Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH PSC 400
Political Science
Subject
455) or sequence
Course(s) Title
Advanced Writing in Political Science
Description of the requirement if it is not a single course
Completion of PSC 400, 1 credit
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
James Lopach
Phone / Email
X 2946;
james.lopach@umontana.edu
Program Chair
James Lopach
III Overview of the Course Purpose/ Description
Date
2/2/09
2/2/09
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
See attached, page 3.
Student learning outcomes :
Identify and pursue more sophisticated
questions for academic inquiry
Find, evaluate, analyze, and synthesize
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/)
Manage multiple perspectives as appropriate
Recognize the purposes and needs of
discipline-specific audiences and adopt the
academic voice necessary for the chosen
discipline
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy
See attached, page 3.
See attached, page 3.
See attached, page 3.
See attached, page 3.
See attached, page 3.
See attached, page 3.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Yes † No
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Yes † No
Are detailed requirements for all written
Yes † No
Page 1 of 26
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
Briefly explain how students are provided with
See attached, page 3.
tools and strategies for effective writing and editing
in the major.
Will written assignments include an opportunity for
Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
Yes † No
the course syllabus? If not, how will students be
informed of course expectations?
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
See attached, page 3.
Informal Ungraded Assignments
See attached, page 3.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.
See three syllabi attached, for Modern Political Theory (PSC 453), pgs. 4-10;
International Law and Organizations (PSC 433), pgs. 11-24; and Civil Rights Seminar
(PSC 472), pgs. 25-26.
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PSC 400, Advanced Writing in Political Science
A proposal for the Political Science Department’s upper-division writing expectation
January 27, 2009
Purpose of the course. The Political Science Department implemented PSC 400,
Advanced Writing in Political Science, several years ago to maximize opportunities for
students to write about the content of their courses and for faculty to provide helpful
feedback regarding student writing. Under the former general education requirement,
PSC 400 served effectively as the department’s upper-division writing expectation.
Initial reasons for the course. Because of increases in the number of political
science majors, the department imposed enrollment caps of no fewer than 40 on most
upper-division courses. With these high enrollments, instructors began to require fewer
and shorter writing assignments and spend less time working with students on writing.
Consequently, students were learning less about recognizing and improving their writing
deficiencies, and the faculty responded by creating PSC 400.
Design of the course. PSC 400 is a 1-credit course, repeatable to 3 credits, which
is taken as a co-requisite along with any 300-level or 400-level Political Science course.
The course instructor accepts a student seeking PSC 400 credit by signing the student’s
“Course Add” form. The department established the rule that no instructor should admit
more than 10 students to PSC 400 status in any semester. The PSC 400 writing
assignment focuses on the content of the companion course. The instructor bases the
letter grade for the 1-credit PSC 400 course entirely on the quality of the writing
assignments that have been submitted, corrected, revised, and resubmitted.
Meeting the learning outcomes and requirements for the upper-division writing
expectation. Each faculty member will incorporate into PSC 400 the university’s
learning outcomes for the upper-division writing expectation. The writing assignment(s)
will result in the student 1) focusing on new and important concepts from the co-requisite
course; 2) using writing to come to a critical understanding of those concepts; 3) using a
writing format that is appropriate and acceptable in governmental, nonprofit, academic,
and/or legal settings; 4) revising the initial written product pursuant to the instructor’s
comments with respect to suitability of sources, appropriateness of documentation,
accuracy of content, tightness of argument, and writing correctness; and 5) growing as a
competent self-editor of grammar, diction, syntax, and cogency.
Regarding the requirements for the upper-division writing expectation, each
Political Science professor will 1) supervise the writing of no more than ten PSC 400
students each semester; 2) place detailed learning expectations, writing instructions,
bibliographic suggestions, documentation guidelines, and grading criteria for PSC 400
assignments in the syllabus of each co-requisite upper-division political science course;
3) require each student to compose a total of at least 20 pages of writing during the
semester, part of which will receive critical feedback from the instructor and be available
for revision and resubmission by the student; and 4) base 100% of the PSC 400 grade on
student performance on writing assignments.
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University of Montana
Political Science Department
PSC 453E
Fall X X X
Dr. Grey
Office: LA 352
Phone: 243-2702
Email: ramona.grey@.umontana.edu
Office Hrs x xx x: or by appointment
Modern Political Theory
Course Description:
This semester we will examine the following questions with regard to
several political theorists.
(1) What is "classical" about classical political thought? What is
"modern" about modern political thought? Is there one, two, or more
traditions of political thought?
(2) What difficulties are involved in making a view of human nature the
basis of a political theory?
(3) Should political theory concern itself with establishing standards of
human conduct?
(4) Does labeling a political argument or theorist (say, "conservative,"
"liberal," or "radical") help us to understand it or him?
This course will be conducted as a seminar with some lecturing.
Course Objectives: upon successfully completing the course work, the student
should be able to:
1. Recognize general differences between modern and classical theory
regarding the purpose of political inquiry, the origins of the state, and nature
of a "good life."
2. Identify and assess the various tests or criteria (such as relevance,
significance, or ethical considerations) that can be use to establish the value
of a theoretical argument or theorist.
3. Present and orally defend (and if necessary revise) a series of interpretive,
analytical essays which examine a thinker's ideas about human nature,
justice, social obligation, and political legitimacy.
4. Orally critique an essay in terms of its analytical clarity, accuracy in its
interpretation of the readings, and the logic of its conclusion.
5. Develop a coherent position with regards to ethical idealism and political
realism, elitism and democratic doctrine, individualism and
communitarianism etc. The goal of the course work, overall, is to encourage
students not only to learn about modern thinkers, but also to think
theoretically about politics.
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To achieve the above objectives— Course Grading:
This course will be taught as a seminar. Each student will submit and
orally defend in class 3 critical essays (30% of course grade or 15pts each),
not to exceed four double-spaced pages. The essays (see note for those taking
this course to fulfill writing requirement) will be assigned weekly and are due
no later than the class period before you are scheduled to orally defend it. (For
topics, see below.) If you are absent the day we are scheduled to discuss your
essay, you will not get credit for it.
In addition, each student will complete a take-home mid-term (25% of
course grade or 25pts) and a take-home final (30% of course grade.) Each
student will be graded on class attendance (5% or 5pts) and participation
(10% of course grade or 10pts.] As Burke said, it does not honor a writer …to
read him without seeking to challenge him . . . or her.
Cautionary note: if you are absent more than 3xs, three attendance
points will be deducted for every absence thereafter. Excused absences
require a medical note for illness, injury, family emergency, or letter from
instructor for field trips, ASUM service, music/drama performances,
intercollegiate athletics, military service. Instructor will also excuse absences
for reasons of mandatory public service.
Students taking this course to fulfill writing the 400 requirements will be
required to revise and expand all three of their essays into 6 pages each.
Substantive and grammatical revisions will be expected. The writing grade will
be based upon the following writing guidelines and expectations:
¾ Each critical, interpretive essay must provide a clear thesis
(preferably at the end of the introductory paragraph), indicating the
author’s main points with regard to the essay question.
