The United States is the most powerful country in the world. This means that how the United States behaves in the world is hugely important. As a result, we should all try to better understand U.S. foreign policy: why the U.S. behaves in the way it does, how the U.S. should behave, and how it has behaved in the past. These are the questions that this class tackles. For example, we'll ask: why does the United States play such an active role in world politics? Might this change in the future and has the United States always behaved in this way? Why is the United States so often at war despite being so militarily powerful and secure? What role has race and racism played in key episodes of U.S. foreign policy? Does the rise of China pose a threat to the United States and if so, what should the United States do about it? Why does the United States care so much about stopping other countries from acquiring nuclear weapons? Should addressing climate change be a key priority of U.S. foreign policy and how should it be addressed?

This course serves as an introduction to the study of political theory. Political theory analyzes the meaning and significance of fundamental concepts in politics. Starting from such basic concerns as the nature of politics, humans, power and justice, political theorists explore how these basic starting assumptions organize the norms, practices, and institutions of political and social order. To explore these topics, the field turns to key texts, as well as to political and social events and other media (film, historical documents, etc.). In this introductory course, students will investigate some of the basic texts in political theory, with the goal of learning how to read texts more analytically and to address fundamental questions in political theory. Among the topics that might be the nature of justice and injustice, political obligation and civil disobedience, democracy and other forms of governance. Students who complete this course will understand the deep issues about the nature of politics, will have learned to read and to analyze complex texts. They will also have had the opportunity to reflect upon their own ethical engagement in political life and upon the ways in which historically, political ideas change.

This course is intended to introduce students to the expressed hopes of the American people for their government and to the institutions and processes that have been created and recreated to achieve these hopes. The course is designed to help students understand what liberal education is by engaging in the study of American politics as a fundamentally critical and creative enterprise, and by grappling with the most complex and challenging problems of political life, such as the sources of political equality and inequality, and the tension between individual aspirations and political control. Questions of power and choice, opportunity and discrimination, freedom and restrictions on freedom are fundamental to the historical development of and current controversies within the American political system, and we will attend to all of these. We will explore topics including the ideas underlying the nation?s founding and its constitutional foundations; civil rights and civil liberties; the role of the United States in an increasingly globalized world; the structure and function of American political institutions; and the behavior of American citizens in the political process. In addition, we will learn to think and communicate like political scientists. We will read primary documents, such as the Federalist papers, engage with scholarly arguments about the way the American political system works, and critically evaluate critiques of the American political system that have been offered from a variety of perspectives. By the end of the semester students should have a basic understanding of the structure and function of American government as well as an increased ability to critically reflect on the degree to which our institutions, processes, and citizens live up to the expectations placed on them. Students will be able to identify, define, and solve problems and to locate and critically evaluate information. Students will have mastered a body of knowledge and a mode of inquiry. This course fulfills the liberal education requirements for the Social Sciences Core.

Colonial experiences of selected indigenous peoples in Americas, Euroasia, Pacific Rim.

Colonial experiences of selected indigenous peoples in Americas, Euroasia, Pacific Rim.

Global politics is complex, fast-paced, and often confusing. This introductory course explores both the enduring challenges of international politics as well as more recent transformative trends. The course introduces theoretical traditions, but its focus is on making sense of real-world problems, both today and in the past. Why is the world organized into states, and what implications does the states system have for indigenous populations globally? Why and when do states go to war and use military force? Why do they sign international agreements and treaties, on matters from arms control to investment? In what ways do existing systems of international law and trade exacerbate or mitigate global inequities? Why has human rights emerged as a central problem in world politics? What are the prospects for international cooperation to address climate change? How have inequities and prejudices, along the lines of race and other categorical identities, shaped our world - from the practice of global security to the structures of the international political economy? These are among the pressing real-world questions that this course in Global Politics will address and that it will give you the tools to answer - though particular instructors will naturally emphasize different topics and questions. But the course will also highlight how our answers to these questions are changing along with the deep power structures of global politics - as US dominance wanes and others, most notably China, rise; as core ideas and discourses underpinning the international system, such as sovereignty, come under assault; as institutions, such as those governing international law, thicken; and as attention grows to the structuring effects of race and other ascriptive categories. Global Politics is an essential guide to our increasingly globalized world.

This course is an introduction to the study of politics in different countries around the world. It focuses on domestic politics within countries, as opposed to a course in international relations, which focuses on relations between countries. Some of the questions we tackle include: Why are some countries prone to violent conflict while others remain peaceful? Why do some countries grow rich while others remain poor? Why does democracy emerge in some countries, while dictators hold onto power elsewhere? How do attitudes about gender and sexuality influence politics? Do particular religions, or the strength of religious faith, strengthen or weaken democracy? The readings and assignments help you make sense of the complexity of world politics - to sift through and distill the avalanche of information available and learn how to develop your own arguments about pertinent global issues. Upon completion of this course you will be able to understand and provide examples of 1) the difference between strong and weak states; 2) the distinctions between democratic and non-democratic forms of government; 3) the various ways democracies are governed; 4) arguments explaining the origin of democracy and the persistence of non-democracy; 5) the significance of different forms of political identity such as ethnicity, religion, and gender; 6) why some countries are rich while others remain poor; and 7) why some countries tax and spend more than others. Assignments seek to develop your skills at developing arguments through logic and evidence and to give you the ability to distinguish between a persuasive argument about politics and simply stating an opinion.

Topics courses provide students with the opportunity to study key concepts, thinkers, and themes in Political Theory not normally covered in the standard slate of course offerings. The specific content of these courses varies considerably from year to year. See the current class schedule for details.

