Rhode Island College General Education Distribution Course ...

Rhode Island College General Education Distribution Course Request Use this form for any distribution course that is to be included in the General Education Program. If the course is new or revised, attach the appropriate Undergraduate Curriculum Committee forms. (Available at http://www.ric.edu/curriculum_committee/materials.php) Proposing Department or Program: Political Science Department, History Department Chair/contact: Tom Schmeling/Nancy Oppenlander DEPT/PROG CODE (e.g., ENGL, PHYS, AFRI) POL Course number: 201 Catalog title: Development of American Democracy Prerequisites: None Credits: (General Education courses are four credits) 4 Category in General Education: Distribution

General Education outcomes that must be formally addressed and assessed are noted for each category.

☐Mathematics (CCT, QL) ☐Natural Science (lab required) (CCT, ER, QL, SL) ☐Advanced Quantitative/Scientific Reasoning (CCT, QL, SL) ☐History (CCT, RF, CK, ER, GU) ☐Literature (CCT, WC) XSocial and Behavioral Sciences (CCT, CK, ER, SL) ☐Arts – Visual and Performing (CCT, A) Courses in the distribution are content-based and students are expected to learn the material and demon-strate competence in a manner appropriate to the discipline Explain briefly how this course will meet the General Education Outcomes for its category as indicated above. Describe the kinds of assignments in which the assigned outcomes will be assessed. Students will be challenged to evaluate the struggle for American democracy by examining its landmark documents and historic changes over time. Fundamental themes of American democracy such as individ-ual rights, suffrage, civic engagement, justice, migrations and economic opportunity will be examined. Students will be asked to ethically evaluate historical moments in the development of democracy. Stu-dents will be challenged to critically assess the extent to which the United States has achieved true de-mocracy. The course will emphasize the importance of participation by citizens to sustain democracy and teach students the many ways civic knowledge can be applied to have an impact. Discussion Board-Critical thinking and ethical reasoning. An example is examination of suffrage rights of convicted criminals across states. Students must critically examine the differences in state laws and apply their own ethical reasoning as to what the laws should be in a democracy. They will be ex-pected to express their own point of view and comment upon another student’s viewpoint about the sub-ject on the discussion board..

Learning Outcomes Written Communication (WC) Critical and Creative Thinking (CCT) Research Fluency (RF) Oral Communication (OC) Collaborative Work (CW) Arts (A) Civic Knowledge (CK) Ethical Reasoning (ER) Global Understanding (GU) Quantitative Literacy (QL) Scientific Literacy SL)

Formal paper-critical thinking Students will be expected to research and write a formal paper that ex-amines one or more themes of American democracy through exploration of events over time or a historic figure’s impact on democracy. The paper will examine critically the civic knowledge and expectations of the historic time and how those compare with today’s democratic values. Letter writing assignment-civic knowledge. Students will write a letter to an elected official about a political issue or topic that the student thinks is important to address in the political arena. In class discussion and participation-critical thinking, civic knowledge. Students will examine the Declaration of Independence , U.S. Constitution and other landmark documents of political history. In class students will discuss what these documents stated originally and critically assess how the original intent has expanded over time. The ways that citizens participated to bring about change will be exam-ined. Students will be asked to consider how they might become more engaged in political discourse in the future. Paper on primary source analysis-scientific literacy and reasoning. Each student will be given two landmark historic documents from the textbook to analyze. Students will answer selected critical ques-tions created by the National Archives and Records Administration. Students must demonstrate a clear understanding of the document and how it reflects the historical/political context of its time. Students will be required to present evidence obtained from the documents to support their own generalizations. Paper on voter participation data-scientific literacy and reasoning. Students will examine data from 1824 to the present of the popular vote in presidential elections. Students will calculate and analyze voter turnout, the percent of voter participation in elections, over time. Students will further analyze the rela-tionship between the popular vote, voter turnout and the resultant Electoral College vote. Students will be asked to write a paper logically describing how voting and outcomes in the Electoral College affect American democracy Include a syllabus or two-level topical outline that meets the Undergraduate Curriculum Committee standards. Please see syllabus beginning on the next page. How often will this course be offered? Fall, spring, summer.. Number and frequency of sections to be offered (students/semester or /year)? Approximately 5 sections per semester (fall and spring) or 150 students. One section in summer.

