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POLI 288: Strategy and Politics

In this course, students learn how to develop, solve, and evaluate mathematical game theoretic models to
understand strategic decision making in Politics, Economics, and other Social sciences (QR). Through in-
class activities and quizzes, students learn how to present quantitative data in game trees and tables,
develop and compute utility calculations in the context of a formal model, and apply these mathematical
models to make judgments and draw conclusions about political phenomena and events. In the course, we
discuss the assumptions and limitations of this analysis. Additionally, students complete three homework
assignments instead of one long paper. These assignments will be graded for completion and for quality.
In the course, students also learn, use, and distinguish the strengths and weaknesses of the rational choice
approach. In doing so, students are asked to interrogate their own perceptions about various political
phenomena (e.g., cooperation and coordination, credibility and trust, and collective action) and consider
the use of logic and formal modeling as one means to mitigate or adjust for preconceptions and biases. In
doing so, students have the opportunity to use these insights to understand patterns of behavior in political
phenomena.
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Course Overview
Number POLI 288
Title Strategy and Politics
Credit hours 3
Course Description This course introduces students to rational agent theory applied to political
science. It focuses on individual choice and group choice. It looks at models
of individuals' voting behavior, candidates’ behavior, and the group choice.
The emphasis is analytical, though students are not expected to have a
background in formal mathematics.
The course covers some of the major topics studied in Positive Political
Theory: The aggregation of preferences from individual preferences to
social preferences, voting, electoral competition and electoral systems,
legislature voting and separation of powers.
This course will familiarize the students with the analytical tools of decision
theory, social choice theory and game theory. At the same time, the
students will learn to systematically organize and express their thoughts
and insights about political questions with the precision and logical rigor of
scientific language.
Prerequisites No prerequisites but knowledge of algebra and probability is required.

Target Audience All Students

Instructor Anna Bassi

Email: anna.bassi@unc.edu
Office: Hamilton Hall 251
Webpage: https://bassi.web.unc.edu/
Twitter: https://twitter.com/AnnaBassi14
Teaching Assistants N/A

Course Website https://sakai.unc.edu/portal/directtool/a8d9759a-bb41-4581-b075-

15d7b074aa0a/
Class Days, Times, Poli 288.001 section: TR 8:00 – 9:15 am, Manning Hall - Rm 0307
Poli 288.002 section: TR 2:00 – 3:15 pm, Graham Memorial - Rm 0035
Location
Office Hours Office hours: Mondays 8:30am-10:30am (remote) Tuesdays 9:30am-
10:30am (in person).
Students can sign up for 15-minute slots of time in advance. Please reserve
a slot at: https://calendly.com/annabassi/office-hours
Course Texts - Harrington (2015) “Games, Strategies, and Decision Making”. Worth
Publishers (required)
- Shepsle (1997) “Analyzing Politics”. W.W. Norton and Co. (required)
- James D. Morrow (1994) “Game Theory for Political Scientists”.
Princeton University Press (recommended)
- Papers and extra readings used in class will be posted on Sakai.
Course Format The course format will include two weekly lectures in class. Lectures will
be supplemented with several in-class exercises. Students should attend
all lectures and participate in the discussions.
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Course Goals and Learning Objectives

As students will discover, game theory is an essential tool for understanding of a wide range real world
phenomena. Among others, this course aims to answer three vital questions:
• What is game theory about?
• How do I apply game theory?
• Why is game theory right?
Students should develop an appreciation for how the details of a game such as when players move and
why they know can have a large impact on outcomes.
This course aims to equip students with a wide range of game theoretic skills, which will be used in
formulating and solving models of their own. By exposing students to a wide variety of topics and
applications, this course gives students some idea of the vast range of phenomena one can use game
theory to model and explain. This course will also improve powers of logic and encourage students to
think strategically in their future everyday life.
By the end of this module, students should be able to:
• Understand the different types of games and their uses in strategic thinking.
• Analyze different games and use a variety of tools to find equilibria.
• Understand expected utility theory and the role of probabilities in explaining behavior.
• Construct models of bargaining and negotiation and how they can be applied to models of
competition.
• Distinguish between the different strands of game theory.
• Justify the predictions of non-cooperative game theory.
• Assess the importance of information in games and how this can change behaviors.
• Understand the way in which game theoretic models can be applied to a variety of real-world
scenarios in political science and in other areas.