This course provides an introduction to several key periods and some of the leading concepts and debates in American political thought. It might also focus on a broader theme such as: conceptions of destiny, mission, and exceptionalism; arguments over economic development and inequality; or debates over government and corporate power. The course will begin with Puritan religious and political thought, tracing its secularization over time. Considerable attention will be paid to the ideas behind the Declaration of Independence and the Constitution, such as the social contract and the right of resistance to civil authority, civic republicanism, and the founders? new science of politics and government. The course will consider some if not all of the following: debates over slavery and emancipation, women?s rights, the rise of imperialism and nationalism, race and racism, and the rise of rule by public and private bureaucratic organizations, and the consequences of these developments for the possibility of continued individual liberty, equality, and justice. This course requires considerable reading of difficult texts. The ultimate goal of this course is for students to gain a deeper understanding of American political thought as a product of the country?s ever-evolving political discourse. prereq: Suggested prerequisite POL 1201

This course considers the nature of contemporary democracy and the role that members of the political community do, can, and should play. While approaches in teaching the class vary, students can expect to read historical and contemporary texts, see films and videos, to approach questions about the nature of democracy, justifications for democracy, and challenges faced by contemporary democracy as it relates to racial inequality, immigration, gender inequality, and ecological crises. Topics will include: the centrality of social movements for democracies; deliberative and participatory democracy; as well as questions about how members of political communities can best participate in democratic life to address structural inequalities. Students will write a longer essay that allows them to demonstrate their capacities to understand and explain complex ideas and to make a theoretically compelling argument, using appropriate supporting evidence. Suggested prerequisite 1201

Key concepts of contemporary political life such as ‘democracy’, ‘tyranny’, ‘authority’— and indeed ‘politics’ itself— derive from ancient sources. This course offers students an opportunity to return to the foundations of this vocabulary by delving into work by such major thinkers as Plato, Aristotle, Augustine, Aquinas, and Machiavelli. Lectures and discussion shall consider the endurance of certain basic questions of political life, such as: What is justice? What is the best regime? What is the relationship between human nature and political order? Can politics be virtuous and, if so, in what way? The course will also consider the radically diverse responses to these essential questions through examination of a wide range of historical periods and the unique terms of political order each offered. Previous iterations of the course have included examination of the Classical Greek city-state system and its fragile experiments with democracy; the rise and fall of the Roman empire; the establishment of Western Christendom; the Renaissance, so-called ‘discovery’ of the New World, and dawn of the modern era. Students will gain a glimpse into worlds preoccupied by matters of truth, virtue and nobility, but also widely populated by slavery, imperialism, violence, and religious strife. In this way, the study of ancient theory is intended to serve as both supplement and challenge to the terms of contemporary political life.

From the seventeenth through the nineteenth centuries, Europe and its colonies were wracked by large scale, sweeping changes: from the violent emergence of the sovereign state, to intense religious conflict, to geographic expansions at once transformative and brutal in search of new economic markets. These changes posed extraordinary challenges to usual ways of conceiving of political order and governance. Our course this semester will read these changes through three key concepts – revolution, democracy, and empire. Class discussion will seek to understand different meanings of these concepts, their political stakes, and ways of knowing how to move between political ideals and historical examples. Students will read a range of materials – from primary historical sources, to philosophic texts, political pamphlets and treatises, and travel journals – so as to study the effects on both the European context and beyond. prereq: Suggested prerequisite 1201

France witnessed a number of extraordinary events in the 20th century: the carnage and trauma of World Wars I and II; the Vichy regime’s collaboration with German Nazis; the general strike and student protests of the 1960s; the tensions prompted by anti-colonialism and later decolonization in North Africa; and the challenges of post-colonialism and racial politics. This course will examine these events, the political and ethical challenges they raised, and the intellectuals who shaped the ensuing public debates. It will draw on historical documents, cultural media (e.g. posters, art, film), and philosophical texts to explore contemporary France in its century of politics and protest. Thinkers range from film-maker Gillo Pontecorvo, to philosopher-playwright Jean-Paul Sartre, to philosopher Michel Foucault.

Contemporary Political Theory systematically analyzes the meaning and significance of concepts central to current politics: domination, exclusion, and justice. Starting from basic concerns about the nature of politics, humans, power and justice, this course will explore how these basic starting assumptions organize the norms, practices, and institutions of political and social order. To explore these topics, the field turns to key texts, as well as to political and social events and other media (film, historical documents, etc.). Through this course, students will also be introduced to different interpretive approaches, ranging from democratic theory, feminist, queer and critical race theories, as well as ethics and moral philosophy. Organized around the politics of the twentieth and twenty-first centuries, the course will pursue a range of questions about democratic legitimation, the exclusion of historically marginalized communities, systematic inequalities of different kinds, as well as ideals of democracy and justice. It will range from theoretical inquiry to practical questions of implementing different political projects. Through this course, students will develop skills in critical thinking, careful reading and clear writing, as well as recognizing and constructing arguments. These skills are basic for the critical, lifelong role that all of us play as members of political community. prereq: 1201 recommended

The devastation of Europe through two World Wars put the deadly results of ultra-nationalism on full display. To avoid such destruction again, a group of European technocrats and leaders embarked on a mission of incrementally deepening economic and later, social partnerships between an ever-expanding number of European countries. These efforts culminated in the birth of the European Union in the late 20th Century. From its inception, the Union has found obstacles in the forms of a weak institutional structure and authority, deep skepticism of a central European authority, financial crisis, ethnic anxiety, and resurgent nationalism. Yet, the continuation and strengthening of the Union is seen as the antidote to the rise of anti-democratic and authoritarian tendencies on the continent. Some of the key questions that we will engage in are: What are the ideological and historical roots of the European Union? What are the structural flaws of the Union? What are the obstacles to a stronger Union? Is the Union still or even more essential than ever? What are the ways the Union could collapse from within and from the intervention of outside forces?

