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Teaching Political Science 1: A Hermeneutic Approach

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Teaching Political Science 1: A Hermeneutic Approach
Author(s): Ian S. Lustick
Source: PS: Political Science and Politics , Sep., 1997, Vol. 30, No. 3 (Sep., 1997), pp. 525-
530
Published by: American Political Science Association

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Approaches to Introductory Political Science:
A Note from the Editor of the Teacher

The four course syllabi featured in this issue of PS: Political Science & Politics exemplify "comprehensive" ap
proaches to the introductory undergraduate course in political science. Since the establishment of political scie
as a distinct academic discipline, a course in American Government and Politics has been the predominant intr
ductory course for both majors and non-majors. These syllabi have been prepared or selected in order to prom
faculty to examine whether a more appropriate introduction to political science is one that places American go
ernment in a comparative and theoretical context and addresses international as well as domestic issues.
A grant from the Fund for the Improvement of Post-Secondary Education to the APSA has supported invi
tions to faculty to submit syllabi for comprehensive courses, courses that integrate approaches across the disc
pline's major fields. The response from faculty as well as from doctoral students confirms that American Polit
as firmly established as the core introductory course for undergraduates as are the boundaries between major field
Consequently, while many faculty and graduate students acknowledge the merit of course innovation, their affiliat
with one of the broader major subfields poses a considerable barrier to instructors under taking such innovations.
Discussions of this issue were held at the 1996 and 1997 APSA Annual Meetings. Commentary and oth
exemplary course syllabi are invited from readers of PS.

Teaching Political Science 1: A Hermeneutic Approach

Ian S. Lustick, University of Pennsylvania

In 1992, the University of Pennsyl- quired of all majors, "Introduction undergraduate curriculum, has three
vania political science departmentto the Study of Politics." basic components:
undertook a comprehensive reform A second committee (co-chaired
1) an introduction to political phi-
of its undergraduate curriculum. by Professor Jack Nagel and me)
losophy through readings drawn
With no one course required of all was asked to design a template for
directly from classics of the west-
majors, political science students this
had course (Political Science 1) ern political tradition;
at that time no common languagewhich would communicate to future 2) a survey of contemporary political
and no common pedagogical experi- instructors what the department science as reflected in work cur-
wanted taught at that level. This
ence for constructing an intellectual rently done in American politics,
community or sharing, across sub- template had to be specific enough comparative politics, political the-
fields, their achievements in and to insure the kind of common expe- ory, and international politics; and
rience and baseline knowledge of the3) exposure to political science as it
frustrations with particular courses,
four primary subfields which we
papers, honors theses, internships, and interacts through policy analysis
wanted majors to have, while re-
other projects. In addition, many fac- with a real and pressing problem
maining flexible enough to permit
ulty felt hampered by the need to in- of public policy.
the four or five members of the de-
terrupt the flow of their introductory
The committee decided that each
and intermediate level courses in com- partment who would teach the instructor could decide how these
parative, international, or American course to draw upon their own inter-
three tasks would be accomplished,
politics, or political theory, by explain- ests and expertise. In addition, the with one restriction. The introduc-
ing casual references to the main ideas course design had to be suitable for
tion to classics of the western politi-
of classical political thinkers or by giv- non-majors who wished to explore cal tradition would have to include
ing "quick and dirty" accounts of fun- political science as a possible major, substantial reading and discussion of
damental methodological techniques or to take the course in partial ful- original texts, including "many" of
or conceptual tools of contemporary fillment of the undergraduate dis- the following eleven thinkers: Aristo-
political analysis. tributive requirement. tle, Hobbes, Locke, Machiavelli,
To address this problem, the de- The proposal we eventually pre- Madison, Marx, J.S. Mill, Plato,
partment formed a committee which sented to the department, and which Rousseau, Tocqueville, and Weber.
ultimately recommended the cre- was approved and implemented This list was compiled by asking col-
ation of an introductory course re- along with the rest of the redesigned leagues to name thinkers with whose

