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PSCI 3054: Course Policies Instructor: Anna Daily
Spring 2017, Tues. & Thurs. 2-3:15p anna.daily@colorado.edu
Ketchum 1B87 Office: Ketchum 214
Student Support Hours: Tues. 3:30-4:30p
& Thurs. 12:30p-1:30p
Course Description
This course surveys key pieces of American political thought from the colonial period to the end
of the Obama Era. This course is uniquely focused on political identities, their entanglements with
political power and participation, and the roles that identity has played in shaping American
political thinking. We will give special attention to the identity categories of race, gender, and class
as they appear in the written works and speeches of key American thinkers. Throughout the course,
we will read speeches, pamphlets, essays, and other works by prominent political figures as well
as cultural figures, leaders of counter- and sub-culture movements, and schools of thought. As we
move from the colonial period into the present we will discuss the legacies of religion, slavery,
gender/sex relationships, and economics as they have appeared with our ideas of exceptionalism,
rights, political activism, and the purpose of the American government. This class is unique, in
that we engage with the ideas of those who have both formal and informal platforms in American
politics and reflect on the significance of those platforms, including who gets to be in formal means
of power, when, why, and how. Students will leave the course with a strong grasp of the history
of American political thought, its continuing influence in contemporary politics and society, and a
deeper understanding of the complex dynamics of race, gender, and class as they appear in the
American context.
Course Requirements
Students are expected to complete each component of the course, listed below.
• Participation: 15%
Participation is an essential component of the course. Students are expected to engage with the
material throughout the duration of the course. Participation can be earned in a variety of ways:
contributing to class discussion, engaging in in-class activities, such as group discussions,
visiting the instructor during office hours, and communicating with the instructor over e-mail
on substantive material. In-class participation is the easiest way to earn this credit. Students
who are particularly shy should take advantage of office hour and e-mail discussions to earn
participation credit. A student’s maximum participation grade may be limited by her or his
attendance grade.
• Attendance: 5%
Students are expected to attend each class. An “A” attendance score is earned by students who
arrive to class, are seated, and ready to engage by the time class is scheduled to begin. Students
should remain for the entire class period. Frequent or extended trips to the bathroom or out of
the classroom may reduce a student’s attendance grade.
• Reading Quizzes: 10%
A short reading quiz will be given in the first 5 to 10 minutes of class each day. The quizzes
will cover material for the assigned reading for that day and will generally be Pass/Fail or
graded on a “check-minus,” “check,” “check-plus” system. Students who arrive to class late
will not be given extra time to complete the quiz. No make-up quizzes will be given. Up to
four of a student’s lowest quiz grades will be dropped at the end of the semester.

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• Papers (2): 15% & 20%
Two papers will be assigned in this course. A series of prompts will be provided by the
instructor from which the students may choose. Papers will be 4-5 pages in length (unless
otherwise stated on the assignment sheet). Students should not exceed the page limit.
Additional instructions will be provided up to two weeks before the papers are due.
• Exams (2): 15% & 20%
Two exams, a midterm and a final, will be given in class. These exams will be short-answer
and a study guide will be provided. These exams will focus on key terms and concepts from
the course, for which students will be asked to define and give the significance of these terms.
Additional information will be provided in the weeks leading up to the exams.
Required Text and Readings
Cummings, Michael S. ed. American Political Thought 7th
edition. London, United Kingdom:
Sage, 2015.
Students are expected to rent or purchase the textbook and use it for the entire semester. The
textbook should be brought to each class session. Readings listed on the syllabus should be
completed before class begins on that date. If a student cannot complete all of the readings listed,
for whatever reason, they are expected to make an earnest effort to complete as much as possible
and catch up as soon as possible. Some readings will be listed on D2L, students should check the
D2L webpage for this course regularly and print out the readings for class that day and bring them
with them.
