Download POLI SCI 5 - West Hills College

WHCC Curriculum Committee
Technical Review Comment Sheet
Course Prefix & Title: Political Science 5: Introduction to Theory
Faculty Originator: Kevin Wilds
Reviewed by: Maggie Discont
Date: 9/11/08
Course packet needs corrections to the following areas:
(These items correspond directly to the Course Outline section. See actual outline for additional comments.)
Prerequisite and/or Advisories
Course Description
Course Objectives (must be measurable!)
Course Content and Scope
Instructional Methodologies
Methods of Evaluation
Critical Thinking
Cultural Pluralism (must show an actual example!)
Distance Ed Addendum (methodologies, evaluations, & objectives must match the
Textbook Form (readability must be 300 words/3 paragraph from front, middle, and end
course must have reading grade level 11 or higher!)
Course packet needs the following overall corrections:
Faculty names, instructional areas, and dates are filled out on each page.
Format (Book Antiqua, 12-font, bold headings)
Grammar
course outline!)
of text! Transfer
West Hills College Coalinga
Agenda Routing Form
Check the appropriate box, fill in name and date.
Originating Faculty
Name:Kevin Wilds
Course Packet has been reviewed and approved
Date:8/29/08
for Curriculum Agenda
Comments:
Curriculum Committee Representative
Name: Kevin Wilds
Course Packet has been reviewed and approved
Date:8/29/08
for Curriculum Agenda
Comments:
Technical Review Committee (TRC)
Name:Maggie Discont
Course Packet has been reviewed and approved
for Curriculum Agenda
Date:9/11/08
Comments:
Chief Instructional Officer (CIO)
Name:
Course Packet has been reviewed and approved
for Curriculum Agenda
Date:
Comments:
West Hills College Coalinga
New Course Packet
Course Prefix, Number & Title: PolSci 5: Introduction to Political Theory
Faculty Originator: Kevin Wilds
Date: 8/29/08
Checklist:
New Course Proposal Form
Course Outline
Distance Education Statement
Learning Resources Statement
Adopted Textbook Form
Prerequisite Form A
Prerequisite Form B
Prerequisite Form C
Limitations on Enrollment Justification
Signatures:
__________________________________ Date_________
__________________________________ Date_________
Originating Faculty (required)
Articulation Officer (required if transferable)
__________________________________ Date_________
__________________________________ Date_________
Curriculum Instructional Area Representative (required)
Dean of Learning Resources
__________________________________ Date_________
Dean of Student Learning (required)
__________________________________ Date_________
Date____________________________________________
College Curriculum Committee Chair
(approved)
West Hills Community College District Board of Trustees
(approved)
This curriculum packet has
discussed with faculty in the Instructional Area
NEW COURSE PROPOSAL
West Hills College Coalinga
Kevin Wilds
Faculty Originator:
Instructional Area:
Social
Sciences/Public
Service
Date:
8/29/0
8
TO BE COMPLETED BY INITIATING FACULTY MEMBER
EXACT CATALOG LISTING:
PolSci 5
Course Prefix & Number:
Introduction to Political Theory
Course Title:
Units: 3
Semester Lecture Hours:
54
Semester Lab Hours:
Transferability (attach evidence):
CSU:
UC:
1.
Yes
2.
Yes
Private:
No
Is the course part of a new major? If so, explain.
No
Is the course intended for transfer? (Check all that apply.)
(See the Articulation Officer.)
Elective
General Education
Major Requirement
(Submit requests for General Education separately.)
3.
Yes
No
Elective
Is the course part of the Associate Degree?
General Education
Major
Requirement
4.
Yes
No
Is the course part of a Certificate Program? If so, state the certificate:
5.
6.
Yes
Yes
No
No
Is the course vocational?
Has an advisory committee been involved? Attach minutes.
7. Room Space Requirements: (Consider # of stations, safety regulations prescribed by law, etc.)
40
8. Staffing Implications: (As a result, what other course may not be offered?)
9. Equipment Requirements:
10. Learning Resources: (Will this course require special collections or additions to current
holdings?)
11. Estimated Costs:
Start Up: Staffing:
$ 3500.00
$
Supplies:
On-Going: Staffing:
$ 3500.00
$
Supplies:
12. Material Fees:
13. Yes
14. Yes
15. Yes
16. Yes
Equipment:
Equipment:
$
$
$ 0 Justification
No
No
No
No
Is special funding available?
Evidence of meeting needs of District ethnic demographics?
Are there special safety regulations. If so, explain.