September 1997 525

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Approaches to Introductory Political Science

work all political science majors those linkages, between a chronolog-about the role of psychologically em-
should be familiar. Any colleague ically organized consideration of po- bedded or politically institutionalized
teaching the course would be free to litical philosopher (400 B.C.E. to beliefs, I try to show the vitality and
add thinkers not on the list, pro- 1920 C.E.) and thematic/illustrative sophistication of hypotheses ad-
vided "many" of the eleven were treatments of contemporary political vanced by the classical theorists,
given due coverage. analysis in the four main subfields of even as I discuss the very different
I was the first member of our de- our discipline as practiced in the
ways that contemporary political sci-
partment to teach "Introduction to United States. entists seek to measure, refine, dis-
the Study of Politics." (Jack Nagel is In the last four years, I have de- pute, or advance propositions of this
teaching the course now.) The sylla- veloped several interlocking strate- sort to solve puzzles within more
bus published here is the version of gies for addressing this problem. discrete theoretical domains. The
the course I taught in 1996. Though First is the definition of politics I literature I have drawn upon over
each time I have taught it I have offer at the beginning of the course: the years includes rational choice vs.
made changes, the basic strategy I the competition for valued things psychological and political cultural
adopted for accomplishing the tasks (status, wealth, power, security, explanations of voter turnout, polling
set forth by the department has re- glory, etc.) and the consequences ofand elections, disputes over the effi-
mained the same. that competition. I do not offer this cacy of "hegemonic" theories to ex-
To meet the first requirement I definition as "correct" or as the pre- plain peasant behavior, revolutions
decided to work directly from the vailing definition or as the way that and democratic breakdowns, the im-
classical texts. Prevented by time all or most of the "canonized" think-
plications of arguments within the
from reading entire works, I as- ers in the western political tradition international relations subfield pit-
signed substantial excerpts accompa-
use the term. But I try to explain ting unit-level or Realpolitik ap-
nied by minimal editorial comment,that it meshes well with my effort to proaches against system level or
rather than work with a secondary help students "see politically." I be-norm-oriented paradigms, and de-
text or an elaborately edited com- lieve it also helps students demystify bates among political theorists over
pendium. I believed students wouldthe description of something as "po- communitarian vs. individualistic in-
experience a thrill of direct exposure litical"-a label that seems, often, terpretations of American liberalism.
to the thinking, style, and format ofless clear than descriptions of events,In the policy analysis segment of
these political philosophers that wouldactions, or motives as "economic," the course I ensure consideration of
help compensate for the difficulties "religious," or "psychological." Con-this motif by assigning Abraham Lin-
associated with what would certainly sistent use of the term then makes it coln's pre-election speeches on mis-
be, at least before my first lecture onpossible to measure variation in the cegenation. By noting that opposi-
each thinker, a somewhat unsettling views of politics which are held by tion to racial mixing was the public
and even frustrating encounter. the thinkers and theorists to be con- basis of his opposition to the exten-
Thus, the seven weeks before thesidered. By adhering to this usage, sion of slavery and by observing that
mid-term are devoted almost entirely referring regularly to it, and measur-sending freed slaves back to Africa
to coverage of "Great Books." The ing different uses of the term we en-was Lincoln's preferred long term
next six weeks are divided into two counter against it, I try to convey thesolution, I can not only demonstrate
sections. The first four weeks are importance and the challenges in- the hegemonic status of racist and
devoted to illustrative/exemplar volved in defining terms. segregationist beliefs for most of
readings in the contemporary sub- Emphasis on the definition as American history, but draw the stu-
fields of American politics, compara- mine also provides a self-referential dents' attention to the "noble lies"
tive politics, international politics, illustration of the main substantive their high school civics texts im-
and political theory. In the last two theme of the course-"the noble planted in their minds about Lincoln
weeks I present a module on public lie"-a myth which, whether devised and the political basis of anti-slavery
policy analysis centering on race re- purposefully or not by an elite, can sentiment in the United States.
lations in America. become for larger and later commu- I attempt to bridge the gap be-
The main challenge here is to nities the naturalized grammar, thetween studying foundational works
move from the thinker-by-thinker unchallenged and therefore potentin political philosophy and surveying
approach to political philosophy in presumption of intellectual, cultural,approaches and issues in contempo-
the first half of the course to the and political life. Consideration of rary political science by means of
survey of contemporary political sci- the political role of "noble lies," po-
four kinds of questions which I ask
ence subfields conducted after the litical myths, religion, false con- of each classical thinker as well as
mid-term examination. Aside from sciousness, and other related ideas is
each modern political scientist:
subject matter, the two halves of the a consistent feature of the class's
course differ in terms of the pace consideration of work by each of the 1) What are the foremost concerns
and content of lectures and discus- foundational thinkers we consider, of this author, and what is the
sions and the relationship between starting of course, with Plato's Re- author's advice for how to design
lectures and reading assignments. public. By assigning exemplary read- or conduct political life?
Meeting this challenge means dem- ings in the subfield-survey portion of2) What is the historical context of
onstrating real intellectual linkages, the course which involve, either di- the author's work, and in what way
and analytic payoffs associated with rectly or indirectly, propositions does it reflect participation in real