Attendance, Health, and Self-Care Policy
All students experience life disruptions. Sometimes these occur in the form of short-term illnesses
or more long-term events that require special accommodations. In either case, a student may decide
it is better to stay home or be in a safe place other than class on a particular day. In lieu of
documentation for illnesses or specific events, each student may miss up to three classes without
providing an explanation or requiring an excuse.
All students are encouraged to put their health and safety first, but also to honor their commitments
to the class and what is required to earn full credit. Students who experience extraordinary life
disruptions should speak with the instructor about how best to meet the class requirements,
communicate often, plan accordingly, and make an earnest effort to complete each component.
Students should seek additional support from the university whenever they feel it may be
warranted, including CAPS, Student Support and Case Management, Legal Services, and a host
of other resources. For additional information, please see the instructor and/or visit this website.
Students traveling excessively for academic or university related activities may only exceed these
four absences with proper documentation provided ahead of travel (note: these decisions are up to
the discretion of the instructor and may not be approved). Club, extra-curricular, student
government, and fraternity and sorority-related activities do not warrant additional class absences.

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Religious Observances
Students are entitled to miss class for religious observances. Religious observances should be
submitted to the instructor within the first two weeks of the semester in writing. An appropriate
make-up assignment or opportunity to earn credit for those days missed will be provided to the
student. The student must complete turn in these make-up assignments by a given deadline in order
to earn credit.
Childcare and care-giver policy
Students responsible for childcare or other extenuating care-giving duties are permitted to bring
their children or charges to class. Parents and caregivers should make every effort possible to
secure appropriate care by a third party during class time, so that students can give their full
attention to instruction when class is in session. This is for the benefit of all students in attendance.
However, I understand that in some cases, this may not be possible and even the best laid plans
can fall apart. Therefore, students may bring their charges to class, so as not to be penalized for
these extenuating circumstances.
When bringing children or charges to class, parents and caregivers assume responsibility for them
and are expected to instruct children and charges on appropriate classroom behavior. When
possible, advance notice is preferred. Please note: this policy only applies to humans requiring care
and/or supervision for the duration of class period. This policy is intended to apply to extenuating
circumstances and to be used sparingly. Any student wishing to bring children or other charges to
class repeatedly, should meet with the instructor to formulate an agreed-upon policy that suits all
parties long-term. This policy will be kept on file by the instructor in writing. The student will also
receive a copy of this policy for her or his reference.
Disability Accommodations
All students with disabilities, visible or invisible, are entitled to reasonable accommodations by
the university and course instructor. For the protection and benefit of all parties, students who
qualify for accommodations because of a disability should receive documentation with the
university of that disability and appropriate accommodations. You should submit to the instructor
a letter from Disability Services within the first two weeks of class so that your needs can be
addressed as early in the semester as possible, ensuring the best chances of effectiveness. Any
student whose disability is still being documented during this period should submit the appropriate
paperwork to the instructor as soon as it is received. The instructor will make a consistent and
earnest effort to accommodate all student abilities and to create a fair, consistent, accessible, and
cooperative learning environment. For additional information and assistance, see
http:colorado.edu/resources/disability-services or meet with me.
E-mail Policy
E-mail can be an easy and effective way to communicate with your instructor. Students should
check their CU e-mail at least once a day, as it is the official mode of the communication for the
university. All e-mails addressed to instructors should be brief, direct, and professional in nature
including a salutation, proper spelling and grammar, and your name. Subject headings should
include the course name or number (PSCI 3054). E-mails may be take up to 24 business hours to
receive a response. Please plan accordingly. Grades will not be discussed over e-mail.

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Student Support Hours
All students are encouraged to attend student support hours at least once this semester. Student
support hours (SSH) are an excellent way to communicate with the instructor one-on-one, receive
additional help or instruction on an assignment, discuss course-related material, or receive
advising. If you have never been to student support hours before (sometimes called “office hours,”
challenge yourself to attend! No appointment is necessary to attend, you may simply show up
alone or with a friend with a comment, question, or request. Student support hours also have the
benefit of letting the students get to know the instructor better and vice versa. Any student who
attends and has a substantive conversation with the instructor on course-related material will
receive participation credit for their visit. SSH takes place in my office unless stated otherwise or
requested in an appropriate location, like Norlin Library or Pekoe Coffee House on campus.