Requires additional Information Technology Services resources. If so, explain.
COURSE OUTLINE
West Hills College Coalinga
Date: 8/29/08
Instructional Area:
Social Sciences/Public Service
Course Prefix & Number:
Course Title:
Units:
PolSci 5
Introduction to Political Theory
3
Standard Grading
Standard Grading/Credit/No Credit
Grading option (select one):
Materials Fee
$ 0
Semester Lecture Hours:
Credit/No Credit
Justification:
54
Semester Lab Hours:
How many times may this course be taken for credit? (repeatability)
1.
PREREQUISITE(S):
and/or
ADVISORY(S): English 51a
2.
CATALOG DESCRIPTION:
The course will examine the philosophies of great political thinkers from the great Greek
thinkers of Socrates, Plato and Aristotle to Locke and Weber. An in-depth analysis of human
nature and acquisition of power will be covered. This class will delve deep into Plato’s cave to
discover the thinking of these great political philosophers.
3.
INSTRUCTIONAL OBJECTIVES (Use measurable outcomes only-course that allow
repeatability must specify objectives for each time the course can be repeated):
Upon completion of the course the student will be able to:
A. analyze the foundation of political theory
B. differentiate between ancient and modern political thought
C. apply different political thought to contemporary issues
D. explain how political thought has added to and defined Western Civilization
4.
COURSE CONTENT AND SCOPE (Instructional topics or units):
A.
Plato
1. Historical Plato
2. Human Nature
3. The function and organization of authority
4. Plato’s general theory of political change and stability
B.
Aristotle
1. Historical Aristotle
2. Human nature
C.
D.
E.
F.
G.
H.
I.
J.
K.
5.
3. The function and organization of authority
4. Aristotle’s general theory of political change and stability
St. Augustine
1. The historical St. Augustine
2. Human nature and rational motivation
3. The function and organization of authority
4. St. Augustine’s general theory of political change and stability
St. Thomas Aquinas
1. The historical St. Thomas Aquinas
2. Human nature and rational motivation
3. The function and organization of authority
4. St. Thomas Aquinas’s general theory of political change and stability
Machiavelli
1. The historical Machiavelli
2. Human nature and rational motivation
3. The function and organization of authority
4. Machiavelli’s general theory of political change and stability
Hobbes
1. The historical Hobbes
2. Human nature and rational motivation
3. The function and organization of authority
4. Hobbes’s general theory of political change and stability
Locke
1. The historical Locke
2. Human nature and rational motivation
3. The function and organization of authority
4. Locke’s general theory of political change and stability
Rousseau
1. The historical Rousseau
2. Human nature and rational motivation
3. The function and organization of authority
4. Rousseau’s general theory of political change and stability
Mill
1. The historical Mill
2. Human nature and rational motivation
3. The function and organization of authority
4. Mill’s general theory of political change and stability
Marx
1. The historical Marx
2. Human nature and rational motivation
3. The function and organization of authority
4. Marx’s general theory of political change and stability
Weber
1. The historical Weber
2. Human nature and rational motivation
3. The function and organization of authority
4. Weber’s general theory of political change and stability
INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):
A. Class Lecture
B. Audiovisual material
1. Presentation projector
2. Video Presentations
C. Frequent discussion of current events
D. Assignments for each chapter
E. Assignment of outside readings and handouts
6.
MULTIPLE METHODS OF EVALUATION (measurements of student achievement):
A. Regular exams consisting of multiple choice and essay questions
B. Chapter quizzes
C. One five page research paper on a topic of instructor's choosing or five one page annotated
bibliographies, or five one page summaries of a current news event illustrating a political
science concept—or some combination thereof
D. Participation in class discussion
7.
WRITING ASSIGNMENTS/PROFICIENCY DEMONSTRATION:
A. The research paper, or annotated bibliographies or five one page summaries is a required
component of the class
B. Essay questions are included in each unit test
8.
ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING
(use detail when describing student assignments and state in cognitive terms):
A. Group projects where students are given a problem and students must come together to
solve that problem.
B. Students will analyze a political thought from a thinker without bias.
C. Students will take complex writings and break them down and then explain why the
writing is important to Western Civilization.
D. Group presentations to persuade fellow students to their respective sides.
9.
ASSIGNMENTS, METHODOLOGIES, OR OTHER EXAMPLES OF HOW CULTURAL
PLURALISM IS ADDRESSED:
A. Students will apply what they have learned from different philosophers and compare those
thoughts to thoughts of philosophers from Non-Western cultures.
