusing.

ineffective

Mechanics Almost entirely free | May contain a few Usually contains’ Usually contains Usually contains so
of spelling, errors, which may several mechanical either many many mechanical
punctuation, and annoy the reader but | errors, which may mechanical errors or | errors that itis
grammatical errors. | not impede temporarily confuse | @few important impossible for the

understanding. the reader but not | ems that block the | reader to follow the
impede the overall | Teaders dingana | imking from
understanding. ability to see sentence to sentence.
connections between
thoughts.

192
Department of Political Science

Spring 2017
RPOS 366 - Approaches to Development 3 credits
Tuesdays and Thursdays 4:15-5:35 pm Humanities 20
Mr. J osh Caldon jcaldon@ albany.edu

Course Description of International Economic Policy and
Student Learning Objectives

Leaders and citizens of low and moderate income countries have long worked to
increase economic, social and political development. After reviewing the origin and
evolution of these concepts, the class will focus on how national leaders, international
institutions as the World Bank, and nongovernmental organizations have pursued
development. The class will address the steps that can be taken to address persistent
problems of global poverty, public health, deficits in democracy, and widespread armed
conflict. The course will take an interdisciplinary approach that will blend insights from
the disciplines of economics, political science, and anthropology in order to generate
fresh thinking on important policy issues facing governments in developing and
developed countries. Aside from readings, and class discussions, groups of students
will work together to address important issues in policy memos that will be presented to
the class. Only one version may be taken for credit. Prerequisite(s): junior or senior
status.

The main objectives of this class are for the student to 1) Gain an understanding of the
influences that lead a country to poverty or prosperity. 2) To be able to apply these
influences and the theories behind them to specific cases. 3) To determine how
international organizations and international relations affect international economic
development. 4) To be able to explain ways in which specific countries could achieve
economic development. 5) To improve critical thinking and communication skills.

Course Readings, General Class Flow and Participation

* The main source for this course is the book Why Nation’s Fail by Daron
Acemoglu and J ames A. Robinson, is available in the school book store and
through online merchants.

* This book will be supplemented by readings and short videos that! will put on
Blackboard.

* The readings and videos | assign are the necessary background information for
the class activities and the final project, therefore you must invest the time to get
through them before class.

+ | will motivate you to do the readings and watch the videos prior to class by
having a quiz on these readings and videos at the beginning of each class (do
not be late!).

193
* Once the quiz is complete we will delve into class activities. | do not intend to
lecture much, so be prepared to participate! During the class activities | will play
the role of moderator, and often as a devil’s advocate, in order to help all of us
dig deeper into the weekly topics. However, you will be responsible for your own
learning. Hopefully, you like it this way!

* There will be three 350-word (minimum) discussion posts on Blackboard
throughout the semester that will cover the class material. You will need to make
critical replies to at least three of your classmates on these posts (see matrix for
grading).

* Wewill have a midterm test, a final test, and a final paper to evaluate how much
you have learned.

Class Scoring Breakdown
* Class quizzes will be worth 20% of your final grade.
* Discussion posts and replies will be worth 30% of your final grade (10% each).
* The first midterm will be worth 15% of your final grade
* The final will be worth 15% of your grade.
* The final paper will be worth 20% of your final grade.

The grading scale will be as follows: 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, E=below
60.

Attendance, Assignment Deadline Policy, and Instructor Help
Class attendance is mandatory. If you need to miss a class, please let me know well in
advance.

All assignments must be handed in at the beginning of class. All late assignments will
be docked a letter grade for each day they are late and | will not let you make up
missed in-class quizzes unless you have a really good reason to miss class. | want you
to succeed and will be much more sympathetic in dealing with you if you contact me
with problems before a deadline than after the deadline has passed.

| can be reached by email. | will not have standard contact office hours. | will be
available after class and you can schedule a meeting with me at least 24 hours in
advance.

University Regulations

Accommodations: “Reasonable accommodations will be provided for students with
documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities.
If you believe you have a disability requiring accommodation in this class, please notify
the Director of Disabled Student Services (Campus Center 137, 442-5490). That office
will provide the course instructor with verification of your disability, and will recommend
appropriate accommodations

194
(http://www.albany.edu/studentlife/dss/Accommodation.html).” . If you wish to discuss
academic accommodations for this course please also inform the instructor as soon as
possible. In addition, the instructor will make every effort to accommodate difficulties
arising from religious observance. You are asked to bring any possible conflicts to the
instructor's attention as soon as possible. Students should not expect that, if they do
poorly on an exam or other assignment, to claim, at that time, the need of an
accommodation. This statement is to preclude that problem, and allow people with a
need for accommodations to be treated fairly and appropriately.

Plagiarism P lease familiarize yourself with the description in the undergraduate bulletin
http://www.albany.edu/undergraduate_bulletin/2003-2004/regulations.html if you are
involved in plagiarism the penalty will be failure in the course and you will be reported to
judicial affairs. In this one regard there are no second chances. If you are not sure if
something violates standards — ask. If you are not sure whether to cite or not to cite —
cite. Every Student is expected to go through the following tutorial
http://library.albany.edu/usered/plagiarism/index.html

195
Discussion P ost Matrix:

Criteria

Critical
Thinking
Weight
40.00%

Quantity
Weight

20.00%

Grammar and
Citation Weight
20%

Timelines
Weight
20.00%

Not acceptable

0%-No
evidence of
critical

thinking
whatsoever (or
nothing posted).

0 % - Quantity is
completely

unacceptable (or
nothing posted).

- Content is
illegible (or
nothing posted).

0% - Postis
made after the
deadline (or
nothing posted).

Levels of Achievement

Needs a lot of

work Proficient

50 % - 80 % - Some
Superficial posts | connections made
-No with real world

valid problems, although
connections all might not be
made between | Valid. - ;
content. - No Analysis of content is

evident, although
possibly not complete
or supported. - Critical
presentation of

analysis or
insight. - Critical
presentation of

opinion not ae

present. opinion is not
complete or logically
supported.

50 % - Length of | 80 %
all required posts | - Length of all

do not meet required posts meets

requirements. - the requirements but

One or more includes

required considerable

postings are “fluff” or “filler.” - All

missing. required postings are
made.

50 %- Many 80 %- Few spelling

spelling or or grammar

grammar mistakes -

errors - Content is

Content is Generally easy to

difficult to understand. -

understand. - Citations are

Inappropriate not complete

Language used.

Citations are
not complete

50 % - Original 80 % - Original posts
posts are added | are present, are

at the last posted during the last
minute, leaving half of the discussion
no time for period.

classmates to — Participation is
respond. infrequent during the

discussion period.

Exceptional

100 % - Valid connections
made between the course
content and real world
problems. - Posts are
complete with

analysis and insight. -
Opinions are insightful
and supported with
evidence and logic.

100 % - Length of all
required posts meet
requirements. - All
required postings are
made.

100 %- No spelling or
grammar mistakes. -
Content easy to
understand. -
Citations are
Complete

100 % - Original posts are
added during the first half
of the discussion period.

- Participation is evident
throughout the entire
discussion period.

196
Final Paper Matrix on US and Selected Country Energy Policies:

Criteria
Introduction and

background of
topic

Weight 10.00%

Analysis of
countries’ energy

policy

Weight 30.00%

Analysis of whether
countries’ energy
policies are
cooperative or
conflicting

Weight 30.00%

Format and

Mechanics
Weight 20.00%

Citation of
Sources using
APA format
Weight 10.00%

Levels of Achievement

Poor

50%

Student does not
introduce topic,
or introduces
topic with limited
effectiveness

50%

Student does not
analyze the
countries’ energy
policies

50%

Student does not
does explain
argument or
does not support
argument with
anything other
than opinion

50%

Paper is notin
paragraph form
and contains
multiple
grammar, syntax
and spelling
errors -
impossible to
comprehend

50%

Student does not
cite sources, or
inaccurately cites
sources

Marginal
70 % Student
introduces

topic with some
effectiveness

70 % Student
analyzes
countries’
energy policies
without a clear
connection to
concepts
introduced in
class

70 % Student
supports
argument using
limited
supporting
information and
evidence and/or
argument lacks
coherence/
logic

70 %

Paper is in
paragraph form,
but contains
numerous
grammar, syntax
and spelling errors
— difficult to
comprehend

70 %

Student cites
sources with
some accuracy

Proficient

85 % Student
introduces topic
clearly and
accurately

85 % Student
analyzes
countries’
energy policies
with adequate
connection to
concepts
introduced in
class

85 % Student
supports
argument with
adequate
supporting
information and
evidence,

but lacks some
coherence/ logic

85%

Paper is written in
clear and
accurate
paragraph form
with few grammar,
syntax and
spelling errors

— easy to
comprehend

85%

Student cites
sources clearly
and accurately

Excellent

100 % Student
introduces topic
clearly and
concisely and
exceeds
expectations

100 %

Student analyzes
countries’ energy
policies with a clear
connection to
concepts introduced in
class, exceeding
expectations

100 %

Student supports
argument with
thorough information
and evidence and
argument is
coherent and logical

100 %

Paper is written in
clear and accurate
paragraph form with
very few errors.
Student expresses
written thoughts with
attention to detail
which exceeds
expectations —
effortless to
comprehend

100 %

Student cites sources
thoroughly and with
complete attention to
detail

197
Week 1: Defining Poverty and Economic Development

Tuesday, 24 J anuary 2017: Welcome, Class Introduction and Syllabus Overview.
Class activity: Define poverty and economic development

Human Development Index: http://hdr.undp.org/en/countries
Thursday, 26 January 2017: Poverty and “Why Nations Fail”

Readings: Preface of Acemoglu, D., & Robinson, J . (2012). Why nations fail: The
origins of power, prosperity, and poverty. Crown Business.

Gupta, S. P. (1984). Conceptualizing poverty. Sociological Bulletin, 33(1/2), 63-74.
World Poverty — Read Section | (Empirical View)

Week 2: Institutional and Rational Actor Reasons for Economic Development

Tuesday, 31) anuary 2017

Readings: Olson, M. (1993). Dictatorship, Democracy, and Development.
American Political Science Review, 87(03), 567-576.

Thursday, 2 February 2017

Readings: Chapter 1 of Acemoglu, D., & Robinson, J . (2012). Why nations fail:
The origins of power, prosperity, and poverty. Crown Business. “So Close and
Yet So Different.”

Final Paper Country Choice Due
Week 3: Structural Inequality - Geography

Tuesday, 7 February 2017
Reading: Prisoners of Geography - Haussman
Video: J ared Diamond: Guns, Germs, and Steel

Thursday, 9 February 2017

Readings: Chapter 2 pgs. 39-50 (Geography Part) of Acemoglu, D., & Robinson, J.
(2012). Why nations fail: The origins of power, prosperity, and poverty. Crown
Business. “So Close and Yet So Different.”

198
Video: Israel Water:
https ://www.prageru.com/courses/environmentalscience/can-desert-nation-solve-

worlds-water-shortage

Week 4: Culture and Economic Inequality

Tuesday, 14 February 2017

Reading: Weber, M. Protestant Work Ethic. Chapter 2 — The Spirit of Capitalism.

https://biblioteca-
alternativa.noblogs.org/gallery/6235/Weber, Max__Protestantism_and The Spirit of

Capitalism.pdf

Video on Protestant Work Ethic:
https ://www.youtube.com/watch? v=F MftelDO4zU

Enlightenment: http://www.history.com/topics/enlightenment

Thursday, 16 February 2017

Readings: Chapter 2 pgs. 51-57 (Culture Part) of Acemoglu, D., & Robinson, J .
(2012). Why nations fail: The origins of power, prosperity, and poverty. Crown
Business. “So Close and Yet So Different.”

Week 5: World System and Inequality

Tuesday, 21 February 2017 Initial Discussion
Postis Due

Readings: Dependency Theory and World Systems Theory

Video: Video Dependency Theory Cliff Notes

Video: Dutch East India Company Crash Course: Dutch East India Company

Activity: Running game.

Thursday, 23 February 2017 Discussion Replies
are due

Velasco, A. (2002). Dependency theory: (A critique) Foreign Policy, (133), 44-45.

Ricardo’s Theory: https ://www.youtube.com/watch? v=V vizaq72wd0

199
Week 6: The Commanding Heights? Command Economies and Liberal
Economies

Tuesday, 28 February 2017

Readings: Burawoy, M., & Lukacs, J . (1985). Mythologies of work: a comparison of
firms in state socialism and advanced capitalism. American Sociological Review,
723737.

Thursday, 2 March 2017

Readings: Chapter 3 pgs. 64-70 and Chapter 5 pgs. 118-127 of Acemoglu, D., &
Robinson, J . (2012). Why nations fail: The origins of power, prosperity, and
poverty. Crown Business. “So Close and Yet So Different.”

Video: Video Cliff Notes on Road to Serfdom

Video: Is Capitalism Moral? Is Capitalism Moral?

Class Activity: Economic Freedom Index

Optional Reading: The Road to Serfdom

Week 7: Midterm and Political Instability and Economic Growth

Tuesday, 7 March 2017: Midterm!

Thursday, 9 March 2017

Readings: Chapter 3 pgs. 80-89 of Acemoglu, D., & Robinson, J . (2012). Why
nations fail: The origins of power, prosperity, and poverty. Crown Business. “So
Close and Yet So Different.”

Tombstone

Readings: Political Instability and Economic Growth
http://link.springer.com/article/10.1007/BF 00138862 Week
8: Spring Break!

Week 9: The Resource Curse and Inequality

Tuesday, 21 March 2017

Natural Resource Governance Institute. (2015). The Resource Curse: The
Political and Economic Challenges of Natural Resource Wealth. NRGI Reader.

200
Thursday, 23 March 2017

Natural Resource Governance Institute. (2014). Natural Resource Charter (2nd

ed.). NRGI. Retrieved from

http://resourcegovernance.org/sites/default/files/documents/nrcj1193_ natural res

ource_ charter 19.6.14.pdf

Week 10: Post WW II Institutions and Economic Development

Tuesday, 28 March 2017
Initial Discussion Post is Due
The Marshall Plan

https ://www.youtube.com/watch? v=] QHEMG6zt81

Thursday, 30 March 2017 Discussion
Replies are due
http://www.un.org/en/ecosoc/about/i
ndex.shtml

Overview of Bretton Woods’ Institutions and ECOSOC
ECOSOC

Whatis the IMF

Whatis the World Bank?

Week 11: The Big Push and the Small Push

Tuesday, 4 April 2017

Millenium Development Goals
MDG Review

Sachs: The End of Poverty Can
you spare $195B?

Sachs' $200B Dream

Thursday, 6 April 2017

201
Easterly, W. (2008). Institutions: Top Down or Bottom Up? American Economic
Review, 98(2), 95-99.

Easterly, W. (2006). Planners versus Searchers in Foreign Aid. Asian
Development Review, 23(1), 1-35.

Week 12: The Washington Consensus Tuesday,

11 April 2017: No Class!

Thursday, 13 April 2017

Primer on the Washington Consensus

A History of the Washington Consensus
Neoliberalism

Week 13: NICs

Tuesday, 18 April 2017 Initial Discussion Post
is Due

Yergin, D., & Stanislaw, J. (n.d.). Beyond the Miracle: Asia’s Emergence. In The
Commanding Heights: The Battle Between Government and the Marketplace
That is Remaking the Modern World. New York, NY: Simon and Schuster.

America's Transition to a Market Economy

Thursday, 20 April 2017 Discussion Replies are
due

Understanding the State in South Korea

Week 14: The Rise of China

Tuesday, 25 April 2017 Paper Drafts Due

China’s Economic Rise: History, Trends, Challenges, and Implications for
the United States

Thursday, 27 April 2017
Understanding the Rise of China

Beijing Consensus

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Why the 'China Model' Isn't Going Away

Week 15: Critical J unctures and Institutional Change

Tuesday, 2 May 2017

Readings: Chapter 4 of Acemoglu, D., & Robinson, J . (2012). Why nations fail: The
origins of power, prosperity, and poverty. Crown Business. “So Close and Yet So
Different.”

Thursday, 4 May 2017

Chaudhry, K. A. (1994). Economic Liberalization and the Lineages of the Rentier
State. Comparative Politics, 27(1), 1-25.

Week 16: The Arab Spring

Tuesday, 9 May 2017

Developing After the Arab Spring Papers

DUE!

203
Prof. Gregory P. Nowell
284 Richardson Hall

135 Western Ave - SUNY
Albany NY 12222

518 442 5267
greg.nowell@ hotmail.com

POS 367 Politics of the Middle East (3 credits)
TTH 11:45 AM-01:05 PM HU0133 Uptown office hrs ; downtown
Book orders have been placed exclusively at Mary Jane Books, Quail & Western
Midterm Exam: xxx
Optional “parachute paper” due xxx
Final Exam date: Monday Dec 19" 1 to 3 p.m.

Course Books: Have been ordered exclusively at Mary Jane Books, at the comer of
Quail and Western. Generally this will be your least expensive alternative. Y ou may
also order books via Internet, and prices vary considerably by vendor. Used books can
be had at http://www.abebooks.com and other sources. A certain number of articles will
be on the class web site and/or JSTOR.

Course description: The academic objective of this course is to explore the political and
social organization of the Middle East with an aim to understanding the material
underpinnings of seemingly “irrational” political and social tendencies. The main focus
is on Iran, Iraq, and Saudi Arabia.

The purpose of this class is to make students conversant in four aspects of the
contemporary Middle East: 1. A general overview 2. Saudi Arabia 3. Iran and 4. Iraq.
Additional educational goals include 5. Islamic finance and 6. Other economic aspects of
the region including oil.

Students who take this course will be able to demonstrate:

1. A basic sense of Middle East geography with especial focus on Iraq, Iran, and the
Arabian Peninsula.

2. A command of the principal historical events shaping the development of conflict
and political institutions in Iraq, Iran, and the Arabian Peninsula.

3. An understanding of the role of religion in the politics of Iraq, Iran, and the
Arabian Peninsula.

4. An understanding of the influence of western and other foreign powers on the
development of Ira, Iran, and the Arabian Peninsula.

5. An understanding of the different forces that affect state political development in
Iraq, Iran, and the Arabian Peninsula in comparison to the development of
westem states.

6. An understanding of the role of petroleum resources in past, present, and future
development of Iran, Iraq, and the Arabian Peninsula.

204
7. An ability to analyze scholarly texts and arguments with regard to the course
content and express informed opinions in short essays and orally in class.

Students who require special accommodations for disabilities must signal their needs at
the beginning of the semester, per university policy.

Authors to buy:

Afary, Janet (1996). The Iranian Constitutional Revolution, 1906-1911. NY: Columbia University Press,
ISBN 0231103514

Abrahamian, Ervan (2008). A History of Modem Iran. Cambridge: Cambridge University Press. ISBN
9780521528917.

Chaudhry, Kiren Aziz (1997). The Price of Wealth: Economies and Institutions in the Middle East. Ithaca
NY: Comell University Press. ISBN 0-8014-8430-8.

Gold, Dore (2004). Hatred’s Kingdom: How Saudi Arabia Supports the New Global Terrorism.
Washington, D.C.: Regnery Publishing. ISBN 0-89526-135-9

Hahn, Peter (2012). Missions Accomplished? The United States and Iraq since World War I. NY: Oxford
University Press. ISBN 978-0-19-53338-1

Khoury, Philip S., and Joseph Kostiner, eds. (1991). Tribes and State Formation in the Middle East.
Berkeley, CA: University of Califomia Press. ISBN 9780520070806

Course grading.

Letter grades scale. All work is assigned a letter grade (B+, C, A-) etc. which in the final
calculations will be converted to number values according to standard SUNY practice:
A=4.0, A-=3.7, B+=3.3, D=1, E=0, etc. The letter grades are converted into a 100 point
scale where 4.0 = 100, 3.7=92.5, 3.3=82.5, 3.0 =75.0, 2.7= 67.5, 2.3 =57.5, 2.0 =50, 1.7
= 42.5, 1.3 =32.5, 1=25, .7 =17.5, and 0=0. Thus a C=a score of 50. Then after
averaging the numbers are converted back to the 4.0 scale and thence into a grade. Thus
the A grade of B+ for 40% and a grade of C+ for 60% would equal (.4 x 3.3) +(.6 x 2.3)
= 2.7 which on the 100 point scale is 2.7/4.0= 67.5 or a B- when converted back to the
letter grade 4.0 scale.

The course grade will be based on a midterm (nominally 40% of the grade each) and one
final (nominally 60% of the grade plus adjustments due to attendance and subjective
appreciation of such factors as class participation and pop quiz results. The exams are
required, that is, you can’t not take an exam and get a passing grade.

The course includes a map quiz. You MUST PASS the map quiz. Y ou can take it
several times, but you MUST PASS. Not taking the quiz or putting it off past October is
a FAIL in the course.

205
Parachute Paper. Students who are unhappy with the results of the midterm may write
a short “parachute paper” of about 3 to 5 pages near the end of the semester. Ifthe grade
of the parachute paper is higher than the midterm, that grade will be substituted for the
midterm grade. (1) There is no guarantee that the paper will lead to a higher grade. (2)
Students who punt the midterm are not eligible to write a parachute paper. Papers
must follow prof’s required format regarding use of citations and bibliography. (3). The
parachute paper is optional. If the paper is not tumed in class on the due date (xxx) it
means that the student has exercised the option NOT to write the paper. Therefore, there
is no such thing as a late parachute paper.

The main on-line source of information will be the BLACKBOARD for this course
AND ALSO such materials as are distributed from the prof’s account on
docs.google.com.

The principal tools will be: a variety of assigned texts. Certain non-Middle East
materials are assigned to show how comparative politics methodologies inform strategic
thinking and political analysis.

The principal evaluation metric will be the required in class midterm and final exams, an
optional make-up paper, pop quizzes; participation and attendance.

A student who successfully completes this course will understand basic aspects
underpinning key past and present conflicts in the Middle East including: imperial
rivalries, conflicting systems of property rights, economic dislocations, cultural and
religious antagonisms.

Students who require special accommodations for disabilities must signal their needs at
the beginning of the semester, per university policy.

SC CR RC KR RR RR RR RKC RK

Week-by-week schedule

Week 1 — Tuesday 30 August, Thursday 1 September. Class Introduction
and Organization. General Overview of issues in the Middle East.

Reading: Callimachi, Rukmini “ISIS Enshrines a Theology of Rape,” New York Times,
Aug 13, 2015. Religion.

206
http: //www.nytimes.com/2015/08/14/world/middleeast/isis-enshrines-a-theology-of-
rape.html

Week 2 Tuesday 6 September, Thursday 8 September, General Overview:

the U.S. as a Middle Eastern country
FILM: PBS Front line “Saudi Arabia Uncovered,”

Week 3

Tuesday 13 September.
Thursday 15 September,

General Overview: Oil and the Middle East

Spindle, Bill, and Summer Said (2015)
Aug. 24, 2015 7:42 p.m. “Oil’s Drop Puts Spotlight on Saudi Arabia,”

http://www.wsj.com/articles/oils-drop-puts-spotlight-on-saudi-arabia-
1440459727

Gellner, “Tribalism and the State in the Middle East,” in Khoury and
Khostiner (1990).

Tibi, “The Simultaneity of the Unsimultaneous,” in Khoury and Kostiner
(1990).

Week 4 Saudi Arabia

Tuesday 20 September
Thursday 22 September

Kostiner, “Transforming Dualities: Tribe and State Formation in Saudi
Arabia,” in Khoury and Khostiner (2009).

Dore Gold, pp. 41-184
Week 5 Saudi Arabia

Tuesday 27 September

207
Thursday 29 September NO CLASS
Tues Dore Gold, pp. 41-184
Week 6 Saudi Arabia

Tuesday 4 October NO CLASS
Thursday 6 October,

Chaudhry, 43-136, 139-192
Week 7 Saudi Arabia,

Tuesday 11 October
Thursday 13 October NO CLASS

Chaudhry, 193-307

Week 8
Tuesday 18 October
Thursday 20 October:

Tuesday: In class question period for exam

=>Thursday 27 October: MIDTERM EXAM

Week 9 Iraq. Iraq (British and U.S. invasions of).

Tuesday 25 October
Thursday 27 October

Hahn, pp. 7-66.
Vinogradov (1972)

http: //tinyurl.com/vinogradov-1920-revolt-in-Ira:

Week 10
Tuesday 1 November,
Thursday 3 November

208
Ferguson “No end in Sight.” On Iraq.
Hahn, pp. 113-197.

Anderson, New Yorker, “Inside the surge.”
http: //tinyurl.com/anderson-inside-the-surge

U.S. military analogies:

Willis, A fter the Blitzkrieg
http: //tinyurl.com/willis-after-the-blitzkrieg

Siegrist, A pache Insurgency
http: //tinyurl.com/siegrist-apache-insurgenc:

Week 11 Iran

Tuesday 8 November
Thursday 10 November

Afary 17-59; 63-115
Abrahamian, pp. 34-62

Week 12 Iran
Tuesday 15 November
Thursday 17 November,

Afary, 258-342
Abrahamian, pp. 63-96

Shuster, Strangling of Persia
chapters X, XI, 247-318 (available on google books and archive.org; also hard copies)

Week 13 Iran

Tuesday 22 November Tuesday: catch up session, discussion
Thursday 24 November NO CLASS

Week 14 Iran

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Tuesday 29 November,
Thursday 1 December

Abrahamian, pp. 97 to end
Richards, Helmut (1975). “America's Shah Shahanshah's Iran,” MERIP Reports, No. 40.
(September), pp. 3 -26. (JSTOR)

Week 15 Property Rights

Tuesday 6 December
Thursday 8 December Last day of class, final exam, etc.

6 December: Due date for optional “parachute paper” HARD COPY REQUIRED.
SAFE-ASSIGN REQUIRED.

Baer, Gabriel (1997). “The Wagqf as a Prop for the Social System: 16" through 20"
Centuries,” Islamic Law and Society, v. 4 no. 3, pp. 264-297. (Posthumous publication of
1979 paper) (JSTOR)

http: //tinyurl.com/baer-Wagqf-as-a-prop-for-social

Dumper, Michael (1993). “Forty Years Without Slumbering: Waqf Politics and
Administration in the Gaza Strip, 1948-1987” British Journal of Middle Eastern Studies,
v. 20, no. 2, pp. 174-190. (JSTOR)

Powers, David S. (1989) “Orientalism, Colonialism, and Legal History: the Attack on
Muslim Family Endowments in Algeria and India,” Comparative Studies in Society and

History, v. 31 no. 3 pp. 535-571. (JSTOR)

Shaham, Ron (1995). “Jews and the Shari’a Courts in Modern Egypt,” Studia Islamica,
no. 82, pp. 113-136. (JSTOR)

Samara, Adel (2000). “Globalization, the Palestinian Economy, and the ‘Peace Process,”
Joumal of Palestine Studies, Vol. 29, No. 2 (Winter, 2000), pp. 20-34.

210
211
COURSE BIBLIOGRAPHY FOR POS 367

THIS IS NOT A BUY LIST

Afary, Janet (1996). The Iranian Constitutional Revolution, 1906-1911. NY: Columbia
University Press, isbn 0231103514

Anderson, Jon Lee (2007). “Inside the Surge: the American Military Finds New Allies,
but at What Cost?” New Yorker, November 19, pp. 58-69.

Baer, Gabriel (1997). “The Wagqf as a Prop for the Social System: 16" through 20"
Centuries,” Islamic Law and Society, v. 4 no. 3, pp. 264-297. (Posthumous publication of
1979 paper)

Bard, Mitchell (2008). Middle East Conflict. 4" edition. NY: Penguin. Available
Amazon books in e-version.

Chaudhry, Kiren Aziz (1997). The Price of Wealth: Economies and Institutions in the
Middle East. Ithaca NY: Comell University Press. ISBN 0-8014-8430-8.

Davis, Craig S. (2003). The Middle East for Dummies. NY: Wiley isbn 978076455484.
Dumper, Michael (1993). “Forty Years Without Slumbering: Waqf Politics and
Administration in the Gaza Strip, 1948-1987” British Journal of Middle Eastern Studies,
v. 20, no. 2, pp. 174-190. (JSTOR)

Ferguson, Charles, director (2004) No End in Sight, movie. (Netflix)

Floor, William M. (1980). “The Revolutionary Character of the Iranian Ulama: Wishful
Thinking or Reality?” International Journal of Middle East Studies, Vol. 12, No. 4. (Dec.,
1980), pp. 501-524. (JSTOR).

Gold, Dore (2004). Hatred’s Kingdom: How Saudi Arabia Supports the New Global
Terrorism. Washington, D.C.: Regnery Publishing. ISBN 0-89526-135-9

Hahn, Peter (2012). Missions Accomplished? The United States and Iraq since World
Warl. NY: Oxford University Press. ISBN 978-0-19-53338-1

Kettell, Brian. (2010) Islamic Finance in a Nutshell: A Guide for Non-Specialists. NY:
Wiley, ISBN-13: 978-0470748619.

Khoury, Philip S., and Jospeh Kostiner, (1990) eds. Tribes and State formation in the
Middle East. Berkeley: University of California Press. ISBN-13: 978-0520070806

212
Majd, Mohammad Gholi (2000) “Small Landowners and Land Distribution in Iran,
1962-71,” International Journal of Middle East Studies, Vol. 32, No. 1. (February), pp.
123-153. JSTOR)

Mandaville, Jon E. (1979) “Usurious Piety: the Cash Waqf Controversy in the Ottoman
Empire,” International Journal of Middle East Studies, v. 10 no. 3 August pp. 289-308
(JSTOR)

O’Leary, Brendan, John McGarry, and Khaled Salih, eds. (2006) The Future of
Kurdistan in Iraq. Philadelphia: University of Pennsylvania Press. ISBN-13:
9780812219739 (BOOK)

Powers, David S. (1989) “Orientalism, Colonialism, and Legal History: the Attack on
Muslim Family Endowments in Algeria and India,” Comparative Studies in Society and
History, v. 31 no. 3 pp. 535-571. (JSTOR)

Richards, Helmut (1975). “America's Shah Shahanshah's Iran,” MERIP Reports, No. 40.
(September), pp. 3 -26.

Samara, Adel (2000). “Globalization, the Palestinian Economy, and the ‘Peace Process,”
Joumal of Palestine Studies, Vol. 29, No. 2 (Winter, 2000), pp. 20-34.

Shaham, Ron (1995). “Jews and the Shari’a Courts in Modern Egypt,” Studia Islamica,
no. 82, pp. 113-136. (JSTOR)

Shuster, W. Morgan (2006; 1912) The Strangling of Persia: A Personal Narrative . NY:
Mage Publishers. (available on Google books, complete text)

Vassiliev, Alexei (2000) The History of Saudi Arabia. Trans. P.A. Seslavin. NY: New
Y ork University Press. ISBN-13: 978-0814788097

Vinogradov, Amal (1972). “The 1920 Revolt in Iraq Reconsidered: The Role of Tribes
in National Politics,” International Journal of Middle East Studies, Vol. 3, No. 2,
(April), pp. 123-139

213
LIST OFADDITIONAL BOOKS. This is not a “to buy” list. Just here for those that
are interested in more books on the Middle East, a bunch of stuff I’ve liked.

Alizadeh, Parvin, Hassan Hakimian, and Marsoud Kashenas, eds. (2001). Economy of
Iran: Dilemmas of an Islamic State. NY: I.B. Tauris.

Anderson, Jon Lee (2007). “Inside the Surge: the American Military Finds New Allies,
but at What Cost?” New Yorker, November 19, pp. 58-69.

Antonius, George (1939) The Arab Awakening Simon Press ISBN-13: 9781931541244
Baer, Gabriel (1997). “The Wagqf as a Prop for the Social System: 16" through 20"
Centuries,” Islamic Law and Society, v. 4 no. 3, pp. 264-297. (Posthumous publication of
1979 paper)

Bard, Mitchell (2008). Middle East Conflict. 4" edition. NY: Penguin. Available
Amazon books in e-version.

Burr, J. Millard, and Robert O. Collins (2006/). Alms for Jihad: Charity and Terrorism in
the Middle East/. NY : Cambridge University Press.

Chaudry, Kiren Aziz (1997). The Price of Wealth: Economies and Institutions in the
Middle East. Ithaca, NY : Comell University Press.

Devji, Faisal (2005). Landscapes of the Jihad: Militancy, Morality, Modernity. New
Delhi: Foundation Books. ISBN 1850657750.

Dumper, Michael (1993). “Forty Years Without Slumbering: Waqf Politics and
Administration in the Gaza Strip, 1948-1987” British Journal of Middle Eastern Studies,
v. 20, no. 2, pp. 174-190.

Ferguson, Charles, director (2004) No End in Sight, movie.

Floor, William M. (1980). “The Revolutionary Character of the Iranian Ulama: Wishful
Thinking or Reality?” International Journal of Middle East Studies, Vol. 12, No. 4. (Dec.,
1980), pp. 501-524.

Galbraith, Peter W. (2007). The End of Iraq: How American Incompetence Created a
War without End. NY: Simon and Schuster. ISBN-13: 9780743294249

Ginat, Joseph (1997). Blood Revenge: Family Honor, Mediation and Outcasting,
Sussex: Sussex Academic Press, 1-84519-197-8.

Gold, Dore (2004). Hatred’s Kingdom: How Saudi Arabia Supports the New Global
Terrorism. Washington, D.C.: Regnery Publishing.

214
Hashim, Ahmed (2006) Insurgency and Counter-Insurgency in Iraq. Ithaca, NY : Comell
University Press. 482pp. ISBN: 0801444527 2 weeks

Heiss, Mary Ann (1997). Empire and Nationhood: The United States, Great Britain, and
Tranian Oil, 1950-1954, NY: Columbia Univ. Press, ISBN: 0231108192

Hoexter, Miriam (1998). Endowments, Rulers, and Community: Wagf al-Haramayn in
Ottoman Algiers.

ibn Khaldoun (2004; 1377) The Mugaddimah: An Introduction to History, trans. Franz
Rosenthal, Princeton, NJ: Princeton University Press.

Kazemzadeh, Massoud (2002). Islamic Fundamentalism, Feminism, and Gender
Inequality in Iran under Khomeini, Washington, D.C.: University Press of America.

Khoury, Philip S., and Jospeh Kostiner, (1990) eds. Tribes and State formation in the
Middle East. Berkeley: University of California Press. ISBN-13: 978-0520070806

Lang, Sharon (2002). “Sulha Peacemaking and the Politics of Persuasion,” Journal of
Palestine Studies Vol. 31, No. 3 (Spring, 2002), pp. 52-66

Majd, Mohammad Gholi (2000) “Small Landowners and Land Distribution in Iran,
1962-71,” International Journal of Middle East Studies, Vol. 32, No. 1. (February), pp.
123-153.

Maloney, Suzanne (2004). “Politics, patronage, and social justice: parastatal foundations
and post-revolutionary Iran,” in Peace Research Abstracts. 41 (4).

Mandaville, Jon E. (1979) “Usurious Piety: the Cash Waqf Controversy in the Ottoman
Empire,” International Journal of Middle East Studies, v. 10 no. 3 August pp. 289-308

Martin, Vanessa (2003) Creating An Islamic State (Library of Modern Middle East
Studies Series): Khomeini and the Making of a New Iran. London: I. B.Tauris &
Company, Limited.

Martin, Vanessa (1989). Islam and Modernism: the Iranian Revolution of 1906.
London: I.B. Tauris.

O’Leary, Brendan, John McGarry, and Khaled Salih, eds. (2006) The Future of
Kurdistan in Iraq. Philadelphia: University of Pennsylvania Press. ISBN-13:
9780812219739

Pape, Robert A. (2005) Dying to Win: the Strategic Logic of Suicide Terrorism, NY :
Random House.

215
Powers, David S. (1989) “Orientalism, Colonialism, and Legal History: the A ttack on
Muslim Family Endowments in Algeria and India,” Comparative Studies in Society and
History, v. 31 no. 3 pp. 535-571.

Richards, Helmut (1975). “America's Shah Shahanshah's Iran,” MERIP Reports, No. 40.

(September), pp. 3 -26.

Shaham, Ron (1995). “Jews and the Shari’a Courts in Modern Egypt,” Studia Islamica,
no. 82, pp. 113-136.

Shuster, W. Morgan (2006; 1912) The Strangling of Persia: A Personal Narrative . NY:
Mage Publishers.

Smith, Daniel L. (1989). “The Rewards of Allah,” Journal of Peace Research, Vol. 26,
No. 4. (Nov., 1989), pp. 385-398. (brief article on sulha)

Starkey, Armstrong European and Native American Warfare 1675-1815, Norman, OK:
University of Oklahoma Press ISBN: 080613075X

Tetreault, Mary Ann, and Robert A. Denemark, eds. (2004) Gods, Guns, and
Globalization: Religious Radicalism and International Political Economy, Boulder, CO:
Lynn Reinner. ISBN: 978-1-58826-253-0

Vassiliev, Alexei (2000) The History of Saudi Arabia. Trans. P.A. Seslavin. NY: New
Y ork University Press. ISBN-13: 978-0814788097

Vinogradov, Amal (1972). “The 1920 Revolt in Iraq Reconsidered: The Role of Tribes

in National Politics,” International Journal of Middle East Studies, Vol. 3, No. 2,
(April), pp. 123-139

ARK

216
217
Rey Koslowski Political Science 368

Associate Professor TTH 1:15-2:35 AM
Political Science Ch 151

University at Albany Office Hours:

121c Milne Hall T 11:00-1:00 in HUM 16 T:
518-442-5314 (and by appt.)
rkoslowski@ uamail.albany.edu 3 credits

Information Technology and World Politics
Spring 2010

This upper-level undergraduate course provides a broad overview of the information revolution and its
impact on global politics. We will examine previous episodes of transformative changes in
communications to place contemporary changes in a broader historical context, examine the
development of new information technologies and consider theoretical explorations of the relationship
between information technologies and world politics. The bulk of the course, however, will examine the
practical impact of the information revolution on state sovereignty, democratization, international political
economy, national security, diplomacy, and international organization. There will be a particular
emphasis on the role of new information technologies in elections and public administration at the
national and international level; the increasing role of robotics in warfare; and the struggle between
nongovernment organizations (NGOs) and authoritarian governments to control information flows over
the internet.

Prerequisites:

There are no course prerequisites for this class, however, POS 102 Introduction to Comparative and
International Politics is recommended. Students who have not studied international relations may consult
with the instructor for some additional background for some additional background readings.

There are no technical prerequisites other than a willingness to learn new skills and devote the necessary
time and energy to do so. Students are expected to have internet access through UAlbany or an
alternative internet service provider. Students will need to learn basic features of web authoring tools, if
they have not already done so. The primary object of the course, however, is not technical training.
Rather, itis to help students to become better end users of information technology and to understand its
wider economic and political consequences.

Objectives:

By the end of this course:

1) students will have a basic understanding of the current state and historical development of information
and communications technologies;

2) students will be able to build a basic website and post documents on it;

3) students will be able to critically evaluate government websites;

4) students will understand the methods of internet filtering employed by governments and
countermeasures used by non-governmental actors;

5) students should have developed an appreciation for the consequences of information technologies for
the conduct of international relations and be able to explain these consequences in considerable detail.

218
Texts (available at the UAlbany Bookstore):

Andrew Chadwick, Internet Politics: States, Citizens, and New Communication Technologies (Oxford
University Press, New York and Oxford, 2006).

Elizabeth C. Hanson, The Information Revolution and World Politics (New York: Rowman Littlefield,
2008) Ronald Deibert, John G. Palfrey, Rafal Rohozinski, J onathan Zittrain eds. Access Denied The
Practice and Policy of Global Internet Filtering (Cambridge, MA: MIT Press, 2008).

Peter W. Singer, Wired for War: The Robotics Revolution and Conflict in the 21st Century (Penguin
Press, 2009)

Course Requirements and Grading:

Mid-term Exam about 30%
e-government website evaluation about 10%
Internet control case study about 10%
Final Exam about 40%
Class participation (including quizzes) about 10%

Grading Scale:
95 and above =A+
90-94 =A
88-89 =A-
85-87 =B+
80-84 =B
78-79 =B-
75-77 =C+
70-74 =C
68-69 =C-
65-67 =D+
60-64 =D
58-59 =D-
Below 58 =E

Participation:

Students are expected to attend all classes, complete all assigned readings in advance of class and be
prepared to discuss them. The base line grade for class participation is a D. Routine attendance with
minimal participation will earn a C. Regular contributions to class discussion that are appropriate and
draw on readings will earn a B. Students who are consistently well-prepared to discuss the assigned
readings nearly every class and actively participate in discussions will receive As for class participation.

Late assignments will be penalized. Students must properly reference all sources, including assigned
readings, in all written assignments. Plagiarism and cheating will not be tolerated.

219
Schedule of classes, readings and assignments:

Introduction

1/21 Course overview

Part | Information and Communication Technologies
1/26 Historical Background
Hanson, pp.1-54

“Johannes Gutenberg,” Wikipedia http://en.wikipedia.org/wiki/| ohannes_ Gutenberg

“Marshall McLuhan” Wikipedia http://en.wikipedia.org/wiki/Marshall McLuhan

1/28 Computers and the PC Revolution
Hanson, pp. 54-57
Screening of “The Triumph of the Nerds: an irreverent history of the PC industry”

Transcript of the documentary can be found at:
http://www. pbs .org/nerds/transcript.htm!

2/2 The Internet and the World Wide Web
Chadwick, chs. 1, 3
Hanson, pp. 57-64.
Lab: Demonstration of web authoring tools.

Assignment: Students build their own website.

2/4 Nanotechnology

Eric Drexler, Engines of Creation, Ch. 1
http://www.e-drexler.com/d/06/00/EOC/EOC Chapter 1.html

Ralph Merkle, A brief introduction to the core concepts of molecular nanotechnology

http://www.zyvex.com/nano

“Small wonders,” “Downsizing,” and “Apply here,” in Economist an. 1, 2005

220
“Nanoelectronics: A new type of computer memory,” Economist, May 8, 2003

Steve Hamm, “IBM's Chip Breakthrough Businessweek,” May 3, 2007.

http://www. businessweek.com/technology/content/may2007/tc20070502_768360.htm? chan=search
“Introduction” College of Nanoscale Science and Engineering of the University at Albany
http://cnse.albany.edu/about_cnse/introduction.html

Part Il Globalization, Democracy and Public Administration
2/9 Global Media and Economic Globalization
Chadwick ch. 2

Hanson, pp. 64-96, 139-158

2/10 The Global Digital Divide
Assignment due: submit website URL
Hanson, pp. 158-178.

Chadwick ch. 4

2/18 Democracy, Social Movements and Electoral Campaigns

Chadwick, skim Ch 5, read 6-7

The Internet’s Role in Campaign 2008. (Pew Research Center, Washington, D.C.: 2009), summary of
findings, pp. 3-14, skim rest.
http://www. pewinternet.org/~/media/F iles/R eports/2009/The Internets Role in Campaign 2008.pdf

2/23 E-government: Basic Concepts and Current Issues
Chadwick, ch. 8
Darrell West and J enny Lu, Comparing Technology Innovation in the Private and Public Sectors

(Brookings Institution J une 2009) download report at:
http://www. brookings.edu/papers/2009/06_technology_west.aspx

Listen to interview with Lee Rainy, Darrell West and Andrew Rasiej, “The Obama Era and The Digital
White House” Kojo Nnamdi Show, Jan.13, 2009. http://thekojonnamdishow.org/shows/2009-0113/obama-
era-digital-white-house

Peruse: http://www.usa.gov
http://www.whitehouse.gov/
http://www. recovery.gov/

221
2/25 E-government Worldwide

Assignment due: e-government website evaluation

Darrell West, Improving Technology Utilization in Electronic Government around the World, 2008
(Brookings Institution, August 2008).

http://www. brookings.edu/~/media/F iles/rc/reports/2008/0817 egovernment west/0817 egovernment we
st.pdf

Y.N. Chen, H. M. Chen, W. Huang, R. K. H. Ching, “E-Government Strategies in Developed and
Developing Countries: An Implementation Framework and Case Study,” Journal of Global Information
Management, 14(1), 23-46, J anuary-March 2006. www. igi-
pub.com/files/additionalP apers/jgim% 20additional% 2014(1)1.pdf

World E-Parliament Conference 2009 Background Document
www. ictparliament.org/wepc2009/documentation/WEPC2009%20Background% 20paper.pdf

3/2 E-government Cross-National Rankings

United Nations e-Government Survey 2008. From e-Government to Connected Governance
http://www.unpan.org/egovkb/global reports/O8report.htm, pp. xii-xviii, 1-67. Skim rest.

3/4 Mid-term Exam

Part Ill Foreign Policymaking and State Control
3/9 E-diplomacy
Hanson, pp 97-119

Joe Johnson, “Wiring State: A Progress Report” Foreign Service J ournal, December 2005
http://www.afsa.org/fsj/decO5/iohnson.pdf

US State Department, Fiscal Years 2006-2010: IT Strategic Plan Empowering Diplomacy
http://www.state.gov/documents/organization/96312.pdf

Joab Jackson, “State puts social networking to diplomatic use,” Government Computing News, J uly 31,
2009. http://gcn.com/articles/2009/07/27/great-gov-web-sites-04-state.aspx?sc_lang=en

Peruse: http://www.state.gov/m/irm/ediplomacy/

3/11 State Sovereignty
Hanson, 179-205

Jessica Mathews, “Power Shift,” Foreign Affairs, Jan/Feb. 1997.

222
R. Keohane &J . Nye, "Power and Interdependence in the Information Age," Foreign Affairs Sept. 1998.

3/16 Surveillance, Internet Filtering and Civil Liberties
Chadwick, ch. 11

“Shedding your Identity in the Digital Age,” Wired, 17.12, December 2009
http://www.wired.com/vanish/2009/11/ff_vanish2/

Deibert, et.al. Access Denied, Intro, Chs 1-2 (pp. 1-56)

3/18 Tools of Internet Filtering and the Private Sector
Deibert, et.al. Access Denied, Chs. 3,5

Kim Zetter, “Google to Stop Censoring Search Results in China After Hack Attack,” Wired J an. 12, 2010
http://www.wired.com/threatlevel/2010/01/google-censorship-china/

Kim Zetter, “Google Hack Attack Was Ultra Sophisticated, New Details Show,” Wired J an. 14, 2010
http://www.wired.com/threatlevel/2010/01/operation-aurora

3/23 States vs Civil Society

Assignment due: Internet control case study

Deibert, et.al. Access Denied, Ch. 6, Regional Overviews (pp. 123-234)

Aghil Ameripour, Brian Nicholson & Michael Newman, “Internet Usage Under Authoritarian Regimes:
Conviviality, Community, Blogging and Online Campaigning in Iran,” IDPM Working papers, Development

Informatics 43/2009
http://www.sed.manchester.ac.uk/idpm/research/publications/wp/di/documents/di_wp43.pdf

Darrell West, “The Two Faces of Twitter: Revolution in a Digital Age for Iran” Huffington P ost, 6/22/2009
http://www.brookings.edu/opinions/2009/0622 technology west.aspx

Part IV International Security

3/25 Revolution in Military affairs

Hanson, pp. 119-138.

Singer, Wired for War, chs. 1-10 (pp.19-204)

Listen to interview with Linton Wells Il, Charles "Jack" Holt, Mark Drapeau, “Information Technology and
the Military,” Kojo Nnamdi Show, January 12, 2010.
http://thekojonnamdishow.org/shows/2010-01-12/information-technology-and-military

223
4/6 Consequences of Military Robotics

Singer, Wired for War, chs. 11-16 (pp. 205-325)

4/8 Robots: Command and Control
Singer, Wired for War, chs. 17-22 (pp. 326-436)

David Kushner, “When Man & Machine Merge’ Rolling Stone, Feb 19, 2009
http://www. rollingstone.com/news/story/25939914/when man machine merge/print 4/13 Information
Warfare

Matt Bishop and Emily O. Goldman, The Strategy and Tactics of Information Warfare,” Contemporary
Security Policy 24, (1) (Apr. 2003), pp. 113-139.