¾ Each essay must support the thesis statement with specific
references to the primary texts, providing footnotes for all quoted
material and a bibliography at the end. Please use Chicago style.
¾ Students should pay close attention to their choice of words in
summarizing and clarifying the substance of a political theory (i.e.
the good state and a good state are not the same). They must
demonstrate awareness of how words can clarify and/or obscure a
theorist’s principles, illustrations, and, in general, the nature of their
political inquiry.
¾ After the first essay draft is defended in class, it will be returned with
editorial comments. Students are encouraged to talk with me about
their essays before revising them.
¾ Student must include original essay draft with revised draft.
¾ Revised essay will be graded based upon: grammar, spelling,
appropriate choice of words, transitions between paragraphs, use of
quoted material to support their interpretation, accuracy in
paraphrasing, logical organization of ideas and points, and clarity.
¾ Only one revision is allowed per essay. Proof read the final drafts for
any grammatical, spelling, or typos before turning it in.
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Graduate Students, in addition to completing the above assignments, will
submit a 10-15 page research paper on one of the social contract theorists,
Burke, Marx or neo-Marxists thinker which addresses a substantive
theoretical topic in consultation with the professor. This paper will be of
publishable quality, and will probe more deeply a theoretical issue related to
modern thought than those of the undergraduate essays. The paper shall
include an introduction that clearly identifies a question or issue and its
significance in modern political theory, and will draw upon appropriate
primary & secondary literature to support the paper’s thesis and analysis.
•
Plus/Minus Grades will be used based on the following:
100-93 = A; 92-90 = A-; 89-87= B+; 86-83 = B; 82-80 = B-; 79-77= C+; 76-73= C; 7270=C-; 69-67=D+; 66-63=D; 62-60=D-; 59< =F
Required Texts:
Hobbes, Leviathan
Locke, Second Treatise On Government
Rousseau, The Social Contract
Burke, Reflections on the Revolution in France
James Mill, Essay on Government (FAC PAC)
J.S. Mill, On Liberty
Ed. Robert Tucker, The Marx-Engels Reader
John Dewey, Freedom & Culture
Course Schedule:
8/27
Introduction to the Course
Political Theory: the Search for Standards, Rules and Laws
Read for next time: Hobbes, Leviathan, "Dedication of
Godolphin," "Introduction"; Part I (Chaps. I-IV); Part I (Chaps. XIXVI)
8/29
Thomas Hobbes's Natural Man
Read: Leviathan, Part I
8/31
Hobbes & Social Contract Theory
Read: Leviathan, Part II
* * * * * * * * Labor Day * * * * * *No Class * * * * *
9/5
Leviathan: The Seat of Power
Read: Leviathan, Part II
9/7-9/12
Analysis & Discussion of Hobbes’ Theory
Essays (due 9/5): Consider Hobbes' analysis of
human nature— is it brutish man or brutish conditions?
Page 6 of 26
How does an emphasis on one or the other affect the
theorist's vision of the predicament?
Or
Essays (due 9/7): ‘It’s his clear-cut individualism that
makes Hobbes’ philosophy the most revolutionary of his age.’
Essays (due 9/10): Hobbes apparently believed that there is ‘no
obligation on any man, which ariseth not from some act of his
own; for all men equally, are by nature free.” Discuss the
implications of this ‘free will’ for Hobbes’ theory of government.
9/149/19
Hobbes' Critics & His Constitutionalism
Read for next hour: Locke, Second Treatise On Government,
Chaps. 1-6.
Essays (due 9/14): ‘Hobbes denied the independent existence of
ethics.’
Essays (due 9/14): “Hobbes is often defined as an absolutist, a
description that is, at best, only partially true.”
Or
Essays (due 9/17)‘Hobbes does not claim infallibility for
Leviathan, but it is hard to see how Leviathan can endure unless
its citizens believe that it will do right by them, a belief that must,
if it is to be sustained, have some basis in fact.’ Discuss.
9/24
Locke: the State of Nature & Social Contract Revisited
Read: Locke, Chaps. 7-10; Locke, Chaps. 11-14.
9/269/28
Locke's Liberalism & His Natural Right to Revolution
Read: Locke, Chaps. 18-19;
Essays (due 9/26): ‘Both Hobbes and Locke recognize laws of
nature, but that doesn’t mean that they meant the same thing by
them.”
Or
Essays (due 9/26): ‘All the major assumptions that underlie
modern democratic theory can be traced back to John Locke’s
Second Treatise of Government.’
10/1
Continued Discussion of Locke
Read before 10/3: Rousseau, The Social Contract, Books I &
II
Essays (due 9/28): "The natural rights-social contract theory
provides a justification for anarchy but not a firm basis for
government."
Page 7 of 26
or
Essays (due 9/28):Can one defend constitutional government
without resorting to 1} a state of nature argument? Or 2} a view of
human nature? Or {3} a social contract theory?
10/3*10/5
Rousseau's Social Contract Theory & General Will
Read: Rousseau, Book III
10/810/10
Rousseau's General Will Reconsidered
Read: Book IV
Essays (due 10/5): "Man was born free, and he is everywhere in
chains." What does Rousseau mean by this famous observation?
What implications does it have for his social contract theory?
Essays (due 10/5): ‘Rousseau and Locke differed considerably
over what makes a polity democratic, yet both may be right.’
*******
10/1210/15
Midterm Due * * * * * * **
Rousseau's Democratic Community
Read by 10/19 James Mill, On Government (FAC PAC) &
Read by 10/24 J.S. Mill, On Liberty
Essay (due 10/10): “What Rousseau contributed to socialism
was the general idea that all rights, including those of property,
are rights within the community and not against it.”
Or
Essays (due 10/10):"If Rousseau is a democrat, so much the
worst for democracy."
Or
Essays (due 10/12): “If freedom is so valuable, why should we
not, if we could, force people to be free?”
10/1710/19
Bentham & James Mill's Utilitarianism
Read: James Mill, On Government (Library Reserve)
10/2210/24
James Mill: Leadership of the Middle Rank cont.
John Stuart Mill & Liberty
10/2610/29
John Stuart Mill’s Liberalism
Read: by 10/31: Burke, Reflections on the Revolution in France,
pp. 83-167.
Page 8 of 26
Essays (due 10/24): "Mill's is not so much a defense of liberty, as
a defense of politics."
Or
Essays (due 10/26): ‘Mills political thought may be a plea for
eccentricity, but it is eccentricity of a very predictable kind.’
Comment.
10/31
Edmund Burke's Conservatism
Read: Burke, pp. 167-253; pp. 253-377.
11/211/9
Burke’s Conservatism & Realism reconsidered
Read by 11/5: Marx-Engels Reader, pp.676-717; 203217; 367-376; 403-417; 579-585.
Essays (due 10/31): ‘To Rousseau’s cry that man is born
free, the conservative counters, he is not born free, and there
are seldom, if ever, enough chains.’
Essays (due 11/2): "The lesson, above all, to learn from
Burke is this: we must start with the world as it is, not as we
should like it to be."