Sample Syllabus: POL 201 Development of American Democracy

4 credits Purpose of course. For a future elementary education teacher, it is important to understand how American democracy developed in spurts and starts and suffered setbacks along the way. Iconic figures in history were products of their time and do not necessarily meet our standards of equality of rights, justice and opportunity that we embrace today. How much do you know about American historic figures? In this course you will learn more about them, good, and bad and somewhere in be-tween. With reasoned judgment, though, you may take pride in the development of American democracy over time. And you might be able to instill it in your future students. Disability Statement: If you have any special needs or problems such as learning disabilities or physical impairments that may interfere with your ability to learn and to succeed in this course, please talk to me and we can arrange reasonable ac-commodations. Formal paper. You are required to write a formal paper on a historic figure using the MLA Style. You must explain how this person contributed to democracy using the terms from the handout, ‘’Democracy’’ You are expected to use the terms and necessary conditions in describing your historic figure. The paper counts 25% of the final grade. The paper instructions can be found under the Look Here First icon under the links, Paper Assignment and MLA Style Sheet. To get a good grade on this paper, you must explain how the historic figure took actions to support the basic concepts of democracy introduced in the handouts during the first 4 class meetings. That means concepts stated in the paper such as direct democracy, re-quired conditions of equality in modern democracy such as suffrage, education, rights, justice, participation. You may find that the individual only seemed to show in his life a few of the above conditions or even that she/he worked against certain conditions. Paper must be written in complete sentences in a literate manner. Do not cite Wikipedia as a source but you may read material from references (links) listed at end of an article in Wikipedia and use them as sources. Required textbook: Mary Norton, et. al., A People and a Nation, Brief Sixth Edi-tion, Houghton Mifflin, New York, ISBN 0-618-21468-2, 2003. Seventh Edition or later is fine too. Policy: There are no make-ups for the paper, assignments or exams in this class. There is no work for extra credit given.

WEEK/TOPICS 1. The foundations for American government and economy

“The most exquisite folly is of wisdom spun too fine.” (Franklin) Reading Assignments: ‘’Look Here First’’ icon and the handouts:‘’Democray’’, " Capi-talism,” and “Capitalism and Freedom.” I will be discussing what democracy meant in early American history and what it means today. By today’s standards, what are the nec-essary if not sufficient conditions for democracy? Why did Americans choose it as their form of government in the first place? Read “About the Icons” and the homilies taken from “Poor Richard’s Almanac.” Please check out the icon of Norman Rockwell’s illus-tration of New England Town Meeting. What form of democracy does it represent? Read the materials from the website, “The Sentencing Project.” Complete a short assignment describing criminals’ voting rights across states. Post to the discussion board your view of what voting rights criminal should have and why. Comment on another students point of view in a reply on the discussion board..

2. Free Enterprise and Freedom. “Having been poor is no shame, but being ashamed of it is.” (Franklin) I will be discussing “Capitalism” and Milton Friedman’s “Capitalism and Freedom” (handouts). What role did the prospect for material gain influence people to migrate to this county in colonial times to the present? The hypothesis of this course which we will consider is the following: In the North American English colonies, free enterprise was a necessary, but not sufficient condition for the development of democracy. Answer ques-tions and turn in assignment on economic freedom.

3. Columbus: HANDOUT: “The Enterprise of the Indies” from Daniel Boorstin’s The Dis-coverers; and material under icon. It includes an important reading, “Caribbean Dish on the Post-Colonial Supper Table.” As you read these assignments, consider what traits Christopher Columbus and his men possessed. What given necessary conditions did they display that are required for the development of free markets and democracy? Or did they work against the development of any specific condition(s)? Post your answer to the dis-cussion board.

