SYLLABUS FOR
DIALOGUE ON DEMOCRACY*
Bill Schenck-Hamlin**
Instructors
Speech Communication: Dr. Tim Steffensmeier
History: Dr. Bonnie Lynn Sherow
Philosophy: Dr. John Exdell, Dr. Jon Mahoney
English: Dr. Dean Hall
Political Science: Dr. Stephen Long, Dr. Joe Aistrup, Dr. Joe Unekis, Prof. John Carlin
KSU Libraries: Donna Schenck-Hamlin
**Coordinator
Office: 242 Nichols
Office Hours: TT 10:30 – 2:30 and by appointment.
Telephone: 532-6861 (Office)
E-mail address: billsh@ksu.edu.
*Class fulfills a social science requirement.
Course Description
“The word democracy is a great word whose history … remains unwritten because that history
has yet to be enacted.” (Walt Whitman, Prose Works, 1892)
But what is democracy? How do we understand and employ it, at home and abroad? The
idea of democracy has been treated in philosophy, history, political science, rhetoric, literature,
and other disciplines. The enactment of democracy is conducted in individual activism,
community deliberation, social movements, legislation, court proceedings, and other processes
throughout the public and private sectors of society. Participation in democracy is a
responsibility as well as a right, requiring both knowledge and skills. This interdisciplinary
course offers students a foundation in the study of democratic thought and practice.
Dialogue on Democracy offers a unique selection of topics from several K-State
professors, and challenges students to active learning through dialogue with the faculty. Selected
historical texts are used to establish a framework for the study of American democratic thought.
Central themes to these excerpts, such as individual rights and federalism, are then examined in
light of contemporary democratic practice.
Throughout the semester, we will address questions such as the following: What are the
fundamental principles of democracy? Can these principles be exported or imposed? What
primary source documents from history, literature, philosophy, political science, and rhetoric
inform our understanding? How has our idea of democracy changed from the American
Revolution to the present? What constitutes success or failure in democracy? How does citizen
deliberation serve democracy, and what constitutes effective public dialogue?
Course Objectives: The course is designed to help you: a) understand the philosophical
foundations and essential principles upon which the American democracy was founded; b)
critically examine “real life” tensions among government, citizens, and private players in the
enactment of contemporary democracy; c) develop your ability as a citizen participant through
effective deliberation, and d) analyze the prospects of democracy in the 21st century global
context.
Course Format: Lectures, activities, and discussion will occur in class on topics related to the
study of American democracy.
Course Assumptions: It is assumed in this course that you have (a) knowledge of good writing
standards, (b) skill in library research, (c) knowledge of effective classroom performance, and (d)
knowledge of effective study skills.
Required Text: No textbook is required, but faculty will make selected readings available on KState Online for each class period on K-State Online. It is very important that you arrive in
class prepared to discuss what you have read for that class period.
Attendance: You are expected to attend all sessions. Attendance is an important part of your
class experience. If you miss a class session, you are responsible for all content, announcements,
etc. that have occurred in class on that day. You should attempt to find out what you missed from
a classmate. Research shows that the single most important factor in receiving a low grade from
a class is lack of attendance.
Class Participation: Dialogue on Democracy is a course that places the highest value on students’
engagement in classroom discussion. There are no easy answers to the questions that over two
centuries of American democracy have posed, but the ability to frame a question and share a
dialogue with fellow classmates is essential for citizenship. Participation in class is crucial to reexamining the information acquired from lectures and readings. Active listening, critical
thinking, and research into the relationship between democratic theory and practice will reward
students with a highly satisfying classroom experience.
Learning Methods: Learning methods for the course include: (a) readings, (c) deliberation and
dialogue in the classroom, (d) written communication, (e) oral communication, and (f) quizzes
and examinations.
Special Accommodation: If you have a documented learning need that we can accommodate,
please notify the course coordinator as soon as possible.
Methods of Evaluation
Examinations
You will have one mid-term examination and a take-home final examination. Each will cover
readings, lectures, and in-class discussion. The format for the mid-term examination will consist
of matching and short essay questions. Test questions may ask for a definition of a concept,
explanation of a process, or identification of a principle drawn from a hypothetical example. The
take-home examination will be essay. All essays will be graded on your ability to provide
information relevant to the question, examples that demonstrate your understanding of the
material, and the quality of your writing.
Written Assignments
There are two written assignments: an individual paper and a group paper, and one group
presentation.
Individual Paper
The purpose of the assignment is to produce an essay that makes connections between concepts
of democracy covered in sections I and II, and to contemporary practices today. Detailed
instructions will follow.