Dorothy E. Denning, “Barriers to Entry: Are They Lower for Cyber Warfare?” IO J ournal, April 2009.
http://faculty.nps.edu/dedennin/publications/D enning-BarriersToE ntry.pdf

4/15 Cyberterrorism and Information Security

Denning, D. E., “Terror's Web: How the Internet is Transforming Terrorism,” to appear in Handbook on
Internet Crime (Y. J ewkes and M. Yar, eds.), Willan Publishing, 2009
http://faculty.nps.edu/dedennin/publications/D enning-TerrorsW eb.pdf

Catherine A. Theohary and John Rollins, “Cybersecurity: Current Legislation, Executive Branch Initiatives,
and Options for Congress,” Congressional Research Service Report, September 30, 2009
http://www.fas.org/sgp/crs/natsec/R 40836.pdf

4/20 Homeland Security

Jeffrey W. Seifert, “Data Mining and Homeland Security: An Overview,” Congressional Research Service
Report, August 27, 2008
https ://www.policyarchive.org/bitstream/handle/10207/1648/RL31798 20080827.pdf

Rey Koslowski, "Immigration Reforms and Border Security Technologies" in Border Battles: The U.S.
Immigration Debates," The Social Science Research Council, J uly 31, 2006.
http://borderbattles.ssrc.org/Koslowski/

William J. Krouse and Bart Elias, “Terrorist Watchlist Checks and Air Passenger Prescreening,”
Congressional Research Service Report, December 30, 2009.
http://www.fas.org/sgp/crs/homesec/RL33645.pdf

Part V International Cooperation and Global Governance

224
4/22 Internet Governance
Chadwick, Ch. 9-10

Deibert, et.al. Access Denied, ch. 4.

4/27 Media Ownership and Intellectual Property
Hanson, pp. 205-234

Chadwick, Ch. 12

4/29 Global Governance of New Technologies

Bill) oy, "Why the future doesn't need us" Wired April 2000
http://www.wired.com/wired/archive/8.04/joy.html

Jiirgen Altmann and Mark A. Gubrud, “Military, Arms Control, and Security Aspects of Nanotechnology,”
in D. Baird, A. Nordmann & J. Schummer (eds.), Discovering the Nanoscale, Amsterdam: IOS Press,
2004. http://cnmt.kist.re.kr/data/newsletter/file/discovering% 20the% 20nano/altmann-gubrud.pdf

5/4 Summary

225
Department of Political Science
Rockefeller College
University at Albany, SUNY

RPOS 377

POLITICS OF SOUTHEAST ASIA
3 CREDITS

Fall 2015

Professor Meredith W eiss

Class: MW2:45-4:05, BA229

Office hours: W 12:30-2:30, Uptown Campus, HU 016
By appointment, Downtown Campus, MH 213A
Tel: 442 5269 Email: mweiss@albany.edu

Course Description

Southeast A sia—the swath of land and water bounded loosely by China, India, and A ustralia—
includes Brunei, Burma (Myanmar), Cambodia, Indonesia, Laos, Malaysia, the Philippines,
Singapore, Thailand, Timor-Leste, and Vietnam. These nations share important historical,
cultural, economic, political, and social ties, and all but Timor-Leste are members of the
Association of Southeast A sian Nations (ASEAN). Nonetheless, the region is far from
homogenous, encompassing a vast array of ethnic and linguistic groups, most major and many
“minor” religions, various sociopolitical and economic institutions and ideologies, and a range of
landscapes and climates. Its strategic location put Southeast A sia at the crux of Cold War power
struggles; more recently, the Asian economic “miracle” and its dramatic collapse in 1997-98,
continuing struggles for regime change and consolidation, and resurgent radicalisms in several
states have kept the region in the limelight.

This class will introduce you to the politics of Southeast Asia. No prior knowledge of the region
is expected, however welcomed—although all students should have taken at least one class in
comparative or international politics. (If you have not done so, please come see me in the first
week of class.) The course begins with an overview of the region, including a brief sketch of its
geography, culture, and history. We then learn about each country’s sociopolitical order.
Building on that foundation, we will explore three key themes in comparative politics with
especial relevance to Southeast Asia: regionalism, economic development, and human rights,
including issues of ethnoreligious pluralism.

An optional study abroad class, including an internship option, will follow this course in Summer
2016 at Nottingham University’s campus in Malaysia. Details will be available early in the
semester.

Objectives

The goals of this course relate both to the specific content presented and to critical thinking and
communication. By the end of the course, you will be able to:

226
e Summarize and compare the key sociopolitical attributes and dynamics of the eleven
states of Southeast A sia.

e Evaluate several key issues in comparative politics in the context of Southeast Asia,
appraising also how these might be understood differently by Southeast A sians.

e Distinguish the particular perspective and goals of one Southeast A sian state in its
regional context.

e Demonstrate ability to think critically and to analyze and contextualize historical and
political-cultural materials and concepts relevant to Southeast A sia.

These goals align with those of the General Education category, International Perspectives, for
which this course offers credit.

Evaluation Criteria

This course utilizes Team-Based Learning. On the first day of the semester, you will be assigned
to a team that will work together for the duration of the course. Y our final grade will be
influenced by team performance and team-based assignments. While in many courses, group
work is structured in such a way that some students end up doing all the work while everyone
shares the credit, two factors will prevent that from happening in this class. First, most graded
team work will be preceded by one or more preparatory tasks for which each individual will be
accountable, thus ensuring that individual team members are each prepared to contribute to the
team effort. Second, each individual’s contribution to team work will be assessed by his or her
teammates at the midterm point and again at the end of the semester. Those assessments will
tally for a Peer Assessment Score (PAS): a factor by which your team’s overall score for that
half of the course is multiplied, giving you your own team work grade. A sample peer
assessment form is available on Blackboard.

Grading scale
e 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, E: 0-59

Individual work (70% of total grade)
e iRATs! 5%
e Written/in-class assignments & quizzes 10%
(including final simulation write-up)
e Midterm exam 25%
e Cumulative final exam 30%

Team work (30% of total grade; your team grade will be multiplied by your PAS as described
above)

e tRATs 10%
e Simulation (except final write-up)? 10%
e Leading class discussion? 5%
e In-class assignments 5%

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1iRATs and tRATs are individual and team Readiness Assessment Tests, administered on the
final day of each segment of the course. We will do a sample RAT sequence in the first class
session.

> The class includes a substantial online simulation component. Teams will be evaluated based on
their level and quality of engagement (across the full team—not just by selected members), the
research and creativity evident in their written submissions, and by how true they remained to
their country’s priorities, interests, and character.

3 Each team will be assigned a Southeast Asian country for the duration of the course. In the first
half of the semester, each team will kick off the class discussion on its assigned country. Be
creative! Y ou may focus on the discussion questions in the syllabus, circulate additional
questions of your own, design a team exercise, etc. Plan for a total of 20 minutes (and be aware
that 20 minutes goes quickly ...) If you need more time (or if you would like to include a more
involved activity), you MUST clear your plans with me first—and all teams are strongly advised
to consult with me before their presentation, regardless.

My expectations
I expect you to complete all readings, attend class regularly, and participate meaningfully in
class discussions and activities. In tum, I promise you will lear a lot, as painlessly as possible.

e You are strongly advised to take careful notes in class. The slides I use in class are
intended only for signposting and elucidation, not conveying content—and will not
ordinarily be distributed to the class (unless, for instance, they include a hard-to-
transcribe graphic).

e Each team will sit together in class and will have a team folder. One member of each
team should pick up the folder at the start of each class and note any absences. Any
handouts and/or retumed work will be in the folder.

e Absences will only be “excused” for religious observance (and then only if cleared
with me at the start of the semester) or documented medical or family emergency
(i.e., with a note from a doctor or dean). You are still responsible for that day’s
reading.

e There is no separate score or penalty for attendance or participation. However, being
absent or inactive will count against you, in two ways. First, if you do not come to
class and/or do not participate actively in tRATs and team assignments, you can
expect a lower peer assessment score. Second, we will have frequent quizzes and in-
Class activities. If you are absent, you will accumulate zeros. Y ou will not receive
credit for tRATs or team assignments for which you are not present.

e I will only accept late assignments in the case of an excused absence (see above).

e This class uses Blackboard. This syllabus, all assigned non-texthook readings, and
any other materials will be hosted there. Y ou are encouraged to use Blackboard, too,
for online conversations with your classmates.

o Make sure that your email address on Blackboard is correct.

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e Keep up with news on Southeast Asia—and hopefully not just for the duration of the
course! Coverage in US media is spotty; try Asia Times Online (www.atimes.com),
Channel News Asia (www.channelnewsasia.com), or Asia Sentinel
(www.asiasentinel.com). The Wall Street J ournal and Time both publish separate
Asian editions, so tend to have good coverage (especially online), as does the
Economist. Many English-language newspapers from the region are also available
online, for instance Singapore’s Straits Times, Malaysia’s web-based Malaysiakini,
Thailand’s The Nation, or Indonesia’s J akarta Post.

Class etiquette

e Be aware that not everyone in the class shares the same political or other views—and
that these views do tend to emerge in Political Science classes. Please be respectful of
your classmates and professor. All perspectives are welcomed in this class.

e Cellphone use during class is disrespectful, and thus strictly prohibited (voice or text).
Phones used in class will be confiscated for the duration of the class session, to
remove the temptation.

e You may use a laptop in class, but only for valid class-related reasons. Upon the
second warning for using a laptop for any other purpose, you will forfeit laptop
privileges for the duration of the semester.

Special needs

Students with special needs due to physical, learning, or other disabilities will be accommodated.
To request such accommodation, first register with the Disability Resource Center (Campus
Center 137, http://www.albany.edu/disability/D RC/); they will provide you with a letter to me,
detailing the provisions requested. To ensure equitable treatment of all students, please submit
these letters within the first two weeks of the semester (in person, so we can discuss appropriate
arrangements), then also remind me before each relevant event (exam, etc.).

Academic honesty

I expect all students to be ethical and honest in completing all work for this class. Y ou are
responsible for familiarizing yourself with the university’s guidelines on academic integrity
(http://www.albany.edu/undergraduate_bulletin/requlations.html); ignorance is NOT an excuse.
Violations of this code, such as plagiarism, cheating, copying, or misrepresentation of work as
your own, will meet with appropriate penalties and discipline as outlined in UAlbany’s
regulations, up to and including loss of course credit, suspension, or expulsion from the
university. It is the responsibility of every student also to report any observed violations. If you
have any question as to the limits of acceptable team collaboration, please ask me.

Course readings
Two required texts are available for purchase from the UAlbany bookstore. Do not purchase
earlier editions! Both will also be on 3-hour reserve at the University Library.

e Jacques Bertrand, Political Change in Southeast Asia, New Y ork: Cambridge, 2013.

e Mark Beeson (ed.), Contemporary Southeast Asia: Regional Dynamics, National
Differences, 24 edition, New Y ork: Palgrave Macmillan, 2009.

229
Unless otherwise noted, all other readings are available electronically on Blackboard. (Access
any readings with a URL listed online, not on Blackboard.)

Expect to read an average of 80-100 pages per week. Read carefully and critically: ask yourself
as you read what the main ideas of the reading are, what questions you have for us to discuss in
class, and how that day’s reading relates to what has come before.

Assignments may change over the course of the semester from what is listed below. Y ou are
responsible for knowing what is assigned and for completing the reading.

Please note: There is a mandatory $13 fee per student for the simulation (payable when we begin
the simulation). Directions will be given closer to that time for how to register, pay, and log in.

SCHEDULE

Readings are due on the date under which they are listed.
Possible discussion questions (to help you focus your reading) are listed with a w.
In-class assignments, activities, and deadlines are listed with a ©.

26Aug: Introduction
> Team creation and country assignments
> RAT sequence #1 (knowledge assessment—ungraded)
> Overview of course structure and content

31Aug: Overview of the region and its cultures
“+ How coherent is Southeast Asia as a region?

“+ What key cultural, political, economic, or geostrategic pattems and variations
can we identify across the region?

e Donald Emmerson, “‘Southeast Asia’: What's in a name?” J ournal of Southeast Asian
Studies 14:1 (1984), 1-21.

o Do not get lost in the details of this piece; focus on the main idea: how
“Southeast Asia” came to be understood, and Southeast Asians to understand
themselves, as a region

e Clark Neher, Southeast Asia: Crossroads of the World (DeKalb, IL: SEAP-NIU,
2000), chap. 2

e Mary Somers Heidhues, Southeast Asia: A Concise History (London: Thames &
Hudson, 2000), pp. 65-86.

2Sept: Colonialism

*» Which colonial powers controlled which parts of SE Asia, and how did their
policies or approaches (e.g., direct vs. indirect rule, etc.) differ?

“+ What key legacies (positive or negative) has the colonial era left in SE Asia?

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30 Sept:

> Map quiz (11 countries and capitals)

Milton Osborne, Southeast Asia: An Introductory History, 10" ed. (Crows Nest,
NSW: Allen & Unwin, 2010), chap. 5-6

o Avoid getting too bogged down in minor details (e.g., names of precolonial
kings or subregions); focus on patterns, processes, and key players/places

Bertrand, pp. 1-17
No class

Singapore elections special!
In-class activity; no reading

No class

The Philippines

«+ In what ways does the Philippines differ from other states in the region?

“+ What are the primary obstacles to deeper democratization in the Philippines?
Bertrand, chap. 3
John Sidel, “The Philippines in 2014,” Asian Survey 55:1 (2015), 220-227

Indonesia & Timor-L este/East Timor
“+ How has Indonesia changed since the late 1990s?
“> Can Timor-Leste survive as an independent state?
Bertrand, chap. 2
Kikue Hamayotsu, “Indonesia in 2014,” Asian Survey 55:1 (2015), 174-83
Andrea Katalin Molnar, “Timor-Leste in 2014,” Asian Survey 55:1 (2015), 228-34

No class

Malaysia
“+ Why has ethnoreligious pluralism been so fraught a political issue in
Malaysia?
*» Is Malaysia a democracy?
Bertrand, pp. 92-108
Lee Poh Ping, “Malaysia in 2014,” Asian Survey 55:1 (2015), 192-99

Singapore & Brunei
“+ What accounts for Singapore’s extraordinary economic success?

231
5 Oct:

7 Oct:

19 Oct:

“+ Is Singapore a democracy?
** Can absolute monarchy survive in Brunei once oil supplies dwindle?
> RAT sequence #2 (on insular SE Asia)

Bertrand, pp. 108-20

Robert Dayley and Clark D. Neher, Southeast Asia in the New International Era, 6b
ed. (Boulder, CO: Westview, 2013), chap. 12

Kenneth Paul Tan, “Singapore in 2014,” Asian Survey 55:1 (2015), 157-64

Cherian George, Singapore: The Air-conditioned Nation (Singapore: Landmark,
2000), introduction.

Thailand
“+ Why has Thailand experienced so many changes of regime?
“> Will Thailand retum to democratic rule?

Bertrand, chap. 5

Kitti Prasirtsuk, “Thailand in 2014,” Asian Survey 55:1 (2015), 200-6

Elin Bjarnegard and Erik Melander, “Thailand’s Missing Democrats,” Foreign
Affairs, http://www. foreignaffairs.com/articles/141454/elin-bjamegard-and-erik-
melander/thailands-missing-democrats

Myanmar/Burma
“+ Why and how has the Burmese regime edged toward democratization?
“+ Why were the last elections so controversial—and what can we expect for the
upcoming elections?
Bertrand, chap. 8
Tin Maung Maung Than, “Myanmar in 2014,” Asian Survey 55:1 (2015), 184-91

In-class activity
Reading TBD

Vietnam
“* How “communist” is Vietnam?
+ Will economic liberalization bring political liberalization? (More on this
conundrum later in the semester ...)

Bertrand, chap. 6

Edmund Malesky and Jason Morris-Jung, “Vietnam in 2014,” Asian Survey 55:1
(2015), 165-73

Andrew Pierre, “Vietnam’s Contradictions,” Foreign Affairs, 79:6 (2000), 69-86

Cambodia

232
21 Oct:

2 Nov:

4 Nov:

** Has democratization succeeded in Cambodia?

“+ What are the main legacies of the Khmer Rouge era in Cambodia?
Bertrand, pp. 166-79
Duncan McCargo, “Cambodia in 2014,” Asian Survey 55:1 (2015), 207-13

Ben Kiernan, “Recovering History and Justice in Cambodia,” Comparativ, 14:5/6
(2004), 76-85

Laos
“ What accounts for Laos’s low level of economic development?
> RAT sequence #3 (on mainland SE Asia)
> Midterm review

Bertrand, pp. 179-89

Samuel C.Y. Ku, “Laos in 2014,” Asian Survey 55:1 (2015), 214-19

Midterm exam (in class)

Homework: Register on the ICONS (simulation) site (login details and instructions
will be provided)

ASEAN
> ASEAN simulation prep/research day

Background reading/research for simulation: you will need to do significant
background research for the simulation—starting, but not ending, with the materials
available on the simulation site. Read the simulation documents carefully. You and
your team will score poorly if you do not complete all required assignments, on time
and as directed.

Complete preparatory assignment on ICONS site
Browse http://www.aseansec.org/

ASEAN: The process & progress of regionalization
“+ How does ASEAN compare with earlier efforts at regionalization?
“> How sturdy are supranational norms and institutions in SE Asia?
> Midterm Peer Assessment

> Prepare for ASEAN simulation

Nicholas Tarling, “Regionalism and Nationalism,” Cambridge History of Southeast
Asia (II:2), pp. 257-86

Beeson, chap. 11 and 15 (Bellamy and Stubbs)

ASEAN
> ASEAN simulation (remember laptop/tablet if you have one)

233
16 Nov:

18 Nov:

Background reading/research for simulation

ASEAN
> ASEAN simulation (remember laptop/tablet if you have one)

Background reading/research for simulation

ASEAN
> ASEAN simulation (remember laptop/tablet if you have one)
> All simulation written materials due by midnight today (or earlier, as
indicated)

Political change: Liberalization and Democratization
“* Are SE Asian democracies doomed to remain “low-quality” at best?
“+ What social cleavages are most germane to the continuing development of
civil society in the region?
“+ What role can and do the middle classes play in political change in SE Asia?

“* How has ASEAN’s role in shaping the domestic politics of SE Asian states
evolved?

Beeson, chap. 6 and 8 (Case and Hughes)

Martin Gainsborough, “Political Change in Vietnam: In Search of the Middle Class
Challenge to the State,” Asian Survey 42:5 (Oct. 2002), 694-707.

Mark Thompson, “Female Leadership of Democratic Transitions in Asia,” Pacific
Affairs 75:4 (Winter 2002/03), 535-55

Economics: Development challenges
“+ What pattems and trends can we find in SE Asian development trajectories?
“+ What is the role of the state in economic development in the region?

“+ What steps are states in ASEAN taking to address environmental externalities
and make development more sustainable? (Recall the simulation ...)

Beeson, chap. 4 and 16 (Felker and Elliott)

ASEAN Secretariat, Y angon Resolution on Sustainable Development,
http://environment.asean.org/yangon-resolution-on-sustainable-development/

23 & 25 Nov: No class

30 Nov:

Economics: From miracle to crisis to recovery to ???
“+ Which aspects of the “Washington consensus” have been especially
appropriate or inappropriate for SE Asia over the past 20+ years?
“+ Can high growth rates be maintained in SE Asia?
“+ What steps have helped or could help protect SE Asia from the current global
economic crisis?

234
2 Dec:

7 Dec:

9 Dec:

> RAT sequence # (on political change and economics)
Paul Krugman. “The Myth of Asia’s Miracle,” Foreign Affairs, Nov/Dec 1994, 62-78
o Note that this piece was written before the 1997 crisis ...
Jonathan Rigg, “Of Miracles and Crises: (Re-)interpretations of growth and decline in
East and Southeast Asia,” Asia Pacific Viewpoint 43:2 (Aug. 2002), 137-56
Joseph Stiglitz, “The Insider: What I Learned at the World Economic Crisis,” The
New Republic 222: 16-17 (17-24 April 2000), 56-60
Ajay Chhibber, et al., The Global Financial Crisis and the Asia-Pacific Region
(Colombo: UNDP Regional Centre for Asia and the Pacific, Nov. 2009), pp. 1-6

Ethnic and Religious Pluralism
“+ What factors contribute most to the political salience of ethnicity in SE Asia?
“+ How have states in the region responded to ethnonationalist demands?
“+ What accounts for the different political implications of Islam in Indonesia
and Malaysia?
Beeson, chap. 9 (Brown) and 10 (Fealy)
Kikue Hamayotsu, “Islam and Nation-building in Southeast A sia: Malaysia and
Indonesia in Comparative Perspective,” Pacific Affairs 75:3 (Fall 2002), 353-75
Jemma Purdey, “A Common Destiny,” Inside Indonesia 95 (Jan-Mar 2009)

Human rights: The “Asian values” debate
“+ To what extent do SE Asian societies tend toward communitarianism rather
than individualism?
** How much credence should we give the notion of “Asian values”?
“+ RAT sequence #5 (half-length; on pluralism and human rights)

Beeson, chap. 7 (Chua)

Amartya Sen, “Human Rights and ‘Asian Values,’” The New Republic 217:2-3 (14-
21 July 1997), 33-40

Donald K. Emmerson, “Singapore and the ‘Asian Values’ Debate,” Journal of
Democracy 6:4 (1995), 95-105

Wrap-up and review
> Final Peer Assessment

11 Dec, 3:30-5:30: Final exam

235
Southeast Asia, circa 2009*:
http://www. lib.utexas.edu/maps/middle_east_and_asia/southeast_asia_pol_2009.pdf

oaons w amvn |

* Either “Myanmar” or “Burma” is acceptable, with either Rangoon (a.k.a. Yangon) or Nay Pyi
Taw (a.k.a. Naypyidaw) as capital.

236
To practice for the map quiz:
http://www.eduplace.com/ss/maps/pdf/se_asia_pac_polnl.pdf

237
RPOS 387: Public Spending and Fiscal Policy
State University of New York at Albany
Spring 2017
3 credits
T/TH 2:45 - 4:05 pm HU 132

Professor: Zs6fia Barta
Office hours: Tuesdays and Thursdays 9.00-10.00 in the Contact Office (HU B16)
Office: Milne 205

Email: zbarta@albany.edu

Course description

This course focuses on the politics of public finances. It explores the social conflicts
surrounding taxation, public spending, and public debt, the role played by different
political actors and institutions in fiscal policy choices, and the influence of
nongovernmental and supra-national organizations (like rating agencies or the
International Monetary Fund) on national public finance. It seeks to answer questions
like ‘Why do different countries spend and tax so differently?’ “Why do some countries
get dangerously indebted?’ ‘How do others keep their budgets in balance?’ The course
relies on independent study, class discussion and student projects. The last three weeks
are set aside for team-projects analyzing the significant problems of several countries in
the wake of the global economic and financial crisis.

Course objectives

By the end of the course, students should have a good understanding of how public
finances work. They should be familiar with the technical and the political aspects of
budgeting, recognize the main “stakeholders” in the process and appreciate their
influence on policy choices. They should be able to apply this knowledge to explore the
fiscal challenges that countries face in the wake of the global economic and financial
crisis.

Teaching method
This course relies on independent study, class discussions and student projects.

Readings form an integral part of the coursework. Therefore, it is imperative that
students keep up with readings. Students are expected to have read all of the texts
assigned for the week before coming to class on Tuesday in order to be able to
participate in class discussion and to ask informed questions throughout the week. In
addition, students are expected to hand in response papers of no more than 300 words
by Monday midnight each week based on questions related to the week’s reading. (Please
note that unexcused late submissions of the response papers will not be accepted, and
missed response papers cannot be made up later.)

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In week 6, students will be asked to engage in independent analysis of the budgets of
different countries and compile a report. Further guidance on the country report can be
found in Appendix 1. of this syllabus.

From week 7 until the last weeks of the course, students will also work on a second
project to apply their knowledge to real-world debt problems. (Depending on enrollment
in the course, this might be a team project or an individual project.) Students will make
themselves familiar with the fiscal situation of different countries that have had serious
fiscal problems (Greece, Ireland, Italy and Japan), analyze the evolution of these
countries’ spending and taxation patterns and their experience with public debt and debt
crises, and propose solutions to the challenges that the countries are facing from the
perspective of different “stakeholders” (e.g. the government, the opposition, the IMF,
rating agencies, the electorate etc.). Further guidance on team projects can be found in
Appendix 2. of this syllabus.

Assessment

The final grade for the course will be based on the following components:
* attendance and class participation 5%

* response papers 20%

* — first project (country report) 30%

* second project (problem countries) paper 35%

* second project (problem countries) presentation 10%

Grading

The grading scale will be as follows:

A= 93-100,
A-= 90-92,

B+ = 87-89,

C-= 70-72,
D+ = 67-69,
D = 63-66,

D- = 60-62,
E=below 60.

If you feel you have been awarded an unfair grade, you may contest it. However, if you
want to do so, it must be done in writing and no sooner than 48 hours after you have
received the grade. In your written complaint you need to provide a specific account of
what in particular you are concerned about.

Readings

Readings will be made available on Blackboard. The reading for each week is listed in the
weekly outline at the end of this syllabus.

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Accommodations

“Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a
disability requiring accommodation in this class, please notify the Director of Disabled
Student Services (Campus Center 137, 442-5490). That office will provide the course
instructor with verification of your disability, and will recommend appropriate
accommodations. (For further information, please visit
http://www.albany.edu/studentlife/dss/Accommodation.html),” If you wish to discuss
academic accommodations for this course please also inform the instructor as soon as
possible. In addition, the instructor will make every effort to accommodate difficulties
ising from religious observance. You are asked to bring any possible conflicts to the
instructor's attention as soon as possible. “Students should not expect that, if they do
poorly on an exam or other assignment, to claim, at that time, the need of an
accommodation. This statement is to preclude that problem, and allow people with a
need for accommodations to be treated fairly and appropriately (Harwood 2003).”

Plagiarism

tutorial http://library.albany.edu/usered, plagiarism/index.html. All papers will
be judged with the knowledge that you have taken the online tutorial.

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Appendix 1.
Guidelines for the first project: Country report

The purpose of the individual project is to apply the knowledge acquired in the first term
to real-world cases.

Keeping in mind the concepts, issues and theories that we discuss in the first half of the
course, students should make themselves familiar with the public finances of a country of
their choice (other than the US, Greece, Ireland, Italy or Japan) and write a report on the
fiscal policy of that country.

The report should answer the following questions.
* What does this country spend on?

What sort of taxes does it employ to get its revenues?
* Are there any anomalies about spending or taxation? (E.g. corruption, tax
evasion)

Do revenues cover expenditures?

* How indebted is this country?

How do the public finances of this country compare to other countries?

What are some political problems surrounding public finances in this country?

The report should rely mostly on description, but it should also include informative
tables and/or graphs to illustrate the most important points of the analysis.

We are going to spend two classes on how to best obtain and analyze fiscal data in order
to facilitate the project.

The country report should be around 800-1000 words. The first draft of the report is due
by midnight on Sunday, February 26. The second draft is due by midnight on Sunday.
March 6. Each draft should be submitted via email. It serves as an alternative form of
assessment instead of a midterm exam. Both drafts will receive feedback and a grade.
The higher of the two grades counts towards your final grade, but only if you hand in both
drafts. Failure to hand in either draft implies a zero on this assignment. There is a penalty
on late submissions, resulting in a 10% reduction in your grade for each day of
unexcused delay.

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$!

Appendix 2.
Guidelines for the second projects: Problem countries

Purpose of the project

The purpose of this project is to creatively apply the knowledge of public finances that
you acquired throughout the course to real-world cases.

All of the four case studies that we look at are countries that have recently faced

considerable challenges with respect to public finances.

* Ireland had serious fiscal problems in the past, which it overcame and by the
mid2000s it almost had no debt. Due to a severe banking crisis, however, it is once
again mired in government debt.

* Japan is the most indebted sovereign in the world with a debt going on 250 percent
of the GDP.

* Italy is also amongst the most indebted countries. In the past years, it was often on
the brink of a sovereign debt crisis and had it not been for the European Central
Bank, it would have already gotten into trouble for its sovereign debt.

* Greece is the only developed country that has defaulted on its obligations, which
wreaked havoc in the European Union.

Through the case studies, we seek to understand what explains these countries’ problems.
What are the root-causes of the fiscal imbalances that have led to large-scale debt
accumulation? What do we know about the specific country’s spending and taxation
patterns? Is it overspending or missing tax revenues that explain the persistent
borrowing? How does the politics of the given country explain spending, taxation and
borrowing? How should the budget be adjusted to address the problem of debt in these
countries? How likely is it that such adjustment will be politically feasible?

The substance of the project

The Greek, Irish, Japanese and Italian case studies will be prepared either individually or
in groups (depending on class size). Students should sign up for a country on Blackboard
by Monday, February 20, the latest.

The paper should be no longer than 3000 words. It should analyze the fiscal issues of the
given country and answer all of the above questions.

Each student/group will also prepare a presentation that explains to the rest of the class
what they think are the most important factors explaining their country’s public finance
problems. The presentation should aim to be no longer than 30 minutes. For the rest of
the class, the presenters will lead the discussion with their fellow classmates.

The first draft of the paper is due by midnight on Sunday, April 9 via email. The second
draft is due by midnight on Monday, May 8. Both drafts will receive feedback and a

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grade. The higher of the two grades counts towards your final grade, but only if you hand in
both drafts. Failure to hand in either draft implies a zero on this assignment. There is a
penalty on late submissions, resulting in a 10% reduction in your grade for each day of
unexcused delay. Presentations will take place in week 13 and 14. The presentation on
Ireland will take place on Tuesday, April 18, Japan on Thursday, April 20, Italy on
Tuesday, April 25 and Greece on Thursday, April 27. Each student/; group needs to send
me their power point slides before 9am on the day that they present.

Technicalities

You should start working on your second project no later than week 7. From then on,
you will be expected to submit weekly progress reports to allow me to keep track of the
process and provide feedback. Progress reports should include
* a comprehensive bibliography of all the sources (databases, articles, books,
reports etc.) the project currently uses,
* half a page description of where the project is currently at, * any problems that
you need help with or
* any questions.
Twill provide feedback to these reports in writing and/or in person.

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Weekly outline

Topic Tuesday Thursday Assignment due
Introduction January 24 January 26 None
+ — Rubin (2010). The Politics of Public
Budgeting Ch1
Government spending | January 31 February 2 Response paper 1:

Historical evolution

Spending structure

Describe the historical expansion of government

* — Tanzi and Schuknecht (2000) Public * Tanzi and Schuknecht (2000) Public spending.
spending in the 20th century: a global spending in the 20th century: a global
perspective, Ch 1, 2 and 5 perspective, Ch 1, 2 and 5
Special aspects of February 7 February 9 Response paper 2:
spending Entitlements Pork-barrel, clientelism, corruption Answer ONE of the following two questions:
* Meyers: Handbook of Government * Stokes (2009) Pork, by Any Other (a.) Why are entitlements a risky item of public
Budgeting Ch 27 Name...Building a Conceptual Scheme of finances? —
Distributive Politics (b.) Where is the boundary between pork barrel
spending and clientelism or outright corruption?
Taxation February 14 February 16 Response paper 3:

Size of taxation

* — Tanzi and Schuhknecht (2000) Public
spending in the 20th century: a global
perspective, Ch 3 (p50-61)

* — Adolino and Blake (2011) Comparing
Public Policies, Ch 7

‘Tax structure and political conflict

+ Adolino and Blake (2011) Comparing Public
Policies, Ch 7

* Meyers (1999) Handbook of Government
Budgeting Ch 10

Answer ONE of the following two questions:
(a.) Describe some of the main historical trends
taxation.

(b.) What are some of the most important

characteristics of a tax system?

Anomalies in taxation

February 21

“Tax expenditures”

* Meyers (1999) Handbook of
Government Budgeting Ch 11

* Howards (1999) The Hidden Welfare
State: Tax Expenditures and Social
Policy in the United States, Ch 1

February 23

Tax evasion and tax revolts

+ Martin (2008) The Permanent Tax Revolt -
How the Property Tax Transformed
American Politics, Ch 1.
http:/ /www.sup.org/pages.cgi?isbn=080475
8719&item=Chapter_1_pages&page=1

Response paper 4:
Why are tax expenditures such a peculiar feature

of the American tax system?

Final deadline for signing up for a country
project on Blackboard is February 20

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"

First draft of first project paper due latest by

6. Project week This February 28 Match 2
week, you are expected Analyzing budget data Presenting budget data 12 midnight February 26
to work on and discuss + individual feedback on first drafts + individual feedback on first drafts
with me your first project
he Debt March 7 March 9 Response paper 5:
Trends in public debt How much debt is too much? What are Ostry, Gosh and Kureshi trying to do?
* Tanzi and Schuhknecht (2000) Public |* — Ostry, Gosh, Kureshi (2010). Fiscal Space. | Why is their work interesting and/or important?
spending in the 20th century: a global IMF Staff Position Note SPN/10/11
perspective, Ch 3 + First project (Country report) due latest by
12 midnight March 6
8. No class — Spring March 14 March 16
break
9. Why do countries March 21 March 23 Response paper 6:
borrow? Governance problems Social conflict Why do countries borrow?
+ Alesina and Passalacqua (2015) The + Barta (2017) In the Red (Ch1)
Political Economy of Government
Debt, NBER Working Paper No.
21821
10. | External influences — March 28 March 30 Response paper 7:
The markets Risk premia Credit rating agencies What is the relationship between high public

* Baldacci and Kumar (2010) Fiscal
Deficits, Public Debt, and Sovereign
Bond Yields, IMF Working Paper

+ Sinclair, 'T (2008) The New Masters of
Capital Ch. 1

debt and interest paid on government bonds?

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i.

External influences —
Inter/Supra-national
organizations

April 4

The IMF

* — Pop-Eleches (2009) From Economic
Crisis to Reform: IMF Programs in

Latin America and Eastern Europe Ch.
1&8.

April 6

European mechanisms

* Lane (2012) The European Sovereign Debt
Crisis. The Journal of Economic
Perspectives, Vol. 26, No. 3

Response paper 8:
How has the role of the IMF changed since its
inception?

#!
12. | Project week This April 11 April 13 First draft of second project paper due latest
eck, you are expected How to write a good political analysis of How to best present your results + individual by 12 midnight April 9

to finalize your first public debt problems + individual feedback | feedback on first drafts

project and prepare it on first drafts

for presentation.

13. | Country cases April 18 April 20 Response paper 9a:

(presentations) Ireland Japan Read project papers on Blackboard and ask a
question from each author that is relevant to their
topic but is not answered in their paper.

14. | Country cases April 25 April 27 Response paper 9b:

(presentations) Italy Greece Read project papers on Blackboard and ask a
question from each author that is relevant to their
topic but is not answered in their paper.

15. | Public finance in the May 2 May 4 Response paper 10:
US US — debt and deficit US — the deficit ceiling, the sequester and How serious is the US’s debt problem? What
* — Crotty (2012) The great austerity war: government shutdowns can/should be done about it?
what caused the US deficit crisis and * Gokhale and Smetters (2007) Do the
who should pay to fix it? Cambridge Markets Care about the $2.4 Trillion U.S.
Journal of Economics Deficit? Financial Analysts Journal
* Thornton (2012) The U.S.
Deficit/Debt Problem: A Longer-Run
Perspective, Federal Reserve Bank of
St. Louis Review
16. | Conclusion May 9 Second draft of second project paper due
Conclusion latest by 12 midnight May 8

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$!

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RPOS 399: Foreign Policy and Coercive Statecraft

Professor: Bryan R. Early

Class # 3599

Credits: 3

Semester: Fall 2015

Class Times: Tuesday-Thursday, 8:45-10:05AM

Room: Humanities Building 133

Email: bearly@ albany.edu

Office Hours: Uptown, Humanities Building B16 — Tuesdays, 10:15-11:15 AM
Downtown, Milne Hall 300A — Thursdays, 10:30 AM-11:30 AM

Prerequisites: RPOS 101, RPOS 102 and permission of instructor

Course Description

This course provides an overview of the study and practice of foreign policy with a particular
emphasis on American foreign policy and the use of coercive statecraft. The course begins by
exploring what motivates foreign policy choices and the processes by which foreign policy
decisions are made. The next section examines how U.S. foreign policy is conducted and
examines the key institutions involved in U.S. foreign policy-making. In the second half of the
course, the main focus is placed upon how and why states engage in coercive statecraft and what
are its consequences. Both the use of military coercion and economic sanctions are explored in
depth. By the end of the course, students should understand how and why great powers like the
United States employ coercive foreign policies and what the potential benefits and pitfalls of
those policies can be. The course’s capstone project will involve a group-based assignment to
develop and analyze a policy recommendation for the adoption of a new coercive policy by the
U.S. Goverment. This assignment will involve writing a professional policy brief, giving a
public presentation to a panel of foreign policy experts, and defending their recommendations
during a Q&A session.

Expectations

This is a reading intensive course. Students are expected to attend every class on time, having
done the assigned readings, and prepared to contribute to course discussions. All quizzes and
assignments must be turned in by the assigned due date.

Course Learning Objectives

+ Students will know and understand what foreign policy is and how it is conducted by
governments

+ Students will know and understand the processes by which U.S. foreign policy is
conducted and the major institutions that play a role in U.S. foreign policy

+ Students will know and understand how and why states employ coercive diplomacy

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+ Students will know and know the different types and uses of military force

+ Students will know and understand why leaders employ economic sanctions, the various
types that are used, and the processes by which they are threatened and imposed

+ Students will know and understand the factors that contribute to why economic sanctions
succeed or fail

* Students will appreciate the broad consequences of economic sanctions

+ Students will engage in critical thinking about how coercive diplomacy can be used by
policymaking

+ Students will practice group decision-making in approaching a real-world policy scenario

+ Students will develop professional-level writing and presentation skills

Grading
The grading scale uses a 100-point system that is converted into A-E grades. The thresholds for
each grade are provided below. At the thresholds between grades, the instructor will assign the

higher value grade. For example, a 92.5 will be considered an “A-“.

A=92.5-100, A-= 90-92.5, B+ = 87.5-90, B = 82.5-87.5, B-= 80-82.5, C+ = 77.5-80, C =72.5-
77.5, C- = 70-72.5, D+ =67.5-70, D = 62.5-67.5, D- = 60-62.5, E=below 60.

Quizzes — 20%

A total of 6 pop quizzes will be given during the semester that will test students’ knowledge of
the readings and concepts covered in class. Missed quizzes cannot be made up, but students’
lowest quiz grade will be dropped.

Midterm Exam - 25%

Students will be given an in-class midterm exam that covers all the course readings, lectures, and
group activities up until the exam.

Final Exam — 25%

Students will be given a two-hour comprehensive exam that covers all the course readings,
lectures, and group activities.

Coercive Statecraft Policy Proposal — 30%
Students will work in small groups to develop a collective 15-page proposal on how the U.S.
Government can utilize the instruments of coercive statecraft to achieve a foreign policy

objective. Students will conduct a 15-minute professional briefing using power-point in front of
a panel of foreign policy experts, which will include an additional 10-15 minute Q&A session.

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The instructor will provide more details about the assignment. Due Dates: TBD, but after
Thanksgiving Break.

Grading Policy

Tests and papers will be graded blind by the instructor and/or teaching assistant. If a student
wishes to challenge how his or her exam or paper was graded, the student must submit a written
statement describing what part of their assignment was improperly evaluated and why they think
that was the case. This must be done within five days of having the assignment retumed. Both
the instructor and assistant will re-grade the entire project, compare their assessments, and
mutually decide on a final grade. This grade may be higher or lower than the original grade
given and will be final. Any clear mistakes or errors made by the instructor will be promptly
corrected and need only be brought to the instructor’s attention.

Policy on Academic Honesty

Please familiarize yourself with the undergraduate bulletin’s descriptions of cheating and
plagiarism. If you are involved in plagiarism or cheating on an exam or research paper, the
instructor reserves the right to issue a 0 on the assignment, give a failing grade to the student for
the course, and/or submit a “Violation of Academic Integrity Report.” If you are not sure if
something violates standards — feel free to ask ahead of time. In general, it’s always better to err
on the side of citing too much than too little in your research papers. The university’s official
policy can be found at: http://www.albany.edu/studentconduct/appendix-c.php. Lastly, never cite
Wikipedia as source.

Accommodations

“Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, leaning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disabled Student Services
(Campus Center 137, 442-5490). The office will provide the course instructor with verification of
your disability, and will recommend appropriate accommodations.” For the University’s policy,
see: http://www.albany.edu/disability/docs/RA P.pdf. If you wish to discuss academic
accommodations for this class please inform the instructor as soon as possible.

Resources
Required Books

Bryan Early. 2015. Busted Sanctions: Explaining Economic Sanctions Fail. Stanford:
Stanford University Press.

251
Stephen Hook and Christopher Jones, eds. 2013. Routledge Handbook of American
Foreign Policy. New Y ork: Routledge.

Thomas Schelling. 1966. Arms and Influence. New Haven: Y ale University Press.

Joyce Kaufman. 2013. A Concise History of U.S. Foreign Policy. New Y ork: Rowman &
Littlefield Publishers.

J. Boone Bartholomees, ed. 2010. The U.S. Army War College Guide to National
Security Issues, Volume I: Theory of War and Strategy. Carlisle, PA: U.S. Army War
College. Available online and Blackboard.

J. Boone Bartholomees, ed. 2010. The U.S. Army War College Guide to National
Security Issues, Volume II: National Security Policy and Strategy. Carlisle, PA: U.S.
Amny War College. Available online and Blackboard.

Required Articles and Book Chapters

All course readings that are not in the books or linked to a website will be posted on the
class Blackboard Page in the “Course Readings” Folder.

Course Schedule

Part I: An Introduction to Foreign Policy Analysis and U.S. Foreign Policy

Week 1: Course Introduction

(8/27)

Week 2: Foreign Policy and International Relations Theory

(9/1) o Valerie Hudson. 2005. “Foreign Policy Analysis: Actor-Specific Theory and the
Grounds of International Relations.” Foreign Policy Analysis 1(1): 1-30.
o Henry Nau. 2013. “Realism.” In Routledge Handbook of American F oreign
Policy o Alynaa Lyon. 2013. “Liberalism.” In Routledge Handbook of American
Foreign Policy.
o Margaret Hermann. 2013. “The Study of American Foreign Policy.” In
Routledge Handbook of American Foreign Policy

(9/3): National Interests, Interest Groups, Public Opinion, and Foreign Policy o Alan
Stolberg. 2010. “Chapter 2: Crafting American Interests,” pp. 13-25. In The U.S. Army
War College Guide to National Security Issues, Volume II: National Security Policy and
Strategy.

252
o Douglas Foyle. 2013. “Public Opinion.” In Routledge Handbook of American
Foreign Policy.

o Patrick Haney. “Interest Groups.” In Routledge Handbook of American Foreign
Policy.

Part II: Foreign Policy Institutions, Processes, and Decision Making

Week 3:
- (9/8): Foreign Policy Decision Making: Rationalist and Cognitive Approaches o Miles
Kahler. 1998. “Rationality in International Relations.” International Organization
52(4): 919-941. o Jack Levy. 1997. “Prospect Theory, Rational Choice, and
International Relations.” International Studies Quarterly 41: 87-112.

o Joyce Kaufman. 2013. “Chapters | and 2.” A Concise History of U.S. Foreign
Policy.

253
(9/10): Foreign Policy Decision Making: Groups and Bureaucratic Politics o Greg
Cashman. 2000. “Chapter 4: Governmental Decision Making.” What Causes
War: An Introduction to Theories of International Conflict. New Y ork:
Lexington Books.

o Christopher Jones. 2013. “Bureaucratic Politics.” In Routledge Handbook of
American Foreign Policy.

o Steve Yetiv. 2003. “Groupthink and the Gulf Crisis.” British J ournal of Political
Science 33: 419-442.

Week 4:
- (9/15) — No Class
- (9/17): Foreign Policy Decision Making: Pathologies o Jervis, Robert. 1968.
“Hypotheses on Misperception.” World Politics 20(3): 454479. o Kevin M. Woods
and Mark E. Stout. 2010. “Saddam’s Perceptions and Misperceptions: The Case of
‘Desert Storm.’” The Journal of Strategic Studies 33(1): 5-41.
o Joyce Kaufman. 2013. “Chapter 3.” A Concise History of U.S. Foreign Policy.

Week 5:
- (9/22): The President, Congress, and Foreign Policy o Glenn Hastedt. 2013. “The
Presidency.” In Routledge Handbook of American Foreign Policy.
o Ralph Carter and James Scott. 2013. “Congress.” In Routledge Handbook of
American Foreign Policy. o Marybeth Ulrich. 2010. “National Security Powers:
Are the Checks in Balance?” 63-79. In The U.S. Army War College Guide to
National Security Issues, Volume II: National Security Policy and Strategy.

- (9/24) — No Class

Week 6:

- (9/29): U.S. Agencies Involved Foreign Policy o Jerel Rosati and Scott DeWitt. 2013.
“The Department of State.” In Routledge Handbook of American Foreign Policy. o
Reed Fendrick. 2010. “Chapter 12: Diplomacy as Instrument of National Power.” In
The U.S. Army War College Guide to National Security Issues, Volume I: Theory of
War and Strategy.

o LM. Destler. 2010. “The Foreign Economic Bureaucracy.” In Routledge
Handbook of American Foreign Policy.

o Peruse the U.S. Department of State and U.S. Department of Treasury Websites.
Learn basic facts about the organizations’ leadership.

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(10/1) : U.S. Agencies Involved Foreign Policy (Cont.) o Peter Dombrowski. 2013.
“The Department of Defense.” In Routledge Handbook of American Foreign Policy.
o Loch Johnson. 2013. “National Security Intelligence.” In Routledge Handbook of
American Foreign Policy.
o Vincent Auger. 2013. “The National Security Council.” In Routledge Handbook
of American Foreign Policy.

Week 7:

- (10/6): Crafting Policy o Alan Stolberg. 2010. “Making National Security Policy in the
21% Century.” In The U.S. Army War College Guide to National Security Issues,
Volume II: National Security Policy and Strategy.

© Gabriel Marcella. 2010. “National Security and the Interagency Process.” In The
U.S. Army War College Guide to National Security Issues, Volume II: National
Security Policy and Strategy.

o Joyce Kaufman. 2013. “Chapter 4.” A Concise History of U.S. Foreign Policy.

Part III: Coercive Statecraft

- (10/8): What is Coercion?

o Lawrence Freedman and Srinath Raghavan. 2013. “Chapter 14: Coercion.” In
Paul Williams’ Security Studies: An Introduction. New Y ork: Routledge.

o Alexander George. 1991. “Excerpt.” Forceful Persuasion: An Alternative to War.
Washington, DC: U.S. Institute of Peace.

o Robert Art. 2003. “Coercive Diplomacy: What Do We Know?” In Robert Art and
Patrick Cronin’s The United States and Coercive Diplomacy. Washington DC:
United States Institute of Peace Press. o Patrick Bratton. 2005. “When is

Coercion Successful? And Why Can’t We Agree on It?” Naval War College
Review 58(3): 99-120.

The Threat and Use of Military Force

Week 8:
- (10/13): Military Coercion o Robert Art. 1980. “To What Ends Military Power?”
International Security 4(4): 435.
o JohnF. Troxell. 2010. “Chapter 17: Military Power and the Use of Force.” In
Theory of War and Strategy.
o Thucydides. 431 BC. “The Melian Dialogue.” The History of the Peloponnesian
War. Available at: https://www.mtholyoke.edu/acad/intrel/melian.htm.

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(10/15): Coercive Threats and Deterrence o Todd Sechser. 2010. ‘“Goliath’s Curse:
Coercive Threats and Asymmetric Power.” International Organization 64: 627-660. o
Daniel Byman and Matthew Waxman. 1999. “Defeating U.S. Coercion.” Survival
41:2: 107-120.

o Richard Betts. 2013. “The Lost Logic of Deterrence.” Foreign Affairs 92(2): 87-99.

