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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.