4. Colonization and first signs democratic values and institutions v. enslavement in North America, Chapters 2 & 3: Mayflower Compact, House of Burgesses, Roger Wil-liams’ founding of Rhode Island colony and religious freedom. Economics trumps demo-cratic rights, Southern slave plantations and New England’s economic role in slave trade and slave products. What were the first signs of burgeoning democracy? Post your an-swer to the discussion board.

5. Unrest and Revolution in the colonies, Chapters 5 & 6: Protesting English taxes and political control, Patrick Henry’s Stamp Act Resolves, Loyal Nine, Sons of Liberty, Daughters of Liberty, Boston Massacre, Boston Tea Party. The American Revolution, : Why did they do it? How did they do it and what did they want? First Continental Con-gress, Battles of Lexington and Concord, Siege of Boston, Declaration of Independence, Rhode Island’s Nathaniel Green as military leader. Patriots’ belief in a republic

6. Declaration of Independence. Read A-45 to A-46. Read.Alexis de Tocqueville’s commen-tary in ‘Democracy in America,” excerpts on web site. What democratic ideals did it present? When were they realized? Post your answer to the discussion board.

7. Forging a republic : Is it easier to fight a war than it is to forge a republic? Chapter 7: Articles of Confederation, the Federalist Papers, Constitutional Convention and adoption of Bill of Rights.

8. Continuation of Chapter 7-Read.Constitution and amendments, pp. A46-A-55 Pa-per on primary source analysis due.

9. Expansion of the economy Read Chapter 9 & 10. Precedents established in Marbury v. Madison, Louisiana Purchase, westward expansion, industrialization and immigrant lives. Midterm examination.

10. Civil War and Reconstruction, Chapters 15 & 16: Battles over 13th, 14th and 15th amendments. Post to the discussion board what important changes to American democra-cy these amendments sought to achieve.

11. Urban life and Turmoil, Chapter 19. Migrations and living conditions in urban neigh-borhoods.

12. The Great Depression, the New Deal US Entry into World War II Chapters 25 & 26 13. Civil Rights, protest, feminism and counterculture. Chapter 30. Letter Writing as-

signment due. 14. Review of later suffrage amendments and Voting Rights Act of 1965, A53-A55: 19th,

24th and 26th amendments. How has voter participation changed over time? Paper on vot-er participation due.

15. Review of development of democracy over time periods covered. To what extent are condi-tions for modern democracy met in American history? Formal paper due.

Comprehensive final examination given during final examination week.

GRADING:

Work in Course % Final Grade Learning outcomes1

Assignments, letter writing 05% CK, ER

Discussion Board commentary 10% CCT, CK, ER

Paper on voter participation 10% CCT, SL, ER

Exams 30% CCT, CK

Participation, attendance 20% CCT

Paper on primary source anal-ysis

10% SL

Formal paper 15% CCT, CK, ER

TOTAL 100%

1 CCT= Creative and Critical Thinking, CK=Civic Knowledge, ER=Ethical Reasoning, SL=Scientific Literacy

Logging on to POL201’s Website: Read instructions on screens as you follow the steps below:

Logging on to Website: For Blackboard Learning Management System, you will log into http://blackboard.ric.edu.

Type in your Global Id and Password Click: Development of American Democracy (1056-RICOL-POL-201-SEC0x-xxxxx)

Always log out by clicking the link in the upper part of the window or just close your brows-er by clicking the X in the right-hand side of the title bar in the upper right hand corner. Failure to close out of Blackboard can leave your account open to intruders.