This course is part of the IDEAs in Action General Education curriculum:

Quantitative Reasoning
Students learn to comprehend and apply mathematical concepts in authentic contexts, developing tools
for reasoning with data, logic, and quantitative methods. The course introduces students to the formality
of Game theory to study Political science phenomena. Game Theory is a branch of mathematics that deals
with the analysis of games (i.e., situations involving parties with conflicting interests). In addition to the
mathematical elegance and complete "solution" which is possible for simple games, the principles of game
theory also find applications to real-world problems as diverse as economics, property division, politics,
and warfare. Students learn to describe and formalize phenomena with the mathematical rigor of a game
theoretical model; present outcomes with diagrams and graphs such as tree diagrams; learn to make
assumptions to represent players’ preference and set of feasible actions; recognize the limits of such
assumptions, apply game theoretical solution concepts to predict an equilibrium outcome and behavior;
and present the mechanism that leads players to such predicted equilibrium outcomes.
Questions for Students
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1. What is the role of mathematics in organizing and interpreting measurements of the world?
2. How can mathematical models and quantitative analysis be used to summarize or synthesize data
into knowledge and predictions?
3. What methodology can we apply to validate or reject mathematical models or to express our
degree of confidence in them?
Learning Outcomes

1. Summarize, interpret, and present quantitative data in mathematical forms, such as graphs,
diagrams, tables, or mathematical text.
2. Develop or compute representations of data using mathematical forms or equations as models,
and use statistical methods to assess their validity.
3. Make and evaluate important assumptions in the estimation, modeling, and analysis of data, and
recognize the limitations of the results.
4. Apply mathematical concepts, data, procedures, and solutions to make judgments and draw
conclusions.
5. Synthesize and present quantitative data to others to explain findings or to provide quantitative
evidence in support of a position.

Ways of Knowing
Students develop intellectual humility, learning to question assumptions, categories, and norms that
structure their worldviews and to understand the sources and effects of biases. They learn, use, and
distinguish strengths and weaknesses of one or more approach(es) to knowledge of the unfamiliar, such
as: aesthetically, philosophically, linguistically, historically, or culturally remote forms of knowledge and
worldmaking, or formal logic, scientific practice, and similar formalized approaches to countering bias and
creating knowledge. This course provides an introduction to game theory and its applications to political
science. We will use the structure of game theory to understand social interactions (like war, elections,
policy making, and corruption)—that is, we will conceive of these interactions as games between self-
interested agents. In doing so, we will gain deep, interesting, and subtle insights we might otherwise not
have seen or understood. By the end of the course, students should be able to construct and analyze
game-theoretic models for understanding and explaining decision-making in a variety of settings that arise
in politics (and everyday life); understand fundamental strategic dilemmas that individuals face in making
political decisions, and optimal solutions to those dilemmas; understand how suboptimal outcomes can
occur in decision-making situations among rational actors, and the incentives and structural features that
can be modified to ameliorate those suboptimalities; be able to construct logically coherent explanations
for complicated outcomes that are observed in political decision-making situations; and develop an
enhanced analytical ability to make sense of observed political outcomes.

Questions for Students

• What norms and expectations do I take for granted?

• What categories and concepts frame my assumptions, experiences, and beliefs?
• What practices of investigation or inquiry best challenge those assumptions and expectations?
• How can I consider whether my beliefs might be wrong?
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Learning Outcomes
1. Recognize and use one or more approach(es) to developing and validating knowledge of the
unfamiliar world.
2. Evaluate ways that temporal, spatial, scientific, and philosophical categories structure knowledge.
3. Interrogate assumptions that underlie our own perceptions of the world.
4. Employ strategies to mitigate or adjust for preconceptions and biases.
5. Apply critical insights to understand patterns of experience and belief.

Recurring Capacities
Focus capacity classes sustain the recurring capacities of inquiry that guide the general education mission.
This class:

• Pose problems and questions that require systematic thinking about evidence, argument and
uncertainty. Social scientists the need to be able to represent and systematically model not only
what they think people normatively ought to do, but what they often actually do in interactive
situations. Game theory show analysts how to think about this sort of problem systematically.

