Govt 307 Syllabus 2008

GOVT 307: Introduction to World Governments (Comparative Politics) Fall, 2008 Dr. Lisa-Mari Centeno [email protected] Office Hours: M-Th, 11-12 and by appointment ES 332, 719-587-7923 This course involves comparative political analyses across a spectrum of countries. Throughout the semester students will: • Recognize and critically assess historical, cultural, economic and political factors that give rise to different political systems around the world. • Analyze the theoretical assumptions and real life issues concerning Democracy, Authoritarianism, Political Systems in Transition, Gender and Politics, Ethnic Conflict and Economic Development. • Demonstrate research and compose individual scholarship on the topics presented in class. Required Text O’Neil, Patrick. 2007. Essentials of Comparative Politics. New York. W.W. Norton & Co. O’Neil, Patrick. 2006. Cases in Comparative Politics. New York. W.W. Norton & Co. Course Requirements (Total = 100%) Map Quizzes 30% (6 at 5% each) Projects 40% (4 at 10% each) Essays 30% (2 at 15% each) Map Quizzes (6 at 5%): The lowest grade of seven (7) quizzes will be dropped. Students will identify the location of the following countries: Quiz 1: The Established Democracies: Canada, Japan, The United Kingdom, Ireland, Germany, Austria, Italy, France, Portugal, Spain, Sweden, Norway, Denmark, Finland, Belgium, Switzerland, Luxembourg, The United States, The Netherlands, India. Quiz 2: Authoritarian, “Failing” and “Failed” States: Somalia, Zimbabwe, Chad, Cuba, Democratic Republic of the Congo, Cote d’Ivoire (Ivory Coast), Central African Republic, Guinea, Burma (Myanmar), Haiti, North Korea (PDRK), Ethiopia, Uganda, China, Saudi Arabia, Iran, Nepal, Syria, Lebanon, Yemen.

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Quiz 3: Democratizing?: Mexico, Guatemala, Peru, Estonia, Serbia, Ukraine, Afghanistan, Iraq, Tajikistan, Nigeria, Liberia, Zimbabwe, South Africa, Indonesia, Sri Lanka, Thailand, Pakistan, The Philippines, Taiwan (Republic of China), Bhutan, Belarus. Quiz 4: Female Leaders: Ireland, New Zealand, Finland, Philippines, Mozambique, Germany, Liberia, Chile, India, Argentina, Bosnia, Ukraine, Moldova. Quiz 5: Ethnic Conflict: Timor Leste, Israel/Palestine, Northern Ireland, Russia, India, Indonesia, Sudan, Burundi, Rwanda, Spain. Quiz 6: Economic Development: 10 countries with the lowest human development: Democratic Republic of Congo, Central African Republic, Ethiopia, Mozambique, Guinea-Bissau, Burundi, Mali, Burkina Faso, Niger, Sierra Leone. 5 countries with the highest human development: Iceland, Norway, Australia, Canada, Ireland. Quiz 7: How many can you identify? 40 locations =5 points. 30 locations =4 20 locations =3 10 locations =2 5 locations =1 Projects (4 at 10% each): Each student will participate in four of six total in-class debates, presentations and/or simulations regarding the following topics of the course: 1. Democratic Campaign Speeches (Sign up sheet to be distributed) 2. Authoritarianism Jigsaw (All Students) 3. Transition to a Democratic Iraq? (Sign up sheet to be distributed) 4. Women Leaders of the World (Sign up sheet to be distributed) 5. Who Wants What in Darfur (Sign up sheet to be distributed) 6. Economic Development: Deciphering the Data (All Students) All students must be present during every debate/simulation. 2 points will be deducted from the final grade of any student absent (without an official excuse) from debates/simulations. See Schedule for debate/simulation dates. See Project Guide for instructions. Each student must also submit an outline of arguments/points and references. Requirements: • 1-2 pages, including references

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Stapled, double-spaced and typed in a 12 point font Minimum of 3 academic/legitimate sources

Essays (2 at 15% each): Students who are not assigned to a project on a course topic section will craft analytical essays about two of the following topics: 1. Current Trends in Established Democracies 2. The Future of Iraq 3. Women Leaders of the World: Different leadership styles from Male Leaders? Or Just Different Shoes? 4. Conflict in Darfur Essays must refer to the assigned readings and additional research. Requirements: • Minimum length of 5 pages text (not including references) • Stapled, double-spaced with one-inch margins, and typed in a 12-point font • Page numbers • Minimum of 3 academic/legitimate sources • Submission to turnitin.com The turnitin.com reference number for this course is: 2336931. The enrollment password is centeno (lower case). ** Students may rewrite one essay in order to improve the grade. Late essays are not eligible for the rewrite option. Writing Standards Please see the HGP Writing Assessment Rubric at: http://faculty.adams.edu/~ercrowth/hgprubric.htm •

All papers must be typed in a 12-point font, double-spaced with one-inch margins and stapled.