POL 201 ADDENDUM TO GENERAL EDUCATION DISTRIBUTION COURSE REQUEST POL 201 is a hybrid course that combines the study of American national government and American history. Instructors are drawn from faculty of both the History and Political Science departments. Some instructors use a history text, supplemented with political science readings, as their main source of readings, while others use a standard American Government text supplemented with historical documents and analyses. Some instructors favor behaviorial approaches to understanding social phenomena, while other favor an interpretive approach. Thus, there is a significant amount of diversity with regard to both the materials and approaches used in the course. The course as a whole necessarily involves an attempt to understand and explain human behavior. All involved faculty are committed to the goals of the course as described in the catalog, and to meeting the standards of the General Education program. In order to ensure that the course exposes students to the methods of empirical social science, each instructor will include, as part of the syllabus, at least one assignment that requires students to engage in the following:

1. The formulation of testable hypotheses regarding the behavior individuals, groups or institutions.

2. A discussion of the issues related to the operalization and/or measurement of concepts and proper controls for confounding effects.

3. Examination of empirical evidence, either quantitative or qualitative to determine whether or not it supports the hypothesis.

4. A discussion of the proper interpretation of the results, including the possibility of intervening or confounding variables and formulating alternative interpretations of the findings.

Each instructor will be responsible for the creation of such an assignment for his or her own section of the course. The following are illustrative examples only. Economic Interests and the Constitution

Students are asked to evaluate the Beard thesis, which states that the content of the Constitution reflects the interests of wealthy merchants, lawyers, bankers and slave owners who dominated the constitutional convention. They examine the evidence that Beard collected on the holdings of the framers in support of his thesis. They then examine evidence collected by Robert Brown and others that calls Beard’s evidence into question. Students are then asked to reconsider Beard’s explanation of the Constitution’s content. A discussion of the problem and approaches to it can be found at http://eh.net/encyclopedia/article/mcguire.constitution.us.economic.interests

Federalism and the Influence of political culture

A distinguishing feature of the American political system is the division of political authority that allows individual states to establish different policies and issues

where national authority is silent. Same-sex marriage is just one example. To what extent do differences in state policies reflect differences in state culture (as measured, for instance, by public opinon polls)? Students are introduced to the concepts and strategies of “Most Similar Systems Design” and “Most Different Systems Design” to determine the best way to answer this question. Comparative state data can be found at http://www.statemaster.com/index.php

The Impact of a Supreme Court Decision Students are asked to evaluate the hypothesis that the Supreme Court decision in Brown v. Board of Education (1954) ended racial segregation in education. They begin with the fact that desegregation in the south did not occur to any significant extent until after 1965. They are asked to consider whether and what social processes of change would explain this 10 year gap. They should reflect on the capacity of the Court as an institution to produce social change, and to consider several intervening factors (the rise of the civil rights movement and the Civil Rights Act of 1964) as alternative explanations for the change. See Rosenberg, Gerald The Hollow Hope. Chicago: University of Chicago Press. 2nd Ed. (2008)

Voter Turnout

The right to vote does not always translate into actual voting. Students examine differential voter turnout rates for various groups (age, wealth, race, etc.) and the empirical evidence for competing explanations of these varying rates.

The Impact of Voter ID laws

Students are asked to determine whether Voter ID laws make a difference to voter turnout. “Impact of States' Voter Laws Can Be Difficult to Identify” http://online.wsj.com/article/SB10000872396390444868204578064890976575334.html

Public Opinion Polls

Students examine public opinion polls with the goal of determining the relation of public opinion to policy outputs of government institutions. Students are asked to understand the following: The importance of random selection of samples, the impact of question wording, the meaning of a poll’s margin of error, and the level of confidence associated with a poll’s results. Examples include presidential election polls or public opinion on segregation, abortion or same-sex marriage.

Bumpass, Larry, “The Measurement of Public Opinion on Abortion: The Effects of Survey Design”. http://www.guttmacher.org/pubs/journals/2917797.pdf

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012 Rhode Island College Undergraduate Curriculum Committee (UCC) Proposal Form

• Proposals are due 21 days before each meeting of the Curriculum Committee, which is usually the third Friday of the month. Meeting dates and deadlines for proposals are on the UCC website, with reminders of the UCC meetings in College Briefs. For general information about completing the form, read section 4.2 in the UCC Manual, also available on the UCC website