• Consider its content in the context of human difference between and within societies; the full
range of legitimate debate in its field; and/or change over time. Game theory is a branch of
applied mathematics that provides a framework for modeling and predicting behavior in social
situations of cooperation, coordination, and conflict between individuals and group of players
such as different countries or different social institutions and classes.

• Require
o Writing totaling at least 10 pages in length, or the intellectual equivalent. 3 on-line assignments
equivalent to four-page assignments each; 3 examinations equivalent to 5 pages of writing each=
27 pages of writing total
o Collaborating in pairs or groups to learn, design, solve, create, build, research or similar.
Students work on 3 problem sets in small groups, these involve solving problems, for example
solving a bargaining game.

This capacity presumes that the enrolled students already have the requisite mathematical skills to take
this class, specifically:

1. Recognize and apply basic calculations (including fractions, percentages, exponents, and
radicals), distributive and commutative properties, and basic logic.
2. Use functions and operations, including exponential, logarithmic, and piecewise linear
functions.
3. Manipulate equations to express them in different ways and/or find solutions.
4. Qualitatively sketch basic functions (e.g., linear, quadratic, power laws, exponential,
logarithmic).
5. Solve word problems that lead to systems of linear (and possibly quadratic) equations in two
variables.
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Course Assignments and Assessments

Graded Assignments Score points

2 midterm exams 40
3 assignments (3 x 4 pages = 12 pages) 15
Class attendance and participation 5
1 final exam 40
Cumulative score 100

Students’ performance is evaluated using a cumulative review method. The cumulative review method I
employ in this course is to give 6 graded assignments that not only cover the past unit's concepts but
many of the concepts from the beginning of the course. Instead of studying for the test and then possibly
forgetting the ideas until the final exam, students are expected to make continual use and progress in all
areas of the curriculum covered up to that point. This allows students to understand, gain confidence and
higher accuracy in the questions as they do them on each cumulative graded assignment. Although there
are more questions on the more recent material, they build on foundational skills learned in past units
which reinforce conceptual understanding of game theory concepts and skills. Hence, students should
expect graded assignments to be longer and more challenging as the course progresses. Cumulative
review allows students to repeatedly practice game theory concepts, both overall skills, such as
formalizing interactions as game theoretical problems, as well as targeted skills, such as applying a specific
solution concept. Using spaced practice to review different concepts helps students explicitly connect
game theorical concepts and ideas, leading to a deeper understanding of how to apply Game Theory.

 Three assignments 15 points total

(1) assignment 1: Sequential games due: 9/07 11:59pm 5 points

(2) assignment 2: Simultaneous games due: 10/24 11:59pm 5 points
(3) assignment 3: Social Choice due: 11/28 11:59pm 5 points

The assignments are on-line and they will be distributed by email. Late assignments: Late assignments will
not be accepted. Each assignment is open for t weeks and will be closed on the due date. The online systems
will close on the due date and partial completion will be recorded.

 Two midterm exams 40 points total

(1) Midterm 1: Sequential games date: 9/13 (in class) 20 points

(2) Midterm 2: Simultaneous games date: 10/27 (in class) 20 points

 Final Exam 40 points total

(1) Final exam: Comprehensive 40 points

(Poli288.001 section) date: 12/08 12:00pm
(Poli288.002 section) date: 12/06 12:00pm

 Course attendance and participation points 5 points total

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This course is run as a lecture course, however active participation and involvement of all its members is
required. Students are expected to have prepared the assigned readings and to be ready and willing to
discuss them in class. The grade for participation will be a function of level of preparation, attendance, and
participation, and also of the quality of participation.

Grading Scale
Grades will be determined according to the following grading scale:
A: [93, 100]
A-: [88, 93)
B+: [83, 88)
B: [78, 83)
B-: [73, 78)
C+: [68, 73)
C: [63, 68)
C-: [58, 63)
D+: [54, 58)
D: [50, 54)
F: [0, 50)

Grades will be curved only if the mean score across both sections is lower than 80.