Distributional issues are at the core of the study of politics. This is because while democracy is premised on formal political equality, if wealth and property can shape political power then equal rights do not mean equal influence. This class meets the UMN "Race, Power, and Justice in the US" Liberal Education theme by engaging the question of the tension between democracy and economic inequality. What policies increase or decrease inequality? What are the political consequences of rising inequality - in general and particularly for ethnic and racial minorities? The course focuses on the USA but puts American politics in global perspective. To do so, the course explores how dominant socio-economic groups in the US have historically shaped political institutions and attitudes to generate, perpetuate, and defend inequality. We will also explore the extent to which and why white and non-white citizens have bought into the concept of the "American Dream," undermining efforts to redress social injustice.

Twenty five years ago, Russia appeared to be democratizing and was even on friendly relations with the US and NATO. Now Vladimir Putin runs the state with the FSB (KGB), and US-Russian relations are at their worst point since the 1970s. This course examines major themes and periods in Soviet and Post-Soviet Russian politics. It begins with the Russian Revolution of 1917, and continues with a study of the creation of the USSR and Soviet rule under Lenin, Stalin, and later decades. We look in depth at the economic and political system set up by the Communist Party, and at the causes of its collapse in 1991, which has had profound legacies for the post-Soviet development of Russia. Then in the second half of the course we turn to themes of political, economic, social and civic development under Yeltsin and Putin. We will pose the following questions: Why does democratization begin and why does it fail? How is economic reform undermined? What type of state and regime is Russia now? What caused the Chechen wars and the massive bloodshed in the Caucasus during this period? Is Putin trying to recreate the Soviet Union and retake control of its neighbors? Are US-Russian relations improving as a result of Obama's "Reset," or are we now in an era of a new Cold War? What is Russia's goal in Syria, Iran, or Central Asia? Is Putin rebuilding Russia, or driving it to disaster, and how will this impact the West?

The relationship between Islam and politics-both in the Muslim world and in the West-is one of the most important political issues of our day. This class will address these issues by taking a historical and political look at the development of Islam (the religion) and Islamism (Islamic political movements) in many areas of the Muslim world. We will begin by discussing the Islamic faith and historical debates about its relationship to politics. Then we will turn to the twentieth century, and examine the rise of Islamist politics in the Middle East and North Africa (e.g. Saudi Arabia, Egypt, Iran, Sudan) and south central Asia (e.g. Pakistan, Afghanistan). We will study the successes and failures of Islamist revolutions. Then we will focus on the evolution of the "Arab Spring" and its implications for both Islamism and democracy. In doing so, we will discuss debates about the compatibility of Islam and democracy, and examine attempts at democracy in the Muslim World (e.g. Tunisia). We will examine the revival of Islam and rise of post-Soviet Islamism in Eurasia (Central Asia, Russia, and the Caucasus) during the last two to three decades. We will examine the effects of state repression of Islam and religious freedom in those countries. We will also discuss varying ideas about jihad, and the rise of global jihadists and terrorist groups, such as Al Qaeda and ISIS. We will study the jihads waged by Al Qaeda, the Taliban, and ISIS, and the implications of militancy and terrorism for establishing stability and democracy in the Muslim world. We will read both Muslim and non-Muslim, American and non-American perspectives on these problems. Understanding these issues is critical to gaining perspective on the troubling state of today's complex global politics, and US foreign policy in Afghanistan, Iraq, Syria, and elsewhere.

How can the vast disparities of wealth between countries be explained? Why have some countries in the post-colonial world, in particular, those of East Asia, experienced stunning economic growth, while those in other parts have not? We will explore inequality among nations through an engagement with competing explanations from multiple disciplines. Do free markets, the legacies of colonialism, state power, culture, or geography offer the most persuasive account of current patterns of global inequality? The course also examines what we mean by "development" and exposes students to cutting-edge debates in contemporary development studies. By the end of the course, students will have a better understanding of the causes of and possible solutions to global inequality.

This course offers an introduction to the political history and contemporary politics of Latin America, along with some of the main concepts and theories used by social scientists to explain the region?s political dynamics. Through a comparative, historical approach, the course aims to help students understand the continued challenges faced by countries in the region-- to the establishment of security, the rule of law and rights protection, to the stability and quality of democracy, and to sustainable and equitable economic growth?and how these interact. The objective of the course is not only to help students understand the similarities and differences in outcomes in Latin America over time, but also to reflect on what the region?s experiences can teach us about the requirements of and barriers to meaningful democracy and sustainable and equitable development around the world, including ?north of the border.? In other words, the course seeks not just to provide students? knowledge about Latin America, but to help them learn from Latin America.

This course analyzes the compatibility of democracy and markets-whether democratic institutions undermine (enhance) the workings of market institutions and vice versa. Competing theoretical perspectives in political economy are critically evaluated. And the experiences of countries with different forms of democratic market systems are studied. Among the topics singled out for in-depth investigation are the economics of voting, producer group politics, the politics of monetary and fiscal policy, political business cycles, and trade politics.

Corporations are the most powerful actors in the global political economy. They employ millions of people, produce a wide variety of goods, and have massive effects on the communities where they do business. Although considered to be "legal persons," corporations are not living beings with a conscience. Milton Friedman famously proclaimed that the only moral obligation of corporations is the maximize shareholder returns. Yet maximizing financial returns may negatively affect humans, other living beings, and the planet. This potential conflict between profit and ethics is at the heart of this course, which focuses on how people have mobilized as citizens and consumers to demand ethical behavior from corporations. We will explore these different modes of action through an examination of corporate social responsibility for sweatshops, the industrial food system in the United States, and the privatization of life, water, and war. The course also considers how corporations exploit racial hierarchies and immigration status in their pursuit of profit.