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The spell-check is not a substitute for proofreading. Points will be deducted for sloppy writing.

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Non-scholarly sources, with the exception of newspaper articles and organizational websites (such as that of the WTO), will not be accepted. Internet sources should come from sites with URLs ending in .gov or .edu. Avoid .com sites with the exception of some online journals such as foreignpolicy.com. Never use the dictionary or encyclopedia (including Wikipedia) as a source.

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Plagiarism is a serious offense. According to the College Handbook: “All students are expected to practice academic honesty. [He/she] should refrain from any form of cheating, plagiarism, or knowingly furnishing false information to the College” (42). Therefore: • • • •

Any phrases, paraphrases, terms, concepts, facts and/or figures applied from other sources must be cited correctly. All phrases or sentences that are not in your own words must be in quotation marks. Sources must be cited within the text and included in a reference page at the end of your work. Please see the College’s definition of plagiarism at http://www2.adams.edu/library/plagiarism/plagiarism.php Plagiarism will result in a failing grade for the assignment. Second, or more serious first offenses will result in a failing grade for the course and notification sent to the Provost.

Citation format: I require the citation format used by the American Political Science Association (APSA). If you have questions about formatting please ask. Do not use MLA or other citation formats. Below is a sample paragraph of the format I require. Note the parenthetical citations within the text: Excerpt from: McCormick, John P. 2006. “Contain the Wealthy and Patrol the Magistrates: Restoring Elite Accountability to Popular Government.” American Political Science Review 100(2): 148-164. Ancient democracies assumed that law and public policy would not express the common good unless large numbers of nonwealthy citizens participated in government by holding office themselves. Wealthy citizens, despite promises to the contrary, were expected to pursue their own interests, and not those of the general populace on ascension to office—–a danger exacerbated in electoral systems where the wealthy monopolize offices. To avoid the “aristocratic effect” of election (Manin 1997, 42–93), ancient democracies assigned most magistracies by citizen-wide lotteries or “sortitions” and observed frequent rotation in office (Hansen 1991, 230–31; cf. Duxbury 1999). In keeping with the egalitarian aspirations and distrust of oligarchy characterizing such regimes (Ober 1993), lottery conducted over the entire citizenry ensured that the wealthy and notable would have little chance of governing to an extent exceeding their 4

percentage of the citizenry; it guaranteed that offices would be distributed randomly among all classes. Moreover, the regular and frequent turnover of office ensured that wealthy magistrates could deploy their greater financial resources neither to ensconce themselves in an office nor to influence or determine the appointment of like-minded or similarly interested successors. As straightforward sortition became increasingly rare in Western popular governments, republics attempted to ameliorate the aristocratic effect of elections and ensure wider distribution of offices in two alternate ways: by combining election with lottery-like randomization measures and/or by establishing class-specific eligibility stipulations for specific offices. _______________________________________ References Allen, Danielle S. 2000. The World of Prometheus: The Politics of Punishment in Democratic Athens. Princeton, NJ: Princeton University Press. Adams, John. [1790] 1805. Discourses on Davila. In The Works of John Adams, ed. C. F. Adams. Boston, MA:Massachusetts Historical Society, 280–304. Aristotle. 1997. In ThePolitics,Trans. and ed. P.L. P. Simpson. Chapel Hill, NC: University of North Carolina Press. Arnold, Douglas A. 1993. “Can Inattentive Citizens Control Their Elected Representatives?” In Congress Reconsidered, ed. L. Dodd and B. Oppenheimer. Washington, DC: Congress Quarterly Press. Wantchekon, Leonard. 2004. “The Paradox of ‘Warlord’ Democracy.” American Political Science Review 98 (1): 17–34. _____________________________________ *To cite a website: Within the text: (Author date (if available), page number (if available)) For example: (CIA 2006, 2) I understand that in many cases a page number will not be available. Do your best to adhere to this model as much as possible.