Week 9:
- (10/20): Policy Analysis, Research, and Writing o TBD

- (10/22): Deterrence, Compellence, and Crisis Escalation in the Nuclear A ge o Thomas
Schelling. 1966. “Chapters 1-3.” Arms and Influence.
o Joyce Kaufman. 2013. “Chapter 5.” A Concise History of U.S. Foreign Policy.
Week 10:
- (10/27): Deterrence, Compellence, and Crisis Escalation in the Nuclear A ge o Thomas
Schelling. 1966. “Chapters 4-7.” Arms and Influence.

Economic Sanctions
- (10/29): What are Economic Sanctions and Why Are They Used?

o David Lektzian and Mark Souva. 2013. “Economic Sanctions.” In Routledge
Handbook of American Foreign Policy. o Kirschner, Jonaothon. 1997. “The
Microfoundations of Economic Sanctions.” Security Studies 6(3): 32-64. o
Baldwin, David. 1999. “The Sanctions Debate and the Logic of Choice.”
International Security 24(3): 80-107.

o. Feaver, Peter and Eric B. Lorber. 2015. “The Sanctions Myth.” National Interest
(July/August). Available online at: http://nationalinterest.org/feature/thesanctions-

myth-13110.

Week 11:
- (11/3): The Goals of Economic Sanctions o Barber, James. 1979. “Economic Sanctions
as a Policy Instrument.” International Affairs 55(3): 367-384.
o Fernandez, Jose. 2012. “Smart Sanctions: Confronting Security Threats with

Economic Statecraft.” Remarks by the Assistant Secretary, Bureau of Economic
and Business A ffairs, U.S. Department of State. Available at
http://www.state.gov/e/eb/ris/rm/2012/196875.htm. o U.S. Department of State.
2015. “Economic Sanctions Policy and
Implementation.” Available at: http://www.state.gov/e/eb/tfs/spi/. Look at this site
and the link the Department of Treasury’s OFAC site.

256
(11/5): Threatening and Imposing Economic Sanctions o Drezner, Daniel. 2003. “The

Hidden Hand of Economic Coercion.” International Organization 57 (Summer): 643-
659.

o Whang, Taehee. 2011. “Playing to the Home Crow? Symbolic Use of Economic
Sanctions in the United States.” International Studies Quarterly 55(3): 787-801.
o Joyce Kaufman. 2013. “Chapter 6.” A Concise History of U.S. Foreign Policy.

Week 12:
- (11/10): Factors A ffecting the Success of Economic Sanctions o Hufbauer Gary, Jeffrey

Schott, Kimberly Elliot, and Barbar Oegg. 2007. “Chapter 6: Conclusions and Policy

Recommendations.” Economic Sanctions Reconsidered, 3" Edition. Washington, DC:
Peterson Institute.

o Bapat, Navin, Tobias Heinrich, Y oshiharu Kobayashi, and T. Clifton Morgan.
2013. “Determinants of Sanctions Effectiveness: Sensitivity Analysis Using New
Data.” International Interactions 39(1): 79-98.

o. Feaver, Peter and Eric Lorber. 2010. “Coercive Diplomacy: Evaluating the
Consequences of Financial Sanctions” (November). London: Legatum Institute.

- (11/12): The Humanitarian Consequences of Economic Sanctions o Mueller, John and
Karl Mueller. 1999. “Sanctions of Mass Destruction.” Foreign Affairs 78(3): 43-53.

o Peksen, Dursun. (2009) Better or Worse? The Effect of Economic Sanctions on

Human Rights. Journal of Peace Research 46(1):59-77. o Peksen, Dursun and

A. Cooper Drury. (2010) Coercive or Corrosive: The Negative Impact of
Economic Sanctions on Democracy. International Interactions 36(3): 240264.

Week 13:

- (11/17): Ethics, Economic Sanctions, and Reforming Sanctions Practices o Winkler,
Adam. 1999. “Just Sanctions.” Human Rights Quarterly 21(1): 133-155. o Brozoska,
Michael. 2003. “Review Essay: From Dumb to Smart? Recent Reforms in UN
Sanctions.” Global Governance 9: 519-535. o Drezner, Daniel. 2011. “Sanctions

Sometimes Smart: Targeted Sanctions in Theory and Practice.” International Studies
Review 13(1): 96-108.

- (10/19): The Political Side-Effects of Economic Sanctions o Andreas, Peter. 2005.
“Criminalizing Consequences of Sanctions: Embargo Busting and Its Legacy.”
International Studies Quarterly 49(2): 335-360.

o Galtung, Johan. 1967. “On the Effects of International Economic Sanctions: With
Examples from the Case of Rhodesia.” World Politics 19(3): 378-416. o Marinov,
Nikolay. 2005. “Do Economic Sanctions Destabilize Country Leaders?”
American Political Science J ournal 49(3): 564-576.

257
o Joyce Kaufman. 2013. “Chapter 7.” A Concise History of U.S. Foreign Policy.

258
Week 14: Thanksgiving Break (No Class This Week)
- (11/24) — No Class
- (10/26) — No Class

Week 15:
- (12/1): In-Class Workshop for Policy Presentations

- (12/3): Economic Sanctions and Sanctions-Busting: Causes and Consequences o Early,
Bryan. 2015. Busted Sanctions: Explaining Why Economic Sanctions Fail. Stanford:
Stanford University Press.

o Dubowitz, Mark. 2012. “So You Want to be a Sanctions-Buster?” Foreign
Policy (August 10). Available Online at: http://foreignpolicy.com/2012/08/10/so-
youwant-to-be-a-sanctions-buster/

Part IV: Conclusion

Week 16:
- (12/8): Wrap-Up o Joyce Kaufman. 2013. “Chapter 8.” A Concise History of U.S.
Foreign Policy.

259
RPOS399: The Welfare State
State University of New York at Albany

Fall 2014
3 credits

Professor: Zsofia Barta

Office hours: Mondays and Wednesdays 11.30-12.30 in the Contact Office
Office: Milne 205

Phone: 518-442-5259

Email: zbarta@albany.edu
Prerequistes: RPOS 101, RPOS 102 and permission of instructor

Course description

From the 1960s, governments in developed countries progressively widened the
scope of their involvement in the life of citizens. The state assumed
responsibility for the welfare of people not only through public pensions, health
care, education, unemployment benefits and the like, but also through
interventions in the economy to smooth out business cycles, stimulate growth
and mitigate unemployment. By the 1980s, the tide turned and many countries
attempted to retreat from the path of the ever-growing welfare state. The order
of the day became retrenchment, privatization and market principles. This
course studies both processes, with special attention to the cross-national
differences within the general patterns. It seeks to explain the driving forces
behind the expansion of the welfare state from the 1960s and the differential
success of countries in reversing that trend since the 1980s.

Course objectives

By the end of the course, you should have a good understanding of what the
welfare state is, what it does for citizens and how it shapes society. You should
be aware of the large degree of variation across the welfare states of different
countries, and familiar with the main theoretical approaches to why variation is
so great across democracies at similar levels of development. You should
understand the challenges that existing welfare arrangements face from fiscal
problems, globalization, demographic changes and the changing risk structure of
modern life and be familiar with the different strategies different countries have
adopted to deal with these challenges. You are expected to think critically about
the strengths and weaknesses of the theories we cover and use your knowledge
to make informed arguments about cross-national variation in different policy
areas. The course is also aimed at developing your presentation and research
skills.

Teaching method
This course relies mostly on lectures and student participation. You are expected

to hold presentations, participate in class discussions and engage in group-work.
You are expected to have done the assigned readings before coming to class in

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order to enable you to participate actively in group-work and to ask informed
questions and express opinions on current policy issues in the US and elsewhere.
(There will be a quiz at the beginning of each week to test how well prepared
you are for classes.)

Assessment

The final grade for the course will be based on the following components:
* pop-quizzes, group work and class participation 25%

* presentation 25%

* mid-term 25%

* final 25%

Extra_credit opportunity: If you are concerned about your final grade - for
example because your mid-term exam did not go so well as you hoped - you can
earn up to 20 extra credits (20%) towards your total credits by submitting
summaries of the required readings. Each summary is worth 1 credit point.
Summaries should be no longer than 300 words each. (When several chapters
are assigned from the same book, each chapter counts as one reading. You have
300 words to summarize each chapter and will receive one extra credit point for
each chapter.) The summaries should recapitulate the most important
statements of the readings formulated in your own words. Do not cut and paste
whole sentences from the original text or use the abstract as the basis of your
summary. In order to receive credit, summaries should be handed in to me in
person, on paper in the first class of the week that the relevant readings were
required for. Summaries submitted later than the week that they were required
for will not receive credit. Besides giving you an opportunity to improve your
grade, this exercise is meant to help you improve your reading and writing skills.
I will provide you with feedback on both how well you understood the given text
and how you could improve your summary (if it needs improvement). Therefore,
I expect you to come see me in my office hours to discuss your summaries.

Presentations

The purpose, format and required content of the presentations are described ina
separate document in Appendix 1. of this syllabus.

Readings

There is no single textbook for this class. We will, however read three books
extensively. These are recommended for purchase:

¢ Esping-Andersen (1990) “The three worlds of welfare capitalism” Princeton
University Press

* Pierson (2001) “The New Politics of the Welfare State” Oxford University
Press

¢ Van Kersbergen and Vis (2013) “Comparative Welfare State Politics”
Cambridge University Press

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All other readings will be made available on Blackboard. The readings for each
week are specified in the weekly outline of the course in Appendix 2. of this
syllabus.

Rules of classroom behaviour

Please arrive on time as a courtesy to your fellow students as well as to the
instructor. Attendance will be taken and pop quizzes will be given at the
beginning of classes with no allowance for those who arrive late. If you are late
by more than 10 minutes, please refrain from entering the classroom. Also,
please refrain from leaving before the end of the class or from walking in and out
during class unless you have pressing reasons to do.

The use of mobile phones is not permitted during class. If you are texting or
writing emails in class, you will be asked to leave immediately.

Grade Appeals

In order to appeal a grade on a particular assignment, you should contact me
during office hours within 2 weeks of receiving the assignment back and submit
a written explanation of your reasons for believing that the grade should be
changed, not to exceed 2 pages. A grade appeal may result in the grade being
raised, lowered, or left as is, depending on the results of the review. After two
weeks, grade complaints will not be considered unless there are mitigating
circumstances like a serious illness.

Accommodations

“Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you
believe you have a disability requiring accommodation in this class, please notify
the Director of Disabled Student Services (Campus Center 137, 442-5490). That
office will provide the course instructor with verification of your disability, and
will recommend appropriate accommodations. (For further information, please
visit http://www.albany.edu/studentlife/dss/Accommodation.html).” If you
wish to discuss academic accommodations for this course please also inform the
instructor as soon as possible. In addition, the instructor will make every effort
to accommodate difficulties arising from religious observance. You are asked to
bring any possible conflicts to the instructor's attention as soon as possible.
“Students should not expect that, if they do poorly on an exam or other
assignment, to claim, at that time, the need of an accommodation. This statement
is to preclude that problem, and allow people with a need for accommodations to
be treated fairly and appropriately (Harwood 2003).”

Plagiarism

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http://library.albany.edu/usered/plagiarism/index.html. All papers will be
judged with the knowledge that you have taken the online tutorial.

Grading
The grading scale will be as follows:

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, E=below 60.

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Appendix 1.
Guidelines for presentations

Purpose of the presentation

The purpose of the presentation is to apply your general knowledge of the
welfare state to analyze the welfare arrangements in concrete country cases.

You are free to choose any country for your presentation except the US, which
we are going to discuss together in the last week of the course.

You are expected to carry out independent research on the given country’s
welfare system and have a good understanding of
- how existing welfare arrangements have come into being;
- how these arrangements deal with the main types of risks (sickness,
unemployment, old age, children, disability etc.) and with poverty;
- how the country compares to others on the main welfare indicators.

The content of the presentation

The presentation should briefly explain the main characteristics of the existing
welfare system in the given country, describe the types of political conflicts and
historical turning points that shaped the evolution of the current welfare
arrangements and link the existing policies to the welfare outcomes observed. It
should discuss how the given country fits (or fails to fit) into one of the main
categories of welfare states proposed by Esping-Andersen; and express an
opinion on which type of theoretical approach best explains the welfare policy
choices in the given country. The presentation should also touch upon the main
challenges that the welfare system faces in the given country and the types of
reforms (if any) that have been introduced.

Technical issues
The presentation should last approximately 20 minutes.

Depending on the size of the class, the presentations will be prepared and
delivered either individually or by groups. You should choose a country and sign
up with me to hold a presentation by no later than Monday, October 13.
Countries and time slots will be allocated on a first come first served basis. The
final schedule for presentations will be available on Blackboard no later than
Monday, October 20.

I expect you to start your research well in advance of the presentation. | am
happy to provide guidance at any stage of your preparation, including research,
analysis or the actual putting together of the slides. Please come talk to me in my
office hours if you’d like to avail of this help.

Each presenter should send me their Power Point presentation latest by 9
o'clock am on the day on which the presentation is to be held. I will upload the

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file on Blackboard so that everyone can use it for preparation for the final exam
later.

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Wk

Topic

Monday

Wednesday

Friday

Readings

Introduction

‘Aug-25
Intro to the course

The welfare state
onagrand
historical scale

‘Aug-27
What are welfare policies?

‘Aug-29
Variation across countries
in welfare outcomes

What is the
welfare state and
what does it do?

Sep-03
Social rights

Sep-05
The double movement

Marshall (1950) “Citizenship and social class” (excerpts)
Block (2000) “Introduction to The Great Transformation by
Karl Polanyi”

Esping-Andersen (1990) The three worlds of welfare
capitalism (Ch1)

Farrel: The free market is an impossible utopia
(http://www.washingtonpost.com/blogs/monkey-

cage/wp/2014/07/18/the-free-market-is-an-impossible-

utopia/)

Sep-08
Decommodification

Sep-10
Poverty - Inequality

Sep-12
Risk

Van Kersbergen and Vis (2013) ‘Comparative Welfare State
Politics’, CUP (Ch3 and 5)

Esping-Andersen (1990) The three worlds of welfare
capitalism (Ch2 and 3)

The emergence of

the welfare state 1.

Sep-15
The functionalist logic -

Sep-17
Workers VS employers
- The power resource
theory

The emergence of

the welfare state 2.

Sep-22
Divisions amongst workers

Sep-24
Other forms of
differentiation (religion,
gender, etc.)

Sep-19
Divisions amongst
employers

Myles and Quadagno (2002) “Political Theories of the Welfare
State” Social Service Review

Mares (2001) “The Politics of Social Risk” Cambridge
University Press (Ch1)

Korpi (1989) ‘Power, Politics, and State Autonomy in the
Development of Social Citizenship: Social Rights During
Sickness in Eighteen OECD Countries Since 1930’ American
Sociological Review, Vol. 54, No. 3

Van Kersbergen and Vis ‘Comparative Welfare State Politics’,
CUP (Ch3)

Rehm, Hacker, Schlesinger (2012) Insecure Alliances: Risk,
Inequality, and Support for the Welfare State, APSR 106(2)
Van Kersbergen and Manow ‘Religion, Class Coalitions, and
Welfare States Edited by Kees van Kersbergen and Philip
Manow’ CUP (Ch1)

Huber, Ragin and Stephens (1993) ‘Social Democracy,
Christian Democracy, Constitutional Structure, and the
Welfare State’ American Journal of Sociology. 99(3): 711- 749.

266

Variation across
welfare states

Sep-29
The Liberal Welfare State

Oct-01
The Conservative Welfare
State

Oct-03
The Social Democratic

Welfare State

Esping-Andersen (1990) The three worlds of welfare
capitalism (Ch 7-9) + read Chs, 1-3 again

Van Kersbergen and Vis ‘Comparative Welfare State Politics’,
CUP (Ch4)

7 | Variationbeyond | Oct-06 Oct-08 Aidukaite (2009) “ Old welfare state theories and new welfare
the three worlds _| Eastern Europe Asia regimes in Eastern Europe: Challenges and implications”
Communist and Post-Communist Studies 42
Kwon (1997) “Beyond European Welfare Regimes:
Comparative Perspectives on East Asian Welfare Systems”
Journal of Social Policy / Volume 26
8 | Challengestothe | Oct-13 Oct-15 Oct-17 Rieger and Leibiried (1998) “Welfare State Limits to
welfare state 1. Fiscal: Can we still afford | Globalization: Race to the _| Demographics Globalization” Politics Society 26
the welfare state? bottom? Garrett (1998) “Global Markets and National Politics: Collision
Course or Virtuous Circle?” International Organization 52(4)
Van Kersbergen and Vis (2013) ‘Comparative Welfare State
Politics’, CUP (Ch7)
Pierson (2001) “The New Politics of the Welfare State”
Cambridge University Press (Ch 3)
9 | Challengestothe | Oct-20 Oct-22 Oct-24 Pierson (2001) “The New Politics of the Welfare State”
welfare state 2. Deindustrialization Changing gender roles and _| Do we see retrenchment or Cambridge University Press (Ch 2 and Ch13 )
family structures reform? Van Kersbergen and Vis (2013) ‘Comparative Welfare State
Politics’, CUP (Ch8)
http://www nytimes.com /interactive/2014/08/13/us/starb
ucks-workers-scheduling-hours.html?smid=fb-share& r=0
10 | The new politics of | Oct-27 Oct-29 Oct-31 Pierson (2001) “The New Politics of the Welfare State”
the welfare state- | The constellation of Political institutions Parties Cambridge University Press (Ch 4, 5, 7, 8 and 9)
Reform and interests
retrenchment
11__| Country studies
Presentations
12 | Country studies -
Presentations
13 | Welfare policiesin | Nov-17 Nov-19 Nov-21 Quadagno (2005). One nation, uninsured. Oxford University

the US

Social security

Health care

Poverty relief

Press
Beland, D. and Hacker, |S. (2004). Ideas, private institutions
and American welfare state ‘exceptionalism’: the case of

267

Welfare policies in
the US

Nov-17
Social security

14 Revision Nov-24
Bring your own questions!
15 Conclusion Dec-01

How did the welfare state
change the face of

Nov-19
Health care

Dec-03

What remains of welfare
capitalism after the Global

Nov-21
Poverty relief

Dec-05
Democracy and the welfare
state

Quadagno (2005). One nation, uninsured. Oxford University
Press

Beland, D. and Hacker, ]S. (2004). Ideas, private institutions
and American welfare state ‘exceptionalism’: the case of
health and old-age insurance, 1915-1965, International
Journal of Social Welfare 13: pp42-54

Hacker and Pierson (2002) Business Power and Social Policy:
Employers and the Formation of the American Welfare State
Politics & Society June 2002 vol. 30 no. 2

Alesina, A., Glaeser, E, and Sacerdote, B. (2001). Why Doesn't
the US Have a European-Style Welfare System? NBER
Working Paper No. 8524
http://www.nber.org/papers/w8524.pdf’new window=1

Streek (2014) “How will capitalism end?”
http://newleftreview.org/II/87/wolfgang-streeck-how-will-
capitalism-end

268

Dr. J osé E. Cruz
University at Albany-SUNY
POS 410Z (8933)

Spring 2017

Minorities in the Politico-Legal System
3 credits
MW 5:45-7:05 pm
HU 115

Course Description

This course will examine the African American and Latino experience in the
American politico-legal system, with special attention to the civil rights movement
and the history of affirmative action.

Learning Objectives

1. Through lectures, readings, and class discussion students will understand the
concept of “minority” and how minorities in the United States have fared
politically over time.

2. Students will also acquire historical and contemporary knowledge about
specific population groups in American society and they will learn how public
policy and the law interact to produce social, political, and economic outcomes.

3. Students will write two ten-page papers, each based on a case-study of a
minority group in the United States, to exercise and hone their ability to think
critically, write clearly, analytically, and thoughtfully. Students will also apply and
refine research skills acquired in either a lower-level writing intensive course or in
other courses with writing requirements.

Required Texts

Edna Acosta-Belén and Carlos E. Santiago, Puerto Ricans in the United States
Frédérick Douzet, The Color of Power

David Gutierrez, Walls and Mirrors: Mexican Americans, Mexican Immigrants and

the Politics of Ethnicity
Ira Katznelson, When Affirmative Action Was White

Selected Readings available on Blackboard

Course requirements

- Class participation - (30% of course grade). Class participation will be
structured so that each student, with notice, is able to formally comment

269
on class readings. Participation is also expected from everyone
independently of assigned presentations.

Presentations should be no longer than 10 minutes. Presenters will answer
the following questions: 1. What is the main point of the chapter/reading? 2.
What did you learn? 3. What did you find particularly interesting or
provocative? 4. Is (are) there any value judgment(s) that you disagree with
and/or assumption(s) that is (are) unfounded? 5. Is there anything in the
chapter/reading that was not entirely clear. These questions must be
addressed. Each student will address the class as if he/she was giving a
lecture. Within that basic framework, there is room for creativity but whatever
students choose to do differently should be done in consultation with the
instructor.

Presenters should speak loudly, projecting their voice so it can reach the far
end of the room. They should avoid excessive reliance on reading their
presentation, make sure their diction is clear and their voice attuned to the
environment (e.g. if someone coughs at the same time you say something,
repeat what you said). They should make good eye contact with the audience
and speak ata pace that allows the audience to process the information.

Some of the material will be discussed in small groups. Each group will select
a recorder who will write down and present the analysis and conclusion of the
small group discussion to the whole class. Small groups will address only
questions 3-5 above.

Group discussions will be peer-evaluated and scored ona scale of 0-5. Each
student will complete a group discussion peer evaluation form of the student
seated to his/her left.

Statements or questions that reveal that a reading or readings have not been
done or that do not measure up to standards of reason and civility are not
only discouraged but will not be considered meaningful contributions.

+ Attendance - (10% of course grade). Students who are absent are
responsible for the material missed. Lateness will also have a negative
impact on your grade. | will not recount missed proceedings with anyone
who is absent on a given day. Absences due to work, job interviews,
weddings, birth of nieces, nephews, cousins, etc. are not justified. If you
have decided to be a student you have to be a student. You cannot expect
to be enrolled in this class and be excused from its requirements because
the class conflicts with other choices you make.

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+ Two ten-page papers - (25% of course grade each). Each paper will be
a critical review of one book of your choosing on minority politics. In your
review you must incorporate at least three related sources other than book
reviews. In other words, you must reference articles or essays that offer a
complementary and/or critical perspective on the topic of the book you
choose. The books you choose must be other than the required
readings and must be approved by the instructor. Students will
present one of these papers in class as part of the participation
requirement. A template for the papers is available on Blackboard.

Feedback for improvement of the papers will be provided. You will submit
your paper electronically by e-mail as a word file. | will return your paper
with a preliminary grade and suggestions for improvement. You will
then re-submit the revised draft as the final paper; make sure you add
the word "revised" to the file's name. | will return the final papers with
the final grade by email.

Late submissions will incur a 3-point penalty.

- Proper demeanor and engagement - (10% of course grade). | notice
everything and take everything into account, e.g. if you are routinely
absent, absent-minded, late, disruptive, disrespectful, texting, browsing
the internet, etc. Texting and browsing the internet will be flagrant
violations of the terms set here. | assume that everyone knows how to
behave appropriately during class and unless a student's disregard for the
basic norms of classroom behavior is flagrant, | will try not to put anyone
on the spot. | may call your attention privately but | will do so only ona
discretionary basis.

Rubrics for participation and 10-page papers and a grade scale for attendance
are provided below.

Grading

The course is graded A-E. The course grade will be tabulated according to the
weights indicated above for each requirement. Letter grades will be converted
into scores between 0-100 according to the scale noted below. As a matter of
policy, letter grades will be converted to the top score in the range for each
grade. For example, if you receive a grade of B+ on a given requirement, your
score will be 89.

Grading Scale
100-95A

94-90 A- 89-85
Bt

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84-80 B

79-75 B- 74-71
C+

70-65 C

64-61 C- 60-55
D+

54-51 D

50-45 D-
44-0E

Policies

Please note that, as indicated in the University’s Undergraduate
Bulletin: “Each instructor retains the right to modify the syllabus and
give notice in class of any modifications in a timely fashion. Students.
are responsible to apprise themselves of such notices.”

Concerning standards of academic integrity, freedom of expression, and
attendance and timely completion of course requirements please refer to:
http://www.albany.edu/undergraduate_bulletin/requlations html

Concerning medical excuses please refer to:
http://www.albany.edu/health_center/medicalexcuse.shtml

| will alert students to especially significant facts and statements through
emphasis and repetition but the burden of proof is on the student to understand
the main points, facts, arguments, issues, debates, and interpretations.

There will be no opportunities for extra credit in this class.

Use of laptop computers, tablets or any other hand held devices
in the classroom will be limited to taking notes or to reference
class readings. Unless authorized, Googling, facebooking,

272
twittering, instagramming, etc. is prohibited. Cellphones must be
silent and stowed away during class.

If you must eat, be discreet.

If you are late, sit in the back of the room close to the door to
avoid disruption. Also, if you must leave class early, let me know
in advance, preferably in person rather than by e-mail, and sit in
the back close to the door.

Office Hours

MWF 9:00-10:00am; MW 4:00-5:00 pm, HU-B16. If you are unable to meet
during scheduled office hours, we can meet at a mutually convenient day and
time by appointment. Contact information: jcruz@ albany.edu E-mails sent after
business hours will be answered the following day if possible. E-mails sent after
5pm on Fridays will be answered the following week during business hours.
Business hours are 9am-5pm.

Course Outline and Readings

1/23 Introduction/R eview of Syllabus/ writing assignments/timelines and rubrics
1/25 Study Abroad Presentation/ "What Do We Talk About When We Talk About
Minorities?"

1/30 Background on Slavery

2/1 Racial Orders and Political Development

2/6 Background on Affirmative Action

2/8 Gutierrez, Chs. 1, 2

2/13 Gutierrez, Ch. 3

2/15 Gutierrez, Chs. 4, 5

2/20 Gutierrez, Ch. 6

2/22 Coalition Politics: Cruz on interminority relations in urban and legislative
settings. Reading on Blackboard. 2/27 Acosta-Belén & Santiago, Ch. 1

3/1 Acosta-Belén & Santiago, Ch. 2

3/6 Acosta-Belén & Santiago, Ch. 3, 4

3/8 Acosta-Belén & Santiago, Ch. 5, 6

3/13-17 Spring Break

3/20 Acosta-Belén & Santiago, Chs. 7, 8
3/22 Douzet, Chs. 1,2

3/27 Douzet, Ch. 3

3/29 Douzet, Ch. 4

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4/3 Douzet, Ch. 5
4/5 Douzet, Ch. 6
4/10 NO CLASS
4/12 Douzet, Ch. 7

4/17 Book Review Presentations
4/19 Book Review Presentations
4/24 Book Review Presentations

4/26 Katznelson, Chs. 1,2
5/1 Katznelson, Chs. 3, 4
5/3 Katznelson, Chs. 5, 6

5/8 The Affirmative Action Debate, reading on Blackboard/ Fisher v. Texas

(2013)

5/10 Recap/Class evaluation. Last day of classes.
5/15 Due date for final paper. Due by email by 11:59 pm. Late submissions will

incur a penalty.

Timeline for 10-page Papers

Selection of two books due

| January 30, 11:59

Submission of first paper

February 15, 11:59 pm

First Essay Returned for Revisions

February 28, 11:59 pm

Revised First Essay due

March 10, 11:59 pm

Submission of second paper

March 31, 11:59 pm

Second Essay Returned for Revisions

April 14, 11:59 pm

Revised Second Essay Due

May 15, 11:59 pm

Class Participation Rubric

Criteria

Total possible points

Your score

Presented on scheduled
date

Addressed all questions

at appropriate pace

Spoke loud and clearand | 2

Presentation

Good eye contact with 2
audience

Small group discussion 5
Book Review 5

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Additional Class
Participation

A=12 B=10 C=8 D=7 E=0

Total

[ 30 |

Attendance Grade Scale

J ustified Absences

Grade

Mm O;oO| a

10-page Paper Rubric

Possible points for each category: 5

Your
score

Content/ideas

Expresses succinctly and clearly the main idea,
argument, findings, and conclusion of the book.
Formulates probing questions and provides
thoughtful and knowledgeable commentary.

Organization

Ideas are logically related. Clear beginning, middle,
and end. Appropriate division of text in paragraphs,
clear transitions from one paragraph to the next.

Vocabulary/Word | Vocabulary and word choices are appropriate and

Choice effective.

Sentence Fluency | Sentences are appropriately constructed.

Conventions Consistent agreement between parts of speech. No
typographic or orthographic (spelling, hyphenation,
capitalization, word breaks, emphasis,
punctuation). errors.

Score 25

Late submission -3

Total

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§©) UNIVERSITYATALBANY

\\ State University of New York

RPOS 4252:
JUSTICE REFORM IN LATIN AMERICA
Professor: Matthew Ingram Location: BA 216
Office: Milne Hall 314-A Time: TTh 1:15-2:35
Dep: 518-442-3248 Office Hours (in HU 016):
Ofc: 518-442-3940 TTh 11:00-12:30
Email: mingram@ albany.edu or by appointment

Course Description. This course examines the patterns, causes, and consequences of
justice reforms in Latin America since the 1980s. First, students will explore the various
types of sociopolitical conflicts that give rise to demands for legal resolution, including: (1)
human rights violations during civil wars or authoritarian regimes that give rise to demands
for transitional justice in post-conflict or post-authoritarian settings, (2) rampant
criminality, including organized crime, that gives rise to public demands for more effective
criminal justice systems, and (3) institutional dysfunction, incompetence, and/or corruption
that give rise to demands for more effective justice institutions in general. In each area,
students will examine (a) the differing nature and sources of offenses and other
wrongs/harms that give rise to calls for justice, (b) the consequences of failing to address
these harms effectively (including political, economic, and social costs of weak, abusive, or
otherwise ineffective justice institutions), and (c) the manner in which governments and
other actors have sought to build more effective responses to these harms, including truth
and reconciliation commissions, reforms targeting police, prosecutors, and courts, as well
as communal and other societal responses to various forms of injustice. The main course
requirement is a research paper that will develop through various stages of instructor and
peer-based feedback, with students frequently working in groups to help each other
improve written work.

Pre-requisites. There are no pre-requisites for this course. However, introductory courses
to Comparative Politics and/or Latin American Politics are strongly recommended.
Knowledge of Spanish or Portuguese is not required.

Credits: 3 credits

Readings
Readings. The main texts for this course are:

1) Domingo, Pilar, and Rachel Sieder, eds. 2001. Rule of Law in Latin America: The
International Promotion of Judicial Reform. London: Institute of Latin American
Studies, University of London. (ISBN: 978-1900039390)

2) Hayner, Priscilla B. 2010. (2"¢ ed.) Unspeakable Truths: Confronting State Terror
and Atrocity. New Y ork: Routledge. (ISBN: 978-0415806350)

276
3) Sikkink, Kathryn. 2011. The Justice Cascade: How Human Rights Prosecutions are
Changing World Politics. New Y ork: W.W. Norton & Company. (ISBN: 978-0393-
91936-3)

Ingram_JRLA_Sp2013 _rev2015-Jan-22 1 of 10
4) Bailey, John, and Lucia Dammert, eds. 2005. Public Security and Police Reform in
the Americas. Pittsburgh: University of Pittsburgh Press. (ISBN: 978-0822959137)
5) Mendez, Juan E., Guillermo O’Donnell, Paulo Sergio Pinheiro, eds. 1999. The
(Un)Rule of Law and the Underprivileged in Latin America. Notre Dame:
University of Notre Dame Press. (ISBN: 978-0268043025)

Used and new copies of these books are available at Mary Jane's bookstore and at various
online booksellers. These books will be supplemented periodically with journal articles and
other short pieces. Please see the class schedule below for a detailed list of the reading
assignments. Articles and other short pieces are available on Blackboard and/or via the
electronic databases that can be accessed through the library (e.g., JSTOR). Where
otherwise unavailable, I will provide these materials for you.

Grading
* Dates subject to change

Participation: Y ou are expected to read and come prepared to actively engage the material
in class discussions and other activities. Y our contributions should be related to the
material and constructive. Differing perspectives are encouraged as long as they are
relevant and respectful. Personal opinions are not unwelcome, but students are strongly
encouraged to base arguments on evidence, not purely on subjective opinion.

Reflections and Quizzes. Active engagement with the material is critical to your success in
class. Generally, you need to encounter the material at least three times in order for you to
understand it in any depth. For some people, this may be easy to do independently.
However, for most people, an efficient way to encounter the material three times is to (1)
read for class, (2) participate in class discussions, and (3) write notes, outline, or review the
material for an exam or paper. Therefore, staying current with the reading and participating
in class put you in a much better position to work with the material when you take an exam
or write a paper later in the course.

Y ou are responsible for submitting Reading Reflections related to the reading covered in
recent weeks. These reflections are due on the last day of class of every month. That is,
there will be four reflections due as follows: end of Jan., Feb., March, and April. These
reflections are observations of your own that occur to you as you are doing the reading. For
example, a question might occur to your as you are reading, so you might then write down
this question and offer some initial reflections on possible answers to it that you draw from
the reading itself or from other material in class. Another example is that material for the
current week might help you gain some insight or think differently about material we

277
covered in an earlier part of the course. Reflections should be considered written
assignments, should be typed (no less than half a page, no more than 1 page, doublespaced,
12-point, Times New Roman font) and should be submitted to me in person within the
first five (5) minutes of class on the day they are due.

Separately, I will toss a coin at the start of class to determine if there will be a quiz. I
will do this at random with no prior notice. I might go several days without tossing a coin,
or I might toss a coin several days in a row. If the result is heads, there will be a short quiz
on the reading for that day. If the result is tails, there is no quiz. If there is a quiz, it will be
very short, consisting of 1-3 quick questions. If you have done the reading for that day, you
should not have any trouble with the quiz. I will collect all quizzes within the first 5
minutes of class.

Each reflection and each quiz is worth 4 points (1 for being present and 3 for content). If
you are present but did not complete or cannot answer the quiz, at least tum in a paper with
your name on it so that you get credit for being present. Do not email reflections.

No late reflections or quizzes will be accepted. Either you are present in class to tun in
the reflections or take the quiz, or you are not. Do not submit reflections via email or ask
for quizzes to be sent to you via email.

Paper. A research paper of 12-13 pages is required for this class. The paper is actually an
assignment in five parts. All parts are considered written assignments and should follow the
standard format for all writing assignments in this class (double-spaced, 12-point, Times
New Roman font). Part (brainstorm ideas): you must submit at least 5 ideas for a paper on
[see class schedule below for date]. These ideas should be discussed in five, separate,
short paragraphs (about 2-3 sentences for each paragraph) that clearly communicate the
topic in which you might be interested in writing a paper. You’ll have an opportunity to
discuss each of your ideas with your group in class. Part2 (outline): you must select one
idea from your brainstorm exercise and then submit an outline for this paper on [see class
schedule below for date]. The outline should consist of at least two full pages and be
annotated to provide sufficient detail, and you should have a separate list of references at
the end (which does not count towards 2-page requirement). The references should include
at least two new, out-of-class references that you identified in your own research. By
“annotated”, I mean that entries in your outline should have at least 1-2 sentences fleshing
out the content and significance of the entry, i.e., why you are including it in the outline, or
how the entry is relevant to the content of the paper. Y our peers and I will provide
comments on your outline in class. Part3 (draft): building on the outline above, you must
submit a draft of your paper. This draft should be 5-7 pages in length. Please submit five
copies of this document — one is for me and the rest are for four of your colleagues. | will
distribute the extra copies in class the same day. Part4 (peer comments): you must
comment on four of your colleagues’ drafts. Comments must be typed (double-spaced,
12point, Times New Roman font) so that your classmate can read them easily, and you
should provide at least one, double-spaced page of comments that speak to the 5 areas of
the paper instructions (see Paper Instructions, on Blackboard). These comments are due the
following week, on [see class schedule below for date]. Please submit two copies of each
set of these comments (8 pages total) so that I can receive one copy for grading and your
colleague can receive a copy of their own. Part5 (final paper): building on comments from
me and your peer writing group on your brainstorm, outline, and draft, revise your draft

278
into your final paper; the final paper is due on the last day of class [see class schedule
below].

Summary of Grading:
* Participation: 10%
* Reflections: 10%
* Quizzes: 10%
+ Research Paper Assignment (70% total) o Paper Brainstorm: 5% o Paper Outline:
5% o Paper Draft: 15% o Peer Comments: 15% o Paper (final): 30%

Final grades will be assigned as follows:

A 93-100% C 73-76
A- 90-92% C- 70-72
Bt 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 E <60
Writing Groups and Assignments

Peer writing groups: As a writing-intensive class, this course is structured to help you think
more self-consciously about how you prepare for writing, how you write, and how you
rewrite. In order to do that, the main writing assignment is broken up into several parts, and
you will receive feedback for each part, i.e., at each stage of the writing process. The main
vehicle for this feedback will be your peer writing group. Each group should consist of 4
people and will be established by the second week of class. While some of the class is
based on lecture and discussion, we will routinely break up into our peer writing groups to
work together during class. Y ou will not be asked to work as a group outside of class, but
you may do so if you like. If there is someone you would clearly like to work with on your
writing assignment, you will have the option to do so. However, I will also evaluate how
groups are working throughout the semester, I plan to shuffle the groups at least once, and I
reserve the right to move people from one group to another at any time.

Written assignments. All worked turned in to me should be considered a written assignment
and should be typed in the following format: double-spaced (so I can comment), 12-point
(so I can read it), Times New Roman font. Also, each paper should follow the structure set
out in the detailed document on paper instructions, which I will distribute later in the
semester. Make sure you refer to this document in preparing your work for this assignment.
We will also discuss the instructions in greater detail in class.

Additionally, make sure to cite all sources properly and include a bibliography. The
bibliography or list of references never counts towards the length requirement of any
assignment.

I have provided some helpful resources online on how to write social science papers, as
well as sources on how to read nonfiction books for content (i.e., quickly).

279
Note that the third part of the paper assignment involves commenting on three (4) of your
colleagues’ work. Your comments should offer constructive feedback that will help
strengthen their paper, just as you expect to receive 4 sets of comments that will help
strengthen your paper. Also, your comments are being evaluated. Thus, as you make your
comments, you should refer to the instructions for the paper identified above and make at
least one comment on each component of the paper, gauging how well your colleague has
addressed each section. For instance, is the research topic clearly stated? Is it clear why this
topic is important or interesting? Further detail on this assignment will be covered in class.

OTHER POLICIES

Email. I expect you to check your email. Y ou are responsible for material sent by email.

Late Work and Missed Assignments. All work must be tumed in within the first 5
minutes of class on the day itis due, or by 5pm if there is no class on the due date. Without
a legitimate (e.g., medical or family emergency) and documented explanation, late work
will be penalized one letter grade for each day it is late, and it is considered late if turned in
beyond the time limits above (i.e., after the first 5 minutes of class, or after 5pm on days
there is no class; this includes weekends and holidays). Reflections and quizzes must be
tumed in at the beginning of class — no exceptions. No extensions will be given.

CLASS SCHEDULE

280
WEEK 1: Jan 22
Introductions; review syllabus

WEEK 2: Jan 27, 29
Challenges 1: Transitional justice Reading
for T and Th:

+ International Center for Transitional Justice o Case studies in Argentina, Brazil,
Colombia, Guatemala, and Peru o On Blackboard and also here: http://ictj.org/our-
work/regions-and-countries

+ Hayner, ch1-3

* Keck and Sikkink (1998), Activists Beyond Borders, ch.3: “Human Rights
Advocacy Networks in Latin America” Additional resources:

* UN Rule of Law: http://www.unrol.org/article.aspx?article_id=29

WEEK 3: Feb 3-5

* set up peer writing groups

Challenges 2: Disorder, Democracy, and Development

Reading:
* Leiby, Michelle. 2009. “Wartime Sexual Violence in Guatemala and Peru”
¢ Arias, Enrique, and Daniel Goldstein, “Violent Pluralism”
* William C. Prillaman. 2003. “Crime, Democracy, and Development in Latin

America” (CSIS paper)

WEEK 4: Feb 10-12
Methods: C oncepts, Measures, and Case Selection Reading:
+ WJP piece on conceptualizing and measuring “rule of law”
* Munck and Verkuilen (2002), “Conceptualizing and Measuring Democracy” +
Gerring, John. 2008. “Techniques for Case Selection”, pages 645-656 and 668-679
+ Data familiarity:
o Democracy: Polity; Freedom House
o Rule of Law: World Justice Project; Freedom House; Cignarelli and

Richards

WEEK 5: Feb 17, 19
Transitional J ustice
Reading: Hayner, first half of book
+ Review Ch. 1-3
+ Read Ch. 4-10 (pp. 27-144) o For first session of week: read at least through 74
(skim cases in Ch. 5 that are not from Latin America)

WEEK 6: Feb 24, 26
* Prof. Ingram at UCLA on Thursday Transitional
Justice, cont.
Reading: Hayner, second half of book
* Ch. 11-16 (pp. 145-237); skim Appendix I (pp. 237-254) for cases from Latin

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America: Bolivia, Uruguay 1 and 2, Ecuador 1, Panama o
For Monday: at least through p181

WEEK 7: Mar 3, 5
Transitional J ustice, cont.

+ Sikkink, Kathryn. 2011. The Justice Cascade: How Human Rights Prosecutions are
Changing World Politics. W.W. Norton.

o Focus onCh. 1-5; read Ch.1-3 for first session of week Recommended:

¢ Sikkink, Kathryn, and Carrie Booth Walling. 2007. “The Impact of Human Rights
Trials in Latin America.” Journal of Peace Research 44(4): 427-445.

* Lutz, Ellen, and Kathryn Sikkink. 2001. “The Justice Cascade: The Evolution and
Impact of Foreign Human Rights Trials in Latin America.” Chicago Journal of
International Law.

* Gonzalez-Ocantos, Ezequiel. 2014. “Persuade Them or Oust Them? Crafting
Judicial Change and Transitional Justice in Argentina.” Comparative Politics.

WEEK 8: Mar 10, 12
Trajectories of Reform: From “Law and Development” to “Rule of Law” and
“Governance” Reading:

+ Domingo and Sieder

+ Langer 2007: First half of article (good intro to film, “Presumed Guilty”)

WEEK 9: Mar 17, 19
* NO CLASS: SPRING BREAK

WEEK 10: Mar 24, 26
* Prof. Ingram at workshop in Australia
* Film: “Presumed Guilty”

WEEK 11: Mar 31, Apr 2

Police Reform Readings:
+ Bailey and Dammert Recommended:
+ Diane Davis
+ Dan Sabet

WEEK 12: Apr 7, 9
Police Reform, cont.
Readings:

+ Bailey and Dammert

WEEK 13: Apr 14, 16

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WEEK 14: Apr. 21, 23
Court Reform Readings:
¢ Finkel, Jodi. 2005. “Judicial Reform as Insurance: Mexico in the 1990s.” Latin
American Politics and Society.
* Dakolias, Maria. 1996. “The Judicial Sector in Latin American and the Caribbean:
Elements of Reform.” World Bank Technical Paper No. 319: only pp. 1-32
+ Laver, Roberto. 2012. “The World Bank and Judicial Reform: Overcoming “Blind
Spots’ in the Approach for Judicial Independence.” Duke Journal of Comparative
and International Law 22: 183-203.

WEEK 15: Apr. 28, 30
Court Reform, cont.; Criminal Procedure Reform
Readings:
* Mendez, O’Donnell, and Pinheiro (1999): Part III
+ Ingram, Matthew C. 2012. “Crafting Courts in New Democracies: Ideology and
Judicial Council Reform in Three Mexican States.” Comparative Politics 44(4)
* Langer, Maximo. 2007. “Revolution in Latin American Criminal Procedure:
Diffusion of Legal Ideas from the Periphery.” American Journal of Comparative
Law; review first half and finish second half of article
* Ingram, Matthew C. 2013. “Criminal Procedure Reform in Mexico: Where Things
Stand Now.” Wilson Center Report (Jan.)

Recommended Readings:

+ Hammergren, Linn. 2008. “Twenty-Five Y ears of Latin American Judicial Reforms:

Achievements, Disappointments, and Emerging Issues.” Whitehead Journal of
Diplomacy and International Affairs (Winter/Spring).

* Rowat, Malik, and Dakolias, Judicial Reform in Latin America (World Bank): 202-
259; Latin American and Caribbean Cases

* Rowat, Malik, and Dakolias, Judicial Reform in Latin A merica (World Bank):
260280: Background Paper

* Ruibal, Alba. 2009. “Self-Restraint in Search of Legitimacy: The Reform of the
Argentine Supreme Court.” Latin American Politics and Society.

+ Rios-Figueroa, Julio, and Jeffrey K. Staton. [2014]. “An Evaluation of
CrossNational Measures of Judicial Independence.” J ournal of Law, Economics,
and

Organization (advance access online Oct. 24, 2012: doi:10.1093/jleo/ews029).

WEEK 16: May 5
* Last class day is Tuesday, May 5
Criminal Procedure, finish
Theoretical reflection: are reforms aimed at right targets?
Causes of Lawlessness: Why Offend, Protest, Rebel?
Readings:

* Mendez, O’Donnell, and Pinheiro: Part I

283
+ Ingram, M. “The Local Educational and Regional Economic Foundations of
Violence” (draft)

Additional Resources:

(1) Latin American Studies Association (LASA)
¢ — http://lasa.international.pitt.edu/
(2) Brazilian Studies Association (BRASA)

+ http://www.brasa.org/
(3) New England Council on Latin American Studies (NECLAS)

+ http://www.neclas.org/
(4) Mid-Atlantic Council on Latin American Studies (MACLAS)

+ — http:/Avww.maclas.org/
(5) Southeastern Council of Latin American Studies (SECOLAS)
¢ — http://www.mtsu.edu/secolas/about.php
(6) Rocky Mountain Council on Latin American Studies (RMCLAS)
+ http:/Awww.mnclas.org/
(7) Southwest Council on Latin American Studies (SCOLAS)
¢ — http://www.modlang.txstate.edu/scolas/A bout-SCOLA S.html
(8) Pacific Coast Council on Latin American Studies (PCCLAS)
¢ http://www. isanet.org/blog/2010/07/cfp-conference-of-the-pacific-
coastcouncil-on-latin-american-studies.html
(9) Latin American Network Information Center (LA NIC)
+ http://lanic.utexas.edu/
(10) Political Database of the Americas (PDBA, at Georgetown University)
¢ — http://pdba.georgetown.edu/CLA S%20RESEA RCH/PDBA .html4sitetitle
(11) North American Congress on Latin America (NACLA)
+ http:/Awww.nacla.org/
(12) Peer-Reviewed Academic Journals
- Latin American Research Review (LARR)
+ Latin American Politics and Society (LAPS)
* Joumal of Latin American Studies (JLAS)
* Journal of Politics in Latin America (JPLA)
* Latin American Perspectives (LAP)

284
UNIvERSITY AT ALBANY, SUNY
ROCKEFELLER COLLEGE OF PUBLIC AFFAIRS AND POLICY

FOUNDING THE AMERICAN NATIONAL GOVERNMENT

Fall 2017 Political Science RPOS 430Z Sec. 10550
Massry Center for Business Room B14 Tuesdays, 5:45-8:35

Professor: Michael J. Malbin

OFFICE HOURS: Tues/Thurs 1:30-2:30 in Humanities B16 (Pol. Sci. Contact Office)
Additional times by appointment.