Around the world, fundamental political questions are often debated and decided in constitutional terms, and in the United States, the constitution is invoked at almost every turn to endorse or condemn different policies. Is adhering to constitutional terms the best way to safeguard rights and to achieve a successful democracy? When and how do constitutions matter to political outcomes? This course centers on these questions as it moves from debates over how constitutional drafting processes should be structured and how detailed constitutions should be, to the risks and benefits of different institutional structures (federal v. unitary, and the distribution of powers between the executive, legislature, and judiciary), to which rights (if any) should be constitutionalized and when and why different rights are protected, closing with a discussion of what rules should guide constitutional amendment and rewrite. For each topic, we compare how these issues have been resolved in the U.S. with alternative approaches in a wide variety of other countries around the globe. The goal is not only to expose students to the variety of ways, successful or unsuccessful, that other political communities have addressed these issues, but also to gain a more contextualized and clearer understanding of the pros and cons of the U.S. model, its relevance for other democratic or democratizing countries, whether and how it might be reformed, and, generally speaking, when/how constitutions matter for democratic quality and stability.

This course will introduce you to three major topics that shape European social and political life today: 1) the struggle over what makes for a national/European identity: how contested national identities matter to European democratic politics and to the new populist movements, and the historical role of Islam in shaping European identities 2) the role of institutions in shaping popular representation and citizen agency; 3) European Union policies: dealing with immigration, the single currency and foreign and security policy especially in regard to Eastern/Central Europe and Russia. Each section will conclude with a comparative class debate, led by students, on the way contested historical interpretations and identities, institutions and policies matter also to US political and civic life. This is a writing intensive course and you will be asked to write a 12-15 page research essay on a European country of your choice. Several assignments, preceded by a writing workshop, will help you complete your final essay. The course will consist of lectures with PPTs, class discussions and group work, and at least one guest lecturer working in a local business connected with Europe. Indeed this course aims at preparing you to live and work in a deeply interconnected world, with special attention to the historical, social, political and economic ties between the US and Europe. Small changes will be made to the syllabus if current events or unexpected class needs require it, but the main themes, most readings and the assignments will remain as indicated in the syllabus. prereq: 1054 or 3051 or non-pol sci grad or instr consent

Why do policy makers in Washington, D.C. continue to rail against the Cuban Revolution? Despite their best efforts, both Republican and Democratic administrations, the Revolution is still in place after six decades. How to explain? This is the central research question of the course. A definitive answer would require a thorough examination of the revolution from its initiation until today?which is beyond what can be done in a semester. The focus, rather, is more limited. First, how was the revolution made and consolidated?from 1953 until about 1969?and, second, how has it been able to survive and advance since the collapse of the Soviet Union, that is, since 1991? The emphasis here is on the role of leadership and strategy, how the Cubans and their leaders saw and see what they are doing?in their own words. This is an attempt to get into their heads, their understandings, through documents, speeches and writings. In keeping with the goals of liberal education, this course helps students to think outside the box of conventional wisdom. Why, for example, an underdeveloped society lacking many of the characteristics of a liberal democracy can do a better job in meeting the basic needs of its citizens than its far richer neighbor to the north? What the Cubans seek to do is reorganize human relations on the basis of solidarity and not individual self-interest. How successful they have been in that pursuit is exactly one of the questions to which the course seeks to provide an answer. These questions are not simply of intellectual interest. Given the deepening crisis of world capitalism with the accompanying human misery, to know about Cuba's reality can have life and death consequences. Given, also, that the U.S. government doesn?t make it easy for most of its citizens to travel to the island to make up their own minds about its reality, this course is a unique educational opportunity.

A fundamental question of politics is why some regimes endure for many years while others do not. This course examines the "menu of manipulation" through which dictators and democrats claim and retain power, and the conditions under which average citizens mobilize to challenge their governments, despite the risks and in the face of what may seem to be insurmountable odds. We will explore these political dynamics in Southeast Asia, one of the most culturally and politically diverse regions of the globe. Composed of eleven countries, Southeast Asia covers a wide geographical region stretching from India to China. With a rich endowment of natural resources, a dynamic manufacturing base, and a strategic location on China's southern flank, the region has come to play an increasingly important role in the political and economic affairs of the globe. Culturally and ethnically diverse, hundreds of languages are spoken, and the religions practiced include Buddhism, Catholicism, Hinduism, and Islam. The region is similarly diverse in its political systems, which range from democratic to semi-democratic to fully authoritarian.

At the core, this class is about the interaction between the assertion of and challenge to political authority in Africa. Who should have the right to make decisions that structure people's lives? To what extent is "might" an important source of political authority? How, in turn, do people respond to these different means of establishing political authority? Using these questions as a springboard, this class will examine some broader themes relating to colonialism, state building, conflict, and development in Africa. Politics in Africa, just as in any other place in the world, is complex and for that reason, the objective of the class is not to give you answers, but to have you think critically about the issues we cover. Towards this end, this class will draw on different sources ranging from novels to manifestos so as to illustrate both the mundane and extraordinary events that have helped shape the political landscape of the continent.

This course analyzes the compatibility of democracy and markets - whether democratic institutions undermine (enhance) the workings of market institutions and vice versa. Competing theoretical perspectives in political economy are critically evaluated. And the experiences of countries with different forms of democratic market systems are studied. Among the topics singled out for in-depth investigation are the economics of voting, producer group politics, the politics of monetary and fiscal policy, political business cycles, and trade politics.

How best to advance democracy?through the ballot box or in the streets? This question more than any other is what informs the course. As well as the streets, the barricades and the battlefields, it argues, are decisive in the democratic quest. If democracy means the rule of the demos, the people, then who gets to be included in ?the people"? An underlying assumption of the course is that the inclusion of previously disenfranchised layers of society into the category of the people, the citizens, is due to social struggles or the threat of such?an assumption to be examined in the course. Struggles refer to any kinds of movement for social change, from protests and strikes to revolutions broadly defined. This course seeks to see if there are lessons of struggle. The course traces the history of the democratic movement from its earliest moments in human history and attempts to draw a balance sheet. In the process it seeks to answer a number of questions. Did social inequality always exist? How do property rights figure in the inclusion process? What is the relationship between the state, social inequality and democracy? Which social layers played a decisive role in the democratic breakthrough? What are the effective strategies and tactics in the democratic struggle? How crucial is leadership? And lastly, can the lessons of the past inform current practice? A particular feature of the course is to read about the thinking and actions of activists on both sides of the democratic struggle in, as much as possible, their own words.