• Use this form for all proposals. o Use a separate form for each course or program that you are proposing or revising, unless you are

revising several courses in the exact same way; then you may list them all on the one form. o If you are changing the title, number and description of a course, you should treat this as a new

course. o If you intend a proposed course/program to replace another, include which course/program needs

to be deleted, which can be done using the same form. o A program change caused by a single course proposal can be included on the same form (the only

case you will need to include parts B and C), but more complex changes need separate forms. o If creating or revising a series of courses for a new or existing program, use separate forms for

each; do not combine on the same form as the program proposal. • Gray areas are simple text boxes which will allow you to enter as much information as necessary; click on

the box to type. If you need to return to add more text, use arrow keys to place your cursor in the box to allow you to type without erasing the previous content.

• Paste into this form all requested tables or syllabi. Do not send as separate documents. The only additional file you should send is the corrected or original catalog copy that comes with every proposal (and only include relevant pages). Name files according to the name of course or program being revised or requested.

• If you have questions about completing this form, please email the Chair of the Curriculum Committee at [email protected].

• Email the completed proposal form (typing in names with their affiliations on the signature page), as well as catalog copy in a separate file, to the Chair of the Curriculum Committee: [email protected]. A printed paper copy with all the signatures should be delivered to the Chair of the Curriculum Committee in time for the Executive Curriculum Committee Meeting (which are also on the website).

Part A: Cover page A.1. Name and affiliation of the originator: Nancy Oppenlander, Department of Political Science A.2. Date: 10/9/2012 A.3. Date of implementation: Fall, 2013 (Except in extenuating circumstances, all proposals should ask for an implementation the following Fall to try and maintain pace with annual catalog updates): If you want to: Please complete parts Course creation, revision, or deletion A, B, D, and E Program creation, revision, or deletion A, C, D, and E

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012 Only include in your submission the parts that are relevant to your proposal. PART B: Course Proposals

For new or revised courses

X__ Revise an existing course (fill out “old” and “new” information)

___ Propose a new course (fill out “new” information only)

Old New Course number a 201 201 Any cross listing number

Course title (limit 6 words) Development of American Democracy

Development of American Democracy

Course description (limit 30 words) b

The struggle for democratic values and political institutions from the Revolution to the present are considered. Documents in America’s political history are analyzed for their impact on institutions and culture.

The struggle for democratic values, political institutions and social freedoms from the Revolution to the present are considered. Landmark documents and themes in America’s political history are analyzed.

Number of contact hours per week c 3 4 Number of credit hours per sem. 3 4 Prerequisite(s)d None None Grading system A. B, C, D, F (with + or -)

S, U

CR, NCR

X A. B, C, D, F (with + or -)

S, U

CR, NCR

Is this an Honors course? No Yes No Yes

Make another change. (Describe) a If creating a new abbreviation, keep to either three or four characters. Ensure the number you select is not already in use, has not been used for another course that has been deleted in the past five years, and conforms to the college’s course numbering guidelines. If this course is replacing an existing course, fill in the course deletion section as well.

b Course description as it will appear in the catalog. 30 word limit does not include statements about credit hours, prerequisites, satisfying general education, semester hours, when the course is offered, exclusions, former course numbers and titles, or course repetition. Use complete sentences to state the content and goals of the course, and include information about labs, studio work, or off-campus experiences. If cross-listed, add this sentence in italics after the course description: “Students may not receive credit for both XXX and YYY.”

c The number of hours required each week in class, studio, internships, practica, and/or labs.

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012

Additional Information for New or Revised Courses B.1. Explain any discrepancy between contact and credit hours:

B.2. Will this course satisfy a General Education requirement? If so, please check the appropriate category. [To check any box, double-click on the box and indicate that the box should be checked.] Proposals affecting General Education courses/program need to be signed by ALL the Deans or their representatives, and have to go before COGE before they come to UCC.

FYS FYW C H L

SB A NS M AQSR

B.3. What category will this course satisfy? (Check all that apply.)

Required for major/minor Restricted elective for major/minor

Free elective Required for certification

For professional development Other (please explain):

B.4. Instructional methods (Check all that apply.)