526 PS: Political Science & Politics

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 Teaching Political Science 1: A Hermeneutic Approach

political struggles or a response to can be created out of a non-demo- discussions in recitation sections, it is
real political predicaments? cratic past. Theories developed to also the opportunity I promise stu-
3) How does this author figure answer these questions in the con- dents at the outset to try their hand,
within the 2500 year-old argu- temporary world, and to guide ex- not only at political analysis, but at
ment that is the western political pectations and policies at home and political philosophy as well.
tradition? What new points are abroad, are rather easily compared Overall, I have been pleased, and
made in this "Great Conversa- to theories advanced by Plato and so have my teaching assistants, with
tion?" What older points are re-Aristotle, who recognized democracythe development of the course. En-
inforced or articulated in new as one form of government, who rollment has increased substantially
ways? With whom does the au- preferred other forms, but who each year and is now capped at 250.
thor agree or disagree? nonetheless advanced their own the- Course evaluation forms show rat-
4) What real contributions to our ories about where democracy comes ings that average at the high end of
understanding of politics, includ- from, what sustains it, how it comes the "good" range, bear a variety of
ing the politics of our own times, to an end, and what it may become. mostly favorable comments, and sug-
can be identified in this author's As straight-forward as this kind of gest the course is somewhat more
work? What explanations for var- comparison is, it is also fairly simple demanding than the usual introduc-
ious patterns of political behavior to adduce the greater precision and tory or survey course.
are offered, and how adequate more effective explanatory machin- The most criticized aspect of the
are they? How do they contribute ery available today for addressing course has been the use of multiple
to our ability to make sense of the problematics of democratic or choice questions on examinations in
political life today? In what ways authoritarian transitions. addition to essays. These questions
have they been superseded by In addition to mid-term and final focus very directly on main points in
theories devised by contemporary examinations (each including multi- readings-requiring students to iden-
political scientists? On the policy- ple choice questions as well as an tify particular thinkers with particu-
making level, what predicaments essay component), a five to seven lar ideas, even if those ideas are not
and dilemmas do we face in our page paper is required. Each student expressed in exactly the language
own political communities that develops his or her own approach to used by the author. However, there
can be illuminated by this work? a book that all read. The idea is to is a strong correlation between per-
In what ways has our world assign a book that is a serious work formance on the short answer por-
changed so that solutions and of policy analysis containing recom- tions of the exams (which count for
approaches framed by this mendations as well as diagnosis. The40% of the exam grades) and perfor-
thinker have lost some or all of assignment is to use concepts and mance on the essay portions. Where
their attraction? theories from the course, and in par- there is a large gap between these
ticular from the classical works stud- scores, opportunities are created to
Integration of the different parts ied before the mid-term, to identify identify portions of the course that
of the course is sought by asking of the implicit philosophical or theoret- have not worked well and to help
contemporary works the same ques- ical commitments made by the au- students with either their study hab-
tions asked of the classics. For exam- thor. (See Appendix for the handout its, their substantive understanding
ple, one of the crucial organizing given to students after the mid-term of particular problems, or their test-
questions for students of American regarding the paper assignment.) By taking skills. I therefore continue to
politics and comparative politics is choosing American Apartheid: Segre- favor the use of some short answer
how democracy can be established, gation and the Making of the Under- questions, always with the provision
stabilized, and protected. The sub- class by Douglas Massey and Nancy that students can choose to argue in
field of American politics is largely Denton as the assigned text, I not writing over the phrasing of a ques-
defined by practitioners who marvel only provide a solid informational tion to receive full or partial credit.
at the ability of the American polity base to use for illustrations in my Another problem area has been in
to manage the stresses of fierce po- discussion of various theories of the sub-field survey portion of the
litical competition for so long, so public policy making, but also en- course. Students have had difficulty
successfully and seek, in various gage the students in a problem of making the adjustment from chrono-
ways, to find out how this has been the utmost importance-a problem logical author-by-author treatment,
accomplished. In comparative poli- which surrounds them in West Phila- to an array of topics that shifted
tics, students of democratic collapse delphia, where the Penn campus is each week from sub-field to sub-
in Germany and Italy in the 1930s, located, yet one which, before read- field, and within each week, from
along with specialists on transitions ing this book, they may never have topic and approach to topic and ap-
from authoritarianism in the post- given sustained attention. My teach- proach. This difficulty was com-
Soviet bloc, and scholars writing ing assistants and I have found stu- pounded by my practice, in the first
about prospects for democracy in dent papers on this topic to be two iterations of the course, of invit-
third world countries are all em- highly energized and effective vehi- ing one colleague for each subfield
barked on a search for powerful, andcles for students to explore links be- to deliver a lecture on an exemplary
vitally important theories of what tween their political values and the text, problem, concept, proposition,
permits democracy to exist, what can analytic skills and new knowledge or controversy in his or her subfield
bring about its demise, and how it acquired in the course. Along with of specialization. These colleagues