This course examines, from various angles, how law and justice function in contemporary Latin America, highlighting similarities and differences within and between countries and issue areas. Students reflect on and debate the causes behind the varied outcomes, as well as the effectiveness, actual and potential, of the different institutional and social change efforts that have been underway in the region since the 1980s. Specific topics addressed include accountability for past and present mass violence; origins of and responses to crime, from "mano dura" policies to criminal justice reform and anti-corruption initiatives; and advances and limitations in equal rights protection. Special attention is paid across the course to issues of indigeneity, race, class, gender, and sexuality. Throughout, students compare situations within Latin America, which is by no means a monolith, as well as consider parallels between Latin America and the United States, where, despite great differences in wealth, history and culture, similar problems of law and justice can be found. The course aims thus not only to teach students about Latin America but also to get students to think about what we might learn from Latin America.

This course examines dysfunction within the state apparatus -- in the specific forms of patronage, corruption, and clientalism -- and asks why such dysfunction persists and what factors drive it to change. The first half of the course will be primarily devoted to patronage. It will examine the functioning of the patronage mechanism; ask when and why patronage is abandoned in favor of meritocracy; and will assess the relationship between merit reforms and changes in the quality of governance. The second half of the course will be devoted to corruption. Specific topics to be covered will include: an examination of different forms of corruption, both at the level of political leaders and of bureaucratic officials; the relationship between corruption, democracy, transparency and accountability; governments' manipulation of corruption to provide incentives to bureaucratic and party officials; and different means of combating corruption. The course will conclude with an examination of the relationship between patronage, corruption, clientalism and party politics, with a particular focus on the mechanisms that cause the correlation between these different forms of mis-governance.

The course introduces students to the politics of India; a non-Western, parliamentary political system that stands out as a bastion of democracy in the developing world, despite underdevelopment & significant ethno-religious divisions. By focusing on India, we offer an understanding of the problems of democratization, underdevelopment, governance & political violence. We examine India’s political institutions & challenges confronting the institutions such as socio-economic inequalities, social exclusion, social divisions, ethno-religious & ideological insurgencies, criminalization of politics & rampant corruption. The course enables students to answer important questions: Why did democracy endure in post-colonial India when much of the developing world endured authoritarian regimes? What accounts for the persistence of ethno-religious conflict & violence? What determines a country’s approach to socio-economic development? What accounts for India’s economic development over the last few decades? How do we explain the existence of political democracy and rampant corruption?

This course is an introduction to the politics of the U.S. Congress and the federal legislative process. Throughout the semester, we will focus on the behavior of individual legislators and the role that they play in crafting federal legislation in policy areas such as healthcare, civil rights and the environment. We will devote special attention to changes in Congress, as well as current political and scholarly controversies such as congressional confirmation process of Supreme Court justices, congressional war powers, the influence of parties, and campaign finance. The theme of the course is why do legislators behave as they do and who interests do they represent.

The principal purpose of this course is to introduce you to judicial politics and decision-making of the U.S. Supreme Court. Specifically, we will examine theoretical issues regarding judicial process and politics. Unlike constitutional law and civil liberties classes, this course does not study legal doctrine. Rather, it examines political aspects of the legal system with an emphasis on the social scientific literature about how the U.S. Supreme Court functions. Thus, we will cover nominations of justices, decision making models, and how justices interact with one another and the political world beyond the ivory tower. Recommended prerequisite: POL 1001

Topic in American politics, as specified in Class Schedule.

Topics in American politics.

What role does education play in American democracy? What role should it play? Does American education, particularly public education, live up to its citizens’ hopes and expectations? And, perhaps most importantly, what do we mean by a “good education”? This is a question with deep historical roots in this country, one that is the subject of current policy debates and one that cannot be separated from questions of discrimination and inequality. The over-arching theme of the course is to wrestle with what it means to be an educated citizen in the context of historical struggles to achieve that vision in the face of multiple and inter-related inequalities and competing visions about how to make the American dream a reality in the field of public education. No one political perspective will be offered or favored. No magic powder will be revealed on the last day of the course. The fact is that the underlying issues are really complicated, often seemingly intractable, and very, very political. This course is intended as introduction to education politics and policy in the United States. It will focus on K-12 education, especially in the public system. It is designed for any student who might have an interest in exploring education, public policy, or American government. Topics will include equality of educational opportunity, educating democratic citizens, school finance, the role of political institutions in making educational policy, and efforts to reform and remake American education, including charter schools, private school vouchers, and standardized testing. By the end of the course, students should have a basic understanding of the provision of public education in the United States, including the ways in which education is governed and the institutions involved in that governance. Students should be able to critically reflect on the degree to which American education fulfills the sometimes-competing goals Americans have for their schools. This course fulfills the Social Sciences Core of the University liberal education requirements. In this course students will act as policy analysts, with all of the complexity that such a task entails in the field of American public education. This course also fulfills the Diversity and Social Justice in the United States theme of the University liberal education requirements.