Or
Essays (due 11/2): Why might some readers describe Burke as a
‘political realist?’ Would you characterize him as a realist? Why,
why not?
Essays (due 11/5): "If every political theorist is in his heart of
hearts a utopian, then Burke is that rare exception."
* * * Veterans Day * * * No Class* * * * * * * * *
11/1411/16
Marx & Engels Radicalism
Read: Marx-Engels Reader, 70-105; 133-135; 439-442;542555; 725-729.
11/19
Marxism Reconsidered: Slack Day?
******
Thanksgiving Break
11/2612/7
Marx, Engels & Modernity
Read by 12/3 Dewey, Freedom & Culture
Essays (due 11/19): Marxism is only comprehensible as a
critique of Liberalism. Comment
* * * * * * * ** * *
Or
Page 9 of 26
Essays (due 11/19) The validity of Marxism as a political
doctrine stands or falls on its assertion that the proletariat is the
historical force which will bring about socialism."
Essays (due 11/26): What are the ‘modern’ ideas/ideals in
Marxist theory?
Or
Essays (due 11/28):"It is only because of the belief in the
inevitability of progress that Marx thought it possible to dispense
with ethical considerations."
12/3
John Dewey & Pragmatic Liberalism
12/512/7
Analysis of Dewey
Essays (due 12/3): “Earlier liberalism regarded the separate
and often competing economic action of individuals as the
means to social well-being as the end. We must reserve (this)
perspective. . .” What does Dewey mean by this?
Essays (due 12/3): Dewey’s pragmatism is politically
liberating, but philosophically provides no solution moral
skepticism. Pragmatism, its critics claim, provides no
signposts in the search for moral values. Discuss
* * * * * * Final due Monday * * * * * *
Page 10 of 26
Political Science 433
Spring 2009
T/Th 3:40-5:00
Fine Arts 302
Professor Karen Ruth Adams
karen.adams@umontana.edu
Office Phone: 243-2105
Office: LA 353
Office Hours: M 6:30-7:30, T 5:10-6:30 & by appt
International Law and Organizations
Course Description and Objectives
This course examines and evaluates conceptions of order, governance, law, organization, and right
in the contemporary international system. In particular, it explores the possibility that a "new world
order" of diminishing conflict and increasing cooperation is emerging as international law,
international norms, intergovernmental organizations (IGOs), and non-governmental organizations
(NGOs) become more prevalent. In addition, the course provides students with an opportunity to
explore the opportunities and challenges of working through international law and organizations to
address issues of interest to them.
The course has five parts. In Part I, students will define three issues of interest to them. In Part II,
we will explore the history and challenges of global governance, and students will write about the
historical development and current status of their issues. In Part III, we will examine realist, liberal,
critical, and organizational theories about order and governance in the international system, in
particular the role and effectiveness of international laws, norms, regimes, and organizations. In
this part of the class, students will select one of the issues to address in the remainder of the
semester. Students will then develop hypotheses about how international law and organizations are
likely to address this issue.
In Part IV, we will discuss the sources and subjects of international law, as well as the relationship
between international and domestic law. Here, students will research and write about how, why,
and how effectively one international law or court has addressed their issue. In Parts V-VIII, we
will explore legal and organizational challenges and opportunities in four issue areas: security,
human rights, economics, and the environment. Here, students will write about how, why, and how
effectively two international organizations (one IGO and one NGO) have addressed the issue.
At the end of the semester, each student will combine his/her semester-long analyses into one 15-20
page analytical paper that explains why the issue is important, how the issue has changed over time,
and how, why, and how effectively the issue has been addressed in international law and by
international organizations. Students will discuss how the issue is likely to be and should be
addressed in the future, comparing and contrasting their arguments to other scholars. Finally,
students will explain what contribution they would like to make in this area and whether, how, and
why they would work through international law, IGOs, or NGOs.
Each student will make one 10-minute presentation to the class, summarizing his/her research. In
most cases, these presentations will involve collaboration with other students. The course will also
feature several presentations by professionals working in international law and organization.
By the end of the semester, you will be able to articulate and defend your own conception of the
nature, effectiveness, and future of international governance. You should also have a good
understanding of career opportunities and challenges in international law and organizations.
Prerequisites
To enroll in this course, you must be at least a junior, and you must have taken PSC 130
(Introduction to International Relations).
Page 11 of 26
Texts
To do well in this class, you must complete all of the assigned reading before each lecture. On
average, there are 50 pages of required reading per class, plus the required current events reading
described below and the reading you will need to do to write your research papers. The readings
are from the following texts. The first two are available for purchase at the bookstore.
- Margaret P. Karns and Karen A. Mingst, International Organizations: The Politics and
Processes of Global Governance (Boulder, CO: Lynne Rienner, 2005).
- David J. Bederman, International Law Frameworks (New York: Foundation Press, 2001).
- Selected articles available online, denoted by a plus sign (+).
Keeping Up With Current Events
You are required to keep up with current events related to international issues and governance by
reading the New York Times (http://www.nyt.com) on a daily basis. For details on the sections and
articles I expect you to read, see the Course Materials section of the Blackboard website.
There are many ways to supplement your reading of these newspapers:
- Reading other national newspapers such as the Washington Post, Los Angeles Times and Wall
Street Journal, as well as international papers such as the London Times, Guardian, and Le
Monde, compilations of international news such as WorldPress.org and UN News Centre.
- Reading news magazines such as The Economist, Time, Newsweek, and US News & World
Report.
- Listening to National Public Radio programs such as “Morning Edition,” “BBC World
Service,” and “All Things Considered” on KUFM 89.1 (for schedule, go to
http://www.mtpr.net/).
- Watching television news programs. On PBS, I recommend “The News Hour,” “BBC
World,” “Charlie Rose,” “NOW,” “Frontline,” and “Foreign Exchange,” available on both
KUFM Channel 11 (http://www.montanapbs.org/) and KSPS Channel 32 (http://ksps.org/).
The ABC, CBS, and NBC evening news, as well as ABC’s “Nightline,” can be helpful.
Whenever possible I encourage you to consult these and other additional sources. Note, however,
that they will not substitute for daily reading of the New York Times, which is the best single source
for in-depth international coverage and a wide range of opinion and is therefore the source upon
which current events quizzes and class discussions will be based.
Page 12 of 26
Assignments and Grading
You are expected to attend class regularly and complete all of the assigned reading, including
the previous day’s New York Times, before each class. To encourage you to do so, I will give
several quizzes and short assignments. These will constitute 10% of your grade in the
course.
The remainder of your grade will be based on papers (60%) and a final exam (30%).
Detailed paper and presentation assignments will be distributed in class. The final exam will
test your understanding of and ability to analyze material from the readings, newspapers,
lectures, and presentations. It will include multiple choice, short answer, and essay questions.
Be prepared to recall what you have learned and to write clear, thoughtful, and wellsupported answers to challenging questions.