Course Policies and Resources

Instruction mode
Accessibility Resources
Attendance Policy
This course meets in person at days/times listed. I will be out of the country
to attend a conference two times during the semester (Sept 15th and Nov
22nd). In both cases the class will meet remotely/asynchronously. Any
additional temporary modality change would be announced via email and
the course website.
The University of North Carolina at Chapel Hill facilitates the
implementation of reasonable accommodations, including resources and
services, for students with disabilities, chronic medical conditions, a
temporary disability or pregnancy complications resulting in barriers to
fully accessing University courses, programs and activities.
Accommodations are determined through the Office of Accessibility
Resources and Service (ARS) for individuals with documented qualifying
disabilities in accordance with applicable state and federal laws. See the
ARS Website for contact information: https://ars.unc.edu or email
ars@unc.edu.
No right or privilege exists that permits a student to be absent from any
class meetings, except for these University Approved Absences:
1. Authorized University activities
2. Disability/religious observance/pregnancy, as required by law and
approved by Accessibility Resources and Service and/or the Equal
Opportunity and Compliance Office (EOC)
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3. Significant health condition and/or personal/family emergency as

approved by the Office of the Dean of Students, Gender Violence
Service Coordinators, and/or the Equal Opportunity and Compliance
Office (EOC).
Please communicate with me early about potential absences. Please be
aware that you are bound by the Honor Code when making a request for a
University approved absence.
Counseling and CAPS is strongly committed to addressing the mental health needs of a
Psychological Services diverse student body through timely access to consultation and connection
to clinically appropriate services, whether for short or long-term needs. Go
to their website: https://caps.unc.edu/ or visit their facilities on the third
floor of the Campus Health Services building for a walk-in evaluation to
learn more.
Face Masks The indoor mask requirement was lifted for most of the campus on March
7, 2022.
Face masks are optional inside classrooms. However, I require you to wear
a mask in my office if you elect to meet with me in person during office
hours.
University Testing Center The College of Arts and Sciences provides a secure, proctored environment
in which exams can be taken. The center works with instructors to proctor
exams for their undergraduate students who are not registered with ARS
and who do not need testing accommodations as provided by ARS. In other
words, the Center provides a proctored testing environment for students
who are unable to take an exam at the normally scheduled time (with pre-
arrangement by your instructor). For more information, visit
http://testingcenter.web.unc.edu/.
Learning Center The UNC Learning Center is a great resource both for students who are
struggling in their courses and for those who want to be proactive and
develop sound study practices to prevent falling behind. They offer
individual consultations, peer tutoring, academic coaching, test prep
programming, study skills workshops, and peer study groups. If you think
you might benefit from their services, please visit them in SASB North or
visit their website to set up an appointment:
http://learningcenter.unc.edu.
Student athletes If you are a student athlete, inform me a.s.a.p. of interferences with your
commitments as an athlete (especially conflicts with exam and assignment
due dates). You will be expected to bring in a letter from the athletics
department.
Technology Use I generally allow computers to be used in class, especially if an assigned
reading was available electronically. I reserve the ability to disallow the use
of computers when I feel doing so will enhance discussion. If you choose
to use your laptop, I expect you to be 100% “with us,” which means no e-
mail, no Facebook, no Twitter, no ESPN, and so on.
Data security and Privacy • UNC-Chapel Hill Privacy Statement
• Assignments, DropBox, Gradebook, and Tests & Quizzes tools are
designed to share FERPA-protected information privately between
instructors and individual students.
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Diversity I value the perspectives of individuals from all backgrounds reflecting the
diversity of our students. I broadly define diversity to include race, gender
identity, national origin, ethnicity, religion, social class, age, sexual
orientation, political background, and physical and learning ability. I strive
to make this classroom an inclusive space for all students. Please let me
know if there is anything I can do to improve, I appreciate suggestions.
Title IX Resources Any student who is impacted by discrimination, harassment, interpersonal
(relationship) violence, sexual violence, sexual exploitation, or stalking is
encouraged to seek resources on campus or in the community. Reports
can be made online to the EOC at https://eoc.unc.edu/report-an-incident/.
Please contact the University’s Title IX Coordinator (Elizabeth Hall, interim
– titleixcoordinator@unc.edu), Report and Response Coordinators in the
Equal Opportunity and Compliance Office (reportandresponse@unc.edu),
Counseling and Psychological Services (confidential), or the Gender
Violence Services Coordinators (gvsc@unc.edu; confidential) to discuss
your specific needs. Additional resources are available at safe.unc.edu.
Classroom civility Your behavior should respect your classmates desire to learn. Each lecture
begins exactly on time. Coming late is disruptive no matter how quiet you
are. Do not engage in side conversations during the lecture. Turn off all cell
phones. If you have to leave a class early, inform your instructor in
advance. It is very rude to simply walk out in the middle of a lecture.
Repeated occurrence of such disruptions will be reflected in the final
grade.
Classroom attendance Class attendance is mandatory and part of a student’s grade. Attendance
is taken at the beginning of each lecture (during the first 15 minutes) and
recorded using the UNC Check-in App. Please download the App on your
smartphone and read the instructions to use the App
(https://unccheckin.unc.edu/). Absences may be excused only in the case
of documented serious illness, family emergency, religious observance, or
civic obligation. If you will miss class for any of the above reasons, you
must inform your instructor no later than the first week of class.
Missing classes Regular class attendance is a student obligation. Students are responsible
for all of their work, including assessments, tests, and written work, and
for all class meetings. If a course instructor chooses to take attendance and
sees that a student misses three or more consecutive class meetings or
misses more classes than the course instructor thinks advisable, the
instructor may report the facts to the student’s advisor and/or academic