This course examines the politics of social policy in the United States. Recent controversies over Social Security reform, the Patient Protection and Affordable Care Act (?Obamacare?), and the No Child Left Behind Act and Common Core showcase the profound political and substantive impact of this topic. The first half of the course places the United States in comparative perspective. Scholars typically describe the United States as a ?laggard? where social policies developed relatively late, grew relatively slowly, and are less generous than are corresponding policies in other advanced industrial democracies. Is this an accurate portrayal of American social policy? Recent scholarship challenges the conventional wisdom, suggesting that the United States does not necessarily do less in terms of social policy but that it relies on an unusual set of policy tools to pursue objectives like poverty alleviation. What explains the distinctive shape of American social policy? This course investigates the impact of political culture, the relative power of various interest groups, the American constitutional system, and other factors. The second half of the course examines recent trends in American social policy, focusing on four specific policy areas: pensions, health care, education, and income support. It examines both the historical origins of contemporary American policies and recent reform proposals. A major theme of the course is that it is impossible to understand the contemporary shape of social policy, and the positions of specific stakeholders, without understanding the long-term historical processes that have shaped, and that continue to shape, the present political terrain of preferences and actors. New generations of leaders do not have the opportunity to build social policy from scratch. Rather, they have to react to what already exists. Some reforms will seem like logical extensions of what is already in place, while existing programs might make other alternatives difficult if not impossible to pursue. By understanding the roots of contemporary American social policy it becomes possible to devise a political strategy for major policy change.

Intergroup conflict continues to be one of the defining fault lines in American politics. Most obviously, the existence of racial inequality has consequences for any given individual?s social and economic standing. However, it also has had an enormous impact on the pattern of attitudes and beliefs that have served as the backdrop for many of society?s most pressing political debates and conflicts. The purpose of this course is to provide students with an introduction to how political scientists have studied ethno-racial attitudes and the larger problem of inter-ethnic conflict in American society.

Presidential/congressional campaigns/elections in the United States. How political scientists study electoral politics. Theoretical generalizations about candidates, voters, parties, and the media. Ways electoral context and "rules of the game" matter.

History, development, structure, politics of American Indian Governments. North American indigenous societies from pre-colonial times to present. Evolution of aboriginal governments confronted/affected by colonizing forces of European/Euro-American states. Bearing of dual citizenship on nature/powers of tribal governments in relation to states and federal government.

Overview to field of gender/politics. Examine role women play in U.S. policy process. How public policies are "gendered." How policies compare to feminist thinking about related issue area. Theories of role(s) gender plays in various aspects of politics.

Is it true that since the election of Donald Trump, the United States is more racist than ever? Is racism on the rise elsewhere in the world? Consistent with the goals of liberal education, this course helps students navigate their way through what is often seen as one of the most perplexing and intractable problems in today's world?racial and ethnic conflicts. It supplies a set of theoretical tools that can be utilized in the most diverse of settings?including, though to a lesser extent, gender. Rather than looking at these conflicts, as the media and popular knowledge often does, as centuries-old conflicts deeply set in our memory banks, a script from which none of us can escape, the course argues that inequalities in power and authority?in other words, class?go a long way in explaining racial and ethnic dynamics. To support this argument, the course examines the so-called ?black-white? conflict in three settings, the U.S., South Africa, and Cuba. While all three share certain similarities, their differences provide the most explanatory power. Most instructive is the Cuba versus U.S. and South Africa comparison. Specifically, what are the consequences for race relations when a society, Cuba, attempts to eliminate class inequalities? The course hopes to show that while we all carry with us the legacy of the past, we are not necessarily its prisoners.

How do people develop their political opinions? What makes people vote the way that they do? Why do some people love, and other loathe, Donald Trump? Understanding how ordinary citizens engage with the political sphere is essential to understanding how politics work. This course applies a psychological approach to understanding how average people - members of the mass public - think about politics, make political decisions, and decide how (and whether) to take political actions. We will explore arguments about the role that ideology, biological and evolutionary factors, personality, identity and partisanship, racial attitudes, and political discussion play in shaping the opinion and behavior of members of the mass public. In addition, this class introduces students to the methodology of political psychology and how political psychologists approach questions and attempt to understand the political world. Students will exit the class having mastered a body of knowledge about how they and their fellow citizens think about politics and the different approaches that scholars take to study these decisions. They will also gain the critical capacity to judge arguments about politics, the ability to identify, define, and solve problems, and the skill to locate and critically evaluate information relevant to these tasks. Finally, this course takes a cooperative approach to learning, and many course activities will be structured around learning and working with a group of fellow students over the course of the semester.

Why do some world leaders seek cooperation while others advocate war? Why do some Presidents effect major change while others are relegated to the dustbin of history? How does the personality of leaders affect how they behave in office? In this class, we will address questions like these by exploring the psychology of political elites, those members of society who wield outsized influence over political decisions. This outsized influence means that understanding how elites think is particularly important. It is also unusually difficult, leading some to argue that political psychology can play little role in understanding elite decision-making. Students will exit the class having mastered a body of knowledge about elite decision-making and learned about the different approaches that scholars take to study these decisions. They will also gain the critical capacity to judge arguments about politics, the ability to identify, define, and solve problems, and the skill to locate and critically evaluate information relevant to these tasks. Finally, this course takes a cooperative approach to learning, and many course activities will be structured around learning and working with a group of fellow students over the course of the semester. This course fulfills the Civic Life and Ethics theme requirement.

Polls are ubiquitous, measuring what Americans think on topics big and small. This course examines the nature, measurement, and consequences of public opinion in the contemporary United States, with a particular emphasis on understanding why some voters preferred Donald Trump to Hillary Clinton - vice versa ? in the 2016 presidential election. We?ll address the following questions throughout the term. First, how do pollsters measure what the public thinks about government and public affairs? Second, can we assume that the responses people give to survey questions reflect their true thoughts and feelings about politics? Third, what are the major factors that shape voter decision making in U.S. presidential elections? By the end of this semester you will have a broader and deeper understanding of the nature, measurement, meaning, and consequences of public opinion.