The assignments, deadlines, and grading are as follows:
Due
Weight
Three issues & why they matter
5%
Historical development/current status of three issues
5
Theoretical analysis
5
One issue as treated by an intl law or court
5
Same issue as treated by an IGO
5
Same issue as treated by an NGO
5
Revised and synthesized research paper
30
Final exam
30
Quizzes, participation, & paper presentation
10
Length
1/29
1-2 pg
2/10
2-3
3/10
5
3/26
3-4
4/14
4/23
3-4
3-4
5/5
5/11
15-20
3-5
The plus/minus grading system will be used. Grades may be curved, but the following
distribution is the lowest I will use (i.e., if you earn 93% of all possible points you are
assured of an A in the course):
93-100 A
83-86 B
73-76 C
63-66 D
90-92 A80-82 B70-72 C60-62 D87-89 B+
77-79 C+
67-69 D+
0-59 F
For UM’s policy on incompletes, please see the Course Catalog,
http://www.umt.edu/catalog/academic/policy.htm
Academic Honesty
Students must practice academic honesty and should be familiar with the Student Conduct
Code. The Code is available for review online at
http://www.umt.edu/sa/VPSA/index.cfm/page/1321.
Academic misconduct is subject to an academic penalty by the professor and/or a disciplinary
sanction by the university.
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Make-Up Policy
Make-up quizzes and exams will be scheduled only for students directly involved in extreme,
documented emergencies. Late papers will be accepted only in these conditions, as well. If
you find yourself in the midst of an emergency, you must notify me as soon as possible (in
advance of the exam or due-date if possible) that you will be unable to attend the scheduled
exam or submit the work on time. To do so, call me or send me an email explaining the
circumstances of your emergency and giving me a way to contact you. I reserve the right to
deny requests and require makeup work substantially different from the original assignment.
Note: Because I accept make-up work only in the event of extreme, documented
emergencies, if you miss an exam or fail to submit a paper for any other reason you will
receive a 0 for the assignment. This will put you at risk of failing the course.
Drop Policy
February 13 is the last day to drop this class or change the grading option without my
signature on an override form. If you wish to drop or change the grading option after
February 13, you must provide documentation of an emergency or other serious situation in
which you are directly involved that has made it impossible for you to complete the course.
Disabilities
Students with disabilities should apprise me of their needs by presenting me with a current
letter from Disability Services at least two weeks before the paper or exam on which they
wish to be accommodated.
Course Communications
Throughout the course, I will post announcements and materials on the Blackboard website,
which you can access here http://umonline.umt.edu/blackboard/Default.aspx
I will also email you from time to time. To ensure that you receive my emails, you should
either check your UM email account on a regular basis or have your UM email forwarded to
an account you do check regularly.
PSC 400
Requirements for using this class to complete your PSC 400 writing requirement are as
follows:
1. You must have finished your 300-level writing requirement and passed UM’s
writing proficiency test before enrolling in PSC 400.
2. You must obtain the paperwork from the PSC department secretary, Karen Boice,
and submit it for my signature by February 13.
3. When submitting your revised long paper (due 5/15), you must submit a copy of
your previous version, with my grading comments.
4. Your grade for PSC 400 will be the average of the grades you receive on the first
and final versions of the 15-20 page research paper.
Graduate Students
Requirements for graduate credit in this course are as follows:
1. Your papers must be twice the length and have twice as many total and scholarly
sources as required for undergraduate credit. The greater length of the paper
will be achieved by either carrying out more detailed analyses or by covering
more issues, theories, laws, and/or organizations.
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2. You are expected to help undergraduates in your areas of expertise plan their
papers and develop and coordinate their presentations.
3. You may be asked to make additional presentations.
Preparing for Class
Reading the assigned books and articles is necessary, but insufficient, to prepare for class.
You must also analyze and synthesize the material and reflect on the questions it has raised
for you. Thus, before each class, record your answers to the following questions. Bring both
your notes and the readings to class.
A. Analysis of Particular Readings
- What is the central question or problem addressed by the author, and what is his or
her answer or argument?
- What is the logic of this answer or argument? Does it make sense? Is it plausible?
Into what school/s of thought does it fall?
- What evidence does the author use to support his or her argument? Is the evidence
primarily quantitative (numerical) or qualitative (discussion of one or several
historical cases)? Does the evidence support the argument? Is it convincing?
Are you aware of other evidence that would support or weaken the argument?
- What is your overall position on this argument, and why?
B. Synthesis of the Readings
- What are the overarching themes developed in this set of readings?
- To what extent, and how, do the readings complement or compete with one another?
- Which of these readings do you find most and least interesting and convincing, and
why?
- How do these themes and readings speak to those in other sections of the course?
- How do these themes and readings relate to current events?
C. Reflection on Questions and Insights Raised by the Readings
- What questions (theoretical, methodological, empirical, etc.) have these readings
raised for you?
- What insights (about theory, methodology, history, current events, etc.) have you
had in reading, analyzing, and synthesizing these selections? How did you
arrive at these insights? What theoretical and/or policy implications do they
have? Is this something you might want to pursue in future work? If not,
why not? If so, how?
Class Format and Participation
In class, you should take notes on the lectures and discussions, noting in particular your
questions and insights. At some point in each class, we will have a discussion. Your active,
informed, and respectful participation in the discussion will contribute to your participation
grade.
After class, take a few minutes to jot down your overall impressions of the session and the
questions it has raised for you. Together, your lecture and reading notes will provide you
with leads to follow in writing your papers and in preparing for the final exam.
Paper and Essay Grading
100
Superb. Develops an extremely well-written, clear, and convincing argument
that answers the question and substantiates the answer with facts and other
information from readings.
Page 15 of 26
90-99 Excellent. Develops a generally well-written, clear, and convincing argument
that answers the question and refers well to readings. Omissions or
inaccuracies are few and detract little from the overall quality of the
argument.
80-89 Good. The argument is generally good and answers the question, but the
answer is disorganized, unclear, inaccurate, or unsupported in several
important respects -- OR -- The argument is well-written, clear, and
convincing but doesn’t fully answer the question or has few and/or
insubstantial references to readings.
70-79 Marginal. The answer has numerous shortcomings in organization, clarity,
accuracy, or support -- OR -- The argument is fairly well-written, more or
less clear, and somewhat convincingly but doesn’t really answer the question
AND has few and/or insubstantial references to readings.
60-69 Unacceptable. The answer is very vague, completely wrong, has nothing to
do with the question, and/or provides no evidence of reading.
Course Outline and Schedule
Readings marked (+) are available online. All other readings are either in the books by Karns
and Mingst (K&M) or the book by Bederman.
Links to the online readings (+) are available on the Blackboard webpage. If you have
trouble accessing them, go to the U of M library homepage (http://www.lib.umt.edu/), click
on “Journals,” type in the name of the newspaper or journal, select the electronic index that
contains the issue in which the article appeared, and search for the article using the title
and/or author’s name.
Once you have accessed an electronic article or reserve, I recommend printing it out
immediately or downloading it to a diskette or emailing it to yourself to print later. By
printing it out, you can highlight and make notes on the text. To avoid computer problems
later in the semester, I suggest accessing and printing all online articles during the first
several weeks of class. To minimize the number of pages you have to print, print two pages
per page and/or double-sided (duplex).