TELEPHONE: (202) 969-8890, ext. 221 E-MAIL: mmalbin@albany.edu

COURSE DESCRIPTION:

How many times in contemporary politics have we heard references to what “the Framers
intended”? Many disputes in American politics today reflect ongoing debates articulated during
the drafting and ratification of the Constitution and Bill of Rights. (Some examples: small versus
large government; executive, legislative and judicial power; factions and political parties; direct
democracy, citizenship, and representation; the role of "elites"; the freedoms of speech and
religion; etc.) Scholars and lawyers debate the role that the Framers’ intentions should play
today. Whatever one may think about that issue, there is no question that understanding the
1787 debates, their philosophical underpinnings, and their practical aftermaths will give
invaluable insights into what happened later, what is still happening, and why.

This course will examine these subjects in depth, using a variety of instructional techniques.
There will be some traditional lecture/seminar discussions. Students will also be assigned to
teams and make presentations on assigned subjects. Finally, because this is a writing intensive
course, students will write short papers followed by a longer one at the end. After a series of
interim steps, a complete draft of the longer paper will be presented during the next-to-last
class. A final version of the term paper will be submitted in lieu of a final exam.

Students should expect a short paper, assigned oral presentation, or quiz on the assigned

readings, every week. There will also be a second assignment many weeks that involves steps in
preparing a term paper.

285
OBJECTIVES:
By the end of the semester, students should have accomplished the following:

1. Read and understood primary and secondary source material on differing sides of the
major decisions during and in the period shortly after the Constitutional Convention;

2. Analyzed the differing arguments, both sympathetically and critically;

3. Understood the relationships between the institutional means (governmental
structures) chosen by those who wrote and ratified the U.S. Constitution and the ends
(purposes, goals) sought by those who differed with each other;

4. Understood how the historical arguments have been applied to and helped shape more
recent political conversations;

5. Understood how one could weigh similar concerns in a hypothetical context at a
different time and place when one has the freedom to imagine coming to different
decisions about political and governmental structures;

6. Written individual papers and participated oral team presentations designed to
consolidate and demonstrate the above skills; and

7. Worked through a series of assigned steps that will culminate in a multi-draft, thesis-
driven, evidence-based term paper using primary source material. Because learning how
to focus on an appropriate research question is often the most difficult part of writing a
paper, the process will begin early with required assignments. All topics must be
approved by the instructor.

POLICIES

Academic Honesty:
Students are expected to be familiar with and adhere to the university's regulations concerning

academic honesty. A copy of those policies is provided at the end of this syllabus. Read them.
You will also find a link there to the full set of policy guidelines. Violation will result in a severe
penalty that may include a failing grade in the course and referral to the appropriate university
judicial authority.

286
Using only the within-text citation is adequate only if you are taking a fact or referring to
another’s conclusion. Much more is needed once the phrasing or the other’s argument begins
to look similar. And copying the other person’s footnotes is NEVER appropriate because it
suggests that you did not look up the original source on your own. When you do want to do a
second-degree citation like this, it should contain something like this: Jones, p. 133 as cited by
Smith, p. 221.

If your paper turns out to be a series of quotes and paraphrases, and if you give all of the
proper references using words of acknowledgment as well as within-text citations, then it will
not be plagiarized. It will not be considered dishonest. So far, so good — but that is still not
enough to make a paper satisfactory. Compiling a series of quotes and paraphrases — even if
properly acknowledged — will not be enough to do a passable job. A paper must be made up of
and organized around your thoughts — your thesis, reasoning and evidence, phrased in your
words and serving your paper’s end.

If you have any questions about this while writing, it is your responsibility to ask questions in
advance.

Attendance:

Attendance in class, on time, is expected. This class meets only once per week. Students who
miss two or more classes without a documented excuse will be penalized significantly in their
final grades. Missing a graded team presentation without adequate excuse will result in the
individual student receiving a zero for the exercise in question instead of the team grade.

Late papers and assignments:

All papers and assignments are due on the date and at the time assigned. Excuses will be
accepted only for an adequately documented illness or emergency. To give two examples:
someone with an anxiety disorder that affects writing may well have a documented illness.
Someone who has a conflicting exam or event does not. Nothing prevents the student with a
known conflict from reading ahead and writing the paper early. The due dates are on the
syllabus. Instructions will be available early. All papers are to be submitted electronically. Late
papers will be penalized at the rate of one grade (for example from B to B-) for each 24-hours
late, with the first late day beginning immediately after the assignment was due. Assignments
four or more days late without permission will not be accepted. They will be given a zero, which
in turn will have a major effect on the semester’s grade. Submitting a bad (or even a failing)
paper that acknowledges the assignment will be much better for the final grade than a zero.

Special Needs:
Students with special needs should register with the Disability Resource Center (Campus Center

137). The office will provide you with a letter describing the accommodations needed. Please
give this letter to me within the first two weeks of the semester and remind me before each
relevant event.

287
GRADING AND ASSESSMENTS

Short papers (2 pp.) — 20% total. Five required. Top 4 grades count.
All 5 must be submitted or a zero will be averaged in.

Team projects — 20% total (10% end-of-semester peer evaluation. 10% instructor)

Preliminary steps for end-of-semester paper: (title, bibliography, intro) 5%

Draft of final paper + oral presentation of summary — 15% (Presented in class Nov. 29)

Final version of final paper (12-15 pp.) — 30% (Due Dec. 13)

Class Participation (includes attendance) — 10%
Grading scale for items graded in percentages: 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,
E=below 60.

Revising and resubmitting: All students are required to submit a first and a final draft of the
end-of-semester paper, each of which will be graded. For the short papers: students may
choose to revise and resubmit any or all of these papers. Resubmissions should show
substantial substantive changes, not grammar checks or copy-editing. The due date for
resubmission will be seven calendar days after | distribute my comments on the first draft. (If
you are absent that day, the clock will be ticking.) The grade for the paper will be the average of
the grades each draft receives separately.

BOOKS

The following items are available in the Campus Center bookstore.
Discount prices and used copies may be available from online or other sources.

(1) Edward J. Larson and Michael P. Winship, The Constitutional Convention.
(Abridgment of James Madison’s Notes on the convention, with supporting narrative.)
(New York: Modern Library, 2005) ISBN: 978-0812975178

(2) Alexander Hamilton, James Madison, John Jay. The Federalist. Options:
(a) The Penguin paperback is in the bookstore. (Rossiter, Kesler, ed.)
ISBN: 978-0451528810
This is a modest priced edition with a good introductory essay, contents and index.
(b) Other print editions are also acceptable.
(c) The following online edition is free from the Avalon Project at Yale University:
http://avalon.law.yale.edu/subject_menus/fed.asp
If you use this one, you should print the assigned papers to mark up.

NB: The Avalon Project is good for sources from the period for your term papers.

(3) Robert A, Goldwin, From Parchment to Power: How James Madison Used the Bill of Rights to
Save the Constitution. ISBN: 978-0844740133 ppr. (Washington: AEI Press, 1997)

288
289
SCHEDULE OF CLASSES AND READINGS

* = on Blackboard.
You are advised to print hard copies, mark them up, and bring them to class.

Aug 29

Introductory class

Sep 5

From the Declaration of Independence through the Articles of Confederation
*Danielle Allen, Our Declaration: A Reading of the Declaration of Independence in
Defense of Equality, (2014), pp. 21-30, 145-92, 263-69, 275-77, 281-82 [70]
*Danielle Allen —Blurb for her forthcoming book, Cuz, [1]
*Articles of Confederation

*Berkin, A Brilliant Solution, ch. 1, pp. 11-29. [19]

Paper (2 pp): Does Allen’s analysis of the Declaration ring true? Be specific, with
page references, drawing from all sections of the assigned reading. Point out
items you thought illuminating and/or ones with which you disagreed. Provide
reasons to support your opinions.

Sep 12

The Constitutional Convention — From the Opening to the Great Compromise
Larson & Winship (Madison’s Notes), pp. 1-91 [91)
+ Appendix A (Virginia Plan), Appendix B (NJ Plan)
*Convention: Day-by-Day Summary (Use for reference while reading Larson &
Winship for the next couple of months, bring to class)
*Selected votes at the Convention, through the Great Compromise
*Recommended (not required): Farrand, Framing of the Constitution, ch. 4-7 [59]
TEAM EXERCISE

Sep 19

Reading:
Nation and State, Large Republic or Small — the Advantages and Limitations of Large
Republic Pluralism [81]
*Storing, What the Anti-Federalists Were For, ch. 3-5 [35].
*Storing, Outline of The Federalist (unpublished) [2]
Federalist #9, 10,41,46 [30]
*Brutus, | and IV [14]

Sep 26

Congress: Representation, Bargaining, Deliberation, and Compromise [68]

Larson & Winship (Madison’s Notes), 54-59, 107-114, 118-125 [25]

Constitution, Article 1, Sections 1-6 (Larson & Winship, 201-204)

Federalist, #53, 55, 62 18)

*M. Malbin, "Congress during the Convention and Ratification," in Leonard W.
Levy and Dennis J. Mahoney, eds., The Framing and Ratification of the
Constitution, (NY: Macmillan, 1987), pp.185-208 (24)

Constitution, Amendments 17, 19, 24, 26

*Recommended: Sen. McCain’s speech upon his return to the Senate (7/25/17)

Paper (2 pp)

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Oct 3 | Congress: The Power to Govern

Larson & Winship (Madison’s Notes), pages 123-24

Constitution, Article 1, Sections 7-10 (Larson & Winship, 204-207)

Federalist #33 [5]

* Jefferson’s Opinion on the Constitutionality of a National Bank (1791) [s)

* Hamilton’s Opinion on the Constitutionality of a National Bank (1791) (32)

* McCulloch v. Maryland (1819) [24]

Recommended: J. Ellis, Founding Brothers, ch. 2 “The Dinner.” The chapter is about
events behind the 5-minute song “The Room Where It Happens” in Hamilton.
https://www.youtube.com/watch?v=|WdBOsk8D7A, which is fun to hear.

*Contemporary Excerpts (required):

*JJ. Stevens’ (Opinion of the Court, pp. 4-6, highlighted) and Thomas’ (dissent,
pp. 1-4, highlighted): competing views of the commerce power in Gonzales
v Raich (2005) [on conflicts between federal and state laws concerning the
medical use of marijuana]. [7]
Also read -- Writing a research paper:
*Booth, et al. The Craft of Research, ch. 3, “From Topics to Questions” [This is in
the folder called “Writing Papers”) [16]
Oct 10 | Separation of Powers: Presidency and Congress [99]
Separation of Powers:
Constitution, Article Il (Larson & Winship, 207-210)
Federalist #48,51 (Sep of Powers [10]), 70-71 (Presidency (12)) [22]

Presidential Elections:

Larson & Winship (Madison’s Notes), pp. 92-103, 124-25, 139-44, 148-50 [23]

*McDonald, The American Presidency, ch. 7, “The Convention”, 160-181 (22)

*J. Ceaser, “Political Parties and Presidential Ambition,” Journal of Politics,
40:708-739 (1978) [32]

Recommended: “Rethinking the Electoral College Debate: The Framers,
Federalism, and One Person, One Vote”. Harvard L Rev 114: 2526-49 (2001).

Constitution, Amendments 12, 20, 22, 25

Paper (2 pp)

End-of-semester research paper: Bring (hand in) tentative paper topic idea (one

sentence). Class discussion, brainstorming, of your potential topics.
Oct 17 | Presidential Power: Selected Topics [87]

Removing an Executive Branch Appointee:
*Thach, Creation of the Presidency, ch. 6, “The Removal Debate”, 140-65 (26)
*Myers v U.S. 272 U.S. 52 (1926). pp. 1-8 of the PDF. [8]
War and Foreign Policy Powers:
*Neutrality Proclamation [1]
*Pacificus [Hamilton] [7] and *Helvidius (Madison) [7]
*Statement by President Trump on Signing the Sanctions Act
Impeachment:
Constitution, Article I, Sec. 1 (final clause); Article I, Sec. 3; Article Il, Sec. 4.
*Excerpts from Madison’s notes
Federalist No. 65-66 (11)
*From Impeachable Offenses: Hamilton’s Defense of Himself in the Reynolds
Affair + Giles’ Resolutions Criticizing Hamilton [13]
[In the show Hamilton, this is the subject of “The Reynolds Pamphlet”.
https://www.youtube.com/watch?v=kOSCOw50kos]

TEAM EXERCISE
End-of-semester paper topic due. Discussion of paper topics.

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Oct 24

Ratification and Bill of Rights [121]
Constitution, Art. V, Art. Vil, Amendments 1-10
Larson & Winship (Madison’s Notes), pages 103-06, 135-38, 145-47, 154-56 [13]
Goldwin, From Parchment to Power, pp. 15-28, 36-139. [118]
Paper —2pp
Also hand in: Annotated bibliography for final paper topic..

Oct 31

Bill of Rights, Part Il — Selected Issues [110 + court excerpts, not inc. recommended]
First Amendment: Speech, Press and Assembly
*Levy, Freedom of the Press, in Origins of the Bill of Rights [30]
*Alien and Sedition Acts [3]
*Virginia and Kentucky Resolutions [9]
*Citizens United v US, excerpts from J.Scalia’s opinion [8]
*McCutcheon v. Federal Election Commission, Excerpts from J. Breyer [8]
Second Amendment: Right to Bear Arms
*Levy, The Right to Keep and Bear Arms, in Origins.... [28]
*District of Columbia v. Heller 554 U.S. 570
Opinion of the Court (J. Scalia), 1-32
Dissent by J. Stevens, 1 and 17-27
TEAM EXERCISE

Nov 7

Public Service, Ambition, Corruption, and Conflicts of Interest [71]

*Storing, What the Anti-Federalists Were For, ch. 9, Conclusion [6].

*Teachout, “The Anti-Corruption Principle,” Cornell L Rev, 94 (2009): 341-383. [42]

*Tillman, “Citizens United and the Scope of Professor Teachout’s Anti-Corruption
Principle,” Northwestern University L Rev, Vol. 107 (2012) 1-22. [22]

*Rubin, “Why a Third Emoluments Lawsuit?” Washington Post, June 15, 2017. [5]

Recommended:

*Citizens for Responsibility and Ethics in Washington v. Donald J. Trump, Full text
of a Complaint Filed in US District Court (2017) [37]

*A Reply Brief will be added when it is available.

TEAM EXERCISE: Who has the better of the argument, Teachout or Tillman?

Also -- submit prospectus (outline of paper, with indications of the argument and

the evidence to be used to support each major point.)

Nov 14

Political Parties — the Need and the Problem (91)

*M. Gillepsie “Political Parties and the American Founding” in P. Schramm and B.
Wilson, American Political Parties and Constitutional Politics (pp. 17-43) [27]

*J. Aldrich. Why Parties ?: A Second Look, “Founding the First Parties,” 67-83, 94-99 [23]

*William Nesbitt Chambers, Review of Richard Hofstadter, The Idea of a Party System:
The Rise of Legitimate Opposition in the United States, 1780-1840 in The American
Historical Review 75(5): 1520-1521 (1970). [2]

*M. Malbin, “Political Parties Across the Separation of Powers,” in Schramm & Wilson
(Published in 1993), pp. 75-90 [16]

*F. Lee, Insecure Majorities, 18-28 and 198-209. (2016). [23] NB: 1994 ff.

Paper (2 pp)

Nov 21

Writing workshop for final paper

Nov 28

Long Paper: Oral presentations of final papers (main points) +
Full paper drafts to be submitted.
Length of oral presentation to be determined by class size.

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Dec 5

Unfinished Business: Slavery, Originalism [89]

Slavery:

Larson and Winship (Madison’s Notes), pages 111-14, 129-35 (11)

*J. Ellis, Founding Brothers, ch. 3, “The Silence” (pp. 81-119) [28]

*Jefferson — Firebell in the Night letter + explanatory document (2)

*A. Kelly, W. Harbison and H. Belz, The American Constitution, ch. 15, “Slavery and the
Crisis of the American Republic” (excerpt).pp. 263-278. [15]

*Dred Scott v. Sandford (1857). Only pp. 7-10 of PDF of the Opinion of the Court. 4)

*Abraham Lincoln, “Cooper Union Address” (Feb. 27, 1860). [15]

Constitution, Amendments 13-15

Originalism:

*Blake, Originalism Explained (W Post, Feb. 2017) [3]

*The Heritage Constitution, ”The Originalist Perspective” [5]

*E.J. Dionne, Our Divided Political Heart: The Battle for the American Idea in an Age of
Discontent (2013), ch, 6, “One Nation, Conceived in Argument”. [A critique of
originalism]. Pp.127-140 (14)

Native Americans (recommended, not required):

*J. Ellis, American Creation, ch. 3 “The Treaty”; ch 6: “The [Louisiana] Purchase”

TEAM EXERCISES

Long Paper drafts returned with comments
Leave time for peer evaluations of teams + of instructor.

Dec 13

Scheduled time for final exam: 5:45-7:45. No exam.
Revised paper is due to be submitted by electronic submission by 8 PM on this day.

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APPENDIX: ACADEMIC HONESTY

The following pages have been copied from: http://library.albany.edu/usered/cite/citing.html

When and Why to Cite Sources

What is Plagiarism?
Plagiarism is defined as "a piece of writing that has been copied from someone else and is presented
as being your own work" or "taking someone's words or ideas as if they were your own" #4]

Plagiarism is a serious issue in the academic community. While plagiarism sometimes does occur
intentionally, it also occurs because the writer doesn’t understand or does not know how to avoid it.
Please visit our online tutorial: Plagiarism 101 for an entertaining and interesting look at why people
plagiarize and strategies to avoid it.

Plagiarism occurs when you use someone else’s ideas and PRETEND they are your own. Avoiding
plagiarism doesn’t mean that you can never use other people’s ideas. It’s a widely known secret that
in fact you CAN use other peoples’ ideas and even their words. For many research papers you NEED to
do this in order to prove your own points. So use their ideas! Use their words! Professors expect to
see in your writing that you’ve done your research and understand what the experts think when you
formed your own opinions. The trick is to acknowledge who these expert ideas really belong to by
CITING them!

So let’s assume you don’t want to plagiarize, you’ve given yourself enough time to do it right, but
you’re still not sure about “putting things in your own words,” judging when to cite work, or how to
cite it. Read on for more information and examples.

Why Acknowledge Sources
Doing research for a paper is an exploration and learning process. By acknowledging our sources we
show our reader the path we took to come to our conclusions. Citing the authors we read shows how
we tied others’ research and ideas together and how we came to learn about and develop our own
ideas and opinions.

Why should you cite your sources?
1. Citations reflect the careful and thorough work you have put into locating and exploring your sources.

2. Citations help readers understand the context of your argument and are a courtesy to the reader, who
may share your interest in a particular area of study.

3. Citations allow you to acknowledge those authors who contributed to your learning and your work.

4. Citations, by illustrating your own learning process, also draw attention to the originality and legitimacy
of your own ideas.

5. By citing sources you demonstrate your integrity and skill as a responsible student and participant in your
field of study. 2!

When to Cite Sources
While professors and scholars may have specific requirements based on the needs of their discipline,
there are cases where you should always cite your sources.

1. Direct quotes of more than one word. If the author’s words are powerful or you need to be specific
for your argument, the authors’ words can be used as a direct quote.

294
2. Paraphrasing or summarizing. If you want to use someone else’s idea to help you make your point or
to support your own ideas, in this case you would “translate” the ideas into your own words. [NB:
“Always cite.”]

3. Information which may be common knowledge but still unfamiliar to your reader. This would also
include statistical information which may be familiar information but still requires confirmation.

4. Not just books or articles should be cited. Any source that you use for information can and should be
cited including interviews, websites, TV programs, etc.

5. Whenever you are not sure if something should be cited, err on the side of caution and cite sources.

Let’s look at some examples...

Direct quotes

How much you quote will determine how it appears in the body of your paper but whether it is one
word or an entire paragraph, direct quotes need to be cited.

Lappe’s explanation of a "thin democracy" ®) addresses a number of basic flaws within our American
society.

Global warming is being recognized as a major issue throughout the world and as Al Gore instructs, "it
is time to make peace with our planet." 1

Paraphrasing or Summarizing [NB: “Always cite”.]

This involves translating what you have read (or heard) and putting it into your own words.
Paraphrasing typically refers to putting an idea or passage into your own words. Summarizing involves
capturing the main idea or reducing a detailed piece to a shorter and more general synopsis.
[Instructor’s additional comment: when summarizing someone else’s work, it is not sufficient to drop
ina footnote. The text must also say something like “according to...” or “Smith says that...” or
“some historians have argued ....”]

HERE’S AN EXAMPLE:

"Instructors usually allow students to find their own topics for a major writing assignment; thus
choose something of interest to you so you won’t get bored after a few days. At the same time, your
chosen topic will need a scholarly perspective."

Paraphrase: When students are permitted to select their own topic to write about they should choose
one that is interesting to them. The topic should also be scholarly in nature so that students will be
able to find appropriate research and resources on the topic.

Summary: Students should select writing topics that are interesting and also lend themselves to
academic research. §

A summary generally addresses the overall theme of a passage, article, opinion, etc. while a
paraphrase generally restates a more specific thought or idea. The difference between summarizing
and paraphrasing is sometimes obvious and sometimes subtle — do you see the difference?

Common Knowledge? Or Not?

Some basic facts are common knowledge and easily confirmed from a variety of sources. Statistics
should always be cited, as well as opinions and less familiar facts. Information that is considered well-
known within your field of study will also help determine if it is considered common or not. However,
if you are not sure, cite it!

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Example 1:
The University at Albany located in Albany, NY and is part of the State University of New York.

This is common knowledge and easily confirmed in a multitude of sources.

Example 2:

The State University of New York was officially established in February of 1948 and currently consists of
64 institutions. The University at Albany is one of ten University Centers that are part of the SUNY
system. [1

While the SUNY system is well known and these facts are easily confirmed, specific historical
information or statistics should be cited.

How to Cite?

We’ve talked about plagiarism as well as why and when to cite. The next question is "How?"
There are two things you need to know from your professor.

The FIRST is how you will reference your sources within your paper. Generally you will use one of the
following options:

e IN TEXT citation is when your source author is included within the body of your paper. This acts as a
reference to your 'Works Cited' page.

e END NOTES format is used in this document. The cited idea or quote is noted with a number and the
source is listed at the end of the paper.

¢ FOOT NOTES format is similar to end notes however the citations are listed at the bottom of each
page.

The SECOND thing you need to know is what Format and Style Guide to use. There are very specific
rules about how to do this that are not included in this document. Your professor will tell you which
s/he wants you to follow. The choices will typically be one of the following:

e MLA Format and Style Guide (Modern Language Association)
e APA Format and Style Guide (American Psychological Association)

¢ CHICAGO Manual of Style

Please visit the University Libraries’ Cite... Web page at Cite... for information and instructions on
these style guides. Once you know what your professor wants you will need to follow the rules of that
format accordingly.

| "Plagiarism." WordNet 3.0. Princeton University. 03 Apr. 2008. Dictionary.com
http://dictionary.reference.com/browse/plagiarism.

Adapted from "Sources and Citation at Dartmouth College." Dartmouth College. 1998. Retrieved 9 Feb
2009. http://www.dartmouth.edu/~writing/sources/sources-citation.html

®lLappe, Frances Moore. Getting a Grip. Cambridge, MA : Small Planet Media, 2007.

(Gore, Al. "Nobel Prize Acceptance Speech." Al’s Journal. December 10, 2007. Retrieved April 10,
2008http://blog.algore.com/2007/12/nobel_prize_acceptance_speech.html

(SlLester, James D. & James D. Lester Jr. Writing Research Papers: A Complete Guide, 11th Ed. New York:
Pearson Education, 2005.

("Short History of SUNY." The State University of New York. 2008. Retrieved April 25,
2008.http://www.suny.edu/student/university suny_history.cfm

296
ROCKEFELLER COLLEGE OF PUBLIC AFFAIRS AND POLICY
STATE UNIVERSITY OF NEW YORK AT ALBANY

CONGRESS AND THE PRESIDENCY
3 credits

Fall 1994
RPOS 435, Section 6481
Thursday 1:25 PM - 4:30 AM Location: Richardson 001
PROFESSOR: Michael J. Malbin

OFFICE HOURS: Thursday, 4:30-5:30 in Milne 314A, or by appointment. You should also feel
free to call me at the Rockefeller Institute, but please do not come without calling first.

TELEPHONE: 443-5256 (Rockefeller Inst.)

COURSE DESCRIPTION:

This course will examine the dynamic political inter-relationship between the elected branches
of government. Specific topics may vary from year to year, but typical ones would include: the
President's legislative role; Congress's role in foreign and national security policy; the budget
as a vehicle for inter-branch conflict; and proposals for institutional reform. Short, theme
papers and a longer, multi-draft, research paper will be required. The reading and writing level
will assume the students have had at least one previous 300-level course in American politics,
preferably either RPOS 331 (American Legislatures) or RPOS 332 (The Presidency).

This course will examine these subjects in depth, using a variety of instructional techniques.
Because this is a writing intensive course, students will write short papers followed by a longer
one at the end. After a series of interim steps, a complete draft of the longer paper will be
presented about three weeks before the end of class. These will be critiqued and the papers
will be revised and resubmitted. The final version of the term paper will be in lieu of a final
exam.

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OBJECTIVES:

1. Students will gain an understanding of what political scientists have written about the
interactions between Presidents and Congress. The emphasis will be on identifying and
critiquing the authors’ theses, and the evidence they offer to support their theses.

2. Students will develop critical analytical skills through a series of short papers.

3. Students will learn how to identify an academically appropriate topic for primary source
research. The papers will use case studies to test theories put forward in the assigned
readings.

4. Students will learn how to do primary source documentary research, using online and hard
copy resources.

5. Students learn how to write and revise and multi-draft term paper using primary source
material.

6. Students will learn how to develop a synopsis of their papers’ main themes and arguments
for oral presentation to the class.

7. Student will sharpen their own paper writing skills by writing critiques of their colleagues’
drafts.

GRADING:

1. Short papers = 40% (topics to be assigned)
Note: 7 short papers worth 5% each and one on-line assignment worth 10%. The low

5% grade will be dropped. No one should skip the 10% on-line exercise.

2. Term paper = 40%. Expected length: 15 pp.

3. Written critiques of 2 other students' term papers = 10%.

4. Class participation = 10%.
Grading scale for items graded in percentages: 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,
E=below 60.

BOOKS TO BE PURCHASED:

- L. LeLoup and S. Shull, Congress and the President: The Policy Connection (Belmont,CA:
Wadsworth, 1993) 0-534-15876-5 ppr.

- Bob Woodward, The Agenda: Inside the Clinton White House (NY: Scribner's, 1994) 0-
671-86486-6.

- John Lehman, Making War: The 200-Year-Old Struggle between the President and
Congress (NY: Scribner's, 1992) 0-684-19239-X

- Charles O. Jones, The Presidency in a Separated System (Washington, DC: Brookings,
1994) 0-8157-4709-8 ppr.

- Package of readings on sale at Coughtry's (268 Central Avenue, at Lake, 463-2192).

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POLICIES

Internet + Laptops:
Internet research will be required to complete the assignments in this course. On many days,

teams will be doing Internet research together and reporting the results. Each team will be
responsible for assuring that one or more laptops (in addition to any Tablets) are available for
team use in class every day. Distributing students with laptops will be a consideration in
forming teams. Using computers or cell phones during class for any purpose other than work
for this class is prohibited and will be penalized.

Academic Honesty:
Students are expected to be familiar with and adhere to the university's regulations

concerning academic honesty. A copy is provided at the end of this syllabus. Read them. You
will also find a link there to the full set of policy guidelines. Violation will result in a severe
penalty that may include a failing grade in the course and referral to the appropriate
university judicial authority.

So far this is standard formula, so pay special attention to what is coming next: Substantial
penalties will be imposed for inadvertent as well as deliberate plagiarism. Since inadvertent
plagiarism by definition is not fully intentional, you need to be aware of what it is. It is easy to
cut-and-paste material from the Internet, summarizing a source’s logic, evidence, reasoning or
language. When you do this, you are obliged to acknowledge that you are doing so in the main
body of the paper, and not merely with a citation. You need to say something like “Smith says
that...” even when you paraphrase. A citation at the end of a series of directly paraphrased
sentences is NOT adequate. The same goes for following the order of another person’s
argument and evidence. Summarizing another person must be acknowledged, and close
paraphrasing should be rare. When you paraphrase closely, you probably should be quoting.
Using only the within-text citation is adequate if you are taking a fact or referring to another’s
conclusion. Much more is needed once the phrasing or the other’s argument begins to look
similar. And copying the other person’s footnotes is NEVER appropriate because it suggests
that you did not look up the original source on your own. When you do want to do a second-
degree citation like this, it should contain something like this: Jones, p. 133 as cited by Smith,
p. 221.

If your paper turns out to be a series of quotes and paraphrases, and if you give all of the

proper references using words of acknowledgment as well as within-text citations, then it will
not be plagiarized. It will not be considered dishonest and will not suffer consequences

299
beyond the grade on the paper. So far, so good: you will have avoided the penalties for
plagiarism, but that is still not enough to make a paper satisfactory. Stringing together a series
of quotes and paraphrases — even if properly acknowledged — will not be enough to do a
passable job. A paper must be made up of and organized around your thoughts — your thesis,
reasoning and evidence, phrased in your words and serving your paper’s end.

If you have questions about this while writing, it is your responsibility to ask in advance.

Civility:

Each of us in the classroom will have differing opinions about the political parties, candidates,
and public officials. Whatever the tone of public discourse or cable talk shows, | expect all
discussions within the classroom to be conducted with civility. Feel free to disagree with
other, but don’t make it personal. None of your assignments will expect you to take a position
on the issues, parties, or candidates. Your job will be to understand how the process works.

Attendance:
Attendance in class, on time, is expected. Missing three or more classes without a
documented excuse will be penalized significantly.

Attendance at exams, team activities, and other graded exercises:
There will be no makeup quizzes or other in-class assessments. This includes team

assessments that are not announced in advance. Excuses will be accepted only for an
adequately documented illness or emergency. In the event of an appropriately documented
excuse, the missed activity will not be calculated as part of the student’s grade. Missing
without an adequate excuse will result in the graded exercise being given a zero. Missing a
graded team presentation or activity without adequate excuse will result in the individual
student receiving a zero for the activity in question instead of the team grade.

Late papers and assignments:
All papers and assignments are due on the date and at the time assigned. Lateness excuses
will be accepted only for an adequately documented illness or emergency. To give two

examples: someone with an anxiety disorder that affects writing may well have a documented
illness. Someone who has a conflicting exam or event does not. Nothing prevents the student
with a known conflict from reading ahead and writing the paper early. The due dates are on
the syllabus. Instructions will be available early. All papers are to be submitted electronically.
Late papers will be penalized at the rate of one grade (for example from B to B-) for each 24-
hours late, with the first late day beginning immediately after the assignment was due.
Assignments four or more days late without permission will not be accepted. They will be

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given a zero, which in turn will have a major effect on the semester’s grade. Submitting a bad
(or even a failing) paper that acknowledges the assignment will be much better for the final

grade than a zero.

READING ASSIGNMENTS

SEPTEMBER
1 - Introductory

8 - FOUNDATIONS OF THE PRESIDENCY AND CONGRESS
Packet selections:
Selections from Montesquieu and the Federalist
McDonald - ch. 6-8
Malbin - "Congress During the Convention and Ratification"

15 - No class. School holiday.

22 - CHANGING INSTITUTIONS -- THE PRESIDENCY
LeLoup and Shull, ch. 3
Packet selections:
Spitzer, "The Politics of the Modern Presidency"
Kamark - Presidential selection
Tulis, "The Two Constitutional Presidencies"
Online database training
SHORT PAPER

29 -- CHANGING INSTITUTIONS -- CONGRESS
LeLoup and Shull, ch. 4
Packet selections:
Alford and Brady - Congressional elections
Sinclair on House party leaders
Spitzer, "The Politics of the Modern Congress"
SHORT PAPER

OCTOBER
6 - PATTERNS OF POLICY MAKING

LeLoup and Shull, ch. 1,6,7,8
Turn in online database research assignment

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13 - THE PRESIDENCY IN A SEPARATED SYSTEM
Jones, ch 1,4,5,6,7
Prepare theses from reading that might be basis for term paper topics

20 - PRESIDENT CLINTON AND CONGRESS (2 weeks)
Woodward, The Agenda, pp. 1-200
Malbin, "Pres. Clinton's First Year With Congress" (Packet)
SHORT PAPER +
Submit potential term paper topics

27 - Woodward, The Agenda, pp. 201-end.
NY Times - "For Health Care, Time Was A Killer" (Packet)
SHORT PAPER

NOVEMBER

3 - FOREIGN POLICY AND THE USE OF FORCE (2 WEEKS)
LeLoup and Shull, ch. 5
Lehman, ch. 1-5
SHORT PAPER

10 - Lehman, ch. 6-9
SHORT PAPER

17 - No reading assignment.

TURN IN DRAFTS OF TERM PAPERS. (Multiple copies needed.)

During class, drafts will be circulated and read.

Students will write comments on other students' papers and will be graded on their
comments.

Any student who misses this class will receive a grade of zero for his/her comments on
fellow students’ papers.

Any student whose draft is late, thus harming the ability of others to comment, will be
penalized at least one letter grade on the final term paper grade.

My comments will be available before Thanksgiving.

24 -- No class, Thanksgiving
DECEMBER

1 - COMPARATIVE PERSPECTIVES AND PROPOSALS FOR REFORM
All of these are in the packet (except Jones):
Verney, "Parliamentary and Presidential Government"
J. Sundquist, "Needed: A Political Theory for the New Era of Coalition Government in
the United States"
Weaver and Rockman, Do Institutions Matter?

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"Assessing the Effects of Institutions"

"When and How Do Institutions Matter?"

"Institutional Reform and Constitutional Design"
Jones, ch. 8
Malbin, "Was Divided Government Such a Big Problem?"
SHORT PAPER

8 - No reading assignment.
Final term papers due.
Class discussion topic will be announced.

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Race, Class, and Culture in U.S. Politics
RPOS 439Z-0002, 3 credits
University at Albany, SUNY
Political Science Department
Spring 2017

Professor Timothy Weaver

Building & Room: PC355
Meeting day and time: Monday, Wednesday, and Friday 9:20am-10:15am

NOTE: This is a preliminary syllabus and is subject to change

Contact Details:

tweaver@albany.edu
Office Hours: Wednesdays 10:25-11:25am and Fridays 10:25-11:25am

Course overview

America has been a liberal, democratic nation since its founding as reflected in its commitment to
individual rights, private property, and democratic government. Or has it? Proponents of this
view—of “American exceptionalism”—have been challenged by those who argue that American
political development has been shaped not simply by a liberal tradition, but by illiberal strains that
have excluded different societal groups from the polity on the basis of race, ethnicity, class, and
gender. Moreover, critics of American exceptionalism maintain that even though great advances
have been made as African Americans, Native Americans, non-property holders, and women have
been granted full citizenship, these changes have not occurred smoothly and were the result of
political mobilization and often violent conflict. Furthermore, the recent rise in economic
inequality, persistent poverty, and wage stagnation suggest that the “American dream” is increasingly
out of reach. This course will use key episodes and themes of American political development to
evaluate these competing accounts. We will also consider whether today’s political system lives up
to the promise of the American Revolution.

Academic dishonesty

f it is not your idea, you must

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Coutse objectives

e To encourage students assess critically the claim that the U.S. is defined by a liberal
democratic political culture.

¢ To enable students to develop a sophisticated view of the role of race, ethnicity, and class in
American politics.

e To expose students to innovative arguments that connect rising economic inequality with
major political shifts in the 1970s and 1980s.

e To develop students’ critical thinking, writing, and presentational skills.

Coutse requirements

This class will consist of intensive discussion of the readings. Therefore, to get a good grade, it is
essential that you participate meaningfully in class discussion. This means that you will come to
class having read and thought carefully about the material assigned.

You will be assessed according to the quality of your participation in class and your performance in
5, 1500-word essays, which will address key issues that emerge from the readings.

Attendance: In order to do well in this class, regular attendance is crucial. If you miss more
than 3 classes during the semester your participation grade will suffer as a result.

Your grade breakdown is as follows:
Class participation 25%

Essays 75% (15% each)

Essay questions will be distributed and answers due on the following dates:

Distributed Due
Essay 1: Monday February 6 Friday February 10
Essay 2: Friday March 3 Friday March 10
Essay 3: Friday April 14 Friday April 21
Essay 4: Friday April 28 Friday May 5
Essay 5: Monday May 8 Monday May 15

Students will be expected to meet all deadlines. Extensions will only be granted in cases of medical
or personal emergency.

Grading
The grading scale will be as follows:

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 =below 60.

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Tf you feel you have been awarded an unfair grade, you may contest it. However, if you want to do
so, it must be done év writing and no sooner than 48 hours after you have received the grade. In your
written complaint you need to provide a specific account of what in particular you are concerned
about.

Accommodations
Students with disabilities that may impair their ability to complete the assignments listed in this

syllabus and/or who require special accommodations should contact the Disability Resource Center.
If you do require accommodations please let me know during the first two weeks.

Required Books (available in the bookstore, though may be found more affordably online):

Smith, Rogers. Civic Ideals: Conflicting Visions of Citizenship in U.S. History. New Haven: Yale University
Press, 1997.

Stein, Judith. Running Steel, Running America: Race, Economic Policy, and the Decline of Liberalism. Chapel
Hill: University of North Carolina Press, 1998.

Morone, James. Hellfire Nation: The Politics of Sin in American History. New Haven: Yale University
Press, 2014

Schedule & Readings:

Week 1: Introduction to the course & Liberalism

Monday Jan. 23: Introductions
Wednesday Jan. 25: — The American democratic experiment

Readings: Locke, John. “Of the Beginnings of Political Societies” (1690) and Paine,
Thomas. “Common Sense" (1776). In Jillson, Cal and David Brian
Robertson, eds. Perspectives on American Government: Readings in Political
Development and Institutional Change. 2nd ed. New York & London: Routledge,
2014

The Declaration of Independence, 1776,
https://www.archives.gov/founding-docs/declaration-transcript

Friday Jan. 27: Tocqueville’s perspective

Reading: Tocqueville, Alexis de. “Origin of the Anglo-Americans” (1835). In Jillson
and Robertson.

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PART ONE: THE SHIFTING TERRAIN OF AMERICAN CITIZENSHIP FROM THE

FOUNDING TO THE PROGRESSIVE ERA

Week 2: Battles over American citizenship before and after the Revolution

Monday Jan 30:

Reading:

Wednesday Feb. 1:
Reading:
Friday Feb 3:

Reading:

A broad sweep

Smith, Rogers. Civic Ideals: Conflicting Visions of Citizenship in U.S. History. New

Haven: Yale University Press, 1997, Chapter 1.

“Forging a Revolutionary People”

Smith, Rogers. Civic Ideals. Chapter 3.

“The Constitution and the Quest for National Citizenship”

Smith, Rogers. Civic Ideals. Chapter 5.

Week 3: The Rise and fall of the “White Republic”

Monday Feb 6:
Reading:

Wednesday Feb 8:
Reading:

Friday Feb 10:

“High Noon of the White Republic”
Smith, Rogers. Civic Ideals. Chapter 8.
“Dred Scott Unchained”

Smith, Rogers. Civic Ideals. Chapter 9.
No Class

ESSAY 1 DUE

Week 4: Reconstruction interrupted and the resurgence of Ascriptivism

Monday Feb. 13:

Reading:

Wednesday Feb 15:

Friday Feb 17:

Reading:

“The America that ‘Never Was”’ (CLASS VIA SKYPE)

Smith, Rogers. Civic Ideals. Chapter 10.

No class

“The Gilded Age of American Ascriptivsm” (CLASS VIA SKYPE)

Smith, Rogers. Civic Ideals. Chapter 11.

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PART TWO: THE POLITICS OF SIN

Week 5: Hellfire Nation!
Monday Feb. 20: “A Nation with the Soul of a Church”

Reading: Morone, James. Hellfire Nation: The Politics of Sin in American History. Yale
University Press, 2014, Introduction.

Wednesday Feb. 22: “Us” and “Them”
Reading: Morone, James. Hellfire Nation. Chapters 1&2
Friday Feb. 24: “The Puritans become America”

Reading: Morone, James. Hel/fire Nation. Chapter 3.

Week 6: The Abolitionist Crusade

Monday Feb. 27: “The Wrath of God in Black and White”
Reading: Morone, James. Hellfire Nation. Chapter 4.
Wed. March 1: Abolition and White Supremacy

Reading: Morone, James. Hellfire Nation. Chapters 5&6.

Friday March 3: The North
Reading: Morone, James. Hellfire Nation. Chapter 7.
ESSAY 2 DUE

Week 7: The Victorian Quest for Virtue

Monday March 6: Purity and the Woman’s Sphere
Reading: Morone, James. Hellfire Nation. Chapter 8.
Wednesday March 8: White witches, modern witch-hunts, and Temperance
Reading: Morone, James. Hellfire Nation. Chapters 9 & 10

Friday March 10: Prohibition
Reading: Morone, James. Hellfire Nation. Chapter 11.

SEERA EM arch 11-March 19: SPRING BREAK#*######## 4444444

PART THREE: THE RISE AND FALL OF THE NEW DEAL ORDER

Week 8: The New Deal
Monday March 20: — FDR and the New Economic Order

Reading: Milkis, Sidney M. “Franklin D, Roosevelt, the Economic Constitutional
Order, and the New Politics of Presidential Leadership.” In The New Deal and
the Triumph of Liberalism, edited by Sidney M. Milkis and Jerome M. Mileur,
pp. 31-72. Amherst: University of Massachusetts Press, 2002.

Wed. March 22: Fear Itself?

Reading: Katznelson, Ira. Fear Iise/f, 2013. Excerpt from Jillson and Robertson.
Friday March 24: The Gendered Welfare State

Reading: Mettler, Suzanne. “Social Citizens of Separate Sovereignties: Governance in

the New Deal Welfare States.” In Milkis and Mileur, pp. 231-271.

Week 9: The Politics of Steel & Race I

Monday March 27: The Politics of Steel Fundamentalism
Reading: Stein, Judith. Running Steel, Running America: Race, Economic Policy, and the Decline
of Liberalism. Chapel Hill: University of North Carolina Press, 1998,
Introduction and Chapter 1.
Wednesday March 29: Steel and Racial Change
Reading: Stein, Judith. Running Steel, Running America, Chapter 2.
Friday March 31: The Civil Rights Act

Reading: Stein, Judith. Running Steel, Running America, Chapter 3.

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Week 10: The Politics of Steel & Race II

Monday April 3: Title VI
Reading: Stein, Judith. Running Steel, Running America, Chapter 4.
Wed. April 5: Implementing the Kerner Commission Report
Reading: Stein, Judith. Running Steel, Running America, Chapter 5.
Friday April 7: The Nixon Years

Reading: Stein, Judith. Running Steel, Running America, Chapter 6.

Week 11: Foreign and Domestic Policy

Monday April 10: The Creation of Conflict
Reading: Stein, Judith. Running Steel, Running America, Chapter 8.

Wednesday April 12: NO CLASS—PASSOVER

Friday April 14: Industrial and Trade Policy under Carter

Reading: Stein, Judith. Running Steel, Running America, Chapter 9

Week 12: Industrial Policy and the Democrats

EASTER

Monday April 17: NO CLASS
Wednesday April 19: ~The Decline of the Democrats

Reading: Stein, Judith. Running Steel, Running America, Chapter 10
Friday April 21: NO CLASS

ESSAY 3 DUE

Week 13: From liberalism to neoliberalism

Monday April 24: The Reagan Reconstruction

Reading: Stein, Judith. Running Steel, Running America, Chapter 11 & Conclusion

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PART FOUR: RACE AND CLASS IN THE NEOLIBERAL ERA

Wednesday April 26:

Reading:

Friday April 28:

Reading:

Neoliberalism

Harvey, David. A Brief History of Neoliberalism. Oxford: Oxford University
Press, 2011, Intro and Chapter 1.

The transformation of the American political economy

Eisner, Mare. The American Political Economy. New York: Routledge, 2011.
Ch.7

Week 14: Mass incatceration—the new Jim Crow?

Monday May 1:

Reading:

Wednesday May 3:
Reading:
Friday May 5:

Reading:

The rise of the “carceral state”

Gottschalk, Marie. Caught: The Prison State and the Lockdown of American Politics.
Princeton: Princeton University Press, 2015, Introduction.

The New Jim Crow reconsidered
Gottschalk, Caught, Chapter 6.
Race and the carceral state.
Gottschalk, Caught, Chapter 7.

ESSAY 4 DUE

Week 15: Race and Class in the Obama Era

Monday May 8:

Reading:

Neoliberalism

Reed, Adolph. “Marx, Race, and Neoliberalism.” New Labor Forum
22(1) 2013, 49-57.

And
Smith, Rogers M., Desmond King, and Philip Klinkner, “Challenging

History: Barack Obama & American Racial Politics.” Daedalus, the Journal of the
American Academy of Arts & Sciences, 2011

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Wednesday May 10:

Reading:

Conclusions and reflections

Michael Katz, Mark Stern and Jamie Fader, “The New African American
Inequality,” Journal of American History (2005)

ESSAY 5 DUE MAY 15

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Department of Latin American, Caribbean and U.S. Latino Studies

Latina/os and the New Political Economy

3 credits
Fall 2010
ALcs-403/ ALcs-599/ RPos-439/RPos-599
Tuesdays/Thursdays 1:15-2:35 Room BA210
Dr. Pedro Caban, Office Social Sciences 248B Office Hours Tues: 2:45-4:15
pceaban@albany.edu & By Appointment

Course Description:

Latina/os have a relatively low level of electoral participation in the United States,
despite this population’s remarkable growth. Typical explanations for this diminished Latino
political involvement include the youth of the population, exclusionary electoral strategies and
policies, and large number of non-US-citizen immigrants. While these factors help explain the
limited Latina/o participation in the electoral process, they do not adequately address the larger
political and economic context that impedes the full incorporation of Latina/os into U.S. society.
This course will examine how the profound ideological schism in the national political sphere
and intense economic inequality affect Latina/o political and economic incorporation.

The course will include readings on the political history of distinctive Latina/o
communities in the U.S. Additional readings examine the consequences of economic inequality
for democratic politics, and the ideological transformation of the political party system.
Immigration has emerged as the most important political issue for U.S. Latina/os. The course
will conclude with a case study on the politics of immigration reform. The national debate on
immigration is unfolding in the context of an economic inequality and antagonistic political
partisan atmosphere not experienced in the U.S. since the 1930s.

This course will also require that the s regularly check news sources (online or print)
that pertain to critical issues that will be addressed during the semester. We will discuss this
further in class, but minimally be attentive to news reports on Latino political activities,
immigration policy, the policy positions of the political parties on economic issues (for example,
debates on resolving the federal deficit), reports on economic inequality, etc.

Readings:
Most readings will be from the following books. In addition, I have assigned a few articles that
can be accessed electronically. Books can be purchased at the University Book Store

Larry M. Bartels. Unequal Democracy: The Political Economy of the New Gilded Age,
(Russell Sage, 2008)

Lina Newton. J/legal, Alien or Immigrant, (New York University Press, 2008)

Lisa Garcia Bedolla. Latino Politics, (Polity, 2009)

Jacob S. Hacker and Paul Pierson. Winner-Take-All Politics, (Simon and Schuster, 2010)

Prerequisites: Senior standing

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Course Requirements:

2 Shorts Papers (5-7 pages) 40%

Discussion Leader 20%

Attendance and Participation 10%

Term Paper (10-12) 30% (undergraduate)
OR

Proposal and Literature Review 30% (graduate)

Final grades in this course will use the following scale: A= 90-100, A-= 88-89, B+ = 85-87, B=
83-84, B-= 80-82, C+ = 77-79, C = 73-76, C- = 70-72, D+ = 67-69, D = 63-66, D- = 60-62,
E=below 60.

Note: Papers are to be double spaced and required length does not include title page and
bibliography.