dean.
No right or privilege exists that permits a student to be absent from any
class meetings, except for University Approved Absences (
https://uaao.unc.edu/):
1. Authorized University activities;
2. Disability/religious observance/pregnancy absences approved by
Accessibility Resources and Service and/or the Equal Opportunity and
Compliance Office;
3. Significant health condition and/or personal/family emergency as
approved by the Dean of Students, Gender Violence Service Coordinators,
and/or the Equal Opportunity and Compliance Office (EOC).
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Students who miss a class meeting for reasons other than a University
Approved Absence are required to make up for the instructional material
that they miss. To make up for what a student missed, students may get
lecture notes from other students, consult the required textbooks, and use
the resources (including the course PowerPoints) posted on Sakai from the
instructor. Recordings or livestream options are not provided for this
course.
Students who miss classes due to a University Approved Absence for a
prolonged period (more than two consecutive meetings) may request to
access past recordings for this course.
COVID-related If they have COVID-related concerns not related to class attendance,
Accommodations students can reach out to the COVID Student Care Hub
(covidcareforstudents@unc.edu) or they can email the Dean of Students
office (dos@unc.edu). The DOS office is an excellent resource.
Final exam (UNC policy): Students are expected to take their final examinations at the date and time
published on https://registrar.unc.edu/academic-calendar/. The final
examination will be three hours long. Only in exceptional circumstances
are make-up exams permitted.
University Approved Absences include:
• Three exams in twenty-four hours & time conflicts If you have
three final examinations scheduled by the Registrar's Office within a
twenty-four hour period or two exams with conflicting exam times you
may receive an "Examination Excuse" from your dean's office. To obtain an
"Examination Excuse" for these reasons, meet with a full-time advisor or
assistant dean on your advising team.
• Medical Examination Excuse If you are seriously ill during the time
of your final examination, you should consult Campus Health Services
about having your name entered on the "Infirmary List." To take a final
examination, students on the "Infirmary List" may obtain an "Official
Permit" from the Office of the Registrar.
• Other Compelling Reasons If you have other unexpected and
compelling reasons requiring you to miss a final examination, including, for
example, the serious health condition of a child for whom you are the
primary caregiver, you should call to make an appointment to discuss the
possibility of obtaining an examination excuse with one of the assistant
deans in your dean's office. In the case of the illness of a child for whom
you are the primary care giver, the University may request medical
verification and a physician's statement of how long you are likely to need
excused from your academic responsibilities.
Rules About Completing Your Make-up Exam: If you did not take a final
examination for one of the reasons previously cited and you have been
issued an "Examination Excuse" or an "Official Permit," you must present
this excuse or permit to the course instructor when arrangements are
made for a suitable time to take the make-up examination. In all cases in
which an examination is to be rescheduled, the instructor may reschedule
that examination during the current semester, but not later than the end
of the following semester.
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Midterm exams If a student misses a midterm, the weight of that midterm in the course
grade will be added to the weight on the student’s final. An exception will
be made for University Approved Absences: students with this type of
absence may request a make-up examination or equivalent assessment at
a time convenient to both student and instructor.
Exam format For Examinations (midterm and final exams), expect a combination of short
answer response questions, multiple choice, and true/false. The best way
to prepare for exams is to take good notes during lectures and readings
and review these notes frequently (weekly) throughout the course.
All examinations are in person (in class) and they are closed-book/closed-
notes. You will only need to bring a pencil and calculator.
On-line Assignments Late assignments will not be accepted. An exception will be made for
reasons consistent with University Approved Absences: students with this
type of reasons should contact the instructor.
Honor Code A fundamental tenet of all educational institutions is academic honesty;
academic work depends upon respect for and acknowledgment of the
work and ideas of others. Misrepresenting someone else's work as one's
own is a serious offense in any academic setting and it will not be
condoned.
Academic misconduct includes, but is not limited to, providing or receiving
assistance in a manner not authorized by the instructor in the creation of
work to be submitted for academic evaluation (e.g. papers, projects,
examinations and assessments - whether online or in class); presenting, as
one's own, the ideas, words or calculations of another for academic
evaluation; doing unauthorized academic work for which another person
will receive credit or be evaluated; using unauthorized aids in preparing
work for evaluation (e.g. unauthorized formula sheets, unauthorized
calculators, etc); and presenting the same or substantially the same papers
or projects in two or more courses without the explicit permission of the
instructors involved.
A student who knowingly assists another student in committing an act of
academic misconduct shall be equally accountable for the violation and
shall be subject to the sanctions and other remedies described in The
Student Code. Sanctions shall include, but are not limited to, a letter sent
to the Dean of Students of the University; a grade of 0 on the assignment
or exam; a grade of F for the course.
For all course work, the Honor Code applies; the student’s signature on
her/his work confirms that the Code rules were respected.
https://studentconduct.unc.edu/
Grade Appeal Process If you feel you have been awarded an incorrect grade, please discuss with
me. If we cannot resolve the issue, you may talk to our departmental
director of undergraduate studies or appeal the grade through a formal
university process based on arithmetic/clerical error, arbitrariness,
discrimination, harassment, or personal malice. To learn more, go to the
Academic Advising Program website.
Syllabus changes I reserve the right to make changes to the syllabus, including project due
dates and test dates. These changes will be announced as early as possible.
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Course at a Glance
The professor reserves the right to make changes to the syllabus, including project due dates and test dates.
Day