September 1997 527

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Approaches to Introductory Political Science

were free to assign whatever they discipline, settled and powerful as- served arguing about these matters
wished for that class and were spe- pects of its capabilities are shown off outside of class and, even more vig-
cifically asked not to try to make to their best effect, leaving nagging orously, arguing about the approach,
their presentation an introduction to philosophical and epistemological findings, and recommendations of
the subfield. I then tried, in the sec- issues that might cast doubt on the American Apartheid. These argu-
ond lecture of these weeks, to gloss "verities" discovered by the field's ments help students identify, under-
the colleague's lecture in a way that greats for consideration by more ad- stand, and assimilate references to
situated it within the range of con- vanced students. My strategy, by classics and to overarching themes.
temporary work being done in that contrast, is reflected in my use of the Colleagues report that class discus-
subfield, and in relation to concep- "noble lie" theme and by lectures sions are enriched by students draw-
tual, theoretical, and philosophical which explicitly combine textual, ing upon what they learned in this
patterns identified in the first half of contextual, and subtextual analysis. introduction to the discipline. The
the course. I was unable to accom- Among the specific texts I urge stu- teaching assistants also seem genu-
plish this integration as well as I an- dents to focus their "deconstruction- inely to enjoy their work in the
ticipated. There were, I think, justist" skills upon are the edited collec-course and also seem comfortable
too many changes, in format as well tion of writings we use (Porter) andwith how questions about the canons
as in substance, from before to after my own syllabus for the course. Why of political science and classical politi-
the mid-term and from week to are certain passages in the originals cal theory are confronted. In addition
week during the survey of the four (the complete texts of which are to the satisfaction I gain from the re-
subfields. I therefore decided to do placed on reserve at the library) actions of students and colleagues, I
all the lectures in this section and omitted and others included? Why is also personally enjoyed developing
choose the topics and exemplary my own syllabus organized as it is? and teaching the course-a challenge
readings in the subfields with some What larger agendas might be at workgiving me ample excuse to read litera-
attempt to highlight themes which had to produce such a course? What is the tures that have been of great interest
been well established in the first half importance of restricting attention to but which I had avoided because they
of the course. Student evaluations still the "western political tradition?" were tangential to my areas of profes-
suggest, however, more comfort with Students have indeed been ob- sional specialization.
the classical political philosophy read-
ings and lectures than with the sub-
field-by-subfield presentations and Political Science 1:
reading assignments.
The substantive aspects of the
Introduction to the Study of Politics
course most exciting to students Political science is the systematic these classic texts, identifying prob-
seem to be: study of politics and political life. In themes, theories, and argu-
lems,
this introduction to the disciplinements, we examining how different au-
1) the idea of the "noble" or "igno-
will study core concepts and tradi- thors' ideas relate to one another,
ble" lie and the real political effects
tional approaches to fundamental and highlighting their significance
that culture and unappreciatedly
political questions, including thefor na-understanding contemporary pol-
contingent beliefs can have;
ture of political authority and politi- itics. In weekly discussion sections
2) the concept of a "Great Conver-
cal rights, the relationship betwe~ta youi will be asked to hold these texts
sation" in Western political think-
power and values and between self- to high standards of precision. You
ing that began (approximately)
with Plato and which still sustains interest and the common good, vari- will be helped to evaluate them as
ation in the role and meaning of explanations for how politics works,
and encourages the framing of
government, the origins and dynam- and provided with opportunities to do
particular kinds of problems and
ics of political institutions, and the some political philosophy of your own.
an array of approaches to those
nature of international politics. Sub- In the next four weeks of the
problems (both analytic and valu-
stantial consideration will be given course, we consider exemplary
ational) within the discipline and
to contributions by classical political work drawn from each of the four
within the political arena; and
thinkers as well as contemporary subfields of political science as it is
3) the paper assignment (see below),
political scientists. Attention will also
commonly taught in this country-
which, along with participation in
discussion sections, gives students
be paid to how systematic study of comparative politics, international
opportunities to explore links be-
politics can deepen our understanding politics, American politics, and po-
of complex public policy questions.litical theory. The lectures and
tween their own political philo- The course is divided into three readings in this section of the
sophical positions and with the
parts of unequal length. The first course will introduce you to the
hermeneutic techniques I employ.
part of the course is the longest andbroad range of scholarship pro-
Overall, my strategy in this course will last until the mid-term examina- duced by contemporary political
is to introduce the discipline by in- tion. Its focus will be on the political scientists, emphasizing, not com-
troducing hermeneutics along with philosophies and theories of some of prehensiveness, but appreciation of
substance. This is opposite to the the greatest thinkers in the Western the intellectual and scientific activ-
approach often taken in introductory intellectual tradition. My lectures ity typical of each subfield. Special
courses, wherein, no matter what the will assist you in your reading of efforts will be made to discuss links