Fieldwork Individualized instruction Internship Laboratory

Lecture Practicum Seminar Small group

Other (describe):

B.5. How will student performance be evaluated?

Anecdotal records Attendance Behavioral observations

Class work Examinations Interviews

Oral Presentations Papers Performance Protocols

Projects Quizzes Reports of outside supervisor

Other (describe):

B.6. Frequency offered (Check all that apply.) It is preferable that you only use “As needed” in extreme circumstances. Otherwise, try and find a schedule on which you feel your department or program, realistically, should be able to offer this course.

Fall Spring Summer As Needed

Annually (semester varies) Alternate years Even years

Odd years Other (describe):

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012 B.7. Is this course similar to courses in any other departments, or will it affect programs in any other departments? If yes, identify all affected departments and explain the effect. (An acknowledgment signature will be required from other affected departments/programs): The course is a cognate for the B.A. and B.S. in Elementary Education. Students electing a content major in social studies are required to take this course. The proposed change will increase the course credit from 3 to 4 credits.

B.8. Paste in here, a two-level topical outline or syllabus to your proposal.

Sample Syllabus: POL 201 Development of American Democracy

Purpose of course. For a future elementary education teacher, it is important to understand how American democracy developed in spurts and starts and suffered setbacks along the way. Iconic figures in history were products of their time and do not necessarily meet our standards of equality of rights, justice and opportunity that we embrace today. How much do you know about American historic figures? In this course you will learn more about them, good, and bad and somewhere in between. With reasoned judgment, though, you may take pride in the development of American democracy over time. And you might be able to instill it in your future students.

Disability Statement: If you have any special needs or problems such as learning disabilities or physical impairments that may interfere with your ability to learn and to succeed in this course, please talk to me and we can arrange reasonable accommodations.

Formal paper. You are required to write a formal paper on a historic figure using the MLA Style. You must explain how this person contributed to democracy using the terms from the handout, ‘’Democracy’’ You are expected to use the terms and necessary conditions in describing your historic figure. The paper counts 25% of the final grade. The paper instructions can be found under the Look Here First icon under the links, Paper Assignment and MLA Style Sheet. To get a good grade on this paper, you must explain how the historic figure took actions to support the basic concepts of democracy introduced in the handouts during the first 4 class meetings. That means concepts stated in the paper such as direct democracy, required conditions of equality in modern democracy such as suffrage, education, rights, justice, participation. You may find that the individual only seemed to show in his life a few of the above conditions or even that she/he worked against certain conditions. Paper must be written in complete sentences in a literate manner. Do not cite Wikipedia as a source but you may read material from references (links) listed at end of an article in Wikipedia and use them as sources.

Required textbook: Mary Norton, et. al., A People and a Nation, Brief Sixth Edition, Houghton Mifflin, New York, ISBN 0-618-21468-2, 2003. Seventh Edition or later is fine too.

Policy: There are no make-ups for the paper, assignments or exams in this class. There is no work for extra credit given.

WEEK/TOPICS 1. The foundations for American government and economy

“The most exquisite folly is of wisdom spun too fine.” (Franklin)

Reading Assignments: ‘’Look Here First’’ icon and the handouts:‘’Democray’’, " Capitalism,” and “Capitalism and Freedom.” I will be discussing what democracy meant in early American history and what it means today. By today’s standards, what are the necessary if not sufficient conditions for democracy? Why did Americans choose it as their form of government in the first place? Read “About the Icons” and the homilies taken from “Poor Richard’s Almanac.” Please

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012

check out the icon of Norman Rockwell’s illustration of New England Town Meeting. What form of democracy does it represent? Read the materials from the website, “The Sentencing Project.” Complete a short assignment describing criminals’ voting rights across states. Post to the discussion board your view of what voting rights criminal should have and why. Comment on another students point of view in a reply on the discussion board..