Grade Changes and Additional Feedback
If a student does not understand why she or he received a particular grade, they may request
additional feedback on an assignment at any point in the semester (note: a request does not
guarantee additional feedback, but in most cases, these requests will be granted). Any student who
believes an assignment was mis-graded may request a re-grade no sooner than 24 hours and up
to one week after the assignment was graded. Requests must be made in writing (no more than two
double-spaced pages of writing) and explain why the student believes a re-grade and additional
credit should be granted. Well-written and well-reasoned arguments will be more likely to see a
grade change, but no changes are guaranteed. Additionally, any re-grade may result in the student’s
grade being raised, lowered, or remaining the same.
Late Assignment Policy
It is each student’s responsibility to complete all assignments and turn them in on time. Late
quizzes will not be accepted. Late papers will be accepted with a 10% deduction per day they are
late, beginning the minutes after the assignment is due. After 10 days, the assignment will not be
accepted and the student will be given a “0”.
In-Class Behavior
Students are expected to come to class and treat the instructor and all other students with respect.
All students should be listened to without disruption when speaking during discussion. Students
should wait to be called on by the instructor during discussion to facilitate order and allow for a
range of student voices to be heard. Students are expected to remain on-topic for the entirety of
class.
Disparaging remarks, personal attacks, or insults made to other students or the instructor will not
be tolerated. Academic and non-academic discipline may apply in these cases, including removal
from the course in extreme cases. Students engaging in excessive talking, laughing, working on
non-course related matters, or sleeping during class will not be given attendance or participation
credit for that day of class and may be asked to leave for the day.
Electronic Devices
Electronic devices, including computers, tablets, and mobile phones, are prohibited in class. The
use of these devices causes serious disruption in class and affects the learning of other students.

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Computers, phones and other devices must be turned off and put away during class. Students who
have provided documentation from disability services requiring the use of a computer may receive
authorization to use a computer. Students who receive permission in these cases but do not use
their computers strictly for class-related activities may have these privileges revoked.
Discrimination and Harassment Policy
The University of Colorado Boulder (CU Boulder) is committed to maintaining a positive learning,
working, and living environment. CU Boulder will not tolerate acts of sexual misconduct,
discrimination, harassment or related retaliation against or by any employee or student. CU's
Sexual Misconduct Policy prohibits sexual assault, sexual exploitation, sexual harassment,
intimate partner abuse (dating or domestic violence), stalking or related retaliation. CU Boulder's
Discrimination and Harassment Policy prohibits discrimination, harassment or related retaliation
based on race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual
orientation, gender identity, gender expression, veteran status, political affiliation or political
philosophy. Individuals who believe they have been subject to misconduct under either policy
should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127.
Information about the OIEC, the above referenced policies, and the campus resources available to
assist individuals regarding sexual misconduct, discrimination, harassment or related retaliation
can be found at the OIEC website.
Honor Code Violations
All students enrolled in a University of Colorado Boulder course are responsible for knowing and
adhering to the academic integrity policy of the institution. Violations of the policy may include:
plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access, clicker fraud,
resubmission, and aiding academic dishonesty. All incidents of academic misconduct will be
reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are
found responsible for violating the academic integrity policy will be subject to nonacademic
sanctions from the Honor Code Council as well as academic sanctions from the faculty member.
Additional information regarding the academic integrity policy can be found at
honorcode.colorado.edu. The instructor reserves the right to fail a student for the course for any
case of academic dishonesty.