Part I: Introduction
Introduction to the Course (1/27) Discussion of syllabus and course requirements
Brainstorming of issues
Discussion of assignment for next time
After class:
1. Review the research paper process on p. 1 of the syllabus
2. Assignment: Write a 1-2 page essay explaining which three issues you will
explore this semester and why they matter to you. The paper should have an
introduction with thesis statement, several paragraphs developing your
argument, and a conclusion. This is due at the beginning of class on 1/29.
3. Start reading your UM email regularly or go into Cyberbear and have your email forwarded to another address. Page 16 of 26
4. Access Blackboard and look around. Introduce yourself on the discussion board. 5. Start reading the New York Times. 6. Start looking for the IGO, the NGO, and international law or court you will
discuss in your papers. Skim the tables of contents of K&M and Bederman for ideas,
and peruse the following sites:
UM Subject Guide for UN and Other International Resources,
http://www.lib.umt.edu/research/guide/gov_un.htm (focus on the
listings for the UN, IGOs, and NGOs).
Emory University, IO-NGO Research/Subject Guide,
http://web.library.emory.edu/subjects/socsci/polsci/igongo.html
Pittsburgh School of Law Subject Guide for International and Comparative
Law, http://jurist.law.pitt.edu/sg_il.htm
Cal State Long Beach Research Guide on International Law,
http://www.csulb.edu/library/subj/hottopics.htm
UN Research Guide on International Law,
http://www.un.org/Depts/dhl/resguide/specil.htm
Part II: The History of Global Governance A. From Ancient Empires to the League of Nations (1/29; 86 pp.) ***ISSUE PAPER DUE at the beginning of class***
K&M, Chapters 1 and 3, “The Challenges of Global Governance” and “Foundations
of the Pieces of Global Governance,” pp. 3-34 and 63-96 (64 pp).
+Woodrow Wilson, "The World Must Be Made Safe for Democracy" (Address to
Congress Asking for Declaration of War, April 2, 1917) and Woodrow
Wilson, "Fourteen Points" (Address to Congress, January 8, 1918) available
at the World War I Document Archive, http://www.lib.byu.edu/~rdh/wwi/
(select year, then scroll down to dates) (9 pp).
+The Covenant of the League of Nations, available at
http://avalon.law.yale.edu/20th_century/leagcov.asp (13 pp).
B. The United Nations and the Cold War (2/3; 76 pp.) + US Department of State, Office of the Historian, Bureau of Public Affairs, “The
United States and the Founding of the United Nations: August 1941 October 1945,” available at http://www.state.gov/r/pa/ho/pubs/fs/55407.htm
(3 pp).
K&M, Chapter 4, “The United Nations: Centerpiece of Global Governance,” pp. 97144 (47 pp).
+Charter of the United Nations, available at
http://www.unhchr.ch/pdf/UNcharter.pdf, (26 pp).
C. Contemporary Issues in Global Governance (2/5, 56 pp)
K&M, Chapter 5, “Regional Organizations,” pp. 145-210 (56 pp).
Part III: Contending Visions of the International System and Prospects for Global
Governance
A. Realist Visions: Anarchy, Unipolarity, Self‐Help, and Relative Gains (2/10­
2/12; 82 pp.) Page 17 of 26
**HISTORICAL ANALYSIS PAPER DUE at the beginning of class on 2/10. Assignment: Write a 2-3 page essay summarizing the important historical
developments and current facts related to your issue, and explain why these were/are
so important. The paper should have an introduction with thesis statement, several
paragraphs developing your argument, and a conclusion.
K&M, “Realism,” pp. 45-50.
+Thomas Hobbes (1651), “Of the Natural Condition of Mankind, as Concerning
Their Felicity, and Misery,” in John A. Vasquez, Classics of International
Relations, 3rd ed (Upper Saddle River, NJ: Prentice-Hall, 1996), pp. 219-221
(3 pp).
+Hans Morganthau (1948), “Political Power” and “A Realist Theory of International
Politics,” from Politics Among Nations, 4th ed. (New York: Knopf, 1978),
reprinted in John A. Vasquez, Classics of International Relations, 3rd ed
(Upper Saddle River, NJ: Prentice-Hall, 1996), pp. 24-27 (4 pp).
+Kenneth N. Waltz, "The Anarchic Structure of World Politics" in Robert J. Art and
Robert Jervis, International Politics 5th ed. (New York: Addison Wesley,
2000), pp. 49-69 (20 pp).
+Kenneth N. Waltz, “The Management of International Affairs,” Theory of
International Politics (New York: McGraw Hill, 1979), pp. 194-210 (16 pp).
+Kenneth N. Waltz, “The Emerging Structure of International Politics,” International
Security 18:2 (Fall 1993), pp. 44-79 (35 pp).
+Joseph M. Grieco, “Anarchy and the Limits of Cooperation,” in Robert J. Art and
Robert Jervis, International Politics 5th ed. (New York: Addison Wesley,
2000), pp. 70-74 (4 pp).
B. Liberal Visions I: International Law and Collective Security (2/17; 26 pp)
K&M, “Liberalism,” pp. 35-45.
+Hugo Grotius, “Prolegomena to The Laws of War and Peace,” in John A. Vasquez,
Classics of International Relations, 3rd ed (Upper Saddle River, NJ: PrenticeHall, 1996), pp. 401-403 (2 pp).
+Inis Claude, Swords into Ploughshares: The Problems and Progress of
International Organization, 4th ed. (New York: McGraw-Hill, 1984), pp.
223-225 and 227-238 reprinted in Phil Williams, et al., eds, Classic Readings
of International Relations, 2nd ed (Wadsworth, 1999), pp. 254-266 (12 pp).
+Richard Falk and Andrew Strauss, “Toward a Global Parliament,” The Nation 277:8
(9/22/2003), pp. 28+ (2 pp).
C. Liberal Visions II: Democratic Peace, Interdependence, Non-State Actors,
and Global Governance -- or at least Enlightened Hegemony (2/19; 54 pp)
+Michael W. Doyle, "Kant, Liberal Legacies, and Foreign Affairs," in Robert J. Art
and Robert Jervis, International Politics 5th ed. (New York: Addison
Wesley, 2000), pp. 97-109 (12 pp).
+Jessica T. Mathews, “Power Shift,” Foreign Affairs 76:1 (January/February 1997),
pp. 50-66 (16 pp).
+Margaret E. Keck and Kathryn Sikkink, “Transnational Activist Networks,” in
Robert J. Art and Robert Jervis, International Politics 5th ed. (New York:
Addison Wesley, 2000), pp. 547-553 (6 pp).
+Robert O. Keohane, “Governance in a Partially Globalized World,” American
Political Science Review 95:1 (March 2001), pp. 1-14 (13 pp).
+G. John Ikenberry, “Getting Hegemony Right,” The National Interest,
Spring 2001 (7 pp).
Page 18 of 26
D. Critical Visions I: Dependency Theory (2/24; 23 pp)
K&M, “Constructivism” and “Critical Theories,” pp. 50-56.