2. Free Enterprise and Freedom. “Having been poor is no shame, but being ashamed of it is.” (Franklin) I will be discussing “Capitalism” and Milton Friedman’s “Capitalism and Freedom” (handouts). What role did the prospect for material gain influence people to migrate to this county in colonial times to the present? The hypothesis of this course which we will consider is the following: In the North American English colonies, free enterprise was a necessary, but not sufficient condition for the development of democracy. Answer questions and turn in assignment on economic freedom.

3. Columbus: HANDOUT: “The Enterprise of the Indies” from Daniel Boorstin’s The Discoverers; and material under icon. It includes an important reading, “Caribbean Dish on the Post-Colonial Supper Table.” As you read these assignments, consider what traits Christopher Columbus and his men possessed. What given necessary conditions did they display that are required for the development of free markets and democracy? Or did they work against the development of any specific condition(s)? Post your answer to the discussion board.

4. Colonization and first signs democratic values and institutions v. enslavement in North America, Chapters 2 & 3: Mayflower Compact, House of Burgesses, Roger Williams’ founding of Rhode Island colony and religious freedom. Economics trumps democratic rights, Southern slave plantations and New England’s economic role in slave trade and slave products. What were the first signs of burgeoning democracy? Post your answer to the discussion board.

5. Unrest and Revolution in the colonies, Chapters 5 & 6: Protesting English taxes and political control, Patrick Henry’s Stamp Act Resolves, Loyal Nine, Sons of Liberty, Daughters of Liberty, Boston Massacre, Boston Tea Party. The American Revolution, : Why did they do it? How did they do it and what did they want? First Continental Congress, Battles of Lexington and Concord, Siege of Boston, Declaration of Independence, Rhode Island’s Nathaniel Green as military leader. Patriots’ belief in a republic

6. Declaration of Independence. Read A-45 to A-46. Read.Alexis de Tocqueville’s commentary in ‘Democracy in America,” excerpts on web site. What democratic ideals did it present? When were they realized? Post your answer to the discussion board.

7. Forging a republic : Is it easier to fight a war than it is to forge a republic? Chapter 7: Articles of Confederation, the Federalist Papers, Constitutional Convention and adoption of Bill of Rights.

8. Continuation of Chapter 7-Read.Constitution and amendments, pp. A46-A-55 Paper on primary source analysis due.

9. Expansion of the economy Read Chapter 9 & 10. Precedents established in Marbury v. Madison, Louisiana Purchase, westward expansion, industrialization and immigrant lives. Midterm examination.

10. Civil War and Reconstruction, Chapters 15 & 16: Battles over 13th, 14th and 15th amendments. Post to the discussion board what important changes to American

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012

democracy these amendments sought to achieve. 11. Urban life and Turmoil, Chapter 19. Migrations and living conditions in urban

neighborhoods. 12. The Great Depression, the New Deal US Entry into World War II Chapters 25 & 26 13. Civil Rights, protest, feminism and counterculture. Chapter 30. Letter Writing

assignment due. 14. Review of later suffrage amendments and Voting Rights Act of 1965, A53-A55: 19th,

24th and 26th amendments. How has voter participation changed over time? Paper on voter participation due.

15. Review of development of democracy over time periods covered. To what extent are conditions for modern democracy met in American history? Formal paper due.

Comprehensive final examination given during final examination week.

GRADING:

Work in Course % Final Grade Learning outcomes1

Assignments, letter writing 05% CK, ER

Discussion Board commentary 10% CCT, CK, ER

Paper on voter participation 10% CCT, SL, ER

Exams 30% CCT, CK

Participation, attendance 20% CCT

Paper on primary source analysis 10% SL

Formal paper 15% CCT, CK, ER

TOTAL 100%

Logging on to POL201’s Website: Read instructions on screens as you follow the steps below:

Logging on to Website:

For Blackboard Learning Management System, you will log into http://blackboard.ric.edu.