B. Take thoughts from different philosophers and apply them to nation states today around the
world.
C. The instructor will facilitate discussions dealing with the politics of nation-states, thereby
showing students the diversity of political thinking around the world.
10.
REQUIRED EXTRA CLASS ASSIGNMENTS: None
DISTANCE EDUCATION STATEMENT
West Hills College Coalinga
Course Prefix, Number & Title:
PolSci 5: Introduction to Political Theory
Instructional Area:
Social Sciences/Public Service
Faculty Originator:
Kevin Wilds
Date:
8/29/08
The instructional area recommends that this course be taught via distance education.
The following must be completed for the delivery of this course via distance education
technology in addition to the original course outline. (A textbook form is required if text differs from
the original course).
The following distance education modality is being proposed:
Video Conference
Hybrid (Mix of Traditional/Online)
(complete #1 & #2)
Online (100% Online)
(complete #2 only)
#1 Hybrid – The course has online components and regularly scheduled face-to-face meetings.
Please describe how this hybrid class will meet face-to-face in the box below:
#2 Online
The two methods that significantly change when teaching a course online are Instructional
Methodologies and Multiple Methods of Evaluation. Please describe how these methods will
be adapted for online instruction.
Instructional Methodologies: Copy your Instructional Methodologies (see #5 in Course Outline)
into the table below. In the right side of the table, specify any adaptations in instructional
methodology resulting from offering this course in the distance education mode you have
selected (online or hybrid), as opposed to the face-to-face mode assumed in the course outline.
Please use one box per Method/Adaptation.
Instructional Methodologies
Online Adaptation
Class Lecture
Lecture notes will be provided via power point
on the course management system.
Audiovisual material
1. Presentation projector
2. Video Presentations
1. Post in the course management system chapter
lectures.
2. Embed a link in the course management system
that contains transcripts or videos for students to
read or view.
Frequent Discussions of current events
Post discussion threads in the course system
manager on current issues.
Assignments for each chapter
Post assignments in the course management
system.
Post outside readings and handouts
in the course management system
Post outside readings and handouts in the course
management system.
Multiple Methods of Evaluation: Copy your Multiple Methods of Evaluation (see #6 in Course
Outline) into the table below and describe how the evaluation methods in the course outline
will be adapted for use in the online environment. Please use one box per Method/Adaptation.
Multiple Methods of Evaluation
Online Adaptation
Regular Exams consisting of multiple choice
Students will take required examinations posted
and essay questions
in the course management system.
Chapter quizzes
Students will take required quizzes posted in the
course management system.
One five page research paper on a topic of
instructors choosing or five one page annotated
bibliographies, or five one page summaries of a
current news event illustrating a political
science concept
Students will be required to submit their paper
into the course management system.
Participation in class discussion
Students will be tracked on the course
management system to see if they participate in
class discussions and assignments that are turned
in.
Title 5 Regulations require that course quality standards are met (same as traditional courses)
and that “regular, effective contact” (54 contact hours) between student and instructor are
included in the design of the Instructional Objectives in an online environment.
Instructional Objectives: Copy the Instructional Objectives (see #3 in Course Outline) into the
table below and describe the content or activity of the course that relates to each objective.
Please use one box per Objective/Activity.
Instructional Objectives
Activity
A. analyze the foundation of political
theory
B. differentiate between ancient and
modern political thought
C. apply different political thought to
contemporary issues
D. explain how political thought has
1. Chapter Reading and Chapter Summaries.
A, B, C and D (15-25 Hours)
2. Discussion Boards on Topics; B, D, C and
(10-15 Hours)
3. Midterms and Finals; A-D(5-8 Hours)
4. Lecture Notes; A-D (5-10 Hours)
5. Term Paper D (5-8 Hours)
added to and defined Western
Civilization
Instructor must have 54 regular and effective
student contact hours.
Required Verification of Process
__________________________________ Date_________
__________________________________ Date_________
Originating Faculty (required)
Articulation Officer (required if transferable)
__________________________________ Date_________
__________________________________ Date_________
Curriculum Instructional Area Representative (required)
Director of Information Technology Services (requires ITS resources)
__________________________________ Date_________
College Curriculum Committee Chair (approved)
_____________________________________________________________
Dean of Learning Resources (required)
Date ____________
__________________________________ Date_________
Date______________
District Curriculum Committee
West Hills Community College District Board of Trustees
(reviewed)
LIBRARY/LEARNING RESOURCES STATEMENT
West Hills College Coalinga
Course Prefix, Number & Title:
PolSci 5: Introduction to Political Theory
Instructional Area:
Social Sciences/Public Service
Faculty Originator:
Kevin Wilds
Date:
8/29/08
The holdings of the L/LRC collection in the subject area(s) related to the proposed new/revised course/discipline have been
reviewed.