+Johan Galtung, “A Structural Theory of Imperialism,” in John A. Vasquez, Classics
of International Relations, 3rd ed (Upper Saddle River, NJ: Prentice-Hall,
1996), pp. 265-273 (8 pp).
+Immanuel Wallerstein, "The Ambiguities of Free Trade,” Commentary No. 127
(Binghamton University: Fernand Braudel Center, Dec. 15, 2003), available
at http://fbc.binghamton.edu/127en.htm (2 pp).
+Immanuel Wallerstein, “Empire and the Capitalists,” Comment No. 113
(Binghamton University: Fernand Braudel Center, May 15, 2003), available
at http://fbc.binghamton.edu/113en.htm (2 pp).
+Immanuel Wallerstein, “The Rising Strength of the World Social Forum,” Comment
No. 130 (Binghamton University: Fernand Braudel Center, Feb. 1, 2004),
available at http://fbc.binghamton.edu/130en.htm (3 pp).
+Immanuel Wallerstein, “The French Riots: Rebellion of the Underclass,” Comment
No. 174 (Binghamton University: Fernand Braudel Center, Dec. 1, 2005),
available at http://fbc.binghamton.edu/174en.htm (2 pp).
E. Critical Visions II: Feminist Theory (2/26; 33 pp)
+J. Ann Tickner, “A Critique of Morgenthau’s Principles of Political Realism,” in
Robert J. Art and Robert Jervis, International Politics 5th ed. (New York:
Addison Wesley, 2000), pp. 17-29 (12 pp).
+Cynthia Enloe, “The Morning After: Sexual Politics at the End of the Cold War,”
The Progressive 57:9 (September 1993), pp. 24+ (4 pp).
+Carol Cohn and Cynthia Enloe, “A Conversation with Cynthia Enloe: Feminists
Look at Masculinity and the Men Who Wage War,” Signs 28:4 (Summer
2003), pp. 1188-2105 (17 pp).
F. Critical Visions III: Constructivism (3/3; 58 pp.)
+Alexander Wendt, “Anarchy is What States Make of It,” in Robert J. Art and Robert
Jervis, International Politics 5th ed. (New York: Addison Wesley, 2000), pp.
75-82 (7 pp).
+Alexander Wendt, "Why a World State is Inevitable: Teleology and the Logic of
Anarchy" European Journal of International Relations 9:4 (December 2003),
pp. 491-542 (51 pp).
G. Organization Theory (3/5; 31 pp.)
K&M, “Theories of Organizations,” pp. 56-59 (3 pp).
+Gayl D. Ness and Steven R. Brechin, “Bridging the Gap: International
Organizations as Organizations,” International Organization 42:2 (Spring
1988), pp. 245-273 (28 pp).
Part IV: Using Theory to Analyze Practice: Global Governance and International
Organizations
A. Review and Synthesis of Theory and History of Global Governance (3/10)
***THEORETICAL ANALYSIS OF ISSUES DUE***
Assignment: Bring your responses to the following questions, plus two copies of
your edited papers to class.
1. Review your essay on the three issues that interest you. In one page,
explain which theories your essay reflects. Consider both the issues
you chose to address and your explanation of why they matter. How
would the other theories look at the importance of these issues? At
Page 19 of 26
this point, with which do you agree more? Revise your essay
accordingly.
2. Review your essay on the historical development and current status of
your issues. In one page, explain which theories your essay reflects.
Consider both the historical developments and current facts upon
which you focused, and your explanation of why these were/are so
important. How would the other theories look at the historical
development of your issues? At this point, with which do you agree
more? Revise your essay accordingly.
3. Select the one issue (of the three you’ve been working on) that interest you
most. In two pages, list hypotheses from each theory about whether,
how, why, and how effectively the issue has been addressed in
international law, IGOs, and NGOs. Next to each hypothesis, explain
why the theory would generate this hypothesis.
4. In one page, explain which IGO, NGO, and international law or court you
will be examining in your paper. Explain why you have chosen these
entities and what you expect to find about whether, how, why, and
how effectively they have addressed your issue.
B. Analyzing IGOs and NGOs (3/12; 61 pp.)
K&M, Chapter 7, “The Roles of States in Global Governance” (24 pp).
K&M, Chapter 6, “Nonstate Actors: NGOs, Networks, and Social Movements,” (37
pp).
+Charter of the United Nations, available at
http://www.unhchr.ch/pdf/UNcharter.pdf, (26 pp).
Part V: International Law in Theory and Practice
A. Sources of International Law (3/17; 46 pp.)
Bederman, Chapters 1-4 “Nature and History of International Law,” “General
Principles and Customary International Law,” “Treaties,” and “Other Sources
and Evidences,” pp. 1-46 (46 pp).
B. Subjects of International Law (3/19; 42 pp.)
Bederman, Chapters 5-8, “States,” “International Organizations,” “Individuals,” and
“State Responsibility and Diplomatic Protection,” pp. 49-92 (42 pp).
C. International and Domestic Law; Being an International Lawyer (3/24; 71
pp.)
Bederman, Chapters 14-17, “International Law and Domestic Law,” “International
Agreements and US Law,” “Jurisdiction,” and “Jurisdictional Immunities”
(56 pp).
+Harry Kreisler, “Tom Farer Interview,” Conversations with History (Institute of
International Studies, UC Berkeley, April 19, 2000) available at
http://globetrotter.berkeley.edu/people/Farer/farer-con00-0.html (15 pp).
D. Analyzing International Law (3/26; 54 pp.)
*** LAW PAPER DUE TODAY***
+Statute of the International Court of Justice, available at http://www.icjcij.org/icjwww/ibasicdocuments/Basetext/istatute.htm (16 pp).
Page 20 of 26
+Stanley Hoffman, “The Uses and Limits of International Law,” in Robert J. Art and
Robert Jervis, International Politics 5th ed. (New York: Addison Wesley,
2000), pp. 129-133 (4 pp).
+Steven R. Ratner, “International Law: The Trials of Global Norms,” Foreign Policy
110 (Spring 98), pp. 65+, available through Academic Search Premier (9 pp).
+Jack L. Goldsmith and Eric A. Posner, “A Theory of Customary International Law,”
University of Chicago Law Review 66:1113 (Fall 1999) (25 pp).
Part VII: Security Issues
A. Causes of and Alternatives to War: Territory, Peaceful Settlement of
Disputes,
Collective Security, and Peacekeeping (4/7-4/9; 178 pp.)
Bederman, Chapter 10, “State Territory and Common Areas,” and Chapter 11, “Law
of the Sea” (20 pp).
Bederman, Chapter 18, “Counter-Measures,” Chapter 19, “Control of Armed
Conflict,” and Chapter 21, “Peaceful Settlement of Disputes” (37 pp).
K&M, pp. 277-354 (77 pp).
Review Charter of the United Nations, Chapters V-VIII.
+Grenville Clark and Louis B. Sohn, “From World Peace Through World
Law,” in John A. Vasquez, Classics of International Relations, 3rd ed (Upper
Saddle River, NJ: Prentice-Hall, 1996), pp. 404-406 (3 pp).