During the course of the semester I expected to show a few documentaries or films.
Due Dates for Assignments

The First short paper is due by October 11

The Second short paper is due by November 10

Each paper will be a critical analysis of the assigned readings up to the due date of the paper. Not
every assigned reading has to be referenced, but students are expected to demonstrate familiarity
with the issues discussed in each of the readings. Students are encouraged to use online resources
as supplementary sources to develop their papers.

On September 1, the students and instructor will discuss how to lead the class discussion and the
dates for these discussions will be assigned.

By October 18 each student will submit a one to two paragraph statement describing their term
paper or proposal.

Learning Objectives:
By the end of this class students should:
¢ Comprehend different theories about the sources of economic inequality.
* Be able to identify how these inequalities developed historically in the United States.
¢ Understand the strengths and weaknesses of different forms of media.
* Grasp similarities and differences among chief theories of economic power.
* Recognize how race influences economic politics and policy decisions.

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* Sharpen their research and writing skills.
Academic Integrity and Attendance

It is the students’ responsibility to read and abide by Undergraduate Academic Regulations. Pay
particular attention to the section on plagiarism.

http://www.albany.edu/undergraduate_bulletin/regulations.html

Up to two unexcused absences are permissible. Final grade will be lowered for each absence
above the two which are permitted. Late papers will not be accepted.

Cell phones are to be turned off. Students will need to obtain the permission of the Professor to
use lap top computers during class. The sole purpose is for note taking.

Readings
August 30, Introduction
September 1,6, 8 Readings #1 Ideology and the Economy

Bartels 1-97
Hacker and Pierson 1-40

September 13, 15, 20, 22 Readings #2 Economic Inequality and the Policy Process
Bartels 98-162
Hacker and Pierson 41-136

Sept 27, 29 Oct 4, 6, 11 Readings #3 Introduction to Latino Politics
Garcia Bedolla 1-178
Newton 5-66
Alejandro Portes. The New Latin Nation. Du Bois Review: Social
Science and Research on Race. (June 2008) Volume 4 / Issue 02, pp 271 - 301

October 13, 18, 20, 25 27 Readings #4 Business and the Political Process

Hacker and Pierson 137-288

Krippner, Greta R., The financialization of the American economy
(May 2005). Socio-Economic Review, Vol. 3, Issue 2, pp. 173-208, 2005. Available at SSRN:
http://ssrn.com/abstract=8 11461

November 1, 3, 8 Readings #5 Case Studies
Bartels 163-282

November 10, 15, 17, 22 Readings #6 Latinos and Economic Inequality

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Bartels 282-303

Garcia Bedolla 179-188

Hacker and Pierson 289-306

Raymond Rocco “The Structuring of Latino Politics:
Neoliberalism and Incorporation,” _NACLA North American Report on the
Americas. November, December 2010: 40-43

Pew Research Center. Wealth Gaps Rise to Record Highs Between

Whites, Blacks and Hispanics:

http://pewsocialtrends.org/files/2011/07/SDT-Wealth-Report_7-26-11_FINAL.pdf

November 29, Dec 1, 6 Readings#7 Immigrant Labor and the Policy Process
Newton 42-181
Rodney E. Hero and Robert Preuhs, “From Civil Rights to
Multiculturalism and Welfare for Immigrants: An Egalitarian Tradition Across the
American States?” Du Bois Review 3, no. 2 (November 2006): 317-340.
Alfonso Gonzales “Beyond the Consensus: Oppositional Migrante
Politics in the Obama Era ” NACLA North American Report on the Americas.
November, December 2010: 15-19.
Douglas Massey, “Isolated, Vulnerable And Broke, New Y ork
Times. Op. Ed. August 4, 2011: http://www.nytimes.com/2011/08/05/opinion/hispanic-families-
isolated-and-broke.html?emc=etal

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Department of Political Science
Rockefeller College
University at Albany, SUNY

RPOS 448z

IDENTITIES, BOUNDARIES, & MOBILIZATION
Fall 2012

Professor Meredith W eiss

Credits: 3

Class: Tuesday 4:15-7:05, BI 152

Office hours: Tuesday 3:00-4:00 and Thursday 12:00-1:00, HU 16
Tel: 442 5269 Email: mweiss@albany.edu

Course Description

This writing-intensive course explores the political nature of identities, and particularly the way
collective identities are shaped, maintained, and deployed. The primary identities with which we
will engage relate to nationality, ethnicity, gender, sexuality, and class. Taking an
interdisciplinary approach, we will examine key dimensions of identity, modes and strategies of
inclusion and exclusion, forms of “identity politics,” and questions of intersectionality (the
overlapping of identity categories, as for race and gender). These issues play out in a variety of
domains, from nationalism and secessionism to the politics of gender and ethnicity.

Objedti
The goals of this course relate both to the specific content presented and to critical thinking and
communication. By the end of the course, you will be able to:
Differentiate between positivist and constructivist approaches.
Demonstrate an understanding of identity, identity categories, and intersectionality;
e Evaluate key dimensions of identity, both theoretically construed and as actually
experienced and deployed;
¢ Distinguish how identity serves as a basis both for inclusion and exclusion, and for
mobilization as well as suppression; and
e Compare and contrast how scholars from different disciplines approach and analyze
issues of identity and “identity politics.”
e Express complex ideas in writing and develop skills of effective written communication
through practice.

These goals align with those of the General Education category, Social Sciences, for which this
course offers credit, as well as with the requirements for Writing Intensive courses.

This course utilizes Team-Based Learning. On the first day of the semester, you will be assigned
to a team that will work together for the duration of the course. Y our final grade will be

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influenced by team performance and team-based assignments. While in many courses, group
work is structured in such a way that some students end up doing all the work while everyone
shares the credit, two factors will prevent that from happening in this class. First, most graded
team work will be preceded by one or more preparatory tasks for which each individual will be
accountable, thus ensuring that individual team members are each prepared to contribute to the
team effort. Second, each individual’s contribution to team work will be assessed by his or her
teammates at the midterm point and again at the end of the semester. Those assessments will
tally for a Peer Assessment Score (PAS): a factor by which your team’s overall score for that
half of the course is multiplied, giving you your own team work grade. A sample peer
assessment form is available on Blackboard.

Requirements for the class include in-class exercises, RATs (see below) and quizzes, class
presentations, a series of short reaction papers, a book review, and a collaborative final project.
There is no midterm or final exam. The many parts that comprise your grade mean you can
expect regular feedback and will have many opportunities to bring up your grade if you get off to
a suboptimal start, but also mean you will need to work consistently throughout the semester to
do well.

Grading scale
e 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, E: 0-59

In-class assignments (5% individual, 5% team) There will be frequent in-class exercises,
completed both individually and in teams. Most will be graded on a scale of 1/3/5, in which
1=inadequate, 3=satisfactory, and 5=excellent.

RATs and quizzes (10% individual, 10% team) Individual and team Readiness Assessment
Tests (iRATs and tRATs) evaluate and extend your understanding of the materials before we
have had a chance to discuss all the texts as a class. We will do a sample RAT sequence in the
first class session; dates for subsequent RATs will be announced in advance. There may be
additional pop quizzes at any point during the semester.

Discussion leading (10% ) Each team will choose two days on which to lead the class
discussion. Teams will select dates on the first day of class. Only two or three students (from
within the same team) will present each class session. However, every team member must
present once over the course of the semester, the team as a whole should prepare for each of the
team’s assigned days, and discussion-leading will count toward the team grade.

One member of the designated team must email several questions to the class (via Blackboard)
by 8pm the evening before the class in question. In class, those students presenting on behalf of
the team will offer some initial thoughts on the readings (key concepts, links with other class
themes or texts, criticisms, etc.) and lead a discussion on the questions they circulated for
approximately 15 minutes. Bear in mind that all students are expected to have completed the
reading; as such, there is no need for more than a “sound-bite” synopsis before moving into your
critique, extension, and/or application.

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While fluent, confident presentation skills are encouraged, I will assess your presentations
primarily by content: thoughtful criticisms, provocative questions, astute connections, and
creative approaches. Teams wishing to go beyond the standard overview-and-questions format
may do so, but should check with me first—particularly if doing so will entail taking longer than
the usual 15 minutes.

Reaction papers (25% ) Y ou will write one short (1 page) reaction paper each week. Do not
merely summarize the assigned readings; use these papers to critique the readings, link those
works with other texts or concepts we have covered, or consider possible extensions or
applications to the arguments presented. (Y our reaction paper and presentation may overlap to
some degree in the weeks your team presents, but these reaction papers should reflect your own
thinking, whereas the presentations should reflect the team’s analysis.)

Reaction papers are due on Blackboard before the start of class each week. Late papers will only
be accepted under the (rare) conditions described below, but I will drop your lowest grade.

These short, frequent, focused essays will not only let you engage with the material
independently before you get to class, but will help you to hone your analytical and writing
skills. For that reason, you are allowed—and encouraged—to rewrite up to three reaction papers
for a new grade: submit the revised version under the same assignment in Blackboard within one
week of receiving your grade. (Each week’s papers will be graded prior to the next week’s class.)
There will be no extensions on rewrites. Revisions must show substantial further effort. Y ou are
strongly encouraged to meet with me first.

Book review (10% ) You will read Nuruddin Farah’s Maps for the week of October 30 and
discuss it with your team in lieu of class. (Y ou are free to meet either at our usual time/place or at
a time and location of your choosing, so long as you meet by Wednesday.) Post notes of your
team discussion to Blackboard by that W ednesday evening (counted as an in-class assignment). I
recommend that in teams, you work through any confusing aspects of the plot and narrative
voice, then discuss the nature of identity in the book: for instance, what sort of collective
identities are at stake, what defines the content and boundaries of these identities, or what does it
mean to be an insider or outsider.

Y ou will then write a 3-4 page review of the novel: briefly sum up the plot, explain how the
novel relates to the themes and theories discussed in this class, and offer a critique. While your
team discussion may help structure your thinking, the review must be written individually. The
essence of literary analysis—which this paper represents—is making a debatable claim about
what the author is saying, supported by textual evidence. In other words, your review must go
beyond a summary, instead presenting and supporting one or more arguments about the place of
identity (categories, boundaries, othering, difference ...) in Farah’s novel.

Final project (20% individual, 10% team) Y our final project puts you (hypothetically) in the
middle of an identity-based conflict. Each team will consider a different identity conflict—a
secessionist movement, demand for affirmative action, or some other form of identity-based
mobilization. Each team member will present one side of or perspective on the conflict. The end
result will be a short book: your team will collaborate to write a preface introducing the conflict,

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as well as a concluding chapter integrating their individual chapters and proposing a possible
solution (2-3 pages each); team members’ individual chapters (5 pages) will come in between.

As you prepare to write your own chapter, think of yourself as a framing specialist or public
intellectual (terms with which you will be familiar by the time you begin this project). Y our goal
is to be an advocate for that cause, making an evidence-backed case for your position. Picture
yourself as arguing before the United Nations or a similar body, fence-sitting co-nationals or co-
ethnics, or some similarly-situated audience. Convince them that your perspective or group has
merit or is worthy of consideration. Y our individual chapter be one-sided and persuasive, yet
grounded in theory—think about how identity categories are defined and mobilized (per the
reading you have done for the class). Overall, you must make and support an argument. Present
a clear thesis of what your audience should support/believe and why, then back that thesis up
with concrete evidence, drawn from scholarly sources.

As you prepare to write your team’s collaborative chapters, think about the big picture. Strive
for balance and objectivity. Assume your audience now is more academic. Frame this conflict
both historically and within the theories of collective identity you have read—think about what
type of conflict it is, what sorts of strategies mobilization has entailed, and what makes this
conflict relatively difficult or easy to resolve. This part of the project in particular should use
theories of identity, boundary-setting/maintenance, and mobilization to help make sense of
empirical facts.

Specific tasks and due-dates:

e Your team will select a conflict on which to focus, identifying a sufficient number of
perspectives/sides to include, by October 16. Explain in one paragraph what makes this a
suitable conflict, in terms of the aims of the class. In case of duplication, teams may be
required to adjust their focus, so do not complete substantial research until I have approved
your topic! (Graded as an in-class assignment.)

e To get you started on the research and help you clarify your perspective, you will submit an
individual annotated bibliography with at least five scholarly sources (journal articles or
books, as explained in the preceding library session) relating to the perspective/side you are
representing. Follow closely the style guide on Blackboard for formatting citations, adding a
brief paragraph on each source, identifying why that particular source is valuable for your
research (theoretical perspective, empirical details, etc.). Y ou do not need to read each source
carefully to write these annotations, but will need to read beyond the abstract or back-cover
blurbs. Due on Blackboard before class on November 13.

e Each team will give a 30 minute presentation on their conflict on the last day of class. Each
individual student must present a brief overview of his/her side; divvy up presenting the
team’s introduction and conclusion. Y ou will submit a draft of your individual presentation
(1-2 pages) by December 4; I will retum your (ungraded) summary on Blackboard, with
comments to help you hone your argument further, by December 6. Y ou will receive a team
grade for the presentation, so make sure you are familiar with each others’ positions and
claims, and that you coordinate well.

e Your team’s book is due on Blackboard by midnight, December 11. One member of the team
should submit the full, compiled text. Y ou will receive an individual grade for your own
chapter; all team members will receive the same grade for the introduction and conclusion.

Additional guidelines for written work are at the end of the syllabus.

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Individual work (65% of total grade)

e In-class assignments 5%
e iRATs & quizzes 5%
e Book review 10%
e Reaction papers (drop lowest) 25%
e Annotated bibliography 5%
e Final project (individual chapter) 15%

Team work (35% of total grade; your team grade will be multiplied by your PAS as described
above)

e In-class assignments 5%
e tRATs 10%
e Discussion leading 10%
e Final presentation 5%
e Final project (team chapters) 5%

My expectations
I expect you to complete all readings, attend class regularly, and participate meaningfully in

class discussions and activities.

e¢ You WILL FAIL the course if you do not do the reading—this is NOT the sort of course
in which you can skip or skim the reading and just wait for me to lecture on it! I expect you
to come to class prepared; we will then focus our limited class time on deepening and
applying your new knowledge. Be aware, too, that the structure of the class (meeting once
per week for three hours) means you will have a large amount of reading due every Tuesday.
Do not assume that you can begin the reading Monday night!

e Each team will sit together in class and will have a team folder. One member of each team
should pick up the folder at the start of each class and note any absences. Any handouts
and/or returned work will be in the folder.

e There is no separate score or penalty for attendance or participation. However, being absent
or inactive will count against you, in two ways. First, if you do not come to class and/or do
not participate actively in tRATs and team assignments, you can expect a lower peer
assessment score. Second, we will have frequent in-class exercises, as well as RATs and
quizzes. Absences will translate into zeros. (Per university policy, in case of documented
religious observance or medical/family emergency—but only in such cases—you may have
the option of making up missed individual work.) Y ou will not receive credit for tRATs or
team assignments for which you are not present.

e I will only accept late papers or other assignments in the case of religious observance (for
which I must be notified in the first two weeks of class) or documented medical or family
emergency.

e This class uses Blackboard 9.1. This syllabus, all assigned non-textbook readings, and any
other materials will be hosted there. Y ou are encouraged to use Blackboard, too, for online
conversations with your classmates; you will have both class and team-specific blogs for that

purpose.

321
o Make sure that your email address on Blackboard is correct. The “email” setting on
Blackboard will direct messages to that external account. (The previous version of
Blackboard stored a copy of forwarded emails on Blackboard; the new version does
not do so.)

Class etiquette

e Be aware that not everyone in the class shares the same political or other views—and that
these views do tend to emerge in Political Science classes. Please be respectful of your
classmates and professor. All perspectives are welcomed in this class.

e Cellphone use during class is disrespectful, and thus strictly prohibited (voice or text).
Phones used in class will be confiscated for the duration of the class session, to remove the
temptation.

e You may use a laptop in class, but only for valid class-related reasons. Upon the second
warming for using a laptop for any other purpose, you will forfeit laptop privileges for the
duration of the semester.

Special needs

Academic honesty

I expect all students to be ethical and honest in completing all work for this class. Y ou are
responsible for familiarizing yourself with the university’s guidelines on academic integrity
(http://www.albany.edu/undergraduate_bulletin/regulations.html); ignorance is NOT an excuse.
Violations of this code, such as plagiarism, cheating, copying, or misrepresentation of work as
your own, will meet with appropriate penalties and discipline as outlined in UAlbany’s
regulations, up to and including loss of course credit, suspension, or expulsion from the
university. It is the responsibility of every student also to report any observed violations. If you
have any question as to the limits of acceptable team collaboration, please ask the professor for
clarification.

Course readings
One required text is available for purchase from either the UAlbany bookstore or Mary Jane
Books.

e Nuruddin Farah, Maps, New Y ork: Penguin, 1999. (Other editions are acceptable.)

Two recommended texts are also available for purchase, as well as on reserve at the main library.
(We will read only selected chapters, but too large a proportion to post online.)

e Benedict Anderson, Imagined Communities: Reflections on the Origins and Spread of
Nationalism, London: Verso, 1991.

322
e Jane Mansbridge & Aldon Morris (ed.), Oppositional Consciousness: The Subjective
Roots of Moral Protest, University of Chicago Press, 2001.

Unless otherwise noted, all other readings are available electronically on Blackboard. If a link
does not work or you are having trouble accessing Blacsboard, find the readings in the library,
instead; many are readily available in online journals.

Expect to spend a lot of time reading—the precise amount will vary, but averages around 100
pages per week. Some of the readings will be challenging. Read carefully and citically: ask
yourself as you read what the main ideas of the reading are, what questions you have for us to
discuss in class, and how that day’s reading relates to what has come before.

Assignments may change over the course of the semester from what is listed below. Y ou are
responsible for knowing what is assigned and for completing the reading.

SCHEDULE
Readings are due on the date under which they are listed.
In-class assignments, activities, and deadlines are listed with a ©.

28Aug Introduction and overview

Team formation

Practice RAT sequence (ungraded)
Selection of days for leading discussion
Exercise on critical reading/writing

VV Vv

4Sept Approaches to identity: Understanding identity and collective identity
> Exercise on literary analysis

e Judith Howard, “The Social Psychology of Identities,” Annual Review of
Sociology 26 (2000), pp. 367-93

e Alberto Melucci, “The Process of Collective Identity,” in Hank Johnston and Bert
Klandermans (ed.), Social Movements and Culture (Minnesota, 1995), pp. 41-63

e Roland Barth, Ethnic Groups and Boundaries: The Social Organization of
Culture Difference (Little, Brown, 1969), pp. 9-38

e Francesca Polletta and James M. Jasper, “Collective Identity and Social
Movements,” Annual Review of Sociology 27 (2001), pp. 283-305

11Sept Defining the collective: Setting boundaries and “othering”

e Siobhan Somerville, Queering the Color Line: Race and the Invention of
Homosexuality in American Culture (Duke, 2000), pp. 15-38

e Joshua Gamson, “Messages of Exclusion: Gender, Movements, and Symbolic
Boundaries.” Gender and Society 11:2 (April 1997), pp. 178-99

e Edward Said, Orientalism (Random House, 1978/1994), pp. 31-73

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18 Sept
25 Sept

2 Oct

9 Oct

16 Oct

23 Oct

o Don’t get lost in the details—read for main ideas
e Timothy Mitchell, Colonizing Egypt (Cambridge, 1988), pp. 1-33
e Scott Jaschik, “Whose Agenda?,” Inside Higher Ed, 29 June 2011.

No class
No class

Defining the collective: Oppositional consciousness
> RAT #1: Approaches to identity and Defining the collective

e Jane Mansbridge and Aldon Morris (ed.), Oppositional Consciousness: The
Subjective Roots of Social Protest, chap. 1, 2, 4 (not on Blackboard!)

e Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of
Colorblindness (New Press, 2010), chap. 6 (Introduction is optional)

o Think about the call for action that Alexander describes in terms of the
theoretical framework Mansbridge and Morris present (and remember
this book when you read Strolovitch later). Y ou may find it helpful to
read Alexander’s Introduction, as well.

Nation-states and nationalism: Concepts & processes, mapping the nation

e Lowell Barrington, “‘Nation’ and ‘Nationalism’: The Misuse of Key Concepts in
Political Science.” PS: Political Science and Politics (Dec. 1997), pp. 712-16

e Benedict Anderson, Imagined Communities, chap. 1-3, 10 (not on Blackboard!)
e Matthew Edney, Mapping an Empire (Chicago, 1997), pp. 1-36

Nation-states and nationalism: Experiencing and policing the nation
> Choice of conflict for final project due (submit on Blackboard by start of class)

> Midterm peer assessment

e Lauren Berlant, “The Theory of Infantile Citizenship.” Public Culture 5:3 (1993),
pp. 395-410

e Geraldine Heng & Janadas Devan, “State Fatherhood: The Politics of
Nationalism, Sexuality, and Race in Singapore,” in Aihwa Ong & Michael Peletz,
ed., Bewitching Women, Pious Men: Gender and Body Politics in Southeast Asia
(Califormia, 1995), pp. 195-215

e Arjun Appadurai, Fear of Small Numbers, pp. 49-85

e Katarzyna Korycki and Abouzar Nasirzadeh, “Homophobia as a Tool of
Statecraft: Iran and Its Queers,” in Meredith Weiss and Michael Bosia (ed.),
Global Homophobia: States, Movements, and the Politics of Oppression (Illinois,
[2013]).

Nation-states and nationalism: Subnationalisms

324
30 Oct

6 Nov

13 Nov

> RAT #2: Nation-states and nationalism
e David Brown, “Are There Good and Bad Nationalisms?” Nations and
Nationalism 5:2 (April 1999), pp. 281-302

e Subrata K. Mitra. “The Rational Politics of Cultural Nationalism: Subnational
Movements of South Asia in Comparative Perspective.” British J ournal of
Political Science 25:1 (Jan. 1995), pp. 57-77

e Susan Olzak, “Contemporary Ethnic Mobilization,” Annual Review of Sociology 9
(1983), pp. 355-73

No class: Meet in teams to discuss novel

> Team discussion notes due on Blackboard (on team blog) by Wednesday evening
> Book review due on Blackboard (under Assignments) by 5:00pm Friday, 2 Nov.

e Nuruddin Farah, Maps (leave yourself adequate time to read the full novel!)

Intersectionality: C oncepts and theories, advocating at the intersections

e Kimberle Crenshaw, “Demarginalizing the Intersection of Race and Sex: A Black
Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist
Politics,” University of Chicago Legal Forum (1989), pp. 139-167

e Peggy McIntosh, “White Privilege and Male Privilege,” in Laurel Richardson, et
al., Feminist Frontiers, 5” ed., (McGraw Hill, 2001), pp. 29-36

e Dara Strolovitch, “Do Interest Groups Represent the Disadvantaged? Advocacy at
the Intersections of Race, Class, and Gender,” J ournal of Politics 68:4 (2006), pp.
894-910

© Think of Michele Alexander’s claims regarding the foci of civil rights
groups—that they have neglected the criminal justice system
e IGLHRC, Written Out: How Sexuality is Used to Attack Women’s Organizing
(2005), http://www.cwgl.rutgers.edu/qlobalcenter/publications/written.htm or
http://www. iglhre.org/binary-data/A TTA CHMENT/file/000/000/16-1.pdf, pp. 25-
64 (access online; skim any other sections that interest you)

Identity politics: Class, ethnicity, and status

> Annotated bibliographies due
e Marx and Engels, The Communist Manifesto, Preamble and Sections I and II

e¢ Seymour Martin Lipset, “Radicalism or Reformism: The Sources of Working-
class Politics,” American Political Science Review 77:1 (1983), pp. 1-18

e Janelle Wong, Democracy’s Promise: Immigrants and American Civic

Institutions (Michigan, 2006), pp. 1-16, 119-39

e Andrew Aoki & Don Nakanishi, “Asian Pacific Americans and the New Minority
Politics,” PS: Political Science and Politics 34:3 (2001), pp. 605-10

e Meredith Weiss, Edward Aspinall, & Mark Thompson, “Toward a Framework for
Understanding Student Activism in Asia,” in Meredith Weiss & Edward Aspinall

325
20 Nov

27 Nov

4 Dec

11 Dec

(ed.), Student Activism in Asia: Between Protest and Powerlessness (Minnesota,
2012), pp. 1-32

Identity politics: Gender & sexuality

Virginia Sapiro, “Gender Politics, Gendered Politics: The State of the Field,” in
William Crotty, ed., Political Science: Looking to the Future, vol. 1
(Northwestern, 1991), pp. 165-87

Joshua Gamson & Dawne Moon, “The Sociology of Sexualities: Queer and
Beyond,” Annual Review of Sociology 30 (2004), pp. 47-64

Mary Bernstein, “Celebration and Suppression: The Strategic Uses of Identity by
the Lesbian and Gay Movement,” American Journal of Sociology 103: 3 (1997),
pp. 531-65

Shane Phelan, “The Shape of Queer: Assimilation and Articulation,” Women and
Politics 18:2 (1997), pp. 55-73

Optional: Michael Warner, “Queer and Then?” Chronicle Review, 1 Jan. 2012

Identity politics: Virtual identities and redressing marginalization

RAT #3: Intersectionality and identity politics

Karen Cerulo, “Identity Construction: New Issues, New Directions,” American
Journal of Sociology 23 (1997), pp. 385-409

Anatoliy Gruzd, Barry Wellman and Yuri Takhteyev, “Imagining Twitter as an
Imagined Community,” American Behavioral Scientist 55:10 (2011), pp. 1294-
1318

Carol Lee Bacchi, The Politics of Affirmative Action: “Women,” Equality &
Category Politics (Sage, 1996), pp. 14-56

Kenji Yoshino, “The Pressure to Cover,” New York Times, Jan. 15, 2006

Beyond established boundaries

>
>
e

Time in class to work in teams on final project
Draft of individual presentations due on Blackboard by midnight

Sidney Tarrow, The New Transnational Activism, pp. 35-56

Peter Evans, “Fighting Marginalization with Transnational Networks: Counter-
Hegemonic Globalization,” Contemporary Sociology 29:1 (2000), pp. 230-41

Jeffrey Ayres & Michael Bosia, “Beyond Global Summitry: Food Politics as
Localized Resistance to Globalization,” Globalizations 8:1 (2011), pp. 47-63

Team presentations

Group projects due online by midnight

326
Guidelines for written work

The standard formatting for written assignments for this class is: 12 point Times
New Roman font, 1” margins, double-spacing, numbered pages. (For your final
project, compile all chapters so the page numbers run consistently throughout, and
include a table of contents.)

Always edit your work and proofread carefully.

Follow the style guide on Blackboard for formatting in-text citations and your
bibliography. If you refer to readings from the course, include those in your
bibliography. Outside research is not required (and generally discouraged) for
weekly reaction papers. Y our final projects (both team and individual chapters)
must draw on outside sources as well as class readings, although the balance will
likely be tilted toward outside sources for your individual chapter. Each chapter
should have its own bibliography.

Y ou should always allow time for at least two full drafts.

For the final project in particular, begin with an outline (which you are strongly
encouraged to bring to my office hours for feedback). Y ou need to learn about a
likely-unfamiliar case, find sources on the conflict as a whole and one relatively
narrow perspective/side specifically, then both write your own chapter and
collaborate on the team’s chapter. Allow time, too, for acclimating to the style of
writing required—few of you likely have experience with writing for advocacy or
persuasion (what may be termed a “position paper”).

For the final project, you are welcome, but not required, to write and speak in a
first-person voice. Even if you write in the third person, remember that you write
as an advocate.

Grading will be per the rubrics posted on Blackboard. Most important, for all
written work: make and support a coherent argument. I will also consider
organization and development of your ideas, quality of your sources (when
applicable), how well you apply theoretical concepts, and readability (including
sentence style and grammar).

327
RPOS 449Z-0002 — Fall 2016
Topics in Public Law: Election Law

Professor Stephan Stohler T, Th 10:15AM-11:35AM
Email: sstohler@albany.edu Class Location: BA 215
Telephone: 518.442.5263 Office Hours: T 11:35AM-12:35PM
Office: Milne Hall 203 Office Hours Location: Humanities 016
Credits: 3

Course Description

Over the last thirty years, U.S. courts have become increasingly influential par-
ticipants in American elections. The 2000 presidential election; recent decisions
about campaign finance rules; alternations to federal voting rights statutes; and
contests over voter identification are only some of the issues where courts have
made their mark. In this course, we examine how the American judiciary has
shaped American elections, whether those decisions have produced a better elec-
toral system, and — if not — how might our election system be improved. Students
will cover topics like voting rights, representation, redistricting, ballot access, and
campaign finance.

This is an intensive writing course. Students are expected to complete a substan-
tial research paper over the course of the semester. Students do not need to have
prior experience conducting legal research, though research will be required for
the paper.

Student Focused Learning Objectives

Students will read, analyze, and critique judicial opinions about the rules gov-
erning elections in the United States. Students will apply competing legal rules
to hypothetical election law cases to demonstrate their comprehension. Students
will construct their own arguments about ongoing election law controversies. Stu-
dents will write a persuasive essay about an important election law issue.

328
Materials

Many materials related to this course are available via the course Blackboard
website. Students may be asked to purchase a book or two depending on their
research interests. The following books are recommended and can be purchased
via Amazon.com:

Ari Berman. 2015. Give Us the Ballot: The Modern Struggle for Voting Rights in
America. New York: Farrar, Straus & Giroux.

Richard L. Hasen. 2016. Plutocrats United: Campaign Money, the Supreme Court,
and the Distortion of American Elections. New Haven: Yale University Press.

Policies

Student participation in this course is governed by the University’s Standard of
Academic Integrity. Those standards are outlined here:

http : //www.albany.edu /undergraduate_bulletin/regulations.html

Failure to comply with the Standard of Academic Integrity can result in dismissal
from the course and other academic discipline by the University. It will certainly
result in a failing grade.

If a student presents “as one’s own the work of another person,” that student
has engaged in plagiarism and violated the Standard of Academic Integrity. The
University provides guidelines regarding plagiarism via an online tutorial entitled
Plagiarism 101. All students are expected to complete the tutorial, which can be
access here:

http : //library.albany.edu/infolit/plagiarism1

Reasonable accommodations will be provided to students who required them.
Please notify me early in the semester. In addition, please request that the Dis-
abilities Resource Center contact me regarding your situation. Students who miss
a deadline because of an illness are required to bring a note from the dean of
undergraduate studies (Lecture Center 30, Phone: 518-442-3950). The Dean is
responsible for excused absence certification. Without such a note, the missed
deadline will count against you.

Extensions on assignments will only be granted in exceptional circumstances and
the extension must be granted before the deadline has passed.

329
Graded Assignments

Grades will be determined by student performance on class participation, re-
sponse papers, a presentation, and the research paper. The respective weights are

listed below:

Peer Feedback: 5% Due before group sessions

Paper Prospectus: 5% Due by class on September 29, 2016
Bibliography: 10% Due by class on October 13, 2016
Participation: 10% Assessed throughout the course
First draft: 10% Due due by October 25, 2016
Second draft: 10% Due by class on November 22, 2016
Final draft: 50% Due by class on December 8, 2016

The grading scale will be as follows:

A
A-
B+
B
B-
C+
€
iC
D+
D
D-
E

93 - 100
go - 92
87 - 89
83 - 86
80 - 82
77-79
73-76
70 - 72
67 - 69
63 - 66
60 - 62
Below 60

If you feel you have been awarded an unfair grade, you may contest it. However,
if you want to do so, it must be done in writing and no sooner than 48 hours after
you have received the grade. In your written complaint you need to provide a
specific account of what in particular you are concerned about.

Please send all assignments via email to sstohler@albany . edu.

Peer Feedback

Students will be expected to work in small groups with some of their colleagues to
provide feedback on final drafts. Students will be assigned to groups with other
members of the course who are writing on similar topics. Students can expect to
provide critical, constructive feedback on three to four papers.

330
Paper Prospectus

The paper prospectus consists of a one-page description of the argument you will
make in your paper. The description should include a discussion of the evidence
you will rely on to determine whether you are right or wrong (though this may
depend on whether you are writing an empirical or normative paper). Finally,
the prospectus should include a discussion of why your argument is important.
This assignment, like every writing assignment in this course, will be assessed —
in part — on the quality of the writing. I encourage students to contact me well
before the due date to discuss paper topics and arguments.

Annotated Bibliography

Students will submit an annotated bibliography of materials — including cases —
they will read during the remainder of the semester. Each item listed should also
include a justification indicating why this item is important given the argument of
the paper. I encourage students to contact me well before the due date to discuss
materials that should be included.

Research Paper

Students are expected to produce a well-written research paper by the end of the
term, while meeting several deadlines before the final due date. The paper must
be related to election law in some capacity. The paper should be of substantial
length, but the paper will ultimately be assessed according to the quality of the
argument and the quality of the writing. I am more than happy to work with
students to find a topic that interests or — better yet — bothers them; to clarify the
arguments they want to make; or to guide students toward useful literature and
evidence. Please do not hesitate to contact me with these matters.

Course Outline

8/30: Introduction
g/1: Class canceled (APSA)
9/6: An Equal Vote, Introduction
“The Political Thicket” Radiolab Presents: More Perfect. June 10, 2016.

331
http : //www.radiolab.org/story/the_political_thicket/
The ReDistricting Game: Population Equality
http : //redistrictinggame.org/
Please send digital copy of completion screen (basic setting).

J. Douglas Smith. 2014. “It Has Lots To Do With the Price of Eggs: The
Making of Baker v. Carr,” in On Democracy'’s Doorstep: The Inside Story
of How the Supreme Court Brought “One Person, One Vote” to the United
States, pp. 52-70. (BB)

J. Douglas Smith. 2014. “The Making of Reynolds v. Sims,” in On Democ-
racy’s Doorstep: The Inside Story of How the Supreme Court Brought “One
Person, One Vote” to the United States, pp. 116-138. (BB)

9/8: An Equal Vote, Case Law
Baker v. Carr (BB)
Reynolds v. Sims (BB)
Evenwel v. Abbott (BB)

332
9/13:

9/15:

g/2o:

g/22:

9/27:

Partisan Gerrymandering, Introduction

Roger Bybee. “Wisconsin Redistricting Lawsuit Could Reverberate Nation-
ally,” The American Prospect. June 27, 2016

http:/ /bit.ly /2g2djoT
Andrew Prokop, ed. “Gerrymandering Explained.” Vox. May 15, 2015.
http:/ /bit.ly /2g2djoT
The ReDistricting Game: Partisan Gerrymandering
http : //redistrictinggame.org/
Please send digital copy of completion screen (advanced setting).
Partisan Gerrymandering, Case Law
Davis v. Bandemer (BB)
Vieth v. Jubelirer (BB)
Whitford v. Nichol: Original Complaint (BB)
Minority Voting Rights, Introduction

Ari Berman. 2015. “The Second Reconstruction,” in Give Us the Ballot: The
Modern Struggle for Voting Rights in America, pp. 39-64.

Allen v. Virginia State Board of Elections (BB)
The ReDistricting Game: Voting Rights Act
http : //redistrictinggame.org/
Please send digital copy of completion screen (basic setting).
Minority Voting Rights, Case Law
Beer v. United States (BB)
Thornburg v. Gingles (BB)
Shelby County v. Holder (BB)
Racial Gerrymandering, Introduction

Abigail M. Thernstrom. 1987. “The Meaning of Electoral Equality,” in
Whose Votes Count? Affirmative Action and Minority Voting Rights. Cam-
bridge: Harvard University Press, pp. 192-231. (BB)

333
Desmond King and Rogers Smith. 2011. “’To Elect One of Their Own:’
Racial Alliances and Majority-Minority Districts,” in Still a House Di-
vided. Princeton: Princeton University Press, pp. 168-191. (BB)

Lydia Wheeler. “Supreme Court to consider NC gerrymandering case.”
The Hill. June 27, 2016.

http:/ /bit.ly /28Z£LC4
g/2g: Racial Gerrymandering, Case Law
Voinovich v. Quilter (BB)
Shaw v. Reno (BB)
10/4: Rosh Hashanah. Class cancelled.
10/6: Voter Identification, Introduction

Mona Charen. “The Voter-ID Myth Crashes,” National Review. October 28,
2014.

http:/ /bit.ly/2cgo5D3

Nina Totenberg. “Stricter Voter ID And Other Voting Laws Rolled Back In
Slew Of Court Decisions,” National Public Radio. August 5, 2016.

http://n.pr/2aNgpEg

Editors. “Courts Hand Down Smashing Victories for Voting Rights.” The
Atlantic. August 11, 2016.

http:/ /bit.ly/2bMmx10

Deuel Ross. “Voting Rights Success? Not So Fast.” New York Times. Aug.
18, 2016.

10/11: Voter Identification, Caselaw
Crawford v. Marion County Board of Elections (BB)
NAACP v. McCrory, complaint (BB)

10/13: Yom Kippur. Class Cancelled.

10/18: Campaign Finance, Introduction

Noah Feldman. “An Attack on Citizens United, Through the Back Door.”
Bloomberg View. July 10, 2016.

Anne Baker. “The more outside money politicians take, the less well they
represent their constituents.” Washington Post. August 17, 2016.

334
Buckley v. Valeo (BB).
10/20: Campaign Finance, Case Law I: Basic Framework
Buckley v. Valeo BB.
10/25: Campaign Finance, Case Law II: MPI v. Liberty
Bellotti v. First National Bank (BB)
Austin v. Michigan Chamber of Commerce (BB)
Due: First Draft
10/27: Campaign Finance, Case Law III: Corporations
Citizens United v. Federal Election Commission (BB)
SpeechNow.org v Federal Election Commission (BB)
11/1: Writing Exercise I
In class packet provided.
11/3: Writing Exercise II
In class packet provided.
11/8: Election Day: What to Watch For
Discussion of current legal issues.
Select story from http: //electionlawblog. org/
Keep working on paper revisions.
11/10: Election Day Debriefing
Discussion of current legal issues.
Select story from http: //electionlawblog.org/
Keep working on paper revisions.
11/15: 2000 Election
Richard Hasen, “All I Really Need to Know I Learned in Florida”
Bush v. Gore
11/17: Campaigns & Speech
State of Washington v. 119 Vote No! Committee

Republican Party of Minnesota v. White

335
11/17: Campaigns & Speech

State of Washington v. 119 Vote No! Committee

Republican Party of Minnesota v. White

11/22: Disclosures

Buckley v. Valeo

McIntyre v. Ohio Elections Commission
Doe v. Reed

Due: Second Draft

11/24: Class canceled (Thanksgiving)

11/29: Writing Exercise III

12/1:

12/6:

In class packet provided.
Writing Exercise IV
In class packet provided.
Group Feedback
Circulate drafts by 5PM on 12/4.
Provide feedback on drafts by 12/6.
Meet in assigned groups to discuss drafts.
Debriefing Session
Due: Final Draft
Course feedback
Which aspects of the course were valuable?

How can the course be improved?

336
Other Possible Paper Topics

List adapted from Richard Hasen’s Election Law Blog

absentee ballots

alternative voting systems
ballot access

bribery

Bush v. Gore

campaign finance
campaigns

citizen commissions
comparative election law
direct democracy

election administration
Election Assistance Commission
election law and constitutional law
Elections Clause

electoral college

ethics investigations

federal election commission
felon voting

fraud

Gary Johnson
gerrymandering, partisan
gerrymandering, racial
internet voting

judicial elections

legislation and legislatures

lobbying

military voting
petition clause
petition signature gathering
political equality
political parties
political polarization
primaries

provisional ballots
recall elections
recounts

redistricting
referendum

residency

social media and social protests
term limits

third parties

vote buying

voter id

voter initiatives

voter registration
voters with disabilities
voting

Voting Rights Act
voting technology

337
Equal Citizenship
RPOS 4492-0001 — Spring 2015

Instructor: Stephan Stohler Class: TTh 1:15-2:35
Milne Hall 203 Class: Business Administration 221
Email: Office Hours: T 11:35-1:15 (or by appointment)
Telephone: 518.442.5263 Office Hours: Humanities 016 (Faculty Contact Office)
Credits: 3

Course Description

Most constitutional democracies around the world promise to treat their citizen equally, prohibit-
ing discrimination according to characteristics like race, ethnicity, gender, and religion. And yet,
since the 1970s, constitutional democracies have increasingly adopted policies like affirmative ac-
tion which — at least according to the opponents of such policies — offend the promise of equal
citizenship. In this writing seminar, you will explore the the challenges that arise when govern-
ments promise their citizens equal citizenship. You are expected to write a substantial research
paper in this seminar related to your own interests on the topic.

Student Focused Learning Objectives
Students will gain the ability to:

1. Identify enduring issues about equal citizenship;

2. Explain why policies undermine or further equal citizenship;
. Analyze judicial opinions related to equality rights;
. Evaluate judges’ and politicians’ arguments about equality rights;
. Apply competing legal rules to equality rights cases;

. Construct your own arguments about ongoing equal citizenship controversies; and

Yau fw

. Write a persuasive essay about an important equal citizenship issue.

Process

This course is divided into five units which will help you develop the skills necessary to achieve
these goals. You will spend a substantial proportion of class time working in teams to resolve
legal issues about problems that arise in the context of equal citizenship debates. On the first day
of class, you will be assigned to a team and you will remain on that team throughout the entire
semester. Your participation and performance in your team will determine your success in this
course.

For each unit, you can expect to go through the same process:

1. You are expected to read a substantial amount of the assigned materials before we cover
them in class. You should use these materials to practice the desired skill.

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2. On the days identified on the course calendar, you will take two quizzes to evaluate your
ability to perform the desired skill. First, you will take the quiz individually. Immediately
thereafter, you will take the same quiz again as a team. Both quizzes are graded. You will
not be allowed to use your book during these quizzes, but you may use any notes you bring
to class.

3. Asa team, you will be allowed to appeal any question which you have answered incorrectly.
An appeal will consist of a 1-2 page document which states clearly why an alternative answer
is better than the answer indicated. Appeals must be written clearly and in a concise manner.
Appeals will be evaluated solely on the merits of the argument as presented in the document.
You will only have one opportunity to appeal any given question. If you are still reading
closely, you will learn through these exercises that there are no right answers; there are
simply answers supported by better arguments. All appeals are due within 24-hours and
must be submitted via email. Late appeals will not be accepted.

4. After the diagnostic portion of the unit, you will be expected to continue reading the as-
signed materials. During class time, you will be asked to work in teams to apply the desired
skill to new problems.

5. Each unit will end with a unit exam in which you will be asked to apply the case law
you encountered during the unit. These exams will consist of an individual and a group
component. The group component will consist of an essay. The essay will be written as a
team, though any individual is permitted to write a concurring or dissenting opinion. The
essay will be evaluated in terms of the arguments you supply as well as the clarity of the
writing. Each member of the team will take the lead in drafting an essay at least once during
the semester. The grade will be assigned to the entire group and individual grades will be
modified in light of concurring and dissenting opinions. These essays are on the third
day after they have been assigned and must be submitted via email. Therefore, they will
always be due on a Friday or Sunday by 11:59PM. Late unit exams will not be accepted.
The group essay may not exceed five pages. Individual concurrences and dissents may not
exceed two pages.

Final Paper

To complete this course, you must submit a persuasive essay about an emerging or ongoing free
speech controversy. Unlike most other parts of this course, you will be required to write your
own paper. Nonetheless, I encourage you to share your ideas, arguments, and feedback with your
colleagues. You may even ask them to proofread your paper. But, ultimately, the work must be
your own.

Your topic is not restricted to the American context. Nor are you required to write about an
ongoing case, though you will find many interesting issues are currently pending before the U.S.
Supreme Court. I encourage you to talk to me if you would like some guidance when selecting a
topic.

You must submit a final draft of your paper by 1:15PM on May 5, 2015. Late papers will be
penalized one letter grade for each day they remain outstanding.

Grading & Evaluations

You will be evaluated according to your progress toward the goals of this course. Evaluations will
occur regularly in class, on quizzes and exams, and on your final paper. The relative weights of
each portion of the evaluation are listed below:

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Peer Evaluation: 5%

In-Class Tasks: 25%
Unit Exams: 30%
Final Paper: 40%

Please notice that there is no attendance or participation grade per se. Instead, your performance
in class is captured in the “Peer Evaluation” and “In-Class Tasks” component of your grade. At
the end of the semester, you will be asked to evaluate the performance of your teammates on
the contributions they have made to your group this semester. In turn, they will evaluate your
contributions.

The grading scale will be as follows:

A 93 - 100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
Cr 77-79
Cc 73-76
Cc 70-72
D+ 67-69
D 63-66
D- 60-62
E Below 60

Policies

The due dates might and they will be announced in class. Whenever I add course content or alter
a due date, you can expect to find an updated syllabus online.

Plagiarism is 1) the act of duplicating another person’s ideas or language and 2) claiming owner-
ship over those ideas or language. Any written submissions you make in this course are deemed
to be your own unless attribute them to someone else. In each of those assignments, you will
find it useful — if not necessary — to invoke the ideas of others to further your own arguments. I
encourage you to do so, but you must indicate which ideas you have ‘borrowed’ from others.

One easy way to avoid any plagiarism is to use quotation marks to signal that you have used
someone else’s language. In a paper, for example, in which you define the so-called ‘clear and
present danger test,’ you may assert that governments cannot “forbid or proscribe advocacy of
the use of force or of law violation except were such advocacy is directed to inciting or producing
imminent lawless action and is likely to incite or produce such action” (Brandenburg v. Ohio, 395
U.S. 444, 447 (1969)). But you will not be expected to learn proper legal citation in this course. A
simple citation to the casebook will suffice if you assert the same proposition (Shiffrin & Choper
2011, 43). You are highly encouraged to use a similar citation style if you paraphrase someone’s
idea and you do not have any need for quotation marks. If you have questions about this, do not
hesitate to ask.

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More generally, student participation in this course is governed by the University’s Standard of
Academic Integrity. Those standards are outline: Failure to comply with the Standard of
Academic Integrity can result in dismissal from tl se and other academic discipline by the
University. It will certainly result in a failing grade.

Reasonable accommodations will be provided to students who required them, but I ask that you
notify me early in the semester. In addition, please request that the Disabilities Resource Center
contact me regarding your situation to provide documentation.

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Course Schedule

Unit Date _ Topic Materials Class Task
Introduction 01/22

01/27 Class Structure Syllabus; Novkov Quiz 1
Analyzing Equality 01/29 Equality & the Constitution Obama; Jaffa; Quiz 2
Case Elements 02/03 Equality & the Constitution

02/05 Fundamental Problem of Equality Griggs; MacDonald

02/10 Fundamental Problem of Equality — Griggs; MacDonald

02/12 Affirmative Action (Employment) — Weber; Croson; General Contractors;

02/17 Affirmative Action (Employment) — Weber; Croson; General Contractors

02/19 Affirmative Action (Education) Bakke; Gratz; Grutter

02/24 Affirmative Action (Elections) Bolden; Shaw; Vera

02/26 Unit Exam

03/03 Research Day Project Description
Alternative Equalities 03/05 Citizenship, Law, & Race Omi & Winant; King & Smith Quiz 3

03/10 Citizenship, Law, & Gender Ritter ; US v. Virginia

03/12 Normative Theories Young; Kymlicka

03/17 Spring Break

03/19 Spring Break

03/24 Normative Theories Young; Kymlicka; Pillay

03/26 Writing Williams, Colomb (2010)

03/31 Unit Exam Unit Exam
Law & Identity 04/02 Quiz Balaji; Ram Singh; Deshpande (2011) Quiz 4

04/07 Legal Construction (India) Balaji; Ram Singh; Deshpande (2011)

04/09 Legal Construction (United States) Hanley Lopez (1997); Foley (2004)

04/14 Legal Construction (South Africa) | Anthony Marx (1992)

04/16 Unit Exam Unit Exam

04/21 Paper Workshop Send papers to group by 4/19
Final Paper 04/23 Presentations TBD

04/28 Presentations TBD

04/30 Presentations TBD

05/05 Evaluation

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Topics in Public Law: Constitutional Interpretation
RPOS 449Z — Spring 2017

Professor Stephan Stohler Tu, Th 11:45AM — 1:05PM
Email: sstohler@albany .edu Location: BA 210
Telephone: 518.442.5263 Office Hours: Tu 1:05PM-3:05PM
Office: Milne Hall 203 Office Hours Location: Humanities 016
Credits: 3

Course Description

The text of national constitutions is often an important basis for asserting polit-
ical claims in constitutional democracies around the world. But the text of the
USS. Constitution, like many of its counterparts, is often vague and fails to resolve
important political questions in unambiguous ways. In an attempt to overcome
these ambiguities, political and judicial actors engage in constitutional interpre-
tation, providing more guidance for resolving political and legal disputes. In this
course, students will examine the politics of constitutional interpretation by in-
vestigating important questions like who has the final authority to interpret the
Constitution and how interpreters should go about reaching decisive conclusions
about otherwise ambiguous text.