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Week1 Introduction and Colonial Thought
Jan. 17 Syllabus and Introductions
Jan. 19 John Winthrop, “A Model of Christian Charity” (D2L)
John Winthrop, “The Little Speech” (APT 16-19)
Roger Williams, “Intro,” “The Bloody Tenet” parts 1 & 2 (APT 19-23)
Roger Williams, “A Plea for Religious Liberty” (D2L)
Week 2 The Colonies and Independence
Jan. 24 Benjamin Franklin, selections (APT 33-42)
Samuel Adams, “The Rights of the Colonists” (APT 44-48)
Thomas Paine, “Common Sense;” “The Crisis” (APT 54-62)
Thomas Jefferson, “The Declaration of Independence” (APT 64-66)
Jan. 26 John Adams, selections (APT 72-83)
Articles of Confederation (APT 66-72)
The Constitution of the United States (APT 83-93)
Thomas Paine, The Rights of Man (APT 62-64)
Week 3 The American Constitution
Jan. 31 In favor of Adoption of the Constitution (APT 93-128)
Against Adoption of the Constitution (APT 128-142)
Feb. 2 Alexander Hamilton’s Program (APT 142-154)
Thomas Jefferson: Principles and Program(APT 154-179)
Week 4 America’s Landscape, People, and Values
Feb. 7 Alexis de Tocqueville, Democracy in America, Vol. 1 – Introduction, chps.
3, 4 (D2L)
Feb. 9 Alexis de Tocqueville, Democracy in America, Vol. 2, Pt. 2, chps. 1, 2, 3, 4
(D2L)
Week 5 Tensions in the Civil War Era
Feb. 14 Thomas Paine, “Agrarian Justice,” (D2L)
Orestes Brownson, “The Laboring Classes” (APT 224-231)
George Fitzhugh, “Cannibals All!” (APT, 276-285)
Cazneau, “Annexation,” (APT 231-238)
Paper 1 Due
Feb. 16 Benjamin Rush, selections (APT 48-54)
Henry David Thoreau, “Civil Disobedience” (APT, 238-248)
William Lloyd Garrison, “Declaration of the Sentiments…” (APT 217-220)
Frederick Douglass, selections (APT 252-260)
Sojourner Truth, “Ain’t I a Woman?” (APT 272-276)
Elizabeth Cady Stanton, all (APT 248-252)
Robert Ingersoll (APT, 373-379)

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Week 6 The Civil War and post-War Economics
Feb. 21 Abraham Lincoln, selections (APT 285-306)
The Civil War Amendments, 13th
-15th
(APT, 320-330)
Mark Twain, “The War Prayer” (APT 389-392)
Ambrose Bierce, “The Devil’s Dictionary” (APT 385-389)
Feb. 23 William Graham Sumner “What Social Classes Owe to Each Other” (APT
336-349)
Andrew Carnegie, “Wealth” (APT 359-368)
Frederick Taylor, “The Nature of Scientific Management,” (APT 475-482)
Herbert Croly, The Promise of American Life (APT, 448-458)
Week 7 Alternatives to Emerging Economics and Politics
Feb. 28 Populism, selections (APT 368-373)
Emma Goldman, Anarchism: What it Really Stands For (APT, 420-429)
Eugene Debs, Revolutionary Socialism; Speech to the Jury (APT, 433-448)
Mar. 2 Progressivism (APT, 469-475) (1912-1933)
Theodore Roosevelt, “The New Nationalism” (APT, 458-469)
Woodrow Wilson, The Meaning of Democracy (APT 482-487)
Franklin D. Roosevelt, selections (499-514)
Week 8 Midterm Week
Mar. 7 Catch up day 1
Mar. 9 Midterm Exam
Week 9 Persistent Identities, Diverging Problems
Mar. 14 Anna Howard Shaw, “Fundamental Principle of a Republic” (D2L)
Emma Goldman, the Tragedy of Woman’s Emancipation (APT 429-433)
Emma Goldman, “Woman Suffrage” (D2L)