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In the Reference Page: Author. Date (if available). “Title in quotation marks.” Organization or publisher. Date accessed. URL For example: CIA World Factbook. 2006. “Venezuela.” Central Intelligence Agency. Accessed December 20, 2006. https://www.cia.gov/cia/publications/factbook/geos/ve.html ________________________________________ All direct quotes must be contained within quotation marks and cited properly. Quotes longer than 4 lines should be single spaced, indented and in a 10 pt. font. For example: Benjamin Barber argues that the forces of globalization and localization are simultaneous, parallel processes. He describes the dynamics of globalization as: “…being borne in on us by the onrush of economic and ecological forces that demand integration and uniformity and that mesmerize the world with fast music, fast computers, and fast food—with MTV, Macintosh, and McDonald’s, pressing nations into one commercially homogenous global network: one McWorld tied together by technology, ecology, communications, and commerce. The planet is falling precipitately apart AND coming reluctantly together at the very same moment.” (1992, 1). Additional Information: •

Tardiness: DON’T BE LATE!! If some unavoidable situation (alien abduction, etc.) forces you to be late please do not disturb the rest of the class as you enter. Perpetual tardiness will be penalized with a 3% reduction of the final grade for each infraction.

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All written assignments are due on their respective due dates at the beginning of class. o Penalties for late assignments:  Absence and assignment submitted at end of class: Deduction of one letter grade.  Further deduction of one letter grade after each 24 hour period.

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Constructive discussion in an academic setting requires respectful conduct. Please turn off cell phones and beepers while in class (see me for exceptions). Do not engage in

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private conversations, read the newspaper, or study for another class while I or another student has the floor. •

You are advised to keep copies of all your graded work in the event of calculation errors. Grades cannot be changed without proof of error.

Schedule 8/26-8/28: Introduction Read pp. 1-22 in Cases in Comparative Politics Read pp. 20-43 in Essentials of Comparative Politics 9/2-9/18: Democracy Read pp. 134-187 in Essentials of Comparative Politics Read pp. 25-64 (U.K.) and 106-144 (France) in Cases in Comparative Politics Established Democracies Map Quiz on 9/2 Campaign Speeches on 9/11 and 9/16 Democracy Essays due on 9/18 9/23-9/30: Authoritarian, “Failing” and “Failed” States Read pp. 110-132 in Essentials of Comparative Politics Read pp. 232-269 (China) and 311-348 (Iran) in Cases in Comparative Politics Authoritarian, Failed States Map Quiz on 9/23 Why Authoritarianism? Jigsaw Project on 9/30 10/2-10/21: Democratizing? Read pp. 198-230 (China) and 350-389 (Mexico) in Cases in Comparative Politics Read Iraqi Constitution (to be distributed). Democratizing? Map Quiz on 10/2 Transition to a Democratic Iraq Project on 10/14 Future of Iraq Essays due on 10/21 10/23-11/4: Where are the Women? Read BBC World Service. “Women in Power Reveal What it Takes” Available at: http://www.bbc.co.uk/worldservice/people/features/wiwp/index_static.shtml Read Rai, Shirin M. 2005. “Equal Participation of Women and Men in DecisionMaking Processes, with Particular Emphasis on Political Participation.” United Nations Division for the Advancement of Women

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Available at: http://www.iknowpolitics.org/en/node/6552 Read Interparliamentary Union. 2007. Women in Parliament in 2007: The Year in Perspective. Available at: http://www.ipu.org/pdf/publications/wmn07-e.pdf Female Leaders Map Quiz on 10/23 Women Leaders of the World Project on 10/30 Women Leaders of the World Essay due on 11/4 11/6-11/18: Ethnic Conflict Read pp. 44-74 in Essentials of Comparative Politics Read pp. 469-502 (Nigeria) in Cases in Comparative Politics Read Alonso, Sonia and Ruben Ruiz-Rufino. 2007. “Political representation and ethnic conflict in new democracies.” European Journal of Political Research 46 (2) 237-267. (Available via EBSCOhost (library on-line journals)) Ethnic Conflict Map Quiz on 11/6 Who Wants What in Darfur Project on 11/13 Conflict in Darfur Essay due on 11/18 11/20-Finals Week: Economic Development Read pp. 77-108 and 219-248 in Essentials of Comparative Politics Read pp. 392-427 (Brazil) in Cases in Comparative Politics Economic Development Map Quiz on 11/20 Economic Development Project on 12/4-Finals Week Final Map Quiz (name as many as you can) during Finals Week

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