This course is designed to provide students with an opportunity to pursue a
research question of their own choosing. Accordingly, students may write on
any topic related to law, constitutions, or constitutional interpretation broadly
defined (though students must receive instructor approval before settling on a
final argument). This is an intensive writing course. Students are expected to
complete a substantial research paper over the course of the semester. Students
do not need to have prior experience conducting legal research, though research
will be required for the paper.

Student Focused Learning Objectives

Students will develop an argument about a contemporary constitutional issue.
Students will learn to identify relevant existing scholarship related to their argu-
ments. Students will learn to conduct independent research. Students will learn
to write a research paper which develops their arguments over multiple drafts.
Students will learn to provide useful criticism of other students arguments.

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Materials

All course materials will be made available via the course Blackboard website.

Policies

Student participation in this course is governed by the University’s Standard of
Academic Integrity. Those standards are outlined here:

http : //www.albany.edu /undergraduate_bulletin/regulations.html

Failure to comply with the Standard of Academic Integrity can result in dismissal
from the course and other academic discipline by the University. It will certainly
result in a failing grade.

http : / /library.albany.edu/infolit/plagiarism1

Extensions on assignments will only be granted in exceptional circumstances and
the extension must be granted before the deadline has passed. Absences will only
be excused with a note from the Dean of Undergraduate Students.

Graded Assignments

Grades will be determined by student performance on class participation, re-
sponse papers, a presentation, and the research paper. The respective weights are
listed below:

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Peer Feedback: 5% Due before group sessions

Paper Prospectus: 5% Due by class on February 14, 2017
Participation: 10% Assessed throughout the course
First draft: 15% Due due by March g, 2017
Second draft: 15% Due by class on April 11, 2017
Final draft: 50% Due by class on May 9, 2017

Please send all assignments via email to sstohler@albany . edu.

The grading scale will be as follows:

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
E Below 60

If you feel you have been awarded an unfair grade, you may contest it. However,
if you want to do so, it must be done in writing and no sooner than 48 hours after
you have received the grade. In your written complaint you need to provide a
specific account of what in particular you are concerned about.

Peer Feedback

Paper Prospectus

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the prospectus should include a discussion of why your argument is important.
This assignment, like every writing assignment in this course, will be assessed —
in part — on the quality of the writing. I encourage students to contact me well
before the due date to discuss paper topics and arguments.

Research Paper

Course Outline

1/24: Introduction
1/26: How Do We Know What the Constitution Means?

Rosen, Jeffrey. 2016. “Jeffrey Rosen Answers Your Questions about Constitu-
tional Interpretation.” We the People. August 25.

Available at: http:/ /bit.ly /acbrZJv

When listening to this podcast, please keep a list of new things you learned;
things you believe are right; and things that seem wrong or strange.

1/31: The Most Important Case of the 20th Century
Plessy v. Ferguson (1896)
Brown v. Board of Education (1954)
2/2: The Problem With the Most Important Case of the Century I

Committee on the Judiciary, United States Senate, Confirmation Hearing on the
Nomination of Robert H. Bork to be Associate Justice of the Supreme Court of
the United States, Serial No. J-100-64, (remarks by Bork, J.).

Committee on the Judiciary, United States Senate, Confirmation Hearing on
the Nomination of John G. Roberts, Jr. to be Chief Justice of the United States,

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Serial No. J-109-37, September 12, 2005 (remarks by Roberts, J., Sen. Specter,
and Sen. Kennedy).

2/7: The Problem With the Most Important Case of the Century II: Originalism

Barber, Sotirios A. and James E. Fleming. 2007. “Narrow Originalism, Inten-
tionalism.” pp. 79-98 .

Scalia, Antonin. 1997. A Matter of Interpretation.

2/9: The Problem With the Most Important Case of the Century III: Process,
Consensualism

Ely, John Hart. 1980. Democracy and Distrust: A Theory of Judicial Review .

Barber, Sotirios A. and James E. Fleming. 2007. “Textualism and Consensual-
ism” pp. 67-78 .

2/14: The Problem With the Most Important Case of the Century IV: Refocus
Bolling v. Sharpe (1954)
Brown v. Board of Education II (1955)
Cooper v. Aaron (1958)
Submit prospectus via email by the start of class.
2/16: Departmentalism I
Lincoln, Abraham. 1861. “First Inaugural Address.”

Bickel, Alexander. 1962. The Least Dangerous Branch: The Supreme Court at the
Bar of Politics.

2/21: Departmentalism II
Burt, Robert. 1992. The Constitution in Conflict.
Obama, Barack. 2006. The Audacity of Hope.

Submit introduction via email by 5PM on 2/19. See “Memorandum on Intro-
ductions.”

2/23: Writing Exercise I: Organization

In-class packet provided.

Submit “Reading List” via email by the start of class.
2/28: Writing Exercise: Flow

Submit background outline via email by 5PM on 2/26.

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In-class packet provided.

3/2: Immigration & Travel Ban I
Background

3/7: Immigration & Travel Ban II
Hawaii case; Washington case

3/9: Immigration & Travel Ban II
Ninth Circuit

3/14-3/16: Spring Break, No class.
No assignments

3/21: Individual paper meetings
Schedule 20 minute session
Develop research/writing plan

3/23: Individual paper meetings
Schedule 20 minute session
Develop research/writing plan

3/28: Justice Sonia Sotomayor I
Sotomayor, My Beloved World

3/30: Justice Sonia Sotomayor II
Sotomayor, My Beloved World

4/4: Justice Sonia Sotomayor Presentation
Class will meet at Justice Sotomayor’s presentation

4/6: Affiramtive Action I
Bakke

4/11: Classes suspended
No class

4/13: Affirmative Action II
Submit second draft

Small workshop groups assigned

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Gratz, Grutter
4/18: Affirmative Action III

Fisher
4/20: Writing Workshop: Final Draft

In-class packet provided.

Circumate materials for introduction presentations
4/25: Presentations, Introductions

Presentation and small group feedback

Circulate materials via email for background presentations
4/27: Presentations, Backgrounds

Presentation and small group feedback

Circulate materials via email for argument presentations
5/2: Presentations, Arguments

Presentation and small group feedback

Circulate materials via email for application presentations
5/4: Presentations, Applications

Presentation and small group feedback
5/9: Debriefing Session

Due: Final Draft

Course feedback

Which aspects of the course were valuable?

How can the course be improved?

349
SYLLABUS
RPOS469Z: Comparative Public Policy
State University of New York at Albany
Spring 2017
3 credits

Professor: Zs6fia Barta

Class times: Tue-Thu 1:15PM - 2:35PM BA 227

Office hours: Tuesdays and Thursdays 9.00-10.00 in the Contact Office
Office: Milne 205

Email: zbarta@albany.edu

Course description

Why do countries differ in their policy choices? Why do some countries provide health
care and education through the public sector, while in others the provision is mostly
private? Why do some countries borrow extensively while others keep their budgets in
balance? Why do some countries pay unemployment benefits indefinitely, while others
barely pay such benefits at all? This course answers such questions by exploring the
nature of social conflicts surrounding policy-making, the differences in national
policymaking institutions, changing ideas about the desirable goals and best types of
policies and the influence of the international economic and political environment on
national policy-making.

The first third of the course covers the broad theoretical approaches to why policies
differ across time and nations. The rest of the course uses different policy areas to see
how well the different theories can explain policy variation. The last three weeks are
devoted to presenting students’ own research about important policy problems.

Undergraduate students who have taken RPOS350 Comparative Public Policy should not
take this course.

Course objectives

By the end of the course, students should

* have a good understanding of the variation of policy choices across prosperous
developed countries in several policy areas;

* be familiar with the main theoretical approaches to why variation is so great
across democracies at similar levels of development;

* be able to think critically about the strengths and weaknesses of each approach
and use their knowledge to make informed arguments about cross-national
variation in different policy areas.

The course is also aimed at developing students’ presentation, writing and research skills.

350
Teaching method

This course relies mostly on discussion. Students are expected to hold presentations and
participate in class discussions. They are expected to have done the assigned readings
before coming to class in order to enable them to participate actively in group-work and
to ask informed questions and express opinions on current policy issues in the US and
elsewhere.

Assessment

The final grade for the course will be based on the following components:
* attendance and participation in class discussions 10%

* reading response papers 20%

¢ literature review 20%

* final paper 40%

* presentation 10%

Grading

The grading scale will be as follows:

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,

E=below 60.

If you feel you have been awarded an unfair grade, you may contest it. However, if you
want to do so, it must be done in writing and no sooner than 48 hours after you have
received the grade. In your written complaint you need to provide a specific account of
what in particular you are concerned about.

Reading response papers

For each weak, students should hand in a reading response of no more than 300 words,
briefly responding to questions regarding the readings assigned for that week. Questions
can be found both on Blackboard and in the syllabus. Reading responses are due each
Monday by midnight. Unexcused late submissions of the response papers will not be
accepted, and missed response papers cannot be made up later.

351
Literature review

By the end of week 6, students are expected to write a literature review of no more than
1000 words to summarize the gist of the major theoretical approaches discussed in the
first third of the course. Literature reviews are due latest by midnight February 26.

Paper

Throughout the rest of the course, students will work on a scaffolded writing exercise,
the end product of which will be an individual paper (of up to 3000 words) that explains
an instance of policy variation between two countries of the student’s choice in a policy
area of the student’s choice.

A paper proposal of maximum one page is February 20. The proposal should explain
which countries and what policy area the student will be examining, describe the policies
chosen by each country and propose hypotheses that the student wishes to investigate.
Students will briefly present their proposed topics in class on February 23. They will
receive feedback from their fellow students and the professor and are expected to
incorporate the feedback in their subsequent paper.

The first draft of the paper is due on April 2. Students will receive a grade as well as
detailed feedback on this draft and will have the opportunity to rework their drafts and
incorporate the feedback also in their presentations.

The second draft of the paper is due latest by midnight on April 23. Please note that the
second draft will be made available to all the students of the class to comment and ask
questions on.

The final draft of the paper is due May 8.

The last two weeks will be set aside for presentations, in which students explain to their
fellow classmates their research and their findings. Students will also comment on each
other’s projects and recommend ways to improve the project.

Accommodations

“Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a
disability requiring accommodation in this class, please notify the Director of Disabled
Student Services (Campus Center 137, 442-5490). That office will provide the course
instructor with verification of your disability, and will recommend appropriate
accommodations. (For further information, please visit
http://www.albany.edu/studentlife/dss/Accommodation.html),” If you wish to discuss
academic accommodations for this course please also inform the instructor as soon as
possible. In addition, the instructor will make every effort to accommodate difficulties
arising from religious observance. You are asked to bring any possible conflicts to the
instructor’s attention as soon as possible. “Students should not expect that, if they do
poorly on an exam or other assignment, to claim, at that time, the need of an
accommodation. This statement is to preclude that problem, and allow people with a
need for accommodations to be treated fairly and appropriately (Harwood 2003).”

352
Plagiarism

Please make sure to know and follow the rules. If you are involved in plagiarism the
penalty will be failure in the course and you will be reported to judicial affairs. Every
Student is expected to go through the following tutorial
http:/ /library.albany.edu/usered/plagiarism/index.html. All papers will be judged with
the knowledge that you have taken the online tutorial.

353
Weekly outline

Topic Tuesday Thursday Assignment due
Introduction January 24 January 26 None
+ Baldwin (2009) The Narcissism of Minor Differences.
(excerpts available on
1. bttp://www.theglobalist.com/how-americaand-
curope-are-alike/
2. http://www.theglobalist.com/social-policvhow-wide-
a-transatlantic-gap/
3. http://www.theglobalist.com/europe-vsamerica-
some-inconvenient-environmentaltruths
4. http://www.theglobalist.com/astonishingtransatlantic-|
cultural-comparisons/
5. http://www.theglobalist.com/why-atransatlantic-
chasm/ )
Who makes January 31 February 2 Response paper 1:
policies? The state Society What does the state

* Fukuyama (2004). State Building}
Governance and World Order in the
21st Century (Chl)

+ Migdal, J. (2001). State in Society: Studying How States
and Societies Transform and Constitute
One Another (Ch1) Cambridge University Press

(government) do according to
Fukuyama and what are the
limits of state action according
to Migdal?

Explanations for

policy variation 1.

February 7

Interests

* Prieden (1991). Debt,
Development and Democracy,
Princeton University Press (Ch1)

February 9

Institutions

+ Lijphart, A. (1999). Patterns of Democracy.
New Haven and London, Yale University Pr
(Ch 1-3. and 17)

Response paper 2:

What types of institutions
matter according to Lijphart
and why?

Explanations for

policy variation 2.

February 14
Ideas

+ Blyth (2002). Great transformations:

February 16
The International

* Garrett and Lange (1995) _Internationalization|

Response paper 3:
How do ideas determine how
countries react to crises

according to Blyth?

354
economic ideas and institutional

institutions, and political change. International

Education policy

change in the twentieth century,
Cambridge University Press, Ch 2

February 28

Higher education

¢ Ansell, B.W. (2008). University
Challenges: Explaining Institutional
Change in Higher Education, World
Politics 60(2)

Organization

March 2

Public schools

¢ Hochschild and Scovronick (2004) The
American Dream and the Public Schools.

Oxford University Press (Introduction and
Chapter 8)

Response paper 4:
Why is higher education mostly
private in the US according to
Ansell?

Literature Review due latest
by midnight February 26

7. | Health policy

March 7
Diversity in Europe
. Immergut, E. (1992) Health
Politics: Interests and Institutions in
Western
Europe, Cambridge University Press

March 9

American exceptionalism

* — Quadagno (2005). One nation, uninsured.
Oxford University Press (Introduction and
Chapter 8.)

Response paper 5: Why is
the American health care
system so different from its
European counterparts?

8. | No class — Spring

March 14

March 16

355
Why do some countries get
disastrously indebted when others
don’t? « Barta (2017). In the

Red. (Ch1)

10. | Social Policy March 28 March 30 Response paper 6:
Varieties of welfare states Why Doesn’t the US Have a European-Style What are the main differences
* — Esping Andersen (1990). The Three Welfare System? among welfare systems
Worlds of Welfare Capitalism. + Alesina, A., Glaeser, E, and Sacerdote, B. according to Esping-Andersen?
Princeton University Press (2001). Why Doesn’t the US Have a European-_ | Which type does the US fit?
(ntroduction and Chapter 1) Style Welfare System? NBER Working Paper
No. 8524
hetp://www.nber.org/papers /w8524.pdfPnew
window=1
11. | Trade policy April 4 April 6 Response paper 7:
Trade policy and institutions American trade policy at the time of the Great Do institutions matter for trade
+ Ehrlich, S. D. (2007) Access to Depression policy?
Protection: Domestic Institutions and | * — Hiscox, M. J. (1999). The Magic Bullet? The
Trade Policy in Democracies, RTAA, Institutional Reform, and Trade
International Organization, 61 (3) Liberalization, International Organization 53(4)
12. | Public debt April 11

April 13

What is fiscal governance and what does it depend

on?

* — Hallerberg et. al (2009.) Fiscal Governance in
Europe, Cambridge University Press (Chs. 1
and 2)

Response paper 8:

What makes some countries
more prone to debt than
others?

356
Immigration

April 18

Controlling immigration flows

April 20
2%%.5.432.-1&9&CDB4E%.-1&

Response paper 9:

Which of the theories offered
in this week’s reading best
explains the current attitude
towards immigration

14.

Project
presentations

April 27

Response paper 10a:

Read project papers on
Blackboard and ask each author
a question that is relevant to
his/her topic, but her research

14.

Project
presentations

April 25

April 27

Response paper 10a:

Read project papers on
Blackboard and ask each author
a question that is relevant to
his/her topic, but her research
paper does not answer.

Second draft of project paper
due latest by midnight April
23

15.

Project
presentations

May 2

May 4

Response paper 10b:
Read project papers on
Blackboard and ask each author

a question that is relevant to

357
Laura V. Gonzalez-Murphy Political Science 474

Assistant Research Professor T, Th 5:45pm - 7:05pm
518 961 0330 ES 108 gonmurph@aol.com

Office Hours: After class

RPOS 474Z-POLITICS OF INTERNATIONAL MIGRATION
Preliminary syllabus
3 credits

This upper level undergraduate seminar examines the domestic and international politics of migration.
International migration has become an increasingly salient political issue not only in the United States
but around the world. As immigration to the United States in the 1990s reached levels rivaling that of
the peak years before WWI and as growing flows of skilled and unskilled workers fueled the US
economy, political candidates increasingly compete for votes in immigrant communities and call for
immigration policy reform. In the rest of the world, East German communism disintegrates as
thousands of young East Germans leave their country via Czechoslovakia and Hungary. After
examining the historical and demographic context of international migration, we will consider the
politics of U.S. immigration policy and immigration reform. Comparative analysis of labor migration to
advanced industrial states, the question of state control over migratory flows, increasing human
smuggling and trafficking and the politics of inclusion and exclusion of migrants in host countries will
then be the major focus. We will then examine the impact of migration on international politics with
particular emphasis on the growing influence of civil society on political change in home countries,
refugee policies and the potential for international cooperation on migration. For this latter focus, we will
use Mexico, Spain and Italy as case studies.

Prerequisites:

A background of POS 101 Introduction to American Politics and POS 102 Introduction to Comparative
and International Politics is assumed, however, the courses are not strict prerequisites.

By the end of this course, students should be able to:

1. Identify key concepts in readings and critically evaluate them in class discussions.

2. Articulate major arguments in the migration studies literature

3. Relate those arguments to major theories of international politics

4. Critically evaluate common readings in discussions with instructor and fellow students

Textbooks:

Stephen Castles, Hein de Haas and Mark J. Miller, The Age of Migration, International Population
Movements in the Modern World 5th edition (The Guilford Press 2014) ISBN: 9781462513116

Daniel Tichenor, Dividing Lines: The Politics of Immigration Control in America (Princeton University Press
2002) paperback ed. ISBN: 0691088055

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Gonzalez-Murphy, Laura V. Protecting Immigrant Rights in Mexico: Understanding the State-Civil Society
Nexus (Routledge 2013) ISBN: 978041564383

Additional required readings: Additional readings not in the above books or below, will be journal
articles and policy reports that will be provided to you via email. Unless noted, all required articles can
also be accessed on-line at a under “e-journals” or through Lexis/ Nexis.

Requirements:

Ina addition to a midterm, students will write a policy advocacy brief (first paper) and an analytical
paper (final paper).

Students are expected to complete all assigned readings in advance of class and be prepared to discuss
them. The base line grade for class participation is a D. Routine attendance with minimal participation
will earn a C. Regular contributions to class discussion that are appropriate and draw on readings will
earn a B. Students who are consistently well-prepared to discuss the assigned readings nearly every
class and actively participate in discussions will receive As for class participation. Attendance directly
influences your ability to participate but is being graded separately.

First paper (1,500 words) 25%
Midterm 25%
Final paper (2,000 words) 30%
Class participation 10%
Attendance 10%
Final Grading:

The grading scale that will be used in the course is as follows: 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, E=below 60.

Late paper policy:

Late papers will be accepted provided that documentation of illness, death in the family, etc. is provided
to the Dean of Students and to the instructor. Students should ask the instructor for an extension as soon
as possible and must do so no later than 24 hours after the paper is due. In the case of unexcused late
submissions, a penalty of one half letter grade will be assessed per day.

Policy on academic integrity:

Students must properly reference all sources, including assigned readings. Plagiarism and cheating will
not be tolerated. Students should refer to the academic integrity policies in the Undergraduate Catalogue

for details on examples violations and corresponding penalties.

Part I Introduction and background

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1/22 Introduction and overview of course

1/27-29 Migration theories, history and demography

Castles, Haas & Miller (CHM), chs. 1-3

DS. Massey et. al. “Theories of International Migration: A Review and Appraisal”

http:/ /cis.uchicago.edu/outreach/summerinstitute/2011/documents/sti2011-
parkstheories_of_international_migration.pdf

Skim UN Population Division, “The International Migration Report 2013”
http://www.un.org/en/development/desa/population/ publications/migration/migration-
report2013.shtml

Read “Executive Summary,” International Migration Outlook 2013 (OECD Publishing, 2013): pp. 11-13, at:
http://dx.doi.org/10.1787/migr_outlook-2013-en.

Part II Immigration to the United States

2/03 U.S. Immigration Politics Before 1900

Tichenor, chs. 1-4

From chapter 3 on keep the following in mind: Immigration policy making is influenced by four
interlocked processes: Institutional changes in the nation-state and party system, Left-Right coalitions,
historical policy responses and international crisis.

2/05 The Rise of the National Origin Quota System and Two Tiered Implementation Tichenor,
chs. 5-6

2/12 Cold War and Rights Revolution
Tichenor, chs. 7-8

02/17 Contemporary Politics

Tichenor, chs. 9-10

MS. Teitelbaum, “Right Versus Right: Immigration and Refugee Policy in the United States,” Chart
for Major Immigration Legislation Pending in Congress

http://www.immigrationpolicy.org/just-facts/ what%E2%80%99s-menu-immigration-bills-
pendinghouse-representatives-2014

Vernon M. Briggs, Jr., “Real Immigration Reform: The Path to Credibility,” Statement Before the
Subcommittee on Immigration of the Judiciary Committee of the U.S. House of Representatives, May 3,
2007

http:/ /www.cis.org/articles/2007/briggstestimony050307.html

Muzaffar Chisti and Charles Kamaskai, 2014 “IRCA in Retrospect: Guideposts for Today’s Immigration
Reform” http://www.migrationpolicy.org/research/irca-retrospect-immigration-reform

Michael J ones-Correa and Els de Graauw, “Looking Back to See Ahead: Unanticipated Changes in Immigration
from 1986 to the Present and Their Implications for American Politics Today,” Annual Review of Political Science
Vol. 16 (May 2013): 209-230.

Ruth Ellen Wasem, “Brief History of Comprehensive Immigration Reform Efforts in the 109th and 110‘ Congresses

to Inform Policy Discussions in the 113th Congress, Congressional Research Service, February 27, 2013
http://fas .org/sgp/crs/homesec/R 42980.pdf

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02/19 Legal immigration

Surf US Citizenship and Immigration Services (USCIS) website: http://www.uscis.gov/ U.S.

Legal Permanent Residents: Annual Flow Report 2013 at:

http:/ /www.dhs.gov/sites/default/files/ publications/ois_Ipr_fr_2013.pdf

Susan Martin, “US Employment-Based Admissions: Permanent and Temporary, Policy Brief, Migration
Policy Institute, No. 15, January 2006. http:// www.migrationpolicy.org/ITFIAF/PB_15_1.06.pdf USCIS
Strategic Plan at:

http://www.uscis.gov/sites/default/files/USCIS/ About %20Us/Budget%2C %20Planning %20and %20
Performance/USCIS Strategic Plan_2008-2012.pdf

(read pp. 1-16, skim rest)

02/24 High-skilled migration - The Debate

George Borjas, “The Case for Choosing More Skilled Immigrants,” The American Enterprise, December
2000, pp. 30-31. http:/ /ksghome.harvard.edu/~GBorjas/Papers/AEI_2001.pdf Brookings

Even Piecemeal Immigration Reform Could Boost the U.S. Economy

http:/ /www.brookings.edu/research/opinions/2014/11/20-even-piecemeal-immigration-reformboost-
economy-litan-hathaway

http:/ /www.brookings.edu/~/media/research/files/papers/2011/6/immigrants%20singer/06_immi
grant_skills_media_memo.pdf

Neil Ruiz, http://www.brookings.edu/blogs/the-avenue/posts/2014/11/20-immigration-executive-
action-stemruiz

Audrey Singer and Camille Galdes, http://www. brookings.edu/research/reports/2014/02/05-eb-
5investor-visa-program-singer-galdes

02/26 Continuation of High Skilled Migration

B. Lindsay Lowell, Micah Bump, Susan F. Martin, “Foreign Students Coming to Arica: The Impact of
Policy, Procedures and Economic Competition” Institute for the Study of International Migration,
February, 2007.

http://isim.georgetown.edu/ Publications/SloanMaterials/ Foreign %20Students % 20Coming % 20to %20
America.pdf

“Who Pays? Foreign Students Do Not Help with the Balance of Payments,” Center for Immigration
Studies, June 2008 http:// www.cis.org/articles/2008/back608.pdf

03/03-05 Illegal Migration

Jeffrey S. Passel and D’Vera Cohn, Unauthorized Immigrant Totals Rise in 7 States, Fall in 14: Decline in
Those From Mexico Fuels Most State Decreases, Pew Hispanic Center Nov. 18, 2014

http:/ /www.pewhispanic.org/2014/11/18/unauthorized-immigrant-totals-rise-in-7-states-fall-in-14,
Peter Brownell, “The Declining Enforcement of Employer Sanctions” Migration Policy Institute,
September, 2005
http://www.migrationpolicy.org/article/declining-enforcement-employer-sanctions

Practical Measures to Reduce Irregular Migration, European Migration Network, October 2012, Executive
Summary, Sections 1-7 (pp. 7-64)

http://ec.europa.eu/dgs/home-affairs/what-
wedo/networks/european_migration_network/reports/docs/emn-

studies /irregularmigration/0a_emn_synthesis_report_irregular_migration_publication_april_20
13_en.pdf Yoav H. Duman, “Reducing the Fog? Immigrant Regularization and the State,” Politics

and Policy, Volume 42, No. 2 (2014): 187-220.

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Film: Border War or Farmingville TBD

03/10 Comprehensive Immigration Reform Proposal 2013 vs Executive Actions
FIRST PAPER DUE

Watch: “The President Speaks on Fixing America's Broken Immigration System”
https:/ /www.youtube.com/watch?v=6Q_Xk66gsRU
Executive Action 2014: http://www.uscis.gov /immigrationaction
Read: Fixing Our Broken Immigration System Through Executive Action - Key Facts
http:/ /www.dhs.gov/immigration-
action?utm_source=hp_feature&utm_medium=web&utm_campaign=dhs_hp
Read following executive memos posted on this webpage (others if you wish): Strengthen
Border Security
Revise Removal Priorities
Expand Deferred Action for Childhood Arrivals (DACA) Program
Extend Deferred Action to Parents of U.S. Citizens and Lawful Permanent Residents
Promote the Naturalization Process
Support High-skilled Business and Workers
Ashley Parker, “Boehner Says Obama's Immigration Action Damages Presidency,” New York Times, Nov.
21, 2014
Migration Policy Institute, Nov. 20, 2014 “As Many as 3.7 Million Unauthorized Immigrants Could Get
Relief from Deportation under Anticipated New Deferred Action Program,”
http:/ /migrationpolicy.org/news/mpi-many-37-million-unauthorized-immigrants-could-get-
reliefdeportation-under-anticipated-new
Migration Policy Institute Multimedia “Digging Deeper into Executive Action” December 3, 2014
http://www.migrationpolicy.org/multimedia/digging-deeper-executive-action-further-

examinationimpacts
Rosenblum and Hipsman, 1/13/2015 “Normalization of Relations with Cuba may Portend Changes to

US Immigration Policy. http://www.migrationpolicy.org/article/normalization-relations-cuba-may-
portend-changes-usimmigration-policy

3/12 Border Security

Surf: US Customs and Border Protection (CBP) website: http://www.cbp.gov/xp/cgov/home.xml Jena
Baker McNeill 15 Steps to Better Border Security: Reducing America’s Southern Exposure
http://www.heritage.org/research/reports/2009/03/15-steps-to-better-border-security-
reducingamericas-southern-exposure

“National Border Patrol Strategy,” US Customs and Border Protection, at: Cecilia

Munoz, Even Broken Laws Have to be Enforced 2011

http:/ /www.pbs.org/wegbh/pages/frontline/race-multicultural /lost-in-detention/cecilia-munoz-
evenbroken-laws-have-to-be-enforced

T. Faist, “International Migration and Security Before and After 11 September 2001,” in Messina and
Lahav

Susan Martin and Phillip Martin “International Migration and Terrorism: Prevention, Prosecution and
Protection,” Georgetown Immigration Law Journal, 18/2, Winter 2004, 329-44.

362
Rey Koslowski, The Evolution of Border Controls as a Mechanism to Prevent Illegal Immigration (Migration
Policy Institute and European University Institute, February 2011) posted at:
http:/ /www.migrationpolicy.org/pubs/bordercontrols-koslowski.pdf

Film: Lost in Detention http://www.pbs.org/wegbh/ pages/frontline/lost-in-detention/

03/14 to 3/20 SPRING BREAK

3/24
Immigrant Nation (About the contemporary immigrant US mobilizations)
http:/ /www.immigrantnationfilm.com,

Part III: Immigration Politics in Comparative Perspective

03/26 Migration to Industrialized Countries

CHM pp. 89-100 (Pre1914) ch. 6 126-129, 133-135, conclusion 144-145

C. Joppke, “Why Liberal States Accept Unwanted Immigration,” Migration

Policy Institute, “The Top Ten Migration Issues of 2014”

http:/ /www.migrationpolicy.org/programs/migration-information-source/top-10-migration-
issues2014

Gary P. Freeman, “Modes of Immigration Politics in Liberal Democratic Societies,” International Migration
Review Vol. 29, No. 4 (1995): 881-902.

Wayne Cornelius, "Controlling 'Unwanted' Immigration: Lessons from the United States 1993-2004."
Journal of Ethnic and Migration Studies, Vol. 31, No. 4 (2005): 775-794.

03/31 Migration in the Asia-Pacific Region, Africa and Middle-East, Latin America CHM,

pp 129-133, 135-144

CHM chs 7,8

“Argentina: A New Era of Migration and Migration Policy” Migration Policy Institute, Feb 2006
http:/ / www.migrationinformation.org/feature/display.cfm?ID=374

La Bestia (Migrants from Central America face xenophobia in Mexico on their trip to US)

http:/ /www.youtube.com/watch?v=YegHR1-5HptA

04/02 The Question of State Control CHM,
ch. 10.

J.F. Hollifield, “Migration, Trade, and the Nation-State,”
Kamal Sadiq, “When States Prefer Non-Citizens Over Citizens,” International Studies Quarterly (2005)

04/7 Screening of “Dying to Leave”
04/9 Human Smuggling
Look at recent Trafficking in Persons Report US State Dept.

Icli, Sever and Sever, 2015 A Survey Study on the Profile of Human Smugglers in Turkey
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=52988

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04/14-16 Immigrant Integration and the New Immigration Federalism

CHM Ch. 12

Sarah Spencer, “The Challenges of Integration for the EU,” Migration Policy Institute

http:/ /www.migrationinformation.org/Feature/display.cfm?ID=170

Migration Policy Institute Multimedia http:/ /www.migrationpolicy.org/multimedia/role-
nationalgovernments-promoting-immigrant-integration

Colleen Thouez, “Working with Cities on Mobility, Diversity and Prosperity”

http:/ /www.iom.int/cms/en/sites/iom/home/what-we-do/migration-policy-and-

research/ migration-policy-1/migration-policy-practice/issues/april-june-2014/ working-with-cities-
onmobility.html

Robert Suro, “California Dreaming: The New Dynamism in Immigration Federalism and Opportunities
for Inclusion on a Variegated Landscape”, Journal on Migration and Human Security (January 8 2015)
http:/ /cmsny.org/jmhs-article-california-dreaming-the-new-dynamism-in-immigration-federalism,

04/21 Immigrants and Politics

CHM, ch. 13

Jesse Richman and David Earnest, “Could Non-Citizens Decide the November Election” Washington
Post. October 214, 2014. http:/ / www.washingtonpost.com/blogs/monkeycage/wp/2014/10/24/could-
non-citizens-decide-the-november-election

Rebecca Burgess, “D.C. Considers Allowing Non-Citizens to Vote,” The Weekly Standard, January 22,
2015. http://www.weeklystandard.com/blogs/dc-considers-allowing-non-citizens-vote_824243.html

4/23 -4/30 Case Study on Civil Society and Immigration Policy - Mexico vs Italy and Spain
Gonzalez-Murphy, All

5/5 International Cooperation on a Global Basis (Final

paper due)

CHM, pp. 320-323

“Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children”
http:/ /www.ungjin.org/Documents/Conventions/ dcatoc/ final_documents_2/convention_%20traff_e
ng.pdf

Surf website of US State Dept. Office to Monitor and Combat Trafficking in Persons at:

http:/ /www.state.zov/¢/tip

Arthur C.Helton,” Unpleasant surprises await: new forms of international cooperation will be needed to
address the myriad problems that arise when vast numbers of humans migrate.” Bulletin of the Atomic
Scientists, 58: no 6 N/D 2002, pp. 94-100.

Review mandate of the Global Commission on International Migration at: http:// www.gcim.org/

Rey Koslowski, “Possible Steps Towards an International Regime for Mobility and Security”, Research
Paper Series of the Global Commission on International Migration: Global Migration Perspectives, No 8
(October 2004) at: http://www.childtrafficking.com/Docs/poossiblestepstowards_1007.pdf

364
365
Prof. Gregory P. Nowell
Dept. of Political Science, Richardson 284
135 Western Ave - SUNY
Albany NY 12222
518 442 5267
gnowell@ albany.edu

POS 4792 Class No . 8917 Tu-Thur 2:45 to 4:05 in BB0137
3 credits
Topics course: US Banking and the Financial Crisis
Uptown office hours 1:15 to 2:15 Tuesdays and Thursdays

é Book orders have been placed exclusively at Mary Jane Books, Quail & Western

Consult the Syllabus for Paper Due Dates
Final Exam date: Saturday December 17" 10:30 a.m. to 12:30 p.m.

The academic objectives of this course include some of the most difficult theme in
finance: credit, capitalization, leverage, demand, price levels, employment, etc., as a function of
institutional arrangements in markets. We will study primarily American credit crises. The
guiding principle is the notion of equilibrium as it might be implied in different contexts. An
economics background is not required, and there will be no complex equations or diagrams
required of the student. We will cover a bit of that stuff but it is not expected in the course
assignments. Since the repercussions of the 08 financial crisis are on-going, we will experiment
with introducing current events into the curriculum. Doing so necessarily involves some
flexibility on the weekly content. Part of a day a week will cover topics in the Wall Street

Joumal.

Learning objectives. Students who complete this course should

Be familiar with half a dozen financial crises from Adam Smith’s time through 2008.

2. Master foundational finance vocabulary such as, but not limited to: leverage, interest

2 SLIP co

rate risk, default risk, yield curve, market shorting, mark-to-market, shareholder
equity, bank capitalization, etc.

Understand endogenous credit creation

Understand the broad outlines of the crisis of 2008

Understand the economic impacts of a credit collapse (employment, price levels, etc.)
Understand the various regulatory mechanisms that have been advanced as a means to
control banking and credit crises.

Understand the role of central banks in the management of credit crises.

Course Books: Are for the major part, on line, for free. Some have been ordered at Mary
Jane Books, at the corner of Quail and Western. Generally this will be your least expensive
altemative. Y ou may also order books via Internet, and prices vary considerably by vendor.

366
Used books can be had at www.abebooks.com and other sources. Some packet materials will
also be available there. A certain number of articles will be on the class web site and/or JSTOR.

BOOKS YOU CAN BUY

Hacker, Diana (1997). A Writer's Reference. 3rd ed. Boston: Bedford Books, isbn 0312172168
or MOST CURRENT EDITION.

Keynes, J.M. (1963;1936) General Theory of Employment Interest and Money. NY: Macmillan
(on line full texts are available usually without page numbers)

Lewis, Michael (2010) The Big Short: A True Story. NY: Penguin Books. “movie tie in” and
“doomsday machine” variations of this book are OK.

List, Friedrich (1999;1840). National System of Political Economy: The Theory. (v. 2) San
Francisco: Dry Bones Press. ISBN 188393852X. (also available on google books for free)

Smith, Adam (1977;1776) An Inquiry into the Nature and Causes of the Wealth of Nations.
Cannan, ed. Chicago: University of Chicago Press, isbn 0-226-7634-9. (on line version is
Seligman, see week-by-week syllabus for links)

Wall Street Journal: on line, $15 for one semester, wsj.com

Work to be completed:

= one paragraph weekly essays, about 150 words, will be expected about once a week
and be part of the participation evaluation. These topics will ALL be drawn from the
Wall Street Journal.

= Two ten to twelve page papers, each submitted in two drafts

=> Final exam

Course grading. The course grade will be based on two papers, 12-13 pages each, (nominally
30% of the grade each) and one final (nominally 40% of the grade plus adjustments due to
attendance (see below) and subjective appreciation of such factors as class participation. The
papers are due on the dates stated in the syllabus. Y ou will receive comments and editing
suggestions on your first draft, but no grade. Then you rewrite the paper. This almost always
leads to a substantially improved paper and a better final draft. The rewritten paper must be
tumed in on the date indicated.

Letter grades scale. Individual assignment and overall c ourse grading are on a 400 point scale
where 385 to 400 =A, 350 to 384 =A- , to 316 to 349 =B+, 285 to 315 =B, 250 to 284 =B-,
216 to 249 =C+, 185 to 215 =C, 150 to 185=C-, 115 to 149 =D + to 85 to 114 =D, 50 to 84 =
D-, and 0 to 49 = E. These ranges are for determining final letter grades for the course, after
averaging and weighting of all grades for the entire semester. The numeric grades assigned to

367
exams and essays will be limited to the following range of values: A= 400, A- =370, B+ =330,
B =300, B- =270, C+ =230, C=200, C- = 170, D+ =130, D = 100, D-=70, E+ =30, and E =zero.

While I think it’s a good idea, the idea of a first draft, receiving criticism, and then a
chance to rewrite is a required element of university “Z” courses (in other words, not
invented by your prof to make you unhappy). Y our first draft papers must meet the bar of a
credible effort to meet these requirements: your first draft is supposed to be as good as you can
make it. For example, you can’t turn in a three page paper with the idea that you’ll “fix it” for
the rewritten version because only the final grade will “count”—gamesmanship like that will
result in a severe hit to your grade for the entire assignment. Y our rewritten paper is due exactly
one week after it is handed back.

Late paper policy. Making the cycle of draft-critique-rewrite work requires a high degree of
coordination compared to non-Z courses. Papers are due on the day specified. A penalty of one
half grade per paper per day will be imposed for late papers. That is, an A- will be reduced to a
B+,aB+toaB, and so on, down to zero credit. This penalty will run over weekends and
holidays: If a paper is due on Friday and I don’t get it till Tuesday, it will be docked for four
days, or 2 full grades. Valid medical excuses for late papers are to be cleared through the
Dean’s office not through me.

Minimum completion: Y ou cannot pass the course by punting any of the paper first drafts, the
second drafts, or the final exam. That is, if you do the first paper, skip the second, take the final
exam, and believe that you the average will get a grade of C- in the course, that isn’t going to
happen.

Safe Assign and hard copies. All papers must be uploaded to safe assign. The copy that you
hand in for a grade is due IN CLASS in HARD COPY.

Plagiarism. In cases of plagiarism, the offender will be strongly encouraged to leave the class,
and/or failed. Referrals to academic affairs or to the dean’s office are possible.

Disabilities: As with all classes, students requiring special accommodations must do so ina
timely manner. That means at the beginning of the semester.

Week-by-week schedule

Week 1 — Tuesday 30 August, Thursday September 1

Tuesday Class Introduction and Organization.

Thursday Smith edition v. 1 https://archive.org/details/wealthofnationss01smituoft

I. "Of the Division of Labor," p. 4-11, II. Of the Principle which gives occasion to the Division of Labor," pp. 12-
14. III. "That the Division of Labor is Limited by the Extent of the Market." PP. 15-18. IV. "Of the Origin and
Use of Money," pp. 19-25. V. "Of the Real and Nominal Price of Commodities, or their Price in Labor, and their
Price in Money," pp. 26-40

Matthew 25:14-30 parable of the three servants. Hoarding.

Week 2 Adam Smith’s credit crunch

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https://archive.org/details/wealthofnationss01smituoft Volume One, Book II, Chapter 2, pp. 257-281

Tuesday August 30,
Thursday September 1°,

https://archive.org/details/thewealthofnatio00smituoft Book V, chapter III “Of Public Debts” pp. 389-430.

Week 3 Tuesday September 6",

Thursday September 8",

List 1% half (about pp. 97 to 165 archive.org edition; first half of printed “The Theory”)

Archive.org edition (Lloyd translation, avoid earlier translation by Matile, pagination is wildly different)

http://tinyurl.com/List-Lloyd-translation List 1% half (about pp. 97 to 165 archive.org edition; first half of printed
“The Theory”)

Week 4
Tuesday 13 September
Thursday September 15",

List 2™ half (through to p. 242 of archive.org’s Lloyd translation, second half of printed “The Theory”)

http://tinyurl.com/List-Lloyd-translation

Week 5 Tuesday 20 September, Stabilizing an unstable economy.
Thursday September 22"¢

Concepts: methods of spreading risks; taking short positions; financial innovation; social consequences

Reading: “The Big Short,” pp. 1-135

Nowell hands out paper topics on Tuesday

Week 6 Tuesday 27 September, Thursday 29 September, Stabilizing an unstable economy.

Showing of “Big Short” in class.
Reading: “The Big Short,” pp. 136-270.

Week 7 Tuesday 4 October,
Thursday 6 October,

Bloomberg: Saudi Arabian holdings of U.S. Debt http://bloom.bg/1004ymn

China’s Mountain of debt: http://www.bloomberg.com/news/articles/2016-08-28/digging-into-china-
s-growing-mountain-of-debt

China debt problem: http://www.bloomberg.com/news/articles/2016-05-23/-massive-bailout-
needed-in-debt-saddled-china-analyst-chu-says

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1 paper, 1% draft, returned with comments on Tuesday

Week 8

Tuesday 11 October NO CLASS
Thursday October 13"

Lester, Richard A. (1935). “Is Inflation Possible?” The North American Review, Vol. 239, No. 1 (Jan., 1935) , pp.
14-18. Stable URL: http://www. jstor.org/stable/25114560

Wirth, Max (1896). “German Banks of Issue,” pp. 1-57, especially 1-12 on land banks in History of Banking, v. 4.
http://archive.org/stream/cu31924092584220#page/n13/mode/2up

Bordo, Michael D., and Eugene N. White (1991). “A Tale of Two Currencies: British and French Finance During
the Napoleonic Wars,” The Journal of Economic History, Vol. 51, No. 2 (June), pp. 303-316 Stable URL:
http://www jstor.orq/stable/2122576

Second draft of first paper due on Tuesday

Week 9 Tuesday 18 October, Thursday October 20

Sprague, Crisis of 1873, pp. 1-107 http://tinyurl.com/spraque-on-crises

Return of graded first papers

Week 10 Tuesday 25 October, Thursday October 27"

Read Sprague, pp. 218-316 (on crisis of 1907). Sprague http://tinyurl.com/spraque-on-crises

Week 11 Tuesday 1 November, Thursday November 3
Keynes chapter 22 of the General Theory

Nowell hands out paper topics - Tuesday

Week 12 Tuesday 8 November, Thursday November 10th
Keynes chapter 22 of the General Theory

2" papers due, 1% draft - Tuesday

Week 13 Tuesday 15 November, Thursday November 17

Read Bemanke paper http://www.princeton.edu/~pkrugman/bernanke_paralysis.pdf

24 papers handed back — Tuesday

370
Week 14 Tuesday 22 November,
Thursday November 24"\ NO CLASS

Tuesday: Catch up day, review

Week 15 Tuesday 29 November, Thursday December 1st

Financial Crisis Inquiry Report: link http://www.gpo.gov/fdsys/pkg/G PO-FCIC/pdf/G PO-

FCIC.pdf Chapters 6, 7, 8, 9, pp. 83-187

Tuesday: Second draft of second papers due

Week 16 Tuesday Dec 6", Thursday December 8”
LAST DAY OF CLASS

Review of final exam

Final Exam date: Saturday December 17" 10:30 a.m. to 12:30 p.m.

371
Books that have been used in various versions of this class

Hacker, Diana (1997). A Writer's Reference. 3rd ed. Boston: Bedford Books, isbn 0312172168
or MOST CURRENT EDITION.

Hobson, J.A. (1902;1965). Imperialism: A Study. Ann Arbor, MI: University of Michigan
Press. Call no. JN 276 H 1965; Isbn Hobson Imperialism

Keynes, J.M. (1963;1936) General Theory of Employment Interest and Money. NY: Macmillan.

Hilferding, Rudolf (2006; 1910). Finance Capital. NY: Routledge. ISBN13: 978-0-415-43664-
9

Kula, Witold (1976;1962) Economic Theory of the Feudal System: Towards a Model of the
Polish Economy. NY: Verso Books, isbn 0860918513

List, Friedrich (1916; 1840). National System of Political Economy, trans. Sampson S. Lloyd,
NY: Longmans, Green and Co., 1916.

List, Friedrich (1999;1840). National System of Political Economy: The History. (v.1) San
Francisco: Dry Bones Press. ISBN 1883938511. (in print)

List, Friedrich (1999;1840). National System of Political Economy: The Theory. (v. 2) San
Francisco: Dry Bones Press. ISBN 188393852X. (Corresponds to pp. 97-242 of 1916 edition on
archive.org. Chapter X XIII is especially important.) (in print)

List, Friedrich (1999;1840). National System of Political Economy: The Systems, the Politics.
(v. 3) San Francisco: Dry Bones Press. ISBN 1883938538.

Marx, Karl (1967;1867). Capital: A Critique of Political Economy. 3 vols. N.Y.: Intemational
Publishers. ISBN 0717806219

McNally, David (1990) Political Economy and the Rise of Capitalism: A Reinterpretation.
Berkeley, CA: University of California Press. ISBN 0520071921

Smith, Adam (1977;1776) An Inquiry into the Nature and Causes of the Wealth of Nations.
Cannan, ed. Chicago: University of Chicago Press, isbn 0-226-7634-9.

USGPO (2011). The Financial Crisis Inquiry Report: Final Report of the National Commission
on the Causes of the Financial and Economic Crisis in the United States.
http://www.gpo.gov/fdsys/pkg/G PO-FCIC/pdf/G PO-FCIC.pdf

Ventelou, Bruno (2005). Millennial Keynes, NY: M.E. Sharpe. ISBN 0765615169

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Wallerstein, Immanuel (1980). The Modern World System II: Mercantilism and the
Consolidation of the European World-Economy, 1600-1750. NY: Academic Press, isbn
0127859241.

Weber, Max (1998;1896). Agrarian Sociology of Ancient Civilizations. NY: Verso, isbn
1859842755

Wirth, Max (1896). German Banks of Issue pp. 1-57, especially 1-12 on land banks in History
of Banking, v. 4. http://archive.org/stream/cu31924092584220#page/n13/mode/2up

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Check Off List for Paper Requirements for All C ourses for Prof. Nowell. Papers not
adhering to these requirements are subject to grade penalties. Additional copies of this form may
be printed from class web site.