Format:
• Title Page (Your name, title for your paper)
• Paper 10 pages (Introduction ½ pg., The Principle ½ to 1 pg., Discussion
Summaries 6-8 pgs., Conclusion 1 pg.) Times New Roman, 12pt. Font,
double-spaced.
Evaluation Criteria:
• Introduction (gained reader’s attention, clear thesis statement, previewed
paper) 5%
• Organization (logical and clear arrangement of paper) 15%
• Content (Logical and well-supported argument explaining how ideas connect.
Adequate summaries of discussions with thoughtful evaluation) 50%
• Writing Mechanics (grammar, spelling and syntax are accurate) 20%
• Elegance (the ideas, writing and flow of the paper made the paper a delight to
read ) 10%
Group Assignment: Facilitated Discussion
Facilitated discussions fulfill multiple purposes in this course:
• Provides the space to explore ideas in a safe and intimate setting
• Exposes alternative ways of thinking about course material
• Develops skills to conduct and participate in facilitated discussions
Each group is responsible for facilitating four discussions, completing a written report, and
making a presentation to the class.
Facilitated Discussions: Students are assigned to a facilitated discussion group. Each group,
consisting of four people, will conduct four student-led facilitated discussions; thus, everyone
will get the opportunity to facilitate. These discussions explore course content as it relates to
policy possibilities in a particular arena that would nurture and sustain democratic principles.
For example, current discussions regarding voter fraud prevention or immigration offer an arena
for addressing the legitimacy of elections and what constitutes citizenship. After each facilitation
session, the facilitator will post a summary of the discussion on the class K-State Online message
board.
Written Report: This paper offers a space for each group to detail, in writing, their work during
the facilitated discussions. The primary charge of this paper is to report on the values and
organizational structures necessary for healthy democracies. The paper has three components
described below:
Why Democracy: In this section, argue for the merits or demerits of democracy,
citing specific problems of democracy that have been covered in course material.
Consider questions such as: What characterizes successful vs. failed democracies;
what are the domains, other than state or national, that democracy operates in? Be
sure to cite course materials to support your arguments.
Facilitated Discussion Summaries: In this section, incorporate the notes from the
four facilitated discussions. The written summary of each discussion session
should be approximately 1-2 pages. For each session use a paragraph to introduce
what the facilitator aimed to accomplish (the goal of that session). Then, include
materials that emerged from the discussion (the recorded notes, highlights etc.).
Finally, conclude what resulted from the discussion (outputs, progress, set-backs
etc.)
Policy Possibilities & Evaluation: The final section of the paper should clearly
describe three complimentary policy possibilities that nurture and sustain
democratic principles. These policies will emerge, in part, from the facilitated
discussions. In addition to describing each policy, evaluate its implications. What
might happen if these policies were put in place? Make sure to explore what this
possibility would require of citizens and civic leaders.
Format:
• Title Page (Group name, individual members, title for your paper)
• Paper 20 pages (Introduction 1 pg., Why Democracy 5-7 pgs., Discussion
Summaries 6-8 pgs., Policy Possibilities & Evaluation 5-7 pgs., Conclusion 1
pg.) Times New Roman, 12pt. Font, double-spaced
Evaluation Criteria:
• Introduction (gained reader’s attention, clear thesis statement, previewed
paper) 5%
• Organization (logical and clear arrangement of paper) 15%
• Content (Logical and well supported argument for democracy. Adequate
summaries of discussions, clear policies with thoughtful evaluation) 50%
• Writing Mechanics (grammar, spelling and syntax are accurate) 20%
• Elegance (the ideas, writing and flow of the paper made the paper a delight to
read ) 10%
Group Presentation: The presentation is similar to the paper, in that you are informing the class
about the policies your group created through the facilitated discussions. Unlike the paper, your
group will present the conclusions visually and offer interpretations of the images to the class in
a five-minute presentation. This presentation should be visually sophisticated, engaging and
concise.
Tasks:
1) Create an “emblem” composed of four key images (or imagery) that represents one of
your three policies.
2) Reflect on the emblem in terms of feelings, metaphysics and morality.
Emblem
Your emblem’s four images will come from the following four areas:
Career –an important discovery or a founding invention in your major (or work
experience) as it relates to your policy
Family –an image that sticks in your head from your childhood years of a family
experience as it relates to policy
Cultural Influence –details of a book, movie, or television narrative some part of which
you remember from childhood (K-12), as it relates to your policy
Community History –an exemplary story from the KSU community about a person or
event that the community identifies with that relates to your policy (i.e. celebrations,
festivals, naming practices, memorials etc).