The L/LRC has sufficient resources presently available for support of this course/discipline in the following
areas:
Books
Reference Materials
Media
Electronic Resources
Additional items have been recommended for purchase for support in this course/discipline in the following
areas:
Books
Reference Materials
Media
Electronic Resources
Comments:
Signature:
__________________________
Librarian (required)
Date_______________
ADOPTED TEXTBOOK FORM
West Hills College Coalinga
Course Prefix, Number & Title:
Faculty Originator:
1.
PolSci 5: Introduction to Political
Theory
Instructional Area: Social
Kevin Wilds
Date:
Sciences/Public
Service
8/29/08
Recommended textbooks: All transfer-level courses require 11-12th grade level or above.
Reconstructing the Classics: Politcal Theory From Plato to Weber
A. Title:
Edition: Third Edition
ISBN #: 9780872893399
Portis, Edward Bryan
Author(s):
CQ Press
Publisher:
Required
Optional
Readability level: 12
(Attach readability materials to original.)
Henry VIII and the Reformation Parliament
B. Title:
Edition: 1st
ISBN #: 0321418786
Coby, Patrick J.
Author(s):
Pearson Longman
Publisher:
Required
Optional
Readability level: 12.6
(Attach readability materials to original.)
The Threshold of Democracy: Athens in 403 B.C.
C. Title:
Edition: 3rd
ISBN #:
Carnes, Mark; Ober, Josiah
Author(s):
Pearson Longaman
Publisher:
Required
Optional
Readability level:
2.
13.4
0321333039
(Attach readability materials to original.)
Supplemental text(s):
A. Title:
Edition:
Author(s):
Publisher:
Required
Readability level:
ISBN #:
Optional
(Attach readability materials to original.)
Reconstructing the Classics
Page 1
Western civilization is blessed with a long tradition of political thought, constituted by a
number of works written at a high level of comprehensiveness and logical coherence. These
works are comprehensive in the sense that they address political problems in general terms, as
contemporary manifestations of the difficulties to which all political communities are liable.
Consequently, the most challenging and plausible of these works have been pondered by
educated political actors and commentators centuries after they were written. The great books
of Western political thought did not achieve their status as classics because academicians
considered them fine examples of scholarship and taught them to students. Instead, political
actors and critics found in them useful arguments to justify or criticize existing political
arrangements.
Page 103
Locke’s conception of human nature is more complex but less developed than that of Hobbes.
It is implicit in Locke’s rendition of the “state of nature,” which, like Hobbes, he constructs in
order to discern the rational incentives and legitimating principles of political authority. Yet
Locke’s state of nature is a far different place from Hobbes’s because its natives are far
different. Instead of being ruled by anarchy and terror, Locke’s ungoverned humans pursue
their individual interests with respect for on another’s rights and even cooperate with one
another when their interests overlap. In other words, Locke’s state of nature – a state without
political authority – is not necessarily a state of war. Instead, it is governed by the rules of
reason, which constitute the laws of nature.
Page 148
To be human is to be free. Human freedom, however, means more than mere lack of
constraint. Flags may be “free” to flap in the wind, but it makes little sense to suggest that
individuals are free when their willful activity is either aimless or futile. Human freedom
requires power and knowledge. We cannot be free unless we know what we want and how to
achieve it – unless our power serves our purposes. To say the same thing from another
perspective, a free choice must not only be voluntary, it must also be informed. For choice
must be rational to be genuine. Anyone incapable of seeing that 2 x 2 = 4 is simply incapable
of freedom.
Henry the VIII
Page 22
Machiavelli is most famous as author of The Prince. It is a book meant mainly to instruct “new
princes” (i.e., usurpers) in the arts of seizing, keeping, and expanding power. The instruction
is scandalously indifferent to questions of legitimacy, common goods, natural law, and divine
purposes. Princely character is discussed, but in ways altogether revolutionary. Rather than
encourage a prince to practice the classical and Christian virtues of wisdom, justice,
moderation, piety, charity, clemency, etc. (as would a “mirror of a prince” treatise so common
during the middle ages), the book reduces virtue to the qualities useful of acquisition –
boldness and cleverness (the lion and the fox). All other qualities are like costumes, to be put
on or taken off depending on the role the prince is playing. Sometimes it advantages a prince
to rule by love, in which case he should appear generous, merciful, humane; other times it
behooves a prince to rule by fear, in which case ferocity, cruelty, gravity are the appropriate
qualities. Success in this world depends on flexibility, and a prince who feels himself bound to
keep faith with his promises or who more generally strives always to be good will likely lose
his state.