1. This page stapled on cover of paper, and signed by you. Reason: Too many students ignore
requirements otherwise. Check here
2. Title page, including your name, my name, my department, course number, date. Reasons:
This information, often omitted, allows me to see what paper I’m grading for what course. If the
paper is misplaced by you or me, it increases the chances that someone will return it to me or
you. Check here

5. Margins 1" on all sides. Use 11 or 12 point type. Standardizes assigned length, gives me
room forcomments. Check here

6. Every page has a page number. So they can be put back when out of sequence, so comments
can be made referring to specific pages.
7. Every page has your last name on it. Allows scattered sheets to be reunited with the right
paper. Checkhere
8. No binders or plastic covers for papers less than 30 pages. They’re heavy, they fall apart,
they tear other papers. Check here

9. No paper clips. They don’t work in a large mass of similar papers. Check here

10. All papers STAPLED in upper left corner. It’s cheap, it’s easy, it’s light weight, it works.
Check here

11. No use of contractions. No “don’t” “isn’t” and similar forms. 1) They do not belong in
formal presentations. 2) It eliminates, in theory, the possibility of confusing “it’s” (=it is) and

“its” (belonging to it).
12. Citations mandatory. Footnotes or endnotes. Hacker’s Writer’s Reference required.

13. Bibliography mandatory. Evenif it contains only one book.
14. Proofread manuscript. For content, grammar, spelling,

15. Back-up copy mandatory. Electronic or hard copy. If for any reason papers in my
possession are lost or stolen you must be able to produce another copy.

Your signature here

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RPOS 479Z: Weapons of Mass Destruction and International Security

Professor: Bryan R. Early

Semester: Spring 2015

Class Times: MWF 9:20-10:15 AM

Room: LC 12

Credits: 3

Email: bearly@ albany.edu

Office Hours: Uptown, Humanities Building B16 — Monday, 10:20 AM -11:30AM; Additional times
by appointment

Course Description

This course provides an overview of the threats posed to national and intemational security by
chemical, biological, radiological, and nuclear weapons. Students will leam why these weapons
should not all be considered “weapons of mass destruction” through exploring the risks and
consequences of their use by state and non-state actors. The course will do this by delving into
the technical and policy challenges related to these weapons’ construction. It will further address
how CBRN weapons shape countries’ national security strategies and regional security
dynamics. Efforts at the international level to restrict the use and proliferation of these weapons
will also be explored. Students will be given three writing assignments throughout the semester,
including a major research paper on a related topic of their choice.

Expectations

This is a reading intensive course. Students are expected to attend every class having done the
assigned reading and prepared to discuss the assigned texts. A ttendance is mandatory and will be
incorporated into students’ participation grades. Students will be expected to turn in assigned
work on time. Late work will face significant deductions.

Course Objectives

By the end of the semester,

+ Students will be able to describe the major technical challenges involved in the
construction of chemical, biological, radiological, and nuclear (CBRN) weapons

+ Students can identify what makes certain types of CBRN weapons more effective for
state actors and what makes certain types more effective for non-state actors

+ Students can explain the major issues surrounding the proliferation of nuclear weapons
and the role they play in international security

+ Student will be able to explain the nature of the threat posed by CBRN terrorism

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+ Students should be able to discuss the regional security issues posed by nuclear weapons
and the international efforts to prevent proliferation

+ Students can apply their knowledge of CBRN issues to understanding contemporary
events

Grading

The grading scale uses a 100-point system that is converted into A-E grades. The thresholds for
each grade are provided below. At the thresholds between grades, the instructor will assign the
higher value grade. For example, a 92.5 will be considered an “A-“.

A=92.5-100, A-= 90-92.5, B+ = 87.5-90, B = 82.5-87.5, B-= 80-82.5, C+ = 77.5-80, C =72.5-
77.5, C- = 70-72.5, D+ =67.5-70, D = 62.5-67.5, D- = 60-62.5, E=below 60.

Participation — 20%

Participation will be evaluated based upon the quality and regularity of students’ contributions to
course discussions and the class debates. The instructor reserves the right to give pop quizzes
that will factor into the participation grade if deemed necessary. Attendance will be factored into
this grade.

Getting the Bomb Paper — 10%

Students will write a 4-6 page paper on the major obstacles that states must overcome to acquire
a military nuclear program capable of producing atomic bombs. Students should write this paper
from a contemporary perspective. The paper should address the technical challenges, domestic
political issues, and international political issues that may serve as obstacles for states’ efforts to
acquire atomic bombs. The use of real-world examples is encouraged. Due: 3/4.

Pick Y our Poison Brief — 10%

Students will write a 3-4 page brief paper on a chemical or biological weapons agent. This brief
should be considered a primer for high-level policymakers on the particular agent, providing
them with a summary description of the agent, the military and terrorism threat it poses, and the
preparations the government should undertake to redress that threat. Due: 4/1.

Research Paper — 35%
Students will write a 15-20 page research paper on a topic related to CBRN weapons, CBRN
terrorism, international arms control or nonproliferation efforts, or regional security involving

CBRN weapons. Students will submit their topics to the instructor for initial feedback and a
rough draft of their papers to receive comments from a peer in class. Students will be expected to

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incorporate this feedback within their projects. The final draft will be evaluated by the instructor
on its quality and the depth of the improvement made by the student from his or her initial draft.
Topic Selected: Due: 2/25
Rough Draft (5%): Due: 4/17
Peer Review (5%): Due: 4/24
Final Draft (25%): Due: 5/4

Final Exam — 25%

This will be a cumulative exam that will cover the entire semester’s course material. It will be
very difficult to pass for students that do not keep up with the readings and attend lectures.
Students should take detailed notes throughout the semester on their readings and during their
lectures. Building a running study guide throughout the semester is also suggested.

Grading Policy

Tests and papers will be graded blind by the instructor and/or teaching assistant. If a student
wishes to challenge how his or her exam or paper was graded, the student must submit a written
statement describing what part of their assignment was improperly evaluated and why they think
that was the case. This must be done within five days of having the assignment returned. Both
the instructor and his graduate assistant will re-grade the entire project, compare their
assessments, and mutually decide on a final grade. This grade may be higher or lower than the
original grade given and will be final. Any clear mistakes or errors made by the instructor will
be promptly corrected.

Policy on Academic Honesty

Please familiarize yourself with the undergraduate bulletin’s descriptions of cheating and
plagiarism. If you are involved in plagiarism or cheating, the penalty will be failure in the course
and you will be reported to judicial affairs. If you are not sure if something violates standards —
feel free to ask ahead of time. In general, it’s always better to err on the side of citing too much
than too little in your research papers. Information on the university’s policies can be found at:
http://www.albany.edu/studentconduct/appendix-c.php.

Accommodations

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Resources

This course will be very reading intensive. The readings come from a mixture of required texts,
readings posted on Blackboard, and articles that students will be required to look up themselves
using the university’s electronic library resources.

Required Texts

Scott Sagan and Kenneth Waltz. 2002. The Spread of Nuclear Weapons: A Debate Renewed,
Second Edition. New Y ork: W.W. Norton & Co.

Fuhrmann, Matthew. 2012. Atomic Assistance: How “Atoms for Peace” Programs Cause
Nuclear Insecurity. Ithaca: Cornell University Press.

Frank Bamaby. 2004. How to Build a Nuclear Bomb: And Other Weapons of Mass Destruction.
New Y ork: Nation Books.

Course Schedule
Introduction

Day 1- 1/21
Discuss Syllabus, Course Organization, Grading, and Class Policies

Bay 2 - 1/23: Critiquing the WMD Concept
Wolfgang K. H. Panofsky. 1998. “Dismantling the Concept of Weapons of Mass
Destruction” Arms Control Today (April). Access at:
http://www.armscontrol.org/act/1998 _04/wkhp98
George Perkovich. 2006. “Deconflating ‘WMD.’” WMD Commission. Access at:
http://www.blixassociates.com/wp-content/uploads/2011/03/No17.pdf.
Bryan R. Early, Kathleen Deloughery, and Erika Martin. 2013. “The Boston Marathon
Bombings and the Case for Redefining Weapons of Mass Destruction Terrorism.”
Unpublished Manuscript.

Day 3 - 1/26: A Global Overview of Proliferation
Paul Kerr. 2008. “Nuclear, Biological, and Chemical Weapons and Missiles: Status and
Trends.” Congressional Research Service (February 20). Access at:
http://www.fas.orq/sgp/crs/nuke/RL30699. pdf.

378
Joseph Cirincione, Jon Wolfsthal, and Miriam Rajkumar. 2005. “Chapter 1 and Maps.”
In Deadly Arsenals. Access at: http://carnegieendowment.org/2005/07/10/deadlyarsenals-

nuclear-biological-and-chemical-threats-second-edition-revised-
andexpanded/4ry?reloadFlag=1

Hans Kristensen and Robert Norris. 2013. “Global Nuclear Weapons Inventories,
19452013.” Bulletin of the Atomic Scientists69(5): 75-81.

Nuclear Weapons

Pay 4 - 1/28: History of Nuclear Weapons Development

Sarah Diehl and James Clay Moltz. 2002. “History of Nuclear Weapons and
Nonproliferation.” Nuclear Weapons and Nonproliferation. Santa Barbara: ABC-CLIO,
1-25.

Atomic Archives. 2008. “The Manhattan Project: Making the Atomic Bomb.” Access at:
http://www.atomicarchive.com/History/mp/index.shtml

Joseph Cirincione. 2002. “Excerpt.” Bomb Scare: The History and Future of Nuclear
Weapons. New Y ork. Columbia University Press.

Day 5 - 1/30: How Nuclear Weapons Work and the Consequences of Their Use - Frank
Barnaby. 2004. “Nuclear Weapons.” How to Build a Nuclear Bomb, 15-39.

John Mueller. 2010. “Overstating the Effects.” Atomic Obsession: Nuclear Alarmism
from Hiroshima to Al-Qaeda. Oxford: Oxford University Press, 17-28.

Alex Wellerstein. 2013. “Nukemap.” Access at: http://nuclearsecrecy.com/nukemap/
Natural Resources Defense Council. 2002. “The Consequences of Nuclear Conflict
between India and Pakistan.” Access at: http://www.nrdc.org/nuclear/southasia.asp

Day 6 - 2/2: Why States Acquire Nuclear Weapons

Scott Sagan. 1996/1997. “Why Do States Build Nuclear Weapons? Three Models in
Search of a Bomb.” International Security 21(3): 54-86.

Jacques Hymans. 2002. “Why Do States Acquire Nuclear Weapons? Comparing the
Cases of India and France.” In D.R. SarDesai and Raju Thomas’s Nuclear India in the
Twenty-First Century. New Y ork: Palgrave Macmillan.

Day 7 - 2/4: Explaining Nuclear Restraint

Ariel Levite. 2002/2003. “Never Say Never Again: Nuclear Reversal Revisited.”
International Security 27(3): 59-88.

Jacques Hymans. 2001. “Of Gauchos and Gringos: Why Argentina Never Wanted the
Bomb, and Why the United States Thought It Did.” Security Studies 10(3): 153-185.

Day 8 - 2/6: Nuclear Opacity and Hedging / Case Studies: Israel and South A frica

“Tsrael: Nuclear Overview.” 2014. Nuclear Threat Initiative. Access at:
http://www.nti.org/country-profiles/israel/nuclear/

379
Avner Cohen and William Burr. 2006. “Israel Crosses the Threshold.” Bulletin of the
Atomic Scientists (May/June): 22-30.

David Albright. 1994. “South Africa and the Affordable Bomb.” Bulletin of the Atomic
Scientists (July/August): 37-47.

Day 9 - 2/9: How to Make Nuclear Weapons
- Frank Barnaby. 2004. “What Does It Take to Make a WMD?” How to Build a Nuclear
Bomb, 63-88.
Matthew Bunn and Anthony Wier. 2006. “Terrorist Nuclear Weapon Construction: How

Difficult?” The Annals of the American Academy of Political and Social Science
607(September): 133-149.

Day 10 - 2/11: Foreign Nuclear Assistance: Sensitive Assistance
Matthew Kroenig. 2009. “Importing the Bomb Sensitive Nuclear Assistance and Nuclear
Proliferation,” Journal of Conflict Resolution 53 (April): 161-180.
Matthew Kroenig. 2009. “Exporting the Bomb: Why States Provide Sensitive Nuclear
Assistance,” American Political Science Review 103(1):113-133

Day 11 - 2/13: Foreign Nuclear Assistance: Peaceful Nuclear Assistance
Matthew Fuhrmann. 2012. “Select Chapters.” Atomic Assistance: How “Atoms for
Peace” Programs Cause Nuclear Insecurity. Ithaca: Comell University Press.

Day 12 - 2/16: Foreign Nuclear Assistance: Peaceful Nuclear Assistance
Matthew Fuhrmann. 2012. “Select Chapters.” Atomic Assistance: How “Atoms for
Peace” Programs Cause Nuclear Insecurity. Ithaca: Comell University Press.

Day 13 - 2/18: Foreign Nuclear Assistance: Illicit Nuclear Black Markets

Alexander Montgomery. 2005. “Ringing in Proliferation.” International Security 30(2):
153-187

David Albright and Corey Hinderstein. 2005. “Unraveling the A. Q. Khan and Future
Proliferation Networks.” The Washington Quarterly 28(Spring): 111-128.

oa 14 - 2/20: Nuclear Deterrence
Thomas Schelling. 1966. “The Art of Commitment.” Arms and Influence. New Haven:
Y ale University Press, 35-91.

Keithe Payne. 1996. “Introduction.” Deterrence in the Second Nuclear Age. Lexington:
University of Kentucky Press, 1-16.
Jeffrey Lewis. “Minimum Deterrence.” Bulletin of the Atomic Scientists 64(3): 38-41.

Day 15 - 2/23: Nuclear Compellence / Blackmail
Richard Betts.1987. “Chapter 1: Risks, Threats, and Rationales.” Nuclear Blackmail and
Nuclear Balance. Washington, DC: Brookings Institute.

380
Matthew Kroenig. 2013. “Nuclear Superiority and the Balance of Resolve: Explaining
Nuclear Crisis Outcomes,” International Organization 67(1): 141-171.

Todd Sechser and Matthew Fuhrmann. 2013. “Crisis Bargaining and Nuclear Blackmail.”
International Organization 67: 173-195.

Day 16: 2/25: Nuclear Weapons and International Conflict, Pt. I
Scott Sagan and Kenneth Waltz. 2003. “Chapters 1-2.” The Spread of Nuclear Weapons

Day 17 - 2/27 - Nuclear Weapons and Intemational Conflict, Pt. II
Scott Sagan and Kenneth Waltz. 2003. “Chapters 3-5.” The Spread of Nuclear Weapons.

Pas 18 - 3/2: Nuclear Weapons and Intemational Security, Conflict, Pt. III
Snyder, Glenn. 1965. “The Balance of Power and the Balance of Terror.” In Balance of
power, ed. Paul Seabury. San Francisco: Chandler.
Sobek, David, Dennis M. Foster, and Samuel B. Robison. "Conventional Wisdom? The
Effect of Nuclear Proliferation on Armed Conflict, 1945~2001." International Studies
Quarterly 56.1 (2012): 149-162.
Bryan R. Early and Victor Asal. 2015. “Minutes to Midnight? Nuclear Weapons,
Existential Threats, and International Conflict.” Working Paper.

Nuclear Nonproliferation Efforts

Day 19 - 3/4: The Nuclear Nonproliferation Treaty and IAEA
The Treaty on the Non-Proliferation of Nuclear Weapons. Full Text Available at:
http://www.un.org/disarmament/W MD/Nuclear/NPT.shtml
Jean du Preez. 2006. “Half Full or Half Empty? Realizing the Promise of the Nuclear
Nonproliferation Treaty.” Arms Control Today (December): 6-12.
Nuclear Threat Initiative. 2013. “The Treaty on the Non-Proliferation of Nuclear
Weapons.” Access at: http://www.nti.org/treaties-and-regimes/treaty-on-the-
nonproliferation-of-nuclear-weapons/

Day 20 - 3/6: Other Nuclear Arms Control Treaties
Arms Control Association. 2014. “U.S.-Russia Arms Control Agreements at a Glance.”
Access at:
http://www.armscontrol.orgq/factsheets/U SRussiaNuclearA greementsMarch2010
Amy Wolf. 2014. “The New START Treaty: Central Limits and Key Provisions.”
Congressional Research Service. Available at:
http://www. fas.org/sgp/crs/nuke/R41219.pdf.
Tom Z. Collina with Daryl G. Kimball. 2010. “Now More Than Ever: The Case for the
Comprehensive Nuclear Test Ban Treaty.” Arms Control Association Briefing Book.
Available at: http://www.armscontrol.org/system/files/ACA CTB Briefing Book.pdf

381
Day 21 - 3/9: National Export Controls and Multilateral Export Control (10/12)
Michael D. Beck and Seema Gahlaut. 2004. “Introduction to Nonproliferation Export
Controls.” In Michael Beck, Richard Cupitt, Seema Gahlaut, and Scott Jones’, eds., To
Supply or Deny: Comparing Nonproliferation Export Controls in Five Key Countries.
New Y ork: Kluwer Law International.
James Goodby and Fred McGoldrick. 2009. “Reducing the Risks of Nuclear Power’s
Global Spread.” Bulletin of the Atomic Scientists (May/June): 40-47.

Day 22 - 3/11: UNSCR 1540 and the Multilateral Export Control Regimes -
Nuclear Suppliers Group. 2014. Official Website. Access at:

http://www.nuclearsuppliersqroup.org/en/

Douglas Stinnett, Bryan Early, Cale Horne, and Johannes Karreth. 2011. “Complying by

Denying: Explaining Why States Develop Nonproliferation Export Controls.”
International Studies Perspectives 12(3): 308-326.

“Nuclear Suppliers Group at a Glance.” 2006. Arms Control Association. Access at:
http://www.armscontrol.org/system/files/NSG .pdf

Day 23 - 3/13: Counter- Proliferation Efforts
Sarah E. Kreps and Matthew Fuhrmann. 2011. “Attacking the Atom: Does Bombing
Nuclear Facilities Affect Proliferation?” J ournal of Strategic Studies 34 (2): 161-187.

382
Malfrid Braut-Hegghammer. 2011. “Revisiting Osirak: Preventive Attacks and Nuclear
Proliferation Risks.” International Security 36(1): 101-132.

Day 24 - 3/16 — No Class
Day 25 - 3/18 — No Class
Day 26 - 3/20 — No Class

Biological and Chemical Weapons

Day 27 — 3/23: Biological Weapons
Frank Barnaby. 2004. “Biological Weapons.” How to Build a Nuclear Bomb, 41-53.
Federation of American Scientists. 2010. “Biological Threat Agents Information.”
Access at: http://www.fas.org/programs/ssp/bio/resource/agents.html#rvf

Day 28 - 3/25: Chemical Weapons
Frank Barnaby. 2004. “Chemical Weapons.” How to Build a Nuclear Bomb, 55-64.
Federation of American Scientists. 2010. “Types of Chemical Agents.” Access at:
http://www. fas.org/programs/bio/chemweapons/cwagents.html

Day 29 - 3/27: Chemical and Biological Weapons and the Dual-Use Dilemma
Jonathan B. Tucker. 1994. “Dilemmas of a Dual-Use Technology: Toxins in Medicine
and Warfare.” Politics and Life Sciences 13(1): 51-62.
Kathleen Vogel. 2006. “Bioweapons Proliferation: Where Science Studies and Public
Policy Collide.” Social Studies of Science 36(5): 659-690.

Pay 30 - 3/30: Why States Want Chemical and Biological Weapons
Richard Price. 1995. “A Genealogy of the Chemical Weapons Taboo.” International
Organization 49(1): 73-103.
Gregory Koblentz. 2004. “Pathogens as Weapons: The International Security
Implications of Biological Warfare.” International Security 28(3): 84-122.
Michael Horowitz and Neil Narang. 2013. “Poor Man’s Atomic Bomb? Exploring the
Relationship between ‘Weapons of Mass Destruction.”” J ournal of Conflict Resolution
(Web-First).

Day 31 - 4/1: International Arms Control Efforts
“Australia Group at a Glance. 2012. Arms Control Association. Access at:
http://www.armscontrol.org/factsheets/australiagroup
WMD Commission. 2006. “Chapter 4: Biological and Toxin Weapons.” Weapons of
Terror: Freeing the World of Nuclear, Biological and Chemical Arms. Stockholm: WMD
Commission.

383
WMD Commission. 2006. “Chapter 5: Chemical Weapons.” Weapons of Terror:
Freeing the World of Nuclear, Biological and Chemical Arms. Stockholm: WMD
Commission.

Ballistic Missiles

Day 32 - 4/3: Ballistic Missiles: Strategic Significance and Proliferation Issues

WMD Commission. 2006. “Chapter 6: Delivery Means, Missile Defences, and Weapons
in Space.” Weapons of Terror: Freeing the World of Nuclear, Biological and Chemical
Arms. Stockholm: WMD Commission.

Gormley, Dennis. 2010. “Select Chapter.” Missile Contagion: Cruise Missile
Proliferation and the Threat to International Security. Annapolis: Naval Institute Press.

Day 33 - 4/6: No Class

Pay 34 - 4/8: Ballistic Missile Proliferation

Aaron Karp. 1996. “Select Chapter.” Ballistic Missile Proliferation: The Politics and
Technics. Oxford: Oxford University Press.

Dinshaw Mistry. 2003. “Building a Comprehensive Regime to Contain Ballistic Missile
Proliferation.” International Security 27(4): 119-149.

Missile Technology Control Regime. 2014. Official Website. Access at:

http://www.mtcr.info/english/

CBRN Terrorism

Day 35 - 4/10: Nuclear and Radiological Terrorism: Part I

Charles Ferguson and William Potter. 2004. “Chapters 1-2.” Four Faces of Nuclear
Terrorism. Monterey: Monterey Institute Center for Nonproliferation Studies.
Michael Levi and Henry Kelly. 2002. “Weapons of Mass Disruption.” Scientific
American (November). Access at: http://www.fas.org/ssp/docs/021000-sciam.pdf

Pils 36 - 4/13: Nuclear and Radiological Terrorism: Part II

Matt Bunn and Susan Martin. 2010. “Is Nuclear Terrorism a Real Threat?” In Stuart
Gottlieb’s Debating Terrorism and Counterterrorism. Washington, DC: CQ Press,
166200.

Keir Lieber and Daryl Press. 2013. “Why States Won’t Give Nuclear Weapons to
Terrorists.” International Security 38(1): 80-104.

Day 37 - 4/15: Chemical Terrorism

384
Jonathon Tucker. 2008. “Chemical Terrorism: Assessing Threats and Responses.” In
Russell Howard and James Forest’s Weapons of Mass Destruction and Terrorism. New
Y ork: McGraw Hill, 212-226.

Mark Juergensmeyer. 2003. “Armageddon in Tokyo Subway.” Terror in the Mind of
God: the Global Rise of religious Violence. Berkley: University of California Press,
106120.

Day 38 - 4/17: Bioterrorism
Gary Ackerman and Kevin Moran. 2006. “Bioterrorism and Threat Assessment.” WMD
Commission. Access at:
http://www.un.org/disarmament/education/wmdcommission/files/No22.pdf
Malcom Dando. 2005. “The Bioterrorist Cookbook.” Bulletin of the Atomic Scientist
(November/D ecember).

Pay 39 - 4/20: National Security and the Prevention of CBRN Terrorism
Matthew Bunn and Andrew Newman. 2008. “Preventing Nuclear Terrorism: An
Agenda for the Next President.” Cambridge: Harvard University’s Belfer Center for
Science and International Affairs. Access at:
http://www.nti.org/e_research/Preventing Nuclear Terrorism-An Agenda.pdf
Gene Aloise. 2009. “Preliminary Observations on Preparedness to Recover from
Possible Attacks Using Radiological or Nuclear Threats.” U.S. Government
Accountability Office (September 29). Access at:
http://www.gao.gov/new.items/d09996t.pdf

Cases Analyses of WMD Security and Proliferation Issues

Dey 40 - 4/22: The United States
Nuclear Threat Initiative. 2014. “United States Country Profile.” Access at:
http://www.nti.org/country-profiles/united-states/
Amy Woolf. 2008. “Nuclear Weapons in U.S. National Security Policy: Past, Present,
and Prospects.” Congressional Research Service (December 30). Access at:
http://www.fas.org/sgp/crs/nuke/RL34226.pdf
Amy Woolf. 2013. “U.S. Strategic Nuclear Forces: Background, Developments, and
Issues.” Congressional Research Service (October 22). Access at:
http://www. fas.org/sgp/crs/nuke/RL33640.pdf
Jon Wolfsthal, Jeffrey Lewis, and Mare Quint. 2014. “The Trillion Dollar Triad.” James
Martin Center for Nonproliferation Studies. Available at:
http://cns.miis.edu/opapers/pdfs/140107 trillion dollar_nuclear_triad.pdf

Day 41 - 4/24: Russia

385
Nuclear Threat Initiative. 2014. “Russia Country Profile.” Access at:
http://www.nti.org/country-profiles/russia/nuclear/

Jeffrey M. Bale. 2004. “The Chechen Resistance and Radiological Terrorism.” Nuclear
Threat Initiative. Access at: http://www.nti.org/e_research/e3_47a.html

Anatoly Diakov, Eugene Miasnikov, and Timur Kadyshev. 2011. “Nuclear Reductions
After New START: Obstacles and Opportunities.” Arms Control Today (May). Access
at: http://www.armscontrol.org/act/2011_05/Miasnikov.

Day 42 - 4/27: Pakistan
Nuclear Threat Initiative. 2014. “Pakistan Country Profile.” Access at:
http://www.nti.org/country- profiles/pakistan/nuclear/
Jeffrey Goldberg and Marc Ambinder. 2011. “Ally from Hell.” The Atlantic (Oct. 28).
Access at: http://www.theatlantic.com/magazine/archive/2011/12/the-ally-
fromhell/308730/
Naeem Salik and Kenneth N. Luongo. 2013. “Challenges for Pakistan’s Nuclear
Security.” Arms Control Today (March). Access at:
http://www.armscontrol.org/act/2013_03/Challenges-for-Pakistans-Nuclear- Security
Victor Asal and Bryan Early. 2012. “Are We Focusing on the Wrong Nuclear Threat?”
Foreign Policy Online. Access at:
http://www. foreignpolicy.com/articles/2012/05/24/are_we focusing on the wrong_nucl
ear_threat

Day 43 - 4/29: North Korea
Nuclear Threat Initiative. 2014. “North Korea Country Profile.” Access at:
http://www.nti.org/country-profiles/north-korea/
Jacques E. C. Hymans. 2007. “North Korea’s Neurosis.” Bulletin of the Atomic Scientists
63(3): 44-49, 74.
Larry Niksch. 2010. “North Korea’s Nuclear Weapons Development and Diplomacy.”
Congressional Research Service (May 27). Access at:
https://www.fas.org/sgp/crs/nuke/RL33590.pdf
Joshua Pollack. 2011. “Ballistic Trajectory: The Evolution of North Korea’s Ballistic
Missile Market.” Nonproliferation Review 18(2): 411-429.

Day 44 - 5/1: Iran
Nuclear Threat Initiative. 2014. “Iran Country Profile.” Access at:
http://www.nti.org/country-profiles/iran/
Jacques. Hymans and M.S. Gratias. 2013. “Iran and the Nuclear Threshold: Where is the
Line?” Nonproliferation Review 20 (1): 13-38.

386
- Other Readings TBD

Day 45 - 5/4: China
- Nuclear Threat Initiative. 2014. “China Country Profile.” Access at:
http://www.nti.org/country-profiles/china/

Shirley Kan. 2014. “China and Proliferation of Weapons of Mass Destruction and
Missiles: Policy Issues.” Congressional Research Service (Jan. 3). Access at:
http://www. fas.org/sgp/crs/nuke/RL31555.pdf

Day 46 - 5/6: Conclusion

387
Laura V. Gonzalez-Murphy Political Science 479 -10570

Assistant Research Professor T, Th 5:45pm - 7:05pm
518 961 0330 ES 108 gonmurph@aol.com

Office Hours: After class

POLITICS OF INTERNATIONAL MIGRATION
Preliminary syllabus
3 credits

Prerequisites:

A background of POS 101 Introduction to American Politics and POS 102 Introduction to Comparative
and International Politics is assumed, however, the courses are not strict prerequisites.

By the end of this course, students should be able to:

1. Identify key concepts in readings and critically evaluate them in class discussions.

2. Articulate major arguments in the migration studies literature

3. Relate those arguments to major theories of international politics

4. Critically evaluate common readings in discussions with instructor and fellow students

Textbooks:

Stephen Castles, Hein de Haas and Mark J. Miller, The Age of Migration, International Population
Movements in the Modern World 5th edition (The Guilford Press 2014) ISBN: 9781462513116

Daniel Tichenor, Dividing Lines: The Politics of Immigration Control in America (Princeton University Press
2002) paperback ed. ISBN: 0691088055

388
Gonzalez-Murphy, Laura V. Protecting Immigrant Rights in Mexico: Understanding the State-Civil Society
Nexus (Routledge 2013) ISBN: 978041564383

Requirements:

Ina addition to a midterm, students will write a policy advocacy brief (first paper) and an analytical
paper (final paper).

First paper (1,500 words) 25%
Midterm 25%
Final paper (2,000 words) 30%
Class participation 10%
Attendance 10%
Final Grading:

Late paper policy:

Policy on academic integrity:

Students must properly reference all sources, including assigned readings. Plagiarism and cheating will

not be tolerated. Students should refer to the academic integrity policies in the Undergraduate Catalogue
for details on examples violations and corresponding penalties.

389
Part I Introduction and background
1/22 Introduction and overview of course

1/27-29 Migration theories, history and demography

Castles, Haas & Miller (CHM), chs. 1-3

DS. Massey et. al. “Theories of International Migration: A Review and Appraisal”

http: / /cis.uchicago.edu/outreach/summerinstitute/2011/documents/sti2011-
parkstheories_of_international_migration.pdf

Skim UN Population Division, “The International Migration Report 2013”
http://www.un.org/en/development/desa/population/ publications /migration/migration-

report2013.shtml
Read “Executive Summary,” International Migration Outlook 2013 (OECD Publishing, 2013): pp. 11-13, at:

http:/ /dx.doi.org/10.1787/migr_outlook-2013-en.

Part II Immigration to the United States

2/03 U.S. Immigration Politics Before 1900

Tichenor, chs. 1-4

2/05 The Rise of the National Origin Quota System and Two Tiered Implementation Tichenor,
chs. 5-6

2/12 Cold War and Rights Revolution
Tichenor, chs. 7-8

02/17 Contemporary Politics

Tichenor, chs. 9-10

MS. Teitelbaum, “Right Versus Right: Immigration and Refugee Policy in the United States,” Chart
for Major Immigration Legislation Pending in Congress

http://www.immigrationpolicy.org/just-facts/ what %E2%80%99s-menu-immigration-bills-
pendinghouse-representatives-2014

http:/ /www.cis.org/articles/2007/briggstestimony050307.html

Muzaffar Chisti and Charles Kamaskai, 2014 “IRCA in Retrospect: Guideposts for Today’s Immigration

Reform” http://www.migrationpolicy.org/research/irca-retrospect-immigration-reform

390
Ruth Ellen Wasem, “Brief History of Comprehensive Immigration Reform Efforts in the 109th and 110‘ Congresses
to Inform Policy Discussions in the 113th Congress, Congressional Research Service, February 27, 2013
http://fas .org/sgp/crs/homesec/R 42980.pdf

02/19 Legal immigration

Surf US Citizenship and Immigration Services (USCIS) website: http://www.uscis.gov/ U.S.

Legal Permanent Residents: Annual Flow Report 2013 at:

http:/ /www.dhs.gov/sites/default/files/publications/ois_Ipr_fr_2013.pdf

Susan Martin, “US Employment-Based Admissions: Permanent and Temporary, Policy Brief, Migration
Policy Institute, No. 15, January 2006. http:/ / www.migrationpolicy.org/ITFIAF/PB_15_1.06.pdf USCIS
Strategic Plan at:

http://www.uscis.gov/sites/default/files/ USCIS/ About %20Us/ Budget %2C%20Planning %20and %20
Performance/USCIS Strategic _Plan_2008-2012.pdf

(read pp. 1-16, skim rest)

02/24 High-skilled migration - The Debate

George Borjas, “The Case for Choosing More Skilled Immigrants,” The American Enterprise, December
2000, pp. 30-31. http://ksghome.harvard.edu/~GBorjas/Papers/ AEI_2001.pdf Brookings

Even Piecemeal Immigration Reform Could Boost the U.S. Economy

http:/ /www.brookings.edu/research/opinions/2014/11/20-even-piecemeal-immigration-reformboost-
economy-litan-hathaway
http://www.brookings.edu/~/media/research/files/papers/2011/6/immigrants%20singer/06_immi
grant_skills_media_memo.pdf

Neil Ruiz, http://www.brookings.edu/blogs/the-avenue/posts/2014/11/20-immigration-executive-
action-stemruiz

Audrey Singer and Camille Galdes, http:/ / www.brookings.edu/research/reports/2014/02/05-eb-
5investor-visa-program-singer-galdes,

02/26 Continuation of High Skilled Migration

http://isim.georgetown.edu/ Publications/SloanMaterials/ Foreign %20Students % 20Coming % 20to %20
America.pdf

“Who Pays? Foreign Students Do Not Help with the Balance of Payments,” Center for Immigration
Studies, June 2008 http:// www.cis.org/articles/2008/back608.pdf

03/03-05 Illegal Migration

Jeffrey S. Passel and D’Vera Cohn, Unauthorized Immigrant Totals Rise in 7 States, Fall in 14: Decline in
Those From Mexico Fuels Most State Decreases, Pew Hispanic Center Nov. 18, 2014

http:/ /www.migrationpolicy.org/article/declining-enforcement-employer-sanctions

Practical Measures to Reduce Irregular Migration, European Migration Network, October 2012, Executive

Summary, Sections 1-7 (pp. 7-64)

391
http:/ /ec.europa.eu/dgs/home-affairs / what-
wedo/networks/european_migration_network/reports/docs/emn-

studies /irregularmigration/0a_emn_synthesis_report_irregular_migration_publication_april_20
13_en.pdf Yoav H. Duman, “Reducing the Fog? Immigrant Regularization and the State,” Politics
and Policy, Volume 42, No. 2 (2014): 187-220.

Film: Border War or Farmingville TBD

03/10 Comprehensive Immigration Reform Proposal 2013 vs Executive Actions
FIRST PAPER DUE

Watch: “The President Speaks on Fixing America's Broken Immigration System”
https:/ /www.youtube.com/watch?v=6Q_Xk66gsRU.
Executive Action 2014: http://www.uscis.gov/immigrationaction
Read: Fixing Our Broken Immigration System Through Executive Action - Key Facts
http:/ /www.dhs.gov/immigration-
action?utm_source=hp_feature&utm_medium=web&utm_campaign=dhs_hp

Read following executive memos posted on this webpage (others if you wish): Strengthen
Border Security
Revise Removal Priorities
Expand Deferred Action for Childhood Arrivals (DACA) Program
Extend Deferred Action to Parents of U.S. Citizens and Lawful Permanent Residents
Promote the Naturalization Process
Support High-skilled Business and Workers
Ashley Parker, “Boehner Says Obama's Immigration Action Damages Presidency,” New York Times, Nov.
21, 2014
Migration Policy Institute, Nov. 20, 2014 “As Many as 3.7 Million Unauthorized Immigrants Could Get
Relief from Deportation under Anticipated New Deferred Action Program,”
http:/ /migrationpolicy.org/news/mpi-many-37-million-unauthorized-immigrants-could-get-
reliefdeportation-under-anticipated-new
Migration Policy Institute Multimedia “Digging Deeper into Executive Action” December 3, 2014
http:/ /www.migrationpolicy.org/multimedia/ digging-deeper-executive-action-further-
examinationimpacts
Rosenblum and Hipsman, 1/13/2015 “Normalization of Relations with Cuba may Portend Changes to
US Immigration Policy. http://www.migrationpolicy.org/article/normalization-relations-cuba-may-
portend-changes-usimmigration-policy

3/12 Border Security

Surf: US Customs and Border Protection (CBP) website: http:// www.cbp.gov/xp/cgov/home.xml Jena
Baker McNeill 15 Steps to Better Border Security: Reducing America’s Southern Exposure

http:/ /www.heritage.org/research/reports/2009/03/15-steps-to-better-border-security-
reducingamericas-southern-exposure

“National Border Patrol Strategy,” US Customs and Border Protection, at: Cecilia

Munoz, Even Broken Laws Have to be Enforced 2011

http:/ /www.pbs.org/wegbh/pages/frontline/race-multicultural /lost-in-detention/cecilia-munoz-
evenbroken-laws-have-to-be-enforced

392
T. Faist, “International Migration and Security Before and After 11 September 2001,” in Messina and
Lahav

Susan Martin and Phillip Martin “International Migration and Terrorism: Prevention, Prosecution and
Protection,” Georgetown Immigration Law Journal, 18/2, Winter 2004, 329-44.

Rey Koslowski, The Evolution of Border Controls as a Mechanism to Prevent Illegal Immigration (Migration
Policy Institute and European University Institute, February 2011) posted at:
http://www.migrationpolicy.org/pubs/bordercontrols-koslowski.pdf

Film: Lost in Detention http://www.pbs.org/wegbh/pages/frontline/lost-in-detention/

03/14 to 3/20 SPRING BREAK

3/24
Immigrant Nation (About the contemporary immigrant US mobilizations)
http:/ /www.immigrantnationfilm.com,

Part III: Immigration Politics in Comparative Perspective

03/26 Migration to Industrialized Countries

CHM pp. 89-100 (Pre1914) ch. 6 126-129, 133-135, conclusion 144-145

C. Joppke, “Why Liberal States Accept Unwanted Immigration,” Migration

Policy Institute, “The Top Ten Migration Issues of 2014”

http:/ /www.migrationpolicy.org/programs/migration-information-source/top-10-migration-
issues2014

Gary P. Freeman, “Modes of Immigration Politics in Liberal Democratic Societies,” International Migration
Review Vol. 29, No. 4 (1995): 881-902.

Wayne Cornelius, "Controlling 'Unwanted' Immigration: Lessons from the United States 1993-2004."
Journal of Ethnic and Migration Studies, Vol. 31, No. 4 (2005): 775-794.

03/31 Migration in the Asia-Pacific Region, Africa and Middle-East, Latin America CHM,

pp 129-133, 135-144

CHM chs 7,8

“Argentina: A New Era of Migration and Migration Policy” Migration Policy Institute, Feb 2006
http:/ / www.migrationinformation.org/feature/display.cfm?ID=374

La Bestia (Migrants from Central America face xenophobia in Mexico on their trip to US)
http://www.youtube.com/watch?v=YeHR1-5HptA

04/02 The Question of State Control CHM,

ch. 10.

J.F. Hollifield, “Migration, Trade, and the Nation-State,”

Kamal Sadiq, “When States Prefer Non-Citizens Over Citizens,” International Studies Quarterly (2005)

04/7 Screening of “Dying to Leave”

393
04/9 Human Smuggling

Look at recent Trafficking in Persons Report US State Dept.

Icli, Sever and Sever, 2015 A Survey Study on the Profile of Human Smugglers in Turkey
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=52988

04/14-16 Immigrant Integration and the New Immigration Federalism

CHM Ch. 12

Sarah Spencer, “The Challenges of Integration for the EU,” Migration Policy Institute

http:/ /www.migrationinformation.org/Feature/display.cfm?ID=170

Migration Policy Institute Multimedia http:/ /www.migrationpolicy.org/multimedia/role-
nationalgovernments-promoting-immigrant-integration

Colleen Thouez, “Working with Cities on Mobility, Diversity and Prosperity”

http:/ /www.iom.int/cms/en/sites/iom/home/what-we-do/migration-policy-and-
research/migration-policy-1/migration-policy-practice/issues/april-june-2014/working-with-cities-
onmobility.html

04/21 Immigrants and Politics

CHM, ch. 13

Jesse Richman and David Earnest, “Could Non-Citizens Decide the November Election” Washington
Post. October 214, 2014. http:/ /www.washingtonpost.com/blogs/monkeycage/wp/2014/10/24/could-
non-citizens-decide-the-november-election,

Rebecca Burgess, “D.C. Considers Allowing Non-Citizens to Vote,” The Weekly Standard, January 22,
2015. http://www.weeklystandard.com/blogs/de-considers-allowing-non-citizens-vote_824243.html

4/23 -4/30 Case Study on Civil Society and Immigration Policy - Mexico vs Italy and Spain
Gonzalez-Murphy, All

5/5 International Cooperation on a Global Basis (Final

paper due)

CHM, pp. 320-323

“Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children”
http:/ /www.ungjin.org/Documents/Conventions/dcatoc/final_documents_2/convention_%20traff_e
ng.pdf

Surf website of US State Dept. Office to Monitor and Combat Trafficking in Persons at:
http://www.state.gov/g/tip,

Review mandate of the Global Commission on International Migration at: http:// www.gcim.org/

394
395
RPOS 484 American Foreign Policy Formulation and Implementation
3 credits
Class Meeting Location: Husted 302 Class Meeting Time:
Wednesday, 5:45-8:25 pm
Office Hours: Tuesday, 9:30-11:30 am (Uptown Campus, Humanities B-16 Contact Office)
By Appointment (Downtown Campus, Milne 220)

Prerequisite: Junior or Senior standing

Coutse Description

The United States is the most powerful country in the world. Since the end of World War II, the
United States has fought wars against or conducted major military operations in at least sixteen
different countries. The United States spends three to four times as much on its military as China,
the next biggest spender. While a tiny part of the U.S. budget, the United States is the largest
provider of foreign aid globally. U.S. decisions in international trade and climate negotiations have
global effects. As a result, we should all try to better understand how the United States behaves in
international politics, how it has behaved in the past, why it behaves that way, and how it should
behave. This writing-intensive course will introduce students to theories of foreign policy that may
explain U.S. behavior, along with more detailed case studies of important episodes in U.S.
diplomatic and military history and reviews of contemporary U.S. foreign policy challenges. Students
will leave the course with a greater knowledge of historical and contemporary U.S. foreign policy as
well as a theoretical toolkit they can employ to understand international politics more broadly.

Learning Objectives:
By the end of the course, all students should be able to
1. Identify key concepts in readings and describe the steps of an argument
2. Critically evaluate common readings in discussions with instructor and fellow students
3. Ask incisive questions of texts as well as of fellow students
4, Speak and write effectively about course topics in formats appropriate to career goals

Accommodations:

Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please go here http://www.albany.edu/disability/currentshtml and
arrange for an academic accommodation letter to be sent to me. If you wish to discuss academic
accommodations for this course, please also inform me as soon as possible.

Academic Integrity:
Don’t do unethical stuff, or your grade could suffer catastrophically. For a good survey of potential
dangers, see http://www.albany.edu/eltl/academic_integrity.php.

Assignments and Grading:

The course will be assessed on a typical A-E scale (100-93% A, 92.9-90% A-, 89.9-87% B+, 86.9-
83% B, 82.9-80% B-, 79.9-77% C+, 76.9-73% C, 72.9-70% C-, 69.9-67% D+, 66.9-63% D, 62.9-
60% D-, 59.9-0% E).

396
Participation: 20%

As a discussion-based course, active participation is a crucial component of the grade. This includes
both regular attendance in class and contribution to class discussion. Students should therefore
complete all readings before attending class.

Reading Notes: 10%

Each week students are responsible for selecting a passage from the readings (as short as a sentence
but no longer than a paragraph) which they find particularly compelling. The excerpt must be
emailed to me (cclary@albany.edu) by Tuesday evening each week, followed by a 3-5 sentences
reflection by the student.

Memos: 20%

Over the course of the semester, students will prepare two types of documents commonly featured
in the U.S. national security bureaucracy. An information memorandum summarizes new
information that a more senior policymaker may need. An action memorandum prompts a more
senior policymaker to take a specific action by offering the official at least two alternatives (one of
which is always to continue with present policy, i.e. “do nothing”) and recommending an action to
the policymaker for his/her acceptance or rejection. Writing prompts will be distributed in class
during the semester for both memoranda. Hard copies of the information memoranda are due on
October 5. Hard copies of the action memoranda are due on November 30.

Research paper: 50%

The research paper is the most important component of the final grade, so students should begin
work on this as early as possible. Papers should be between 20 and 30 double-spaced pages and can
be on any topic related to American foreign policy. The papers must include (1) a brief literature
review, (2) a clearly stated argument or hypothesis (derived from the readings, another source, or an
original argument), (3) a description of how the argument/hypothesis will be evaluated empirically,
and (4) an evaluation of the argument using evidence from at least one historical case. While
students are encouraged to evaluate an argument advanced in the course readings, they cannot use
the same case(s) to evaluate the argument as are used in the readings.

In week 5 (September 28), students are required to submit a research paper proposal (1-2 pages)
that identifies the argument/hypothesis to be tested and the case(s) that will be examined. In week 9
(October 26), students are required to submit a progress report updating and expanding the
research proposal, along with enumerating and describing major theoretical, empirical, and/or
historical works from which the student intends to draw. I will provide written feedback to both the
research paper proposal and the progress report.

Students are permitted to submit and receive feedback on one rough draft, but this must be
submitted electronically no later than November 16. I will provide comments within two weeks of
receiving a rough draft. Students are also encouraged to consult with university-wide resources for
writing assistance, such as the Writing Center (HU 140), or meet me during office hours or by
appointment to discuss the paper. The final draft of the paper is due electronically on
December 15. Failure to turn in the paper on time will result in substantial penalties.

397
Required Text:

John Lewis Gaddis, Strategies of Containment: A Critical Appraisal of American National Security
Policy During the Cold War (New York: Oxford University Press, 2005).

Course Schedule:
*** Sionifies Readings for Graduate Students Only ***
Week 1 — Introduction [August 31]
Week 2 — What is Grand Strategy? [99 pages + 48 pages] [September 7]
Jack Snyder, “One World, Rival Theories,” Foreign Policy, October 26, 2009.

US. Department of Defense, Sustaining U.S. Global Leadership: Priorities for the 21 Century
(Washington, DC: U.S. Government Printing Office, January 2012).

Jeffrey Goldberg, “The Obama Doctrine,” The Atlantic Monthly, April 2016.

*** Barry R. Posen and Andrew L. Ross, “Competing Visions for U.S. Grand Strategy,”
International Security 21, no. 3 (Winter 1996-1997): 5-53, ***

Week 3 — Cold War/Containment [100 pages + 24 pages] [September 14]

John Lewis Gaddis, Strategies of Containment: A Critical Appraisal of American National Security
Policy During the Cold War (New York: Oxford University Press, 2005), 24-124.

** Robert Jervis, “Was the Cold War a Security Dilemma?” Journal of Cold War Studies 3, no.
1 (Winter 2001): 36-60. ***

Week 4 — Cuban Missile Crisis / Bureaucratic Politics [115 + 34 pages] [September 21]

Graham T. Allison, “Conceptual Models and the Cuban Missile Crisis,” Averican Political
Science Review 63, no. 3 (September 1969): 689-718.

Michael Dobbs, One Minute to Midnight: Kennedy, Khrushchev, and Castro on the Brink of Nuclear
War (New York: Alfred A. Knopf, 2008), 3-57.

Aleksandr Fursenko and Timothy Naftali, “One Hell of a Gamble”: Khrushchev, Castro, and
Kennedy, 1958-64 (New York: W.W. Norton, 1997), 257-289.

** Thomas Blanton, “The Cuban Missile Crisis Just Isn’t What It Used to Be.’ in The Global
Cuban Missile Crisis at 50: New Evidence from Behind the Iron, Bamboo, and Sugarcane Curtains, and

398
Beyond, James G. Hershberg and Christian F. Ostermann, eds., The Cold War International
History Project Bulletin, no. 17/18 (Fall 2012): 11-18. ***

** Robert Jervis, Perception and Misperception in International Politics (Princeton: Princeton
University Press, 1976), 58-84. ***

Week 5 — Vietnam/Escalation [102 + 38 pages] [September 28]

John Lewis Gaddis, Strategies of Containment: A Critical Appraisal of American National Security
Policy During the Cold War (New York: Oxford University Press, 2005), 235-271. [36]

LCDR Pat Paterson, “The Truth about Tonkin,” Nava/ History Magazine 22, no. 1 (2008). [7]

Leslie Gelb and Richard K. Betts, The Irony of Vietnam: The System Worked (Washington, DC:
The Brookings Institution, 2016), 9-25.