Using these categories, design an emblem that evokes the look and feel of the four
images. Use photographs, art, drawings, words etc. to create the emblem.
Reflections
After creating the emblem, describe to the class feelings, world view, and morality
represented by the emblem.
1) Feelings (what emotions the emblem might invoke)
2) World View (how does the emblem represent about what the world is like or how the
world works)
3) Morality (what does the emblem say about how one should live)
Finally, after completing the emblem and reflection, what does it reveal about your
group’s conception of democracy? Describe the emblem and your reflections to the class
during your presentation.
Format:
• Time: 5 minutes
• Visual Image: One Digital Wide-Scope Emblem consisting of 4 corresponding
images
• Participation: Everyone needs to play a role in the presentation (generation and/or
delivery)
• Technology: Image needs to be in digital format to be displayed on a power-point
slide
Evaluation Criteria:
• Creative Imagery 15%
• Alignment (Policy expressed in the images) 30%
• Reflective Observations (Thoughtful examination of policy implications) 30%
• Eloquence (Persuasive and Concise delivery) 25%
Class Participation: Participation is worth 20 points. Criteria for evaluation include: (1) class
preparedness–on time, assignments and presentations prepared and complete, (2) contributions to
class discussions and exercises that exhibit that assignments have been read, (3) involvement in
in-class discussion groups/activities and always on task, (4) promotion of a congenial and
supportive classroom environment, and (5) class attendance.
Evaluation
The student’s grade will be determined on the basis of examinations and homework
assignments. The cut-off point for grade separation will consist of the usual 90, 80, 70, 60
percent standard to which most of us have become accustomed.
Activity
Mid-term Exam
Final Exam
Individual Paper
Group Paper
Group Presentation
Class Participation
Total
Points
75
100
75
50
50
30
380
Percent of Evaluation
20%
26%
20%
13%
13%
8%
100%
The cut-off point for grade separation will consist of the usual 90, 80, 70, 60 percent standard to
which most of us have become accustomed.
Course Calendar (Approximate)*
Date
8/21
Lecture
Orientation
Faculty
Bill Schenck-Hamlin
8/23
8/28
8/30
9/4
I. 17th & 18th CENTURY ORIGINS OF DEMOCRATIC THEORY
Social Contract Theory: Hobbes
Social Contract Theory: Locke
Social Contract Theory: Rousseau
Facilitated Discussion
John Exdell
John Exdell
John Exdell
Tim Steffensmeier
9/6
9/11
9/13
9/18
9/20
9/25
9/27
10/2
10/4
II. EARLY AMERICAN DEMOCRATIC THOUGHT
American Slavery/Freedom
American Revolution
Madison: Federalist Paper No. 10
First Attempt: Articles of Confederation
Second Attempt: The Constitution & Bill of Rights
Early Results of the Democracy Experiment: de Tocqueville
Early Results of the Democracy Experiment: Whitman
Early Results of the Democracy Experiment: Whitman
Facilitated Discussion
Bonnie Lynn-Sherow
Bonnie Lynn-Sherow
John Exdell
Bonnie Lynn-Sherow
Bonnie Lynn-Sherow
Dean Hall
Dean Hall
Dean Hall
Tim Steffensmeier
10/9
MID-TERM EXAMINATION
10/11
10/16
10/18
10/23
10/25
10/30
11/1
III. 21st CENTURY TENSIONS IN THE PRACTICE OF
DEMOCRACY
Federalism: U.S. vs. the States
Legislatures: Representative Democracy ( INDIVIDUAL PAPER DUE)
The Modern Presidency: Expansion of Power
The Patriot Act: Expansion of Presidential Power
The Patriot Act: Part II
Media and Government
Facilitated Discussion
John Carlin
Joseph Unekis
Joseph Unekis
Dean Hall
Dean Hall
Tim Steffensmeier
Tim Steffensmeier
11/6
11/8
11/13
11/15
VI. CITIZEN ENGAGEMENT
Engagement Theories
Engagement Theories
Deliberative Democracy
Deliberative Democracy
Joseph Aistrup
Joseph Aistrup
Tim Steffensmeier
Jon Mahoney
11/20
11/27
11/29
12/4
12/6
TBA
VII. GLOBAL POLITICS AND DEMOCRACY
Global Politics
Global Politics
The Iraq War
The Iraq War (Discussion)
Summing Up (Entire class facilitated discussion) GROUP PAPER DUE
Final Exam (Take-Home)
Stephen Long
Stephen Long
John Exdell
John Exdell
Bill Schenck-Hamlin
*Caveat
The course schedule and procedures are subject to change in the event of extenuating circumstances.