Week 1 (8/15)  [I] Game Theory introduction : Rationality, Strategy, and Politics
 [Required] Harrington: Ch.1; Shepsle: Ch. 1, 2
 [Optional] Morrow: Ch 1, 2 (p.16-34)
Week 2 (8/22)  Analyzing a strategic situation.
 [Required] Harrington: Ch.2
 [Optional] Morrow: Ch 3
Week 3 (8/29)  Sequential games with perfect information: reasoning backward
 [Required] Harrington: Ch.8
 [Optional] Morrow: Ch 5 (p.121-128)
Week 4 (9/05)  Sept 6: no class (Wellness day)
 Sept 8: First Assignment Review
Week 5-6 (9/12)  Sept 13: First Midterm
 Sept 15: (asynchronous meeting): Solving a game when rationality is
common knowledge.
 [Required] Harrington: Ch.3
Week 7-8 (9/26)  Stable play in simultaneous games
 [Required] Harrington: Ch.4
 [Optional] Morrow: Ch 4 (p.73-81, 89-101)
Week 9 (10/10)  Unpredictability and Randomized strategies
 [Required] Harrington: Ch. 7
 [Optional] Morrow: Ch 4 (p.81-88)
Week10 (10/17)  Oct 18: Second Assignment Review
 Oct 20: no class (Fall Break)
Week11 (10/24)  Oct 25: Second Midterm
 [II] Social Choice introduction: Group Choice and majority rule
 [Required] Shepsle: Ch. 3, 4
Week12(10/31)  Voting systems and procedures
 [Required] Shepsle Ch. 6, 7
Week13-14  The spatial model and Agenda Setting.
(11/07)  [Required] Shepsle Ch. 5
 [Optional] Morrow: Ch 4
Week 15 (11/21)  Nov 22: Third Assignment Review (asynchronous meeting)

Week16(11/28)  Nov 29: Comprehensive review

 Final exams:
 Dec 6th at 12pm (Poli288.002 section)
 Dec 8th at 12pm (Poli288.001 section)