Page 61
Following upon these, it is fitting to adduce some quasi-political arguments which might
perhaps lead men to fancy and believe the aforesaid conclusion. The first of these arguments
is as follows. As the human body is to the soul, so is the ruler of bodies to the ruler of souls.
But the body is subject to the soul with respect to rule. Therefore too the ruler of bodies, the
secular judge, must be subject to the rule of the judge or ruler of souls, and especially of the
first of them all, the Roman pontiff
Page 135
In the autumn of 1529 a momentous thing happened. Henry VIII threw in his lot with this
anticlericalism, which could never have made full progress without him. He signaled his
alliance with three actions: first, he dismissed Wolsey, the supreme clericalist, though less
insensitive to the world of Erasmus than has been often supposed; secondly, Henry replaced
him in a post hitherto regularly occupied by a cleric, but which he had determined should not
be so occupied now, by a layman – and no ordinary layman either, but a semi-Erasmian
radical and author of the most shocking book yet written in the English language, namely
Utopia; thirdly, he summoned Parliament, the organ through which, as nowhere else,
anticlericalism could find expression, a parliament which, with his blessing, would
immediately set about the chastisement of the clerical estate and end by ripping a large section
of it to pieces.
The Threshold of Democracy: Athens in 403 B.C.
Page 20
Athens democratizes its trials. To ensure fairness, and to ensure that the collective will of the Athenian
citizenry is represented, each jury for a dikasterion consists of 500 citizens. All citizens of Athens over
thirty are encouraged to serve as jurors in trials; all receive pay of 3 obols (1/2 drachma) for each trial
day of service. (The normal daily wage for a worker was 6 obols or 1 drachma.) On trial day, when as
many as nine separate dikasteria might be held, each citizen puts a ball with his name on it into a
machine, which randomly distributes potential jurors to different dikasteria. All jurors are then given a
chit, indicating the name and location of the dikasterion to which they have been assigned. They then
report for duty and submit the chit, which is necessary to ensure payment for their service as juror. As a
good citizen, you will show up on trial days and will likely be assigned to a dikasterion. In the event of
a trial, you will take part in the deliberations of the dikasterion, as juror, or perhaps as plaintiff or
defendant. All decisions of the dikasterion are made by majority vote.
Page 47
The Thirty Tyrants, led by the vitriolic antidemocrat, Critias, first restricted the vote to the Athenian
citizens who owned property. Critias ruled that anyone not on the list possessed no legal rights
whatsoever. But soon the Thirty Tyrants ceased referring to the Three Thousand and appropriated all
political power to themselves. They claimed (and sometimes exercised) the power to execute summarily
anyone who was not on the list of the Three Thousand. Few issues were even brought before the
Assembly. The Thirty arrested and executed over a thousand Athenian citizens and exiled thousands
more. Most of those who were executed had been prominent in democratic circles, but some were
exiled or executed so that the Thirty could seize their lands.
Page 109
The best introduction to the political tradition critical of Athenian democracy is a short tract written a
generation before 403 B.C., in the third quarter of the fifth century. The arguments in this pamphlet, and
other fifth century B.C. intellectual trends, will help to explain the kinds of arguments that were in the
air in 403. Its anonymous author, dubbed by modern scholars “The Old Oligarch,” assumes the persona
of an anti-democratic Athenian instructing a sympathetic foreign friend about the peculiarities of his
native polis. The Old Oligarch seeks to explain how and why the consistently self-interested behavior of
“the democratic multitude” has led Athens to a position of international strength. He ironically praises
the Athenian demos - - which he indentifies as a faction consisting of “poor and many” - - for its singleminded and selfish pursuit of its own advantage, and implicitly urges his pro-oligarchic readers, the
“few who are good,” to smarten up and behave likewise. The Old Oligarch himself seems to regard
successful revolution as next to impossible, given the democracy’s capacity to deceive, coerce, or
overawe its internal and external enemies. But his conviction that democrats and oligarchs alike would
always seek to promote their own factional interests, rather than the good of the state, sets the scene for
destructive civil conflicts like Corcyra’s - - or like Athens in 404 B.C.