+Inis L. Claude, Jr., “World Government,” in John A. Vasquez, Classics of
International Relations, 3rd ed (Upper Saddle River, NJ: Prentice-Hall,
1996), pp. 407-411 (4 pp).
+Jean Bethke Elshtain, “International Justice as Equal Regard and the Use of
Force,” Ethics & International Affairs 17:2 (2003), pp. 63+ (13 pp).
+Jean Bethke Elshtain, “A Just War: Force was justified & restrained,”
Commonweal 130:8 (4/25/2003), (2 pp).
+Michael J. Glennon, “Why the Security Council Failed,” Foreign Affairs,
May/June 2003(10pp).
+Samantha Power, “The Envoy: The United Nations’ doomed mission to
Iraq,” New Yorker, January 7, 2008, pp. 43-55 (12 pp).
Presentations (4/9):
Margo Young, League of Nations/Palestinian Mandate
Trevor Hunter, International Court of Justice/permanent settlement of
contentious cases
Zach Knoch, World Organization of Scouting/Gifts for Peace
B. The Conduct of War; Arms Control and Disarmament 4/14; 25+ pp)
***IGO PAPER due today***
Bederman, Chapter 20, “Laws of War” (7 pp).
Review K&M, pp. 327-336.
+Kendall W. Stiles, “SALT I and Its Aftermath: Arms Control,” Case Histories in
International Politics, 3rd ed. (New York: Longman, 2004), pp. 101-119 (18
pp).
+Browse the website for Reaching Critical Will at
http://www.reachingcriticalwill.org/index.html, paying special attention to the
page on the Nuclear Non-Proliferation Treaty
http://www.reachingcriticalwill.org/legal/npt/nptindex1.html
+Browse the website for the Stockholm International Peace Research Institute at
http://www.sipri.org/contents/expcon/, paying special attention to the section
on non-proliferation and export controls.
Page 21 of 26
+UN Security Council Resolution 1803 (2008),
http://www.un.org/Docs/sc/unsc_resolutions08.htm
Review recent NYT, UN, and World Press articles on the situation with Iran.
Part VIII: Human Rights Issues
A. Human Rights Agreements and Advocates (4/16; 67+ pp)
Bederman, Chapter 9, “Human Rights” (17 pp).
K&M, Chapter 10, “Protecting Human Rights,” (44 pp).
+Univeral Declaration of Human Rights, http://www.un.org/Overview/rights.html (6
pp).
+Harry Kreisler, “Pierre Sané Interview,” (about Amnesty International),
Conversations with History (Institute of International Studies, UC Berkeley,
October 12, 1998) available at
http://globetrotter.berkeley.edu/conversations/Sane/sane-con0.html
+Harry Kreisler, “Sadako Ogata Interview,” (UN High Commissioner for Refugees),
Conversations with History (Institute of International Studies, UC Berkeley,
March 17, 1999) available at
http://globetrotter.berkeley.edu/UN/Ogata2/ogata99-con0.html
Presentations
Neel Despande, Reporters without Borders/press freedom
Jennifer Donohue, UNICEF/Working Group on Girls
Rikki Gregory, UNIFEM/Millennium Goals
Ashley Zuelke, European Council on Refugees
B. War Crimes (4/21; 38+ pp.)
Review Bederman, Chapter 20, “Laws of War,” pp. 230-232.
Bederman, “Duties of Persons under International Law,” pp. 73-77 (3 pp)
+International Committee of the Red Cross, “US detention related to the
events of 11 September 2001 and its aftermath - the role of the ICRC,” May
11, 2004,
http://www.icrc.org/web/eng/siteeng0.nsf/iwpList454/593709C3D0B1296DC
1256F430044235D (5 pp).
+Final Report of the Independent Panel to Review DoD Detention Operations
(The Schlesinger Report), August 2004,
http://www.defenselink.mil/news/Aug2004/d20040824finalreport.pdf, pp. 519 (14 pp).
+International Committee of the Red Cross, “ICRC reactions to the
Schlesinger Panel Report,” August 9, 2004,
http://www.icrc.org/web/eng/siteeng0.nsf/iwpList454/575E02112A2CA3DA
C1256F09004B16F7 (4 pp).
+Henry Kissinger, "The Pitfalls of Universal Jurisdiction," Foreign Affairs
(July/August 2001), available at
http://www.globalpolicy.org/intljustice/general/2001/07kiss.htm (8 pp).
+Kenneth Roth, “The Case for Universal Jurisdiction,” Foreign Affairs
(September/October 2001), pp. 150 (4 pp), available at
http://www.foreignaffairs.org/20010901faresponse5577/kenneth-roth/thecase-for-universal-jurisdiction.html
+Harry Kreisler, “Richard J. Goldstone Interview,” (on the International
Criminal Tribunal for Rwanda) Conversations with History (Institute of
International Studies, UC Berkeley, April 14, 1997) available at
http://globetrotter.berkeley.edu/people/Goldstone/gold-con0.html
Page 22 of 26
+Harry Kreisler, “Luc Walleyn Interview,” (on Lawyers without Borders),
Conversations with History (Institute of International Studies, UC Berkeley,
April 16, 2003) available at
http://globetrotter.berkeley.edu/people3/Walleyn/walleyn-con0.html
Presentations:
Alex Prain, ICC/causes of US non-ratification
Emma Young, ICC/effects of US non-ratification
Jamison Hutchins, Human Rights Watch/effects of criticisms of US War on
Terror
C. International Human Rights in Domestic Courts (4/23, 53 pp)
***NGO PAPER due today***
Review Bederman, Chapters 14-17.
+Filartiga v. Pena-Irala, United States Court of Appeals, Second Circuit 630 F2d
876 (1980), available at http://www.icrc.org/ihlnat.nsf/0/27721c1b47e7ca90c1256d18002a2565?OpenDocument (13 pp).
+Dolly Filartiga, “American Courts, Global Justice,” New York Times, March
30, 2004, p. A21 (2 pp), search for author and headline at NYT website.
+Jonathan Birchall, “The Limits of Human Rights Legislation,” Financial Times,
January 20, 2005, p. 13, available at
http://us.ft.com/ftgateway/superpage.ft?news_id=fto011920050042007395 (3
pp).
+Hamdan v. Rumsfeld, US Supreme Court, read the summary and the edited opinion,
available at
http://www.law.duke.edu/publiclaw/supremecourtonline/certGrants/2005/ham
vrum.html (15 pp).
+Curtis A. Bradley, “The Federal Judicial Power and the International Legal Order,”
University of Chicago Supreme Court Review 2006, Rev. 59 (20 pp).
Guest Speaker
Professor David Aronofsky, UM Law School. Professor Aronofsky is UM’s
Legal Counsel and teaches courses on international law at the Law School.
For many years, he practiced international law in Washington, D.C. He has
particular expertise in Latin America and human rights.
Part IX: Economic Issues
A. International Trade and Finance (4/28; 121 pp.)
Bederman, Chapter 13, “International Economic Law” (7 pp).