528 PS: Political Science & Politics

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 Teaching Political Science 1: A Hermeneutic Approach

between the work of contemporary hand-out with more information inations and the paper, each student
political scientists and the contri- concerning the paper will be distrib- will take a final examination.
butions of thinkers studied in the uted. Since the paper will deal di- Your reading is found in the fol-
first seven weeks of the semester. rectly with the Massey and Denton lowing books required for purchase
In the third section of the course, book, students are strongly advised to and in a Bulk Pack available from
we will focus on the policy problems
read most if not all of American Campus Copy.
raised by an important book on raceApartheid between the midterm exam-
relations in the United States- Jene M. Porter (ed.) Classics in Po-
ination and the beginning of Decem-
litical Philosophy
ber. Each student will be expected to
American Apartheid: Segregation and
the Making of an Underclass by work with his/her teaching assistant Douglas S. Massey and Nancy A.
Douglas S. Massey and Nancy A. while developing the paper. My lec- Denton, American Apartheid: Segre-
Denton. The short paper you will tures during this last portion of the gation and the Making of an Under-
write for Political Science 1 will be a
course will focus on tools developed class
response to the argument and rec- by political scientists to help them
ommendations of this book informed understand the relationship betweenAlexander Hamilton, John Jay, and
by the philosophical and analytic politics and the policy-making and James Madison, The Federalist, Mod-
materials studied in the course. Soon policy-implementing process. ern Library College Edition
after the mid-term examination, a In addition to the mid-term exam-

SCHEDULE OF THE COURSE

September 4: Introductory lecture: "Seeing Politically, a Biblical Example"

Classics of Political Philosophy
September 9 and 11: Plato, The Republic, Porter reader, pp. 1-87.
September 16: Aristotle, The Politics, Porter reader, pp. 89-136.
September 18: Niccolo Machiavelli, The Prince, Porter reader, pp. 167-200.
September 23: No Class-Yom Kippur
September 25: Niccolo Machiavelli, The Discourses, Porter reader, pp. 201-29.
September 30: Thomas Hobbes, Leviathan, Porter reader, pp. 231-61.
October 2: Thomas Hobbes, Leviathan, Porter reader, pp. 261-82.
October 7: Jean-Jacques Rousseau, Discourse on the Origin and Foundation of Inequality am
pp. 333-56.
October 9: Jean-Jacques Rousseau, On the Social Contract, Porter reader, pp. 357-84.
October 14: No Class-Fall Break
October 16: The Federalist, Declaration of Independence, pp. 619-22; Washington's Letter of Transm
stitution of the United States, 585-604: Federalist papers 1 and 2
October 21: The Federalist, Federalist papers 6, 10, 15, 51, 85
October 23 and 28: Karl Marx, The Commiunist Manifesto and other writings, Porter reader, pp. 47
October 29: Optional Review Session-Time and Place To Be Announced
October 30: Mid-Term Examination

FOUR SUBFIELDS OF CONTEMPORARY POLITICAL SCIENCE

Comparative Politics
November 4: "Can Revolutions Be Predicted?"
Timur Kuran, "Now Out of Never: The Element of Surprise in the East European Revolution of 1989," Wor
Vol. 44 no. 1 (October 1991) pp. 7-48.
November 6: "Explaining Democratic Durability"
Adam Przeworski, Michael Alvarez, Jos6 Antonio Cheibub & Fernando Limongi, "What Makes Democracie
dure?" Journal of Democracy, Vol. 7, no. 1 (January 1996) pp. 39-55.
International Politics

November 11: "When Does Nationalism Cause War?"