Anti-women’s suffrage website, OSU, “Differences,” “Women Don’t Want
It,” “Consequences” (D2L)
Mar. 16 W.E.B. Du Bois, The Souls of Black Folk (APT 408-420)
Hurston “How It Feels to be Colored Me” (APT 495-499)
Langston Hughes, selected poems (APT 499-514)
Black Elk “Being the Life Story…” (APT 392-398)
Week 10 1960s: Civil Rights Movements
Mar. 21 Walter Lippmann, “The Public Philosophy” (APT 530-543)
John F. Kennedy, “Inaugural Address” (APT 562-565)
Lyndon B. Johnson, “The Great Society,” (APT, 596-600) (1964)
Young Americans for Freedom, The Sharon Statement (APT 585-586)

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Students for a Democratic Society, The Port Huron Statement (APT 586-
596)
Mar. 23 Martin Luther King, Jr. Letter from the Birmingham City Jail (APT 578-
585); “I Have a Dream” speech (D2L)
Malcolm X, The Ballot or the Bullet (D2L)
La Alianza Federal de Mercedes, (APT 624-637)
Week 11 Spring Break
Mar. 28 No class
Mar. 30 No class
Week 12 Civil Rights (Continued) and Responses
Apr. 4 Ayn Rand “How Does One Lead a Rational Life…” (APT 574-578)
Milton Friedman with Rose Friedman, “The Role of Government in a Free
Society” (APT 565-574)
Ronald Reagan, (APT 600-608; 688-697); 1974 CPAC speech (D2L)
Christopher Lasch, “The Culture of Narcissism,” (APT, 657-662)
Apr. 6 Phyllis Schlafly, “The Power of the Positive Woman” (D2L)
Betty Friedan, Our Revolution is Unique (APT 619-624)
NOW Statement of Purpose (D2L)
Week 13 Post-Civil Rights Era
Apr. 11 George F. Will, “Statecraft as Soulcraft” (APT 697-707)
National Conference of Catholic Bishops, “Economic Justice for All” (APT
707-715)
Glen C. Loury, “Achieving the Dream” (APT 715-725)
Cesar Chavez, “1984 Address to Commonwealth Club of California” (D2L)
Apr. 13 Western Political Science Association – No Class
Paper 2 Due
Week 14 Post-Civil Rights Era Continued and Neoconservatism
Apr. 18 LaDuke “All Our Relations” (APT 735-739)
bell hooks, “Feminism is for Everybody” (APT 751-758)
Rudolf A. Anaya “Elegy on the Death of César Chávez” (APT 739-743)
Americans with Disabilities Act (APT 758-785)
Lorde, “Age, Race, Class, and Sex” (D2L)
Apr. 20 Wolfowitz, “U.S. Strategy” (APT 725-730)
Patrick J. Buchanan, “Where the Right Went Wrong” (APT 730-735)
George W. Bush, “National Security Strategy” (APT 743-747)

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Week 15 Identity During and Following the Obama Era
Apr. 25 Barack Obama, “A More Perfect Union,” (APT 801-818)
Donald J. Trump, Republican Presidential Nomination Acceptance Speech
and Inaugural Address (D2L)
Hillary Rodham Clinton, Democratic Presidential Nomination Acceptance
Speech and Presidential Election Concession Speech (D2L)
Apr. 27 Black Lives Matter, “About,” “A Herstory,” and “Guiding Principles”
(D2L)
No DAPL, “All Eyes Are On Standing Rock” (D2L)
Women’s March on Washington, “Mission & Vision” (D2L)
United We Dream, “About Us,” “History,” and “Accomplishments” (D2L)
Week 16 What Happened? Final Lessons, Catch-up, and Class Review
May 2 “Everything Mattered: Lessons from 2016’s Bizarre Presidential Election”
(D2L)
Catch up day 2/Course overview
May 4 Catch up day 3
Final Exam: Sunday May 7, 4:30p-6p