Type in your Global Id and Password Click: Development of American Democracy (1056-RICOL-POL-201-SEC0x-xxxxx)

Always log out by clicking the link in the upper part of the window or just close your browser by clicking the X in the right-hand side of the title bar in the upper right hand corner. Failure to close out of Blackboard can leave your account open to intruders. 1 CCT= Creative and Critical Thinking, CK=Civic Knowledge, ER=Ethical Reasoning, SL=Scientific Literacy

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012

D. For All Proposals D.1. Give curricular rationales for the proposal. If this is a revision, you need to include explanations for every aspect you would like to change.

The course is being increased from 3 to 4 credits. The course content is being expanded to more greatly emphasize important themes or developments in American democracy; these include changes over time in suffrage, rights, justice, civic participation, migrations and economic opportunity. This course draws on material from POL 202 “American Government,” HIST 201 “U.S. History to 1877” and HIST 202 “U.S. History from 1877 to the Present.” In fact, originally faculty had advocated those three courses be required for majors in elementary education. Instead POL 201 was created and adopted in 2001. Given the broad scope of subject matter that must be covered in POL 201, it is beneficial to have the extra credit hour to be able to more fully address the subject matter.

D.2. If you are requesting an implementation date other than next Fall, identify the proposed implementation date and explain why this should be sooner or later.

D.3. Describe the impact of the proposal on students and faculty [For example, how might the departmental workload need to be shifted to accommodate this proposal? Will certain courses be offered less often or taught by adjuncts? Will new faculty lines be necessary? Has the administration been consulted?]

D.3.a. Students: Students electing a content major in social studies are required to take this course. The proposed change will increase the course credit from 3 to 4 credits.

D.3.b. Faculty: No courses will be taught less often due to this change. No new faculty lines are necessary. Three full time faculty in the political science and history departments regularly teach this course and will continue to do so. Approximately four adjuncts also teach this course and will continue do so as needed The chairperson of Political Science has consulted COGE regarding the proposed revision. During the fall semester, members of three departments collaborated on this proposal to revise POL 201. Those who participated include Bob Cvornyek, Ron Dufour and Michaela Keegan (History), Tom Schmeling, Fran Leazes and Nancy Oppenlander (Political Science) and Pat Cordeiro (Elementary Education).

D.4. Describe the impact of the proposal on college resources [Check ahead with those responsible that any necessary resources will be available should the proposal be approved, and list those requirements here. It is assumed that the appropriate people have been contacted, in advance of the proposal being sent to the UCC, and this should be reflected on your signature page in the approvals section.]

D.4.a. Departmental resources, including any need for new faculty lines: nonenone

D.4.b. Library resources: nonenone

D.4.c. Technical/Computing resources: nonenone

For UCC use only Document ID #: 12-13-055 Date Received: 12/04/2012

PART E: SIGNATURES Acquire all relevant signatures. After sending an electronic copy, you must also send one printed copy of this form with all of the relevant signatures in place, to the Chair of the Curriculum Committee. Because we work primarily with electronic forms, you do not need to send paper copies of the catalog revisions.

On the electronic copy of the proposal, you must type in all the names and affiliations of the signatures you will be including, and leave these on the paper copy you will be getting signed to ensure we can decipher every signature.

APPROVALS (without these no proposal can be accepted for consideration)

Courses or programs that involve more than one department or division within the college for implementation, MUST have the signatures of all relevant department chairs, program directors, dean and/or directors. Add as many lines as needed, using copy and paste.

Name (Affiliation) Signature Date

1. Tom Schmeling, chairperson,Political Science____________________________________________ 2. Robert Cvornyek, chairperson, History__________________________________________________ 3. Patricia Cordeiro, chairperson, ElementaryEducation_______________________________________ 4. Earl Simson, Dean, Arts and Sciences___________________________________________________ 5. Alexander Sidorkin, Dean, FSHED ____________________________________________________ 6. Jane Williams, Dean Nursing 7. David Blanchetter, Dean SOM 8. Sue Pearlmutter, Dean SWRK

Changes that affect General Education MUST be signed by ALL the Deans.

Changes that affect General Education MUST also be signed by the Chair of the Committee on General Education

____Jim Magyar, Chair COGE_______________________________Date_______