State governments are rarely at the forefront of the minds of the American public, but in recent years they have made critical decisions about issues like education, health care, climate change, and same-sex marriage. State governments perform a host of vital services, and they regulate and tax a wide array of business activities. Moreover, the states have adopted a very wide range of approaches in addressing these and other policy issues. This course examines the institutional and political changes that sparked the recent ?resurgence of the states,? and it investigates why state policies differ so dramatically from one another. In addition to playing a central and increasingly important role in the U.S. political system, the American states provide an unusually advantageous venue in which to conduct research about political behavior and policymaking. They are broadly similar in many ways, but they also offer significant variation across a range of social, political, economic, and institutional characteristics that are central to theories about politics. As a result, it becomes possible for scholars to evaluate hypotheses about cause-and-effect relationships in a valid way. This course pursues two related objectives. Its first goal is to give students a better understanding of American state governments? substantive significance. Its second goal is to use the states as an analytical venue in which students can hone their research and writing skills. Students will design and complete an original research paper on an aspect of state politics of their choosing. They will develop a research question, gather and critically evaluate appropriate and relevant evidence, and discuss the implications of their research. prereq: 1001 or equiv, non-pol sci grad major or instr consent

This Course is designed to introduce students to constitutional law, with an emphasis on the U.S. Supreme Court?s interpretation of Articles I, II, and III. This means that we will discuss how the nation?s Court of last resort has helped shape the powers of and constraints on the three branches of our federal government. We will also discuss and analyze the development of law surrounding the separation of powers, the structure of federalism, congressional power over the commerce clause, and the creation and demise of the concept of substantive due process. Successful completion of this course will satisfy the liberal education requirement of Civic Life and Ethics. Effective citizenship in the 21st century requires an understanding of our how government was created, is structured, and has been interpreted by the Supreme Court over the past two centuries. This course is premised on the notion that such an understanding is best achieved by reading the primary sources that led to these goals ? the opinions handed down by the U.S. Supreme Court.

Today, more than anytime since the civil rights movement of the 1960s, individual liberties are at the heart of controversial debate in the U.S. Groups, from the far left and far right of the political spectrum have pushed free speech towards the boundaries set by the Supreme Court. At the same time, the religion clauses have become as controversial as ever, with corporations and local governments using them in ways they have not been used before. Finally, the right to privacy is at a crossroads as the U.S. Supreme Court considers cases about reproductive rights and personal privacy. Given these issues, this course allows students to read all the major cases where the U.S. Supreme Court interprets the balance of protecting civil liberties versus allowing government to limit or suppress such liberties. Specifically, the course covers the 14th Amendment, freedom of speech, press, religion, and the limits of the free speech clause of the 1st Amendment. It also covers the 2nd Amendment and the right to privacy found in the 1st, 3rd, 4th, 5th, 9th, and 14th Amendments.

This course focuses on U.S. political parties. We will cover the following themes this term: (1) what parties are and what they do; (2) party factions and coalitions; (3) social and issue cleavages; (4) how Democratic and Republicans view the world; (5) elite and mass polarization; and (6) the future of the Democratic and Republican parties. By the end of the semester you?ll have a broad and deep understanding of the key role parties play in American politics, where they have been, and where they are going. prereq: 1001 or equiv or instr consent

Race continues to be one of the defining fault lines in American politics. Most obviously, the existence of racial inequality has enormous consequences for any given individual's social and economic standing. However, it also has had an enormous impact on the pattern of attitudes and beliefs which have served as the backdrop for many of society's most pressing political debates and conflicts. The purpose of this course is to provide students with an introduction to how political scientists have studied racial attitudes and the larger problem of inter-ethnic conflict in American society. We will begin with a look at the historical circumstances which have given rise to the major research questions in the area. From there, we'll look at the major research perspectives in the area, and see how well they actually explain public opinion on matters of race. In doing so, we'll also get a look at some of the major controversies in this area of study, particularly the issues of whether the "old-fashioned racism" of the pre-civil-rights era has been replaced by new forms of racism; and the degree to which debates over policy matters with no apparent link to race - such as crime and social welfare - may actually have a lot to do with racial attitudes. Finally, we will conclude by taking an informed look at racial attitudes in recent American history, focusing on how racial attitudes and their political consequences of have changed - and not changed - over the course of the Obama presidency and the tumultuous 2016 election.

This course introduces students to the major theoretical concepts and empirical findings in the study of U.S interest group politics. Students will read books and articles from a wide range of topics that include how interest groups are formed and maintained; various strategies and tactics that groups use to influence Congress, the courts, and executive branch; and whether those strategies result in fair and effective representation for all citizens in society. Throughout the semester students will be exposed to research using a variety of methodologies and intellectual approaches. Further, the class discussions will emphasize general concepts that reoccur in the readings and in other classes. The goal is to assist students in mastering the key concepts in group politics. This is also a writing intensive course. Effective writing is encouraged through several writing assignments that require you to think clearly and express your thoughts concisely.

Theory/practice of Chicana/o politics through analysis of Mexican American experience, social agency. Response to larger political systems/behaviors using social science methods of inquiry. Unequal power relations, social justice, political economy.

Theory/practice of Chicana/o politics through an analysis of Mexican American experience, social agency, and response to larger political systems and behaviors using social science methods of inquiry. Unequal power relations, social justice, and the political economy.

History of American Indian law and the post-contact effects of colonial and U.S. law on American Indians through the 20th century. prereq: 1001

Formulation, implementation, evolution, comparison of Indian policy from pre-colonial times to self-governance of new millennium. Theoretical approaches to federal Indian policy. Major federal Indian policies. Views/attitudes of policy-makers, reactions of indigenous nations to policies. Effect of bodies of literature on policies.

Formulation, implementation, evolution, comparison of Indian policy from pre-colonial times to self-governance new millennium. Theoretical approaches to federal Indian policy. Major federal Indian policies. Views/attitudes of policy-makers, reactions of indigenous nations to policies. Effect of bodies of literature related to policies.