K&M, Chapter 9, “Promoting Human Development and Economic Well-Being” (58
pp).
+Browse the website for the Organisation for Economic Co-Operation and
Development (OECD),
http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html
Presentation:
Aimona Tashieva, World Trade Organization/post-Soviet countries
Guest Speaker:
Joanna H. Shelton. Ms. Shelton was Deputy Secretary General of the OECD
from 1995-1999. From 1992-1994, she was Deputy Assistant Secretary for
Trade Policy and Programs at the U.S. Department of State, where she
participated in negotiations establishing the WTO and implementing NAFTA.
Page 23 of 26
B. Development Law and Organizations (4/30)
Review readings from yesterday.
+UN General Assembly Declaration for the Establishment of a New International
Economic Order, (1 May 1974, A/RES/S-6/3201), http://www.undocuments.net/s6r3201.htm
+Browse the site for the UN Millennium Development Goals,
http://www.un.org/millenniumgoals/
Additional readings will be announced in class.
Presentations:
Aya Arai, New International Economic Order
Meghan Chambers, Food and Agricultural Organization
Kevin Hagan, Gates Foundation/"One" campaign in Africa
Roxanne Sullivan, New African Partnership for African Development
Part IX: Environmental Issues (5/5; 56 pp.)
***REVISED AND SYNTHESIZED PAPER due today***
Bederman, Chapter 12, “International Environmental Law” (10 pp).
K&M, Chapter 11, “Protecting the Environment” (36 pp).
+Browse the website for the Convention on International Trade in Endangered Species of
Wild Flora and Fauna (CITES), http://www.cites.org/
+John T. Webb and Robert S. Anderson, "Prosecuting Wildlife Traffickers: Important Cases,
Many Tools, Good Results," United States Attorneys' Bulletin, December 1999, pp.
4-10, available at http://www.usdoj.gov/usao/eousa/foia_reading_room/usab4706.pdf
Presentations:
John Rohrback, Migratory Bird Treaty
Annie Studer, UNEP Global Environmental Facility
Guest Speaker
Bob Anderson, US Department of Justice Environmental and Natural Resources
Division. Mr. Anderson is a trial attorney who specializes in prosecuting cases
related to international trade in endangered species. From 1996-1997, he worked
with the UN in Geneva Enforcement Officer for the Convention on International
Trade in Endangered Species of Wild Fauna and Flora.
Part XI: Conclusions (5/7; 21+ pp.)
K&M, Chapter 12, “Dilemmas of Global Governance in the Twenty-First Century” (21 pp).
**FINAL EXAMINATION** -- Monday, May 11 from 1:10-3:10 pm in our regular
classroom
**If you are taking PSC 400, your revised paper is due by noon on May 15.
Page 24 of 26
PSC 472, Civil Rights Seminar
Spring 2006
Course overview. This course deals intensively with civil rights and civil liberties, the
limitations that the American people have placed on their government. In general civil
rights, located in the Bill or Rights and Fourteenth Amendment, are traditional
expectations about fair governmental procedure. Examples are due process, equal
protection, impartial juries, and reasonable searches. Civil liberties are fundamental
freedoms found in the First Amendment, such as speech, press, religion, assembly, and
personal autonomy. Courts have the special role of protecting these rights and liberties
against unjustified regulation by political majorities.
Instructor. James Lopach, LA 350, 243-2946, james.lopach@umontana.edu
Text. Mason and Stephenson, American Constitutional Law, 14th edition
(Pearson/Prentice Hall, 2005)
Class format. Students will complete reading assignments (approximately 20 pages)
prior to each meeting. In class, the instructor will 1) call upon students to present their
understanding of Supreme Court decisions and 2) lead discussion concerning the
significance of the cases and related contemporary issues. At appropriate times during
the semester, each student will present a summary of research completed on a recent U.S.
Supreme Court case selected in consultation with the instructor.
Examinations. There will be two examinations. The midterm, scheduled for March 15,
will use short-essay questions. The final, a 30-minute oral examination, will cover course
material since the midterm and be scheduled at convenient times during finals week.
Grading. Each of the examinations can earn a maximum of 40 points, and class
participation can earn 20 points. Course grades will be determined as follows: A = 94100; A- = 90-93; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79; C = 73-76; C- = 7072; D+ = 67-69; D = 63-66; D- = 60-62; F = 59 and below. For the credit/no-credit
grading option, a grade of D- and above will count as “credit.” A letter grade of C- is
needed to apply the course to the Political Science major or minor.
Graduate increment. Graduate students need to consult with the instructor about a
variety of research and writing options that will fulfill the University’s graduateincrement requirement.
PSC 400, Advanced Writing in Political Science. This writing assignment, which
fulfills the department’s upper-division writing expectation, expands on the student’s
research for the required PSC 472 oral report. The research paper will focus, therefore,
on a student-selected recent U.S. Supreme Court case on civil rights or civil liberties.
The student will meet periodically with the instructor regarding choosing the case,
locating source materials, and organizing and writing the paper. The text of the paper
will follow the outline set out below and will be double spaced, 15 pages in length, and
turned in by April 30. A draft of the first three sections (7 pages), due on March 3, will
be graded, revised, and resubmitted. Grading criteria will be accuracy of content,
coherence of argument, and correctness of writing (grammar, diction, syntax). The
student must work from the full report of the case (found in U.S. Reports, Supreme Court
Reporter, Lawyer’s Edition, or at www.findlaw.com), the full report of precedent cases,
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and scholarly discussions found in appropriate law-related books, reviews, journals, and
treatises. Documentation is required and may use parenthetical text notes (see instructor)
or footnotes or endnotes following The Chicago Manual of Style.
Required Paper Outline
1. Give an introduction to the paper, which must include an overview and the
importance of the principal case, the sources to be used, and a summary of
preliminary findings and conclusions (1 page).
2. Discuss the most important precedent cases or lines of cases, summarizing the
facts and holding of each (2 pages).
3. Discuss the principal case in detail, including the following (4 pages):
a. facts of the case
b. identity of the litigants and basis of the plaintiff’s standing; how the
constitutional question was framed and raised
c. course of lower-court litigation; how the case reached the Supreme Court
d. principal constitutional arguments of opposing lawyers
e. question(s) before the Supreme Court
f. decision of the Supreme Court
g. summary of reasoning in majority, concurring, and dissenting opinions
4. Present the legal and policy importance of the case (4 pages):
a. legal problems resolved by the decision
b. legal problems left unresolved or created by the decision
c. policy implications of the decision for the nation, i.e., which elements of
our society were benefited and which were disadvantaged (4 pages)
5. Analyze the political environment of the decision (4 pages):
a. public attitudes and social forces concerning the issue of the case and an
assessment of their relationship to the decision
b. Supreme Court’s activism and restraint: the justices’ eagerness to reach or
to avoid the merits and policy issues
c. Justices’ voting behavior; possible influence of their backgrounds,
ideology, judicial philosophy, voting blocs
6. Conclude the paper with a bibliography arranged into three sections, with each
section arranged alphabetically: cases, books, and articles
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