Stephen Van Evera, "Hypotheses on Nationalism and War," International Security, Vol. 18, no. 4 (Spring 1994) pp.
5-39.
November 13: "Is the World Becoming a Political Community?"
Ronnie D. Lipschutz, "Reconstructing World Politics: The Emergence of Global Civil Society," Millennium,
Vol. 21, no. 3-(1992) pp. 389-420.
AMERICAN POLITICS
November 18: "Reading the Will of the People: Elections vs. Polling"

September 1997 529

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Approaches to Introductory Political Science

Sidney Verba, "The Citizen as Respondent: Sample Surveys and American Democracy," American Political
Science Review, Vol. 90, no. 1 (March 1996) pp. 1-7.
November 20: "The Politics of Health Care Reform in America"
Lawrence R. Jacobs, "Politics of America's Supply State: Health Reform and Technology," Health Affairs
(Summer 1995) pp. 143-57.
Jeffrey K. Tulis, "Revising the Rhetorical Presidency," in The Future of the Rhetorical Presidency, Martin Med
hurst, ed. (1996).
POLITICAL THEORY

November 25: "Can Liberalism Be Substantive?"

William A. Galston, "Liberal Virtues," American Political Science Review, Vol. 82, no. 4 (December 1988
1277-89.

DILEMMAS AND TECHNIQUES OF PUBLIC POLICY

November 27: American Politics and Public Policy
Woodrow Wilson, "The Study of Administration," Political Science Quarterly, 2,1 (June 1887).
December 2: Race Relations in America as a Political Problem
Thomas R. Hietala, "Texas, the Black Peril, and Alternatives to Abolitionism," in Manifest Design: Anx
Aggrandizement in Late Jacksonian America, pp. 10-54.
December 4: Race Relations in America as a Policy Problem
David E. Lilienthal, "Planning and Planners," chapter 18 in TVA: Democracy on the March (1944).
Charles E. Lindblom, "The Science of Muddling Through," Public Administration Review, Vol. 19 (Spring 1959
pp. 79-88.
December 9: Is a Science of Politics Possible?

REQUIRED PAPER FOR POLITICAL SCIENCE 1

The paper required for Political Science 1 is a critical response to the book American Apartheid: Segregat
and the Making of the Underclass by Douglas Massey and Nancy Denton. As noted in the syllabus, the paper
should "draw on the philosophical and analytic materials studied in the course" in order to evaluate the find
or policy recommendations of the book and/or discuss the assumptions or basic claims about politics, politica
in America, the purposes of our political community, the meaning of our constitution, or the obligations of
zenship, which the authors embrace.
If Massey and Denton explicitly and directly posed their argument in terms of political science theories
concepts we have studied, or addressed broad questions of political philosophy, the paper would be a rather
ple exercise in finding the appropriate passages and quoting them. Since, for the most part, these or other s
questions are not posed directly or explicitly, you will have to analyze the argument of the book in order to discov
the implicit beliefs or claims about these matters contained in the book. You will be best advised, of course, not to
to answer all conceptually or philosophically important questions which could be raised by a careful reading of the
book, but to choose a particular question or questions, justify your choice, and then offer your answer.
It may help you to imagine that you are attempting to do something like what my comments on our rea
and on the lectures of my colleagues have been designed to accomplish. I seek to "situate" arguments presen
by identifying them with larger traditions, themes, and questions present in the "Great Conversation," or with
particular theoretical approaches in contemporary political science, and then to use these avenues of analysi
further illuminate, criticize, raise questions about, or expand upon what has been written or said.
We would like you to try to do the same thing with American Apartheid. Your paper will be evaluated o
basis of how well you bring to bear categories, concepts, theories, and principles of political theory and poli
science that have been presented in readings, lectures, and recitation groups, to illuminate, qualify, and/or c
cize the argument presented by Massey and Denton.
Your paper should be 5-7 pages long, double-spaced and be submitted no later than 4:30 p.m. on Decem
11. All quoted material must of course be footnoted. Extensions will be granted with a good excuse but will
in a reduction of 1/2 grade for every day late. Late papers that have not received extensions will be reduced
one full grade for each day late. These rules do not apply for valid medical or other emergencies.

530 PS: Political Science & Politics

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