Topics courses delve in-depth into important issues in contemporary international politics. They aim to give students the theoretical, conceptual, and historical understanding, and/or empirical tools needed to understand the complexity of international politics today. Topics courses vary substantially from year to year as specified in the class schedule, but recent topics courses have included: 'Technology and War', International Law', 'Drones, Detention and Torture: The Laws of War', and 'The Consequences of War.'

POL 3833 teaches students about the politics of the global economy with a focus on the role the United States plays within it. The class covers a variety of topics in international political economy, including international trade, international investment, and international finance. Students will learn about the factors that drive politicians' decision-making, interest-group stances, and citizens' preferences over such salient issues as tariffs and other forms of trade protection, trade and investment agreements, central banking, interest rates, international migration, and more. No background in economics is required or assumed.

Why do countries go to war? Are individuals, organizations, and states driven by their interests or their ideas? What role does power play in international relations and is there any role for justice in global politics? Do international laws and transnational advocacy groups matter in a world dominated by powerful states? Whose interests are served by a globalizing world economy? These questions are central to the study of international relations, yet different theoretical approaches have been developed in an attempt to answer them. Often these approaches disagree with one another, leading to markedly different policy prescriptions and predictions for future events. This course provides the conceptual and theoretical means for analyzing these issues, processes, and events in international politics. By the end of this class, you will be able to understand the assumptions, the logics, and the implications of major theories and concepts of international relations. These include realism and neorealism, liberalism and liberal institutionalism, constructivism, feminism, Marxism, and critical theory. A special effort is made to relate the course material to world events, developments, or conflicts in the past decade or so.

Analysis of selected issues in contemporary international relations. Topics vary, as specified in Class Schedule.

Why do states turn to military force and for what purposes? What are the causes of war and peace? What renders the threat to use force credible? Can intervention in civil wars stall bloodshed and bring stability? How effective is military force compared to other tools of statecraft? How can states cope with the threat posed by would-be terrorists? What is counterinsurgency doctrine? What is the future of military force in global politics? This course addresses these questions - and others. The course is organized loosely into three sections or themes. The first section explores the causes and consequences of interstate war and peace. We will examine whether and how the international system, domestic institutions and politics, ideas and culture, ethnic and racial prejudice and inequity, and human psychology shape the path to war. Along the way, we debate whether war has become obsolete and why great power rivalry might be raising its ugly head once again. Attention is also devoted to the impact of war on economy and politics as well as the relations between armed forces and civilian government. The second section of the class explores the possibilities, limits, and challenges of more limited uses of force - such as the threat of force (coercion), peacekeeping and humanitarian intervention, and terrorism and counterterrorism. A third theme explores the strategic and ethical implications of the use of force and especially of innovation in military technologies - nuclear weapons, cyber, drones. Across all three sections, we examine how war and society mutually affect each other, including how racial, ethnic, and other categorical identities affect critical dynamics in security, from threat perception to military mobilization. The course is organized around theoretical arguments, historical cases and data, and policy debates. Sessions are deeply interactive, engaged discussion is a must, and the class often divides into smaller groups for more intensive debate. Class time is also devoted to helping students craft an effective final research paper.

The purpose of this class is threefold: First, to introduce students to the use and value of formal models of strategic interaction (game theoretic models) in international relations. Second, to impart some basic tools of such modeling to students. And third, to examine the contribution of theoretical models to substantive areas in international relations. In keeping with these three goals, the course is divided into three sections. The first two weeks will devoted to such questions as: What is a theoretical model? What are rational choice and game theory? How are game theoretic models employed in international relations and what have been seminal contributions to the literature? The next portion of the class will introduce students to the basic tools employed in game theoretic analysis. The readings will illustrate the use of the tools introduced in class. And five problem sets will be administered, requiring students to make use of these tools. The final portion of the class will examine substantive questions in international relations through the lens of game theory. The topics to be presented include: Domestic Politics and War, International Agreements and Treaties, International Finance and Trade, Conditionality, Terrorism, and Human Rights.

Are you interested in pursuing a career in public service? Do you plan to run for office in the future, or work in a government agency (such as the State Department or the FBI or the MN DNR), or become a professional campaign manager or lobbyist, or work as an issue activist on a cause important to you? Would you like to learn more about the variety of public service careers open to a college graduate? Do you wonder what motivates people to pursue careers in politics, public administration, and community service, and how these motivations vary across career fields? Would you like to explore some options for future internship or service learning while at the University? Then this course is for you! This course is the Political Science Department's introduction to careers in political and civic engagement. Through readings focused on theories about and case studies of political engagement, and on the ethics of politics and public service, numerous guest speakers with extensive experience as public service professionals, and a discussion-oriented class format, we will explore the meaning of public service and the main types of public service careers that you could pursue. We will think about the virtues and challenges associated with doing public service work, and how these differ across different types of jobs and venues for serving the public. Finally, you will acquire practical knowledge and skills related to the search for public service work opportunities, including how to write a resume and cover letter, how to conduct an informational interview, networking, and the job search and application process. Intended primarily for first- and second-year undergraduates, but open to students of any major at any point in their undergraduate program.

Students search for and arrange an internship with an organization or office working in government or politics, and then complete academic coursework in association with their internship. prereq: instr consent, dept consent

POL 3085 teaches students how to study politics scientifically and introduces them to how to use quantitative analysis to answer political questions. The first part of the class covers how to formulate a theory (a possible answer to a question), specify testable hypotheses (what you would see if the theory is correct or incorrect), and set up a research design to test those hypotheses. In the second part of the class, we cover quantitative data analysis, beginning from preliminary statistical analysis to multivariate linear regression. There is no mathematical or statistical background required for this course. By the end of the class, students should be able to ask and answer political questions using quantitative data and fluently evaluate statistical analyses of political phenomena in the media and many academic articles.