James C. Thomson, “How Could Vietnam Happen? An Autopsy,” The Ad/antic Monthly (April
1968). [15]

Irving L. Janis, “Escalation of the Vietnam War: How Could it Happen?” in American Foreign
Policy: Theoretical Essays, ed. G. John Ikenberry, 4% ed (New York: Longman, 2001), 544-572.

*** Jonathan Caverley, “The Myth of Military Myopia: Democracy, Small Wars, and
Vietnam,” International Security 34, no. 3 (2009-2010): 119-157. ***

RESEARCH PROPOSAL DUE IN CLASS.

Week 6 — Reagan/Generational Turnover [91 + 42 pages] [October 5]

Michael Roskin, “From Pearl Harbor to Vietnam: Shifting Generational Paradigms and
Foreign Policy,” Political Science Quarterly 89, no. 3 (Autumn 1974): 563-588.

Ronald Reagan, “Address to the Veterans of Foreign Wars Convention in Chicago,” August
18, 1980, http://www.presidency.ucsb.edu/ws/?pid=85202.

Robert Timberg, The Nightingale’s Song (New York: Simon and Schuster, 1995), 13-22.

Frances Fitzgerald, Way Out There in the Blue: Reagan, Star Wars, and the End of the Cold War
(New York: Simon and Schuster, 2000), 72-113.

Amanda Cox, “How Birth Year Influences Political Views,” New York Times, July 7, 2014,
http://www.nytimes.com/interactive/2014/07/08/upshot/how-the-year-you-were-
borninfluences-your-politics.html?_r=0.

399
Casper Weinberger, “The Uses of Military Power,” National Press Club, Washington, DC,
November 28, 1984,

http://www.pbs.org/wgbh/pages/frontline/shows/military/force/weinberger.html.

** Elizabeth Saunders, “Transformative Choices: Leaders and the Origins of Intervention
Strategy,” International Security 34, no. 2 (Fall 2009): 119-161. ***

INFORMATION MEMORANDUM DUE IN CLASS.

Week 7 — NO CLASS (Yom Kippur) [October 12]
Week 8 — Rwanda/Moral Hazard/CNN Effect [117 + 44 pages] [October 19]

Warren P. Strobel, “The CNN Effect,” American Journalism Review (May 1996): 32-34.

Steven Livingston, Clarifying the CNN Effect (Cambridge, MA: John F. Kennedy School of
Government (June 1997), 1-18.

Samantha Power, “4 Problem from Hell”: America and the Age of Genocide (New York: Basic
Books, 2013), 329-390.

Alan J. Kuperman, “Rwanda in Retrospect,” Foreign Affairs 79, no. 1 (2000): 94-118.

** Gary Bass, Freedom's Battle: The Origins of Humanitarian Intervention (New York: Random
House, 2008), 1-44. ***

Week 9 — Trade/Sanctions/Two-level Games [95 + 25 pages] [October 26]

Robert D, Putnam, “Diplomacy and Domestic Politics: The Logic of Two-Level Games,”
International Organization 42, no. 3 (summer 1988): 427-460.

Robert Pape, “Why Economic Sanctions Do Not Work,” International Security 22, no. 2
(Autumn 1997): 90-136.

Daniel Drezner, “The Hidden Hand of Economic Coercion,” International Organization 57, no.

3 (2003): 643-659.

*** Michael J. Hiscox, “Through a Glass Darkly: Attitudes toward International Trade and
the Curious Effects of Issue Framing,” International Organization 60, no. 3 (2006): 755-780. ***

RESEARCH PAPER PROGRESS REPORT DUE IN CLASS.

Week 10 — Nuclear Nonproliferation/Norms and Selection Effects [93 + 31 pages] [November 2]

400
Francis J. Gavin, “Blasts from the Past: Proliferation Lessons from the 1960s,” International
Security 29, no. 3 (Winter 2004-2005): 100-135.

Nicholas Miller, “Nuclear Dominoes: A Self-Defeating Prophecy?” Security Studies 23, no. 1
(2014): 33-73.

Daryl Press, Scott Sagan, and Ben Valentino, “Atomic Aversion: Experimental Evidence on
Taboos, Traditions, and the Non-Use of Nuclear Weapons,” American Political Science Review

107, no. 1 (2013): 188-206.

*** Nicholas Miller, “The Secret Success of Nonproliferation Sanctions,” International
Organization 68, no. 4 (Fall 2014): 913-944, **

Week 11 —9/11/Intelligence Failures [132 pages] [November 9]

The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks upon the
United States (Washington, DC: GPO, 2004), 145-277.

Week 12 — Iraq War 2/Threat Inflation and “Oversell” [94 + 50 pages] [November 16]

Joshua Rovner, Fixing the Facts: National Security and the Politics of Intelligence (Ithaca, NY:
Cornell University Press, 2011), 1-48, 137-184.

** Robert Jervis, “Hypotheses on Misperception,” World Politics 20, no. 3 (April 1968): 454-
479, ee

*** Daniel Kahneman and Jonathan Renshon, “Hawkish Biases,” in American Foreign Policy
and the Politics of Fear: Threat Inflation since 9/11, eds. Trevor Thrall and Jane Cramer (New
York: Routledge, 2009), 79-96, ***

Week 13 —- NO CLASS (Thanksgiving) [November 23]
Week 14 — Drones/Secrecy [88 + 17 pages] [November 30]

Lynn E. Davis, et al, Armed and Dangerous? UAVs and U.S. Security (Santa Monica, CA:
RAND Corporation, 2014). [32]

Jane Mayer, “The Predator War: What are the Risks of the CIA’s Covert Drone Program?”
The New Yorker, October 26, 2009. [18]

Adam Entous and Devlin Barrett, “Emails in Clinton Probe Dealt with Planned Drone
Strikes,” Wall Street Journal, June 9, 2016. [6]

Steve Coll, “The Unblinking Stare: The Drone War in Pakistan,” The New Yorker, November
24, 2014. [25]

401
Karen DeYoung and Greg Miller, “White House Releases its Count of Civilian Deaths in
Counterterrorism Operations under Obama,” Washington Post, July 1, 2016. [4]

Aqil Shah, “Drone Blowback in Pakistan is a Myth. Here’s Why,” Washingtonpost.com, May 17,
2016. [3]

** Patrick B. Johnston and Anoop K. Sarbahi, “The Impact of U.S. Drone Strikes on
Terrorism in Pakistan,” International Studies Quarterly 60, no. 2 (2016): 203-219. [17]

*** Julia Macdonald and Jacquelyn Schneider, “Presidential Risk Orientation and Force
Employment Decisions: The Case of Unmanned Weaponry,” Journal of Conflict Resolution
(forthcoming). ***

ACTION MEMORANDUM DUE IN CLASS.

Week 15 — Non-governmental Organizations / Lobbying [89 + 30 pages] [December 7]
Jessica T. Mathews, “Power Shift,” Foreign Affairs (January-February 1997): 50-66.

Richard Price, “Reversing the Gun Sights: Transnational Civil Society Targets Land Mines,”
International Organization 52, no. 3 (summer 1998): 613-44.

Franklin Foer, “The Quiet American,” S/a/e, April 28, 2016. [16]

David A. Fahrenthold, et al, “The Inside Story of How the Clintons Built a $2 Billion Global
Empire,” Washington Post, June 2, 2015. [12]

Jo Becker and Mike McIntire, “Cash Flowed to Clinton Foundation Amid Russian Uranium
Deal,” New York Times, April 23, 2015. [14]

*** Martha Finnemore and Kathryn Sikkink, “International Norm Dynamics and Political
Change,” International Organization 52, 4 (Autumn 1998): 887-917. ***

Finals Week [December 15]

RESEARCH PAPER TO BE SUBMITTED ELECTRONICALLY.

402
Course Title: Health and Human Rights: an Interdisciplinary A pproach

Course # Cross Listed/Shared Resource: HHPM 486/586 RPOS/RPAD 486/586

Course Credits: 3 credits

Term: Fall 2016

Day/Time: Wednesdays, 5:45 PM — 8:35 PM

Location: Lecture Center 3C (uptown campus)

Professor: Arash Alaei, MD; Kamiar Alaei, MS, MD, MPH

Co-Instructor: Alexandra Harrington, JD, LLM, DCL

Assistant: Vincent LaMantia; vlamantia@ albany.edu

Contact: kalaei@ albany.edu, aalaei@ albany.edu,; (518) 442-2736, (518) 442-2735

Office Hours: Thursday, 4:00 — 5:00 PM in BA 365 (uptown campus); also available by appointment
COURSE DESCRIPTION

This course takes an interdisciplinary approach to health and human rights and the contemporary challenges and
solutions associated with them. The course will be taught by physicians and human rights champions, with guest
lectures from experts in public health, philosophy, social welfare, law, gender studies, and public administration,
among others. Through lectures, discussion, and case studies, students will develop a broad theoretical
understanding of health as a human right, become familiar with legal and policy frameworks to support public
health, and acquire skills in the application of these concepts and the implementation and evaluation of solutions
to our modern health challenges.

COURSE STRUCTURE AND DESCRIPTION

Students will be assigned readings in preparation for weekly lectures and will be expected to submit a short
response to the readings. Each week there will be a one-hour lecture followed by a facilitated discussion.
Students will then be assigned a relevant case study, where they will work in small groups to analyze the
challenges of the case and develop applicable solutions. Students will present their findings to the class at the
end of each meeting. There will also be two major evaluations, a midterm exam and a grant proposal, designed
to assess understanding and application of course material. Near the start of the semester students will choose
the topic of their grant proposal, and students will prepare this proposal throughout the semester through periodic
planning assignments related to the skills presented in each class meeting.

Course Objectives:
Upon completion of this course, students should:

* Define and recognize the theoretical, moral, sociological, practical, and legal considerations that relate to
promotion of public health as a human right;

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Have the skills to critically analyze public health challenges, and develop concrete, implementable,
adaptable, evaluable solutions;

Identify and describe how human rights law can be an important tool in addressing current global health
challenges in specific contexts;

Assess the right to health through other human rights, as framed by international treaties and covenants,
in particular in the context of places of deprivation of liberty;

Be familiar with contemporary domestic and international public health concerns;

Appreciate and contribute to the importance of an interdisciplinary approach to public health;

Have the skills to develop an effective health intervention and construct a persuasive grant proposal.

It will also prepare students with the following American Schools of Public Health (ASPH) Competencies:

Health Policy and Management:

2. Describe the legal and ethical bases for public health and health services.

3. Explain methods of ensuring community health safety and preparedness.

D. 4. Discuss the policy process for improving the health status of populations.

D. 5. Apply the principles of program planning, development, budgeting, management and evaluation in
organizational and community initiatives.

D. 10. Demonstrate leadership skills for building partnerships

D.
D.

Social and Behavioral Sciences:

E, 2. Identify the causes of social and behavioral factors that affect health of individuals and
populations.

E. 3. Identify individual, organizational and community concems, assets, resources and deficits for
social and behavioral science interventions.

E. 4. Identify critical stakeholders for the planning, implementation and evaluation of public health

programs, policies and interventions.

E. 5. Describe steps and procedures for the planning, implementation and evaluation of public health

programs, policies and interventions.

E. 9. Apply ethical principles to public health program planning, implementation and evaluation.

Diversity and Culture:

G. 5. Use the basic concepts and skills involved in culturally appropriate community engagement and

empowerment with diverse communities.

G. 6. Apply the principles of community-based participatory research to improve health in diverse

populations.

G. 7. Differentiate among availability, acceptability, and accessibility of health care across diverse

populations.

G. 8. Differentiate between linguistic competence, cultural competency, and health literacy in public

health practice.

G. 9. Cite examples of situations where consideration of culture-specific needs resulted in a more

effective modification or adaptation of a health intervention.

G. 10. Develop public health programs and strategies responsive to the diverse cultural values and
traditions of the communities being served.

Leadership:

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H. 4. Engage in dialogue and learning from others to advance public health goals.

H. 5. Demonstrate team building, negotiation, and conflict management skills.

H. 8. Apply social justice and human rights principles when addressing community needs.

H. 9. Develop strategies to motivate others for collaborative problem solving, decision-making, and
evaluation.

Program Planning:

K. 2. Describe the tasks necessary to assure that program implementation occurs as intended.

K. 4. Explain the contribution of logic models in program development, implementation, and
evaluation.

K. 5. Differentiate among goals, measurable objectives, related activities, and expected outcomes for a
public health program.

K. 6. Differentiate the purposes of formative, process, and outcome evaluation.

K. 7. Differentiate between qualitative and quantitative evaluation methods in relation to their strengths,
limitations, and appropriate uses, and emphases on reliability and validity.

GRADING

This course is A-E graded and the grades are determined based on the following criteria:
Undergraduate Students

Reading Response Essays 25.00%

Planning Assignments 10.00%

Attendance/Participation 10.00%

Midterm 25.00%
Grant Proposal 30.00%

100.00%
Graduate Students

Reading Response Essays 25.00%

Case Study Presentations 10.00%
Attendance/Participation 10.00%

Midterm 15.00%
Grant Proposal 40.00%
100.00%

Both graduate and undergraduate will have their final course grades will be determined using the following
scale: A= 90-100, A-= 88-89, B+ = 85-87, B = 83-84, B-= 80-82, C+ =77-79, C =73-76, C- = 70-72, D+ =67-
69, D =63-66, D- = 60-62, E=below 60

ASSIGNMENTS

Reading Response Essays: In preparation for each lecture students will be expected to complete readings
assigned by the lecturer and to write a short (250-500 word) response summarizing and reflecting upon the

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readings. All readings will be posted on Blackboard, and any changes or additions to the readings will be posted
at least one week before the response essay is due. Papers that are submitted through Blackboard at 5PM the
evening before the class meeting will be graded on a scale of 0-2.5. Papers turned in after 5PM will
automatically receive a grade of unsatisfactory (0). There will be 11 of these assignments total, worth 2.5 points
each. The essay with the lowest grade will be dropped.

Case Studies: Each week students will receive a case study and a set of associated questions from the group
facilitating the case study. Students will work together as a group to answer these questions, which will involve
an assessment of the public health challenge and potential solutions. Active participation in these in-class case
study group assignments will be factored into the participation grade.

Additional Requirements for Graduate Students: In pairs, graduate students will facilitate two case studies
throughout the semester. Students will be responsible to be prepared for the case study by reading some
additional material and being well versed in the subject matter prior to conducting the study. Students will be
evaluated on the depth, effectiveness, and direction of the case study. Further instructions for the case study will
be available on Blackboard.

Participation: Active reflection, sharing and defending of ideas, and intellectual collaboration are essential to the
progress and development of health and human rights. As such, students are expected to engage with lecturers
and fellow students, participate in discussion, work cooperatively in-group work, and orally present and defend
their findings. This will be assessed by readiness and productivity, measured by in-class tasks, including the
case studies. At the end of the semester, students who have exceeded our expectations in terms of active
participation may earn up to 2 points of extra credit on their final grade.

Midterm: The midterm will be in-class, closed-book exam focused on the application of relevant material.
Students will be expected to be familiar with general theories, concrete concepts from lectures and be able to
meaningfully apply these concepts in a practical context.

Planning Assignments (Undergraduate): The skills developed throughout the course will be applied to the
students’ chosen public health intervention. Students will be asked to do planning assignments throughout the
semester based on those skills acquired toward their grant proposal. There will be five (5) of these assignments
throughout the semester worth 2 points each, graded 0-2. Students will receive comments and will have the
opportunity to revise these sections for the final submission of the grant proposal.

Grant proposal: For the final assessment, students will be asked to work in pairs to write a grant proposal
applying the concepts learned throughout the semester. Given that concise and persuasive writing is an essential
skill used in writing grant proposals, and that most grant guidelines indicate a strict page limit, the total proposal
(including citations and the appendix) may not exceed twenty pages. While there is no page limit minimum, if a
proposal were less than fifteen pages it would be unlikely that sufficient information had been included. The
grant proposal will be on a topic of the students’ choice (some suggestions will be provided), and will follow
standard grant proposal guidelines. Undergraduate students will work on a general grant proposal with guidelines
that will be provided by the professors.

Additional Requirements for Graduate Students: Working individually, graduate students will choose one call
for proposals by suggested grant making organizations with specific guidelines. They will be expected to
research the organizations and the types of initiatives currently funded by them. Then, they will frame their
proposal according to the criteria of the actual proposal guidelines. They will be graded on the content of their
proposed intervention, and also on their ability to meet the expectations and priorities of the chosen funder in the
final project. Graduate students should aim to write 10 pages, not including citations and the appendix.

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The Grant Proposal will be submitted through Blackboard on December 16, 2015. Please note that the Grant
Proposal is to be submitted in full, in one single document, as an attachment through Blackboard. The Logic
Model, however, will be submitted as a separate attachment.

ATTENDANCE

Since this course is based heavily on discussion, in-class group work, and application of concepts to concrete
case studies, good attendance is essential. We understand that things may come up that prevent students from
attending class and so one absence is allowed, with prior notice, for any reason. Students are still expected to
complete the readings and response essays on time. If more than one class is missed, or if the absence is not
prearranged, student will lose 5 points from the participation grade for half class that they miss, up to two times.
If there are any additional absences the student will fail the course. For documented illness (i.e. with doctor’s
note) students may miss class with no penalty, but are expected to catch up on missed work within a reasonable
time frame.

DISABILITY POLICY

Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in
this class, please notify the Director of the Disability Resource Center (Campus Center 137, 442-5490). That
office will provide the course instructor with verification of your disability, and will recommend appropriate
accommodations.

ACADEMIC DISHONESTY

Students are expected to comply with the University at Albany’s Community Rights and Responsibilities. An
incident of unethical conduct (e.g. cheating, plagiarism) or classroom disruption will result in a Fail and referral
to the appropriate Departmental and University Committees. More information on academic integrity is available
at the following website: http://www.albany.edu/reading/academic_integrity.php. Students will be asked to sign
a statement of honor, promising to act with academic integrity.

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Lecture Schedule:

8/31

First day: Introduction and Orientation

Unit 1: Theoretical Basis of Health as a Human Right

9/7

9/14

9/21

Introduction: Health as a Human Right

Global Institute for Health and Human Rights - Arash Alaei
(Triangular Clinics)

CASE STUDY 1- Facilitated by Arash A laei (7:10 PM - 8:35 PM)
(Mohammed and the Matchmaker)

Political Science Approach to the Protection of the Right to Health
Department of Political Science - Victor Asal
CASE STUDY 2-Andrea & Fatima

Health Disparities and Public Policy
Department of Public Administration & Policy - Stephen Weinberg

CASE STUDY 3-Chris and JiaCheng (7:10 PM - 8:35 PM)
Unit 2: Defining G oals and Objectives and Understanding the Target Group

9/28

10/5

Developing Project Ideas: Setting Goals, Objectives, and Defining the Target Group
Global Institute for Health and Human Rights - Kamiar Alaei
CASE STUDY 4 -— Natasha and Salma (7:10 PM - 8:35 PM)

Public Health Disparities
Department of Women’s Studies — Kristen Hessler
CASE STUDY 5 —Tre& Maria (7:10 PM - 8:35 PM)

10/12 Class suspended, Y om Kippur

10/19 Maternal Mortality as a Human Rights Issue

Department of Philosophy — Robert Miller
CASE STUDY 6 — Ololade and J ane (7:10 PM - 8:35 PM)

*MIDTERM EXAM* 10/26 IN-CLASS MIDTERM EXAM

Unit 3: Design, Implementation, Evaluation, and Work in the Field

11/2

11/9

Application of Intervention Design, Programming, and Adaptation
Global Institute for Health and Human Rights - Arash Alaei
CASE STUDY 7 - Andrea & Fatima (7:10 PM - 8:35 PM)

HIV/AIDS and Public Health Resource Allocation
Department of Public Administration & Policy -TBA
CASE STUDY 8 - Chris and JiaCheng (7:10 PM - 8:35 PM)

11/16 Environmental Practices and Disproportionate Risks of Disease

Department of Environmental Health Sciences — Beth Feingold

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CASE STUDY 9 - Natasha and Salma (7:10 PM - 8:35 PM)
*Thanksgiving Break* 11/25
Unit 4: Legal Frameworks for the Promotion and Protection of Health as a Human Right
11/30 International Treaty and Organization Based Structures for Human Rights Protections

Global Institute for Health and Human Rights — Alexandra Harrington CASE
STUDY 10- Tre& Maria (7:10 PM - 8:35 PM)

12/7 _ Legal Defense of Human Rights
Albany Law School — Sarah Rogerson
CASE STUDY 11- Ololade and Jane (7:10 PM - 8:35 PM)

12/16 Finals Due

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Department of Political Science
Rockefeller College
University at Albany, SUNY

Semester in Washington
Spring 2017

RPOS 495z Research & Writing in Washington
Credits: 3
Professor Meredith W eiss

Contact: mweiss@albany.edu
202 725 4440 (emergencies only)

Office hours: after class each Friday, or by appointment

Course description
The overarching theme of the course is the process and structure of policymaking: how the policy

apparatus is structured, what different government departments (or elsewhere, government
ministries) and other policy-relevant agencies and organizations do, what key issues and
organizations characterize specific policy domains, and how the scope and character of agendas
and governance in those policy domains has changed over time. While our primary case study
will be the US government, given our placement in Washington, DC, our actual ambit is global.

Equally important as a course objective is a focus on writing: over the course of the semester,
students will build toward a substantial research paper on one policy arena. Particularly in the
second half of the course, students will hone their ability to do case study research using a range
of primary and secondary sources, draft a research paper that marshals appropriate evidence to
support a thesis, learn how to refine the essence of a paper into a brief and understandable oral
presentation, and practice the all-important skills of revision and rewriting.

Course objectives
Students will:

e Engage with assigned texts by participating actively in class discussions in the classroom

and elsewhere (e.g., alumni offices).

Practice and flaunt the ability to make and support sound arguments.

Display an understanding of the policy process in their written work.

Demonstrate the ability to find and utilize a range of scholarly and policy-related sources.
Impress the professor with their polished analysis, careful editing, and excellent grammar.

Class times

Meetings for RPOS 341 and 495z will be back-to-back on Fridays, starting at 9:00am (unless
otherwise notified), in the 1 floor classroom at the Woodley Park residence hall. Some classes
will involve (or be supplanted by) field trips. Ending times will vary; students are expected to be
available all day each Friday for required activities.

Books & readings
Wayne Booth, et al. The Craft of Research, 4h ed, (Chicago, 2016)

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All other required readings will be available on Blackboard.

COURSE POLICIES RPOS 341, 342, & 495z

Attendance

Internet and laptops
Students will need to conduct online research to complete the assignments in this course. Use of

laptops for note-taking is permitted, and laptops may be used for some in-class group work.
However, use of any electronic device during class (including laptops) for non-class-related
purposes is prohibited, and may result in loss of classroom laptop privileges and/or temporary
confiscation of the device in question.

Academic Honesty

Read carefully the attached document, “When and Why to Cite Sources” (available also at
http://library.albany .edu/infolit/citesources).

Papers & assignments
Short papers for RPOS 495z should be 2-3 pages each. The final paper should be 10-12 pages.

Lengths for other RPOS 495z writing assignments are as indicated. Instructions for all papers
are in the document, “Paper Guidelines” on Blackboard.

*Those students completing their Political Science honors thesis in conjunction with RPOS
495z will register also for RPOS 400 (1 credit), meet with the professor as needed, then write a
more substantial final paper (20-25 pages instead of 10-12 pages).

Papers must be double-spaced, with 1 inch margins, in 12-point Times New Roman (or closely
comparable) font. The final paper must be submitted in MS Word. Proofread carefully. Given the
professional orientation of this program, points may be deducted for sloppy work (poor
grammar, typos, etc.), as noted in the Paper Guidelines on Blackboard; quality of writing will
count for 20 percent of the grade for your final paper.

All papers and assignments are due (hard copy) on the date on which they are listed the syllabus,

unless otherwise noted in class. Late papers will incur a penalty of % grade (e.g., from a B+ to a
B) per calendar day late.

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Grading

RPOS 495z (3 credits)
e Plagiarism 101 tutorial 5%
e 2short papers @ 10% each 20% total
e Paper:
o Thesis questions & sources 5%
o Draft of introduction & outline 10%
o Oral presentation 10%
o Final paper 40%
e Class preparation & participation 10%

Grading scale
e 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, E: 0-59

COURSE SCHEDULE RPOS 495z

Readings and assignments/papers are due on the date for which they are listed.

Note that some extracts may include more than the required portion; students are welcome, but
not required, to read further.

Details are subject to change!

Intro Week Move-in & professional development orientation
See RPOS 341/342 syllabus

Week 1 Introduction to Washington
23 January _ First day of intemships
27January Tour of DC (see RPOS 341/342 syllabus)
e Practicing Academic Integrity tutorials: Complete all the exercises at
http://library.albany.edu/infolit/integrity before class; forward your email “receipts” to
me (or print out and submit in class)

Week 2 Interest Groups, Advocacy, and Expertise & Research skills
3 February
e Guest lecturer: Andrew Rich, 10:00-11:30am
e Reading (Interest groups)
o Nownes, Interest Groups in American Politics, ch. 5
o Rich, Think Tanks, Public Policy, and the Politics of Expertise, ch. 6
o Carpenter, et al., Explaining the Advocacy Agenda
e Library of Congress visit and research orientation class, 12:30-2:00pm
o Note: Y ou will be expected to do extensive library as well as internet research for
this course. This orientation to the LoC will show you how to use one of the
world’s greatest libraries. Remember that the LoC has limited hours and is a
closed-stack facility: you must request materials and wait. Plan your visits
accordingly—and start early in the semester! As a backup, you may also be able

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to use your SUNY ID to access the Gelman Library at George Washington
University (2130 H St NW, 7am-midnight). Of course, you can readily access all
the electronic journals and other online materials at the UAlbany library, as well.
o Meet at Madison building (entrance at C St and 1 St SE) for Reader Registration
Cards; we will then walk underground to Jefferson Building
o Fill out online form for Reader Registration card in advance:
http://www.loc.gov/r/readerregistration.html
e Reading (Research skills):
o Booth, et al., The Craft of Research: chap. 3-5, 7
o UWTips & Techniques for Writing
= For more details, review the “General Social Science Writing Help” files
at http://depts.washington.edu/pswnite/forstudents.html
o Taylor, Legislative History Research (skim)
e Workshop on Communication & Leadership, 3-4pm, alumna Laura Milstein

Week 3 The Legislature as a Policymaking Arena
9 February, 6-8pm: Welcome reception, Squire Patton Boggs, 2550 M Street NW
10 February
e Guest lecturer: Michael Malbin
e Reading:
o Mann and Omstein, /t’s Even Worse Than It Looks, Intro, pp. 42-67, Afterword
o Pitney, Review of Mann and Omstein
o. Lee, Insecure Majorities, pp. 18-28, 198-209
°

News articles TBD
Week 4 RPOS 341 Team Presentations
17 February
e Martha’s Table visit, 11-12:15
Week 5 The Executive Branch as a Policymaking Arena
23 February Panel discussion on the new administration, 7-9pm
24 February

e Capitol tour with Michelle Mittler, 11:20am-1:20pm
e Guest lecturer: Bruce Miroff
e Reading
o Miroff, Presidents on Political Ground: ch. 1 (recommended), 3-5 (required)

Week 6 Introduction to Public Policy Analysis
3 March
e Guest lecturer: Kat Slye
e Reading:
o Kraft and Furlong, Politics, Analysis, and Alternatives: ch. 1, 3
e Senator Gillibrand’s office: meeting with Jon Cardinal, 1:30-2:30

Week 7 Foreign Policy and Security

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10 March

e RPOS 341; Holocaust Museum visit

e Guest lecturer: Gil Klinger (also Sharon Squassoni on 24 March)

e Reading (subject to amendment):
o Rosati & DeWitt, The Department of State
o Auger, The National Security Council
o Fendrick, Diplomacy as an Instrument of National Power
o Columbia Accident Investigation Board, ch. 9 and App. C (required), Executive

Summary and ch. 5 (recommended)

17March _Noclass

Week 8 RPOS 341 Team Presentations
24 March
e Alumni lunch (TBC), 12pm, Wilkinson Barker Knauer, LLP (1800 M St. NW #800N)
e Guest lecturer: Sharon Squassoni, 2:30-4:00 (CSIS, 1616 Rhode Island Ave.)
o Squassoni, “The Incredible Shrinking Nuclear Offset to Climate Change”
o Lovins, “Nuclear is Uneconomical”
o Tabor, “An Atomic-Weapons Expert’s Worst-Case Scenario”

Week 9 Labor and Trade Policy
31 March
e Guest lecturers: Amy Cocuzza and Ian Clements
e Reading:
MacLaury, The Job Safety Law of 1970
o CRS, US Trade Concepts, Performance, & Policy: pp. 1-36
o Krueger, Intemational Labor Standards and Trade
o Clements:
= US Department of Congress organizational chart
"White House, Joint Statement by the United States and Singapore
= USTR, 2017 Trade Policy Agenda: pp. 13-19
= EWC, ASEAN Matters for America (skim)
o Cocuzza:
= O’Brien, “I Swear! From Shoptalk to Social Media: The Top 10 NLRB
Profanity Cases” (read pp. 53-60, 98-108; skim the remainder)
e OSAC visit: Gregory Wahl, 12:30-2:30 (1810 N. Lynn St., Rosslyn, VA)

O°

Week 10 Health Policy
5 April Nancy Bosckor presentation, “Path to Public Service,” 6-8pm (WISH)
7 April
e Guest lecturers: Rich Hamburg and John Kaelin
e Reading:
o CRS, ACA: A Brief Overview of the Law, Implementation, and Legal Challenges
o Bronson, et al., Understanding Evidence-based Public Health Policy
o Sparer, et al., Inching toward Incrementalism: Federalism, Devolution, and Health

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Policy in the US and the UK
o Hamburg:
= TEFAH, Blueprint for a Healthier America 2016: Policy Priorities for the
Next Administration and Congress,
http://healthyamericans.org/assets/files/T FA H-2016-Blueprint-Fnl.pdf
(minimum: read Introduction and one section; skim the other two sections)
o Kaelin:
"Morrisey, et al., Five-State Study of ACA Marketplace Competition

Week 11 No class meeting (Good Friday)
14 April
e Thesis questions and sources due (via email)
e Reading:
o Booth, et al., The Craft of Research: ch. 12-14, 16
o Powner, Empirical Research & Writing: p. 209-10

Week 12 Pentagon tour (2:00-4:00pm) & Final Paper Consultations
21 April
e Each student will sign up for a 10-minute consultation with Prof. Weiss. Come prepared
with a rough draft of your introduction and outline, for discussion only. (Consultations
may be scheduled prior to this date.)

Week 13 RPOS 341 Team Presentations
27 April Final day of internships

e End-of-semester gathering, 6:00-8:00pm, hosted by Arie Lipnick (800 P St NW)
28 April

e Draft final paper introduction & outline due

e Supreme Court visit and briefing, 9:30-11:00

Week 14 RPOS 495 oral presentations
5 May

Wednesday, 10 May, 7:00pm (last day of UA classes)
e Final RPOS495z papers due

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When and Why to Cite Sources
Source: http://library.albany.edu/infolit/citesources (amended slightly)

What is Plagiarism?

Plagiarism is defined as “a piece of writing that has been copied from someone else and is

presented as being your own work” or “taking someone's words or ideas as if they were your
>]

own, =~

Plagiarism is a serious issue in the academic community. While plagiarism sometimes does
occur intentionally, it also occurs because the writer doesn’t understand or does not know how to
avoid it. The required online tutorial, Plagiarism 101, offers an entertaining and interesting look
at why people plagiarize and strategies to avoid it.

Plagiarism occurs when you use someone else’s ideas and PRETEND they are your own.
Avoiding plagiarism doesn’t mean that you can never use other people’s ideas. It’s a widely
known secret that in fact you CAN use other peoples’ ideas and even their words. For many
research papers you NEED to do this in order to prove your own points. So use their ideas! Use
their words! Professors expect to see in your writing that you’ve done your research and
understand what the experts think when you formed your own opinions. The trick is to
acknowledge who these expert ideas really belong to by CITING them!

So let’s assume you don’t want to plagiarize and you’ve given yourself enough time to do it
right, but you’re still not sure about “putting things in your own words,” judging when to cite
work, or how to cite it. Read on for more information and examples.

Why Acknowledge Sources

Doing research for a paper is an exploration and learning process. By acknowledging our sources
we show our reader the path we took to come to our conclusions. Citing the authors we read
shows how we tied others’ research and ideas together and how we came to learn about and
develop our own ideas and opinions.

Why should you cite your sources?

1. Citations reflect the careful and thorough work you have put into locating and exploring
your sources.

2. Citations help readers understand the context of your argument and are a courtesy to the
reader, who may share your interest in a particular area of study.

3. Citations allow you to acknowledge those authors who contributed to your learning and
your work.

4. Citations, by illustrating your own leaming process, also draw attention to the originality
and legitimacy of your own ideas.

5. By citing sources you demonstrate your integrity and skill as a responsible student and
participant in your field of study.

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When to Cite Sources

While professors and scholars may have specific requirements based on the needs of their
discipline, there are cases where you should always cite your sources.

1. Direct quotes of more than one word. If the author’s words are powerful or you need to
be specific for your argument, the author’s words can be used as a direct quote.

2. Paraphrasing or summarizing. If you want to use someone else’s idea to help you make
your point or to support your own ideas, you may “translate” the ideas into your own
words.

3. Information which may be common knowledge but still unfamiliar to your reader. This
would also include statistical information which may be familiar, but still requires
confirmation.

4. Not just books or articles should be cited. Any source that you use for information can
and should be cited, including interviews, websites, TV programs, etc.

5. Whenever you are not sure if something should be cited, err on the side of caution and
cite sources.

Let’s look at some examples ...

Direct quotes

How much you quote will determine how it appears in the body of your paper—set off a quote of
more than 3-4 lines as a separate block of text—but whether it is one word or an entire

paragraph, any direct quote needs to be cited.

Lappe’s explanation ofa “thin democracy” ®) addresses a number of basic flaws within our
American society.

Global warming is being recognized as a major issue throughout the world and as Al Gore
instructs, “itis time to make peace with our planet.” 1

Paraphrasing or Summarizing
Both these tools involve modes of translating or restating what you have read (or heard).
Paraphrasing typically refers to putting an idea or passage into your own words. Summarizing

involves capturing the main idea or reducing a detailed piece to a shorter and more general
synopsis. Both require citation.

Here’s an example:
“Instructors usually allow students to find their own topics for a major writing assignment; thus
choose something of interest to you so you won’t get bored after a few days. At the same time,

your chosen topic will need a scholarly perspective.”!5!

Paraphrase: When students are permitted to select their own topic to write about they should
choose one that is interesting to them. The topic should also be scholarly in nature so that

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students will be able to find appropriate research and resources on the topic. |

Summary: Students should select writing topics that are interesting and also lend themselves to
academic research. '5!

A summary generally addresses the overall theme of a passage, article, opinion, etc., while a
paraphrase generally restates a more specific thought or idea. The difference between
summarizing and paraphrasing is sometimes obvious and sometimes subtle—do you see the
difference?

Common Knowledge? Or Not?

Some basic facts are common knowledge and easily confirmed from a variety of sources.
Statistics should always be cited, as well as opinions and less familiar facts. Whether information
is considered well-known within your field of study will also help determine if it is considered
common or not. However, if you are not sure, cite it!

Example 1:
The University at Albany is located in Albany, New York and is part of the State University of
New York.

This is common knowledge and easily confirmed in a multitude of sources.

Example 2:

The State University of New York was officially established in February of 1948 and currently
consists of 64 institutions. The University at Albany is one of ten University Centers that are part
of the SUNY system.!®!

While the SUNY system is well known and these facts are easily confirmed, specific historical
information or statistics should he cited.

How to Cite?

We’ve talked about plagiarism as well as why and when to cite. The next question is “How?”
There are two things you need to know from your professor.

The FIRST is how you will reference your sources within your paper. Generally you will use one
of the following options:

e In-text citation is when your source author is included within the body of your paper.
This acts as a reference to your Works Cited page. We will use in-text parenthetical
citations for RPOS 495z and RPOS 341.

e Endnotes format is used in this document. The cited idea or quote is noted with a number
and the source is listed at the end of the paper.

e Footnotes format is similar to endnotes; however, the citations are listed at the bottom of
each page.

418
The SECOND thing you need to know is what Format and Style Guide to use. There are very
specific rules about how to do this that are not included in this document. Y our professor will tell
you which s/he wants you to follow. The choices will typically be one of the following:

e MLA Format and Style Guide (Modern Language Association)
APA Format and Style Guide (American Psychological Association)
CMS (Chicago Manual of Style). We will use CMS (author-date) for RPOS 495z and
RPOS 341: see http://www.chicagomanualofstyle.org/tools_citationguide.html or the
style guide on Blackboard for details.

Please visit the University Libraries’ Citation Tools webpage at
http://libquides.library.albany.edu/citationgenerators for information and instructions on these
style guides.

Endnotes

{1 “Plagiarism.” WordNet 3.0. Princeton University. 03 Apr. 2008. Dictionary.com.
http://dictionary.reference.com/browse/plagiarism.

2] Adapted from “Sources and Citation at Dartmouth College.” Dartmouth College. 1998.
Retrieved 9 Feb 2009. http://www.dartmouth.edu/~writing/sources/sources-citation.html

'S) Lappe, Frances Moore, Getting a Grip. Cambridge, MA : Small Planet Media, 2007.

"Gore, Al. “Nobel Prize Acceptance Speech.” A/’s Journal. December 10, 2007. Retrieved
April 10, 2008 http://blog.algore.com/2007/12/nobel_prize_acceptance_speech.html

'5) Lester, James D. & James D. LesterJr. Writing Research Papers: A Complete Guide, 11th Ed.
New Y ork: Pearson Education, 2005.

(“Short History of SUNY.” The State University of New Y ork. 2008. Retrieved A pril 25, 2008.
http://www.suny.edu/student/university_suny_history.cfm

419
University at Albany
Program Revision Proposal
Political Science BA

Appendix 2

Approved Seamless Transfer Waiver Request

420
Office of Academic Affairs
and the Provost

he Iniversit State University Plaza
Jew York
of New York Albany, New York 12246

www.suny.edu

June 5, 2015

James R. Stellar, Ph.D.

Sr. Vice President for Academic Affairs and Provost
State University of New York at Albany

1400 Washington Avenue, University Hall 308
Albany, NY 12222

Dear Vice President Stellar:

| am writing in response to your correspondence received requesting a waiver of one or more requirements in
the following program:

Program Title Award SED Waiver Type Requested Waiver Status
Program Code
Political Science B.A. 06070 Transfer Path Course(s) Approved

This request for a program waiver of credit requirements, SUNY-GER requirements, SUNY-GER requirement
scheduling, or transfer path requirements has been carefully reviewed by the Office of the Provost waiver
committee, comprised of campus reviewers and other system staff.

The committee reviews the proposed curriculum of the program, taking into consideration SUNY Board of
Trustees policy, Regents Rules and Regulations of the Commissioner of Education, and requirements set forth
for the licensed professions or teacher certification. The committee also accounts for applicable national
accreditation and/or professional association standards; relevant New York State laws, rules and regulations;
and industry expectations. The goal of seamless transfer is to enable students to complete their intended
program of study on time, without unnecessary cost and/or duplication of effort.

1am happy to inform you that the Office of the Provost waiver committee has determined that there is a
compelling justification for a waiver to be granted for the program curriculum as proposed. We wish you all the
best with the ongoing success of this program. Please contact Linnea LoPresti if you have any question or
concerns.

Sincerely,

Vice Provost for Academic Planning and Strategic Leadership
And Senior Associate Vice Chancellor

C: L. LoPresti

To Learn
To Search
To Serve

Power of | SUNY

421
sa di SUNY Seamless Transfer Requirements (STR):
ones Waiver Request

This signed form should be submitted with a signed cover letter from the Chief Academic Officer (CAO) to the SUNY Provost
at program. review! @suny.edu.

¢ To request a waiver of STR for a new program, submit this form with a new program proposal.

© To request a waiver of STR for an existing program that does not require re-registration by the State Education
Department (SED), submit only a signed cover letter and form.

* To request a waiver of STR for an existing program that requires re-registration by SED because of proposed
(and/or cumulative) changes, submit this form with a program revision proposal. Conditions that require SED re-
registration can be found in the Guide to Academic Program Planning.

it SED Institution Code) where the entire program will be offere

University at Albany 210500

Program Title: Political Science

Program Code and HEGIS Program Code[ 06070 ] HEGIS Code [ 2207 ]
Code (for existing programs)

Award(s) (e.g, AAS. BAD: BA

Number of Required Credits: |Minimum[120 ] If tracks or options, largest minimum [ ]}

= Ifthe program is accredited (or will be), list the accrediting agency and expected date when re-
accreditation or original accreditation will be achieved:

If applicable, list the New York State certificate title(s) and type(s) to which the program leads:

If applicable, list the New York State professional licensure title(s) to which the program leads:

ame and title: Suzanne K Freed
Asst Vice Provost for Undergraduate Education
Telephone: 518-242-6046 E-mail: sfreed@albany.edu

jignature affirms that the proposal has met all applicable campus administrative and shared governance
rocedures for consultation, and the institution’s commitment to support the proposed program.
signatures are acceptable.

Name and title: Susan D, Phillips, Ph.

P. tand VickPregidént for Academic Affairs

ignature and dat

SED Institution Code, CAO’s name and title:

artner institution’s name,
iguature and date:

422

[Section 2. Waiver(s) Requested

Please check all waiver requests that apply.

y- Credit Requirements (credit caps of 64 credits for associate degree programs; 126 for baccalaureate

degree prograns)

[~ SUNY-GER Requirements (30 credits in 7 of 10 categories, including math and basic communication)
- SUNY General Education Requirement Scheduling (satisfaction of SUNY -GER within the first two years

of full-time studly in the program, or 60 credits, whichever is greater)

jv Transfer Path Requirements (the number and nature of courses in the major)

[Section 3. Revision Summary

Please list the program revisions that have been made or are proposed to date in order to meet STR (e.g. 1. Transfer Path
course (Calculus I) added to program requirements.) Expand the numbered list as needed. If no revisions have been

made or proposed, check ‘No Revisions.’
¥ No Revisions

[Section 4. Waiver Request Details

Please provide the details for each waiver request for all that apply.

a) Credit requirements Check here if not applicable. [ x]

1. Indicate the number of excess credits above the credit cap that you seek to waive (e.g. If an associate

program is at 67 credits, the excess credits equal 3).
i) Associate degrees (64 credits): _
ii) Baccalaureate degrees (126 credits):

_ excess credits
excess credits

b) SUNY General Education Requirements Check here if not applicable. [x ]

1. List the specific categories that you seek to waive.

2. Indicate the number credits of the 30 credit minimum that you seek to waive.

3. Other (please describe).

c) SUNY General Education Requirements Scheduling Check here if not applicable. [ x]

1. List the specific general education courses and their corresponding categories that you seek to offer after
the first 60 credits of the program sequence. Expand the table as needed.

Course Number and Title

SUNY-GER Category

423

d) Transfer Path Course Requirements Check here if not applicable. [ ]

1. Indicate the minimum number of Transfer Path courses required for the program, as shown in the
Transfer Path Requirement Summary Table.

4 Required, 1 Recommended
2. List the Transfer Path courses you seek to waive.

International Politics
Comparative Politics

3. Identify the Transfer Path courses you seek to substitute (e.g. Introduction to Statistics for Calculus I).

Expand the table as needed.
Transfer Path Substitute Campus C ourse Information
Course Name Discipline | Number Course Title Course Description
(e.g. MAT) | (e.g. 200)
Calculus I (example) | MAT 200

[Section 5. Sample Program Schedule and Curriculum

Complete the SUNY Undergraduate Program Schedule to show how a typical student may progress through the
existing program without the waiver. (i.e.: list the courses in the curriculum that currently registered students are

following).

SUNY Transfer <----- Use
Path Name (if one Political Science Dropdown
exists) Arrow.

Use the table to show how a typical student may progress through the
program. Check all columns that apply to a course or enter credits where
applicable.

KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for
individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation
from the drop-down menu.) GER Cre (Enter number of course credits.) LAS: Liberal Arts & Sciences Credits
(Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major &
Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper
Div: Courses intended primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses
intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.)
Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five listed
in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural
Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations
(OW), Western Civilization (WC), Foreign Language (FL).

Fall 1:

424
POS 101 - American

Politics - REQ 3 AH a xX xX x
Natural Science Gen
Ed- RE 3 NS 3 x
Arts Gen Ed - RE 3 AR 3 x
Elective - FE 3 xX
Liberal Arts Elective -
RE 3 xX
Term Totals 15 3 9 12 3 3 1 (xX)
Spring 1
Numb GE Upper | TP | New | Co/Pr
Course Number & er of GER Credi Majo | Elective/O | Uppe Div at | Cour | erequ
Title (& Type) Credits | Area ts LAS ft ther rDiv | Major | h se isite
POS 102 -
Comparative and
International Politics
- REQ 3 ss 3 x xX
UUNI 110 - Writing
and Critical Inquiry -
REQ 3: BC 3 x
Elective - FE 3 xX
Elective - FE 3 xX
Elective - FE 3 xX
Term Totals 15 2 6 6 3 9 (xX)
Fall2
Numb GE Upper | TP | New | Co/Pr
Course Number & er of GER Credi Majo | Elective/O | Uppe Div at | Cour | erequ
Title (& Type) Credits | Area ts LAS r ther rDiv | Major | h se isite
POS 103 - Political
Theory 3 ow 3 xX x x
POS 103 - Political
Theory - REQ H
Math Gen Ed - RE 3 3 xX
Foreign Language
Gen Ed - RE 3 FL a xX
Minor course(Minor
required, subject
unrestricted)- RE 3 x
Liberal Arts Elective -
FE 3 x

425

Term Totals 15 4 9 12 3 3 1 (xX)
Spring 2

426

427

Communicatio (AR)

n (BC)

Mathe American History
matics 1 (AH) 1
(mM)

Natural 1 Western

Sciences (NS) Civilization (WC)
Social Sciences 1 World 1
(SS) Civilizations (OW)
see Foreign Language
nities 1 (FL) 1
(H)

[Section 6. Justification and Supporting Evidence ]

For each requirement in Section 3 for which you are requesting a waiver, please provide a compelling justification
to support the request. Please include relevant supporting documentation as attachments, as applicable. Waivers
are considered on a case-by-case basis.

The Transfer Path requires that students take both Intemational Politics and Comparative Politics. Our major requires a
course in Comparative and Intemational Politics. This does not present an issue for students transferring TO UALbany -
their second course will also satisfy an elective within the Political Science major.

However, students transferring FROM UAIbany to another institution will bring only our combined Comparative and
Intemational Politics course. It is our understanding that this would not impede students from graduating in two years.
We request a waiver from adding a separate course to our curriculum.

428
University at Albany
Program Revision Proposal
Political Science BA

Appendix 3

Albany Law Approval Letter

429
FY ALBA LAW SCHOOL
w SOOTHE ANGE AVENE HAN ae YORK 2m

eon vie HH pee we aALe NY vi

banshee da

April 17. 2017

Darrell P. Wheeler, Ph.D.

Interim Provost and Senior Vice President for Academic Affairs
University at Albany

University Hall #308

1400 Washington Avenue

Albany, NY 12222

Dear Dr. Wheeler:

This is to confirm Albany Law School's approval of the proposed changes to the
Political Science B.A. degree as set forth in Form 3A, Program Revision Proposal:
Changes to an Existing Program. Please contact me if you need additional
information.

Sincerely,

430

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