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Week 4

9/2/2014

24 Comments

 
1. http://www.theguardian.com/world/2013/aug/19/edward-snowden-nsa-secrets-glenn-greenw
ald-laura-poitras
2. http://www.ibtimes.com/edward-snowden-reveals-secret-decryption-programs-10-things-youneed-
know-about-bullrun-edgehill
3. www.wikileaks.org
Guiding Questions
  • Describe the various forms of surveillance that Snowden exposed.
  • What are the potential uses and abuses of surveillance?
  • How does this level of surveillance impact our democracy?
  • Should the government have this information? Why or why not?
  • Do you believe Snowden did the right thing? Why or not why?
  • Can we have a true democracy with that level of centralized surveillance?
Requirements for BLOG POSTS
  • You must write 250 words each post (due Thursday @ Midnight), Responses to two other students 50 words each (due Friday @ midnight)
  • Students must post during the week the blog is assigned or it will not be graded.
24 Comments

Week 3

9/2/2014

22 Comments

 

OPTION 1: POOR PEOPLE'S MOVEMENT

'Power is rooted in the control of coercive force and in the control of the means of production. However, in capitalist societies this reality is not legitimized by rendering the powerful divine, but obscuring their existence.' - Poor People's Movement Article
Read this article on the relationship between power and class. Within the political system participation is highly regulated by access to a variety of social and economic resources. This article highlights the various barriers to political participation and the use and misuse of power within the government.

Guiding Questions
  • Name and describe three themes from the article and how they relate to course themes and lecture topics (one example for each theme).
  • What did you learn about power? How does it relate to politics and political participation?

Requirements for BLOG POSTS
  • You must write 250 words each post (due Thursday @ Midnight), Responses to two other students 50 words each (due Sunday @ midnight)
  • Students must post during the week the blog is assigned or it will not be graded.

OPTION 2: ALEC

Guiding Questions
  • Describe three themes from the video below that relate to the lecture topics from class.
  • How do the themes from the video relate to the course themes?
  • What are the benefits and disadvantages to the passage of Citizens United?
  • How can corporate influence in political strengthen or weaken our democracy?
Requirements for BLOG POSTS
  • You must write 250 words each post (due Thursday @ Midnight), Responses to two other students 50 words each (due Friday @ midnight)
  • Students must post during the week the blog is assigned or it will not be graded.
22 Comments

Week 2 Blog

9/2/2014

26 Comments

 
States Rights/Federalism - Historical & Contemporary Context
A defining characteristic of the United States is our federalist stance. Our model of government enables states (and sometimes territories) to have a partially autonomous legislative and legal system within the national structure. The relationship between the federal government and the states has been contentious from the start. Issues of constitutionality and morality are generally at the center of these debates.

This nuanced relationship between the federal regulations, laws and practices with the cultural differences in each state has shown to be tenuous and draining on our political system.

Below there are two excerpts from online publications that highlight a historical and contemporary issue that provides additional context to this central question in American political institutions. Choose one and comment below answer the guiding questions.

Marijuana Reform/ A Statement by - Ethan Nadelmann:
    The suggestion that reform of marijuana prohibition laws in the United States must start by focusing on federal and international law is simply an excuse for inaction.  Federal law in this area will only change as a result of political pressures associated with changes in state laws.  This does not mean that no efforts should be made to change federal and international laws, just that reforming state laws is an essential part of the political process by which federal and international marijuana prohibition laws will ultimately be reformed and repealed.  Keep in mind too that this country has a long tradition of states serving as incubators for innovative policy reforms.
     Kevin makes two other mistakes in his commentary.  It’s not true – although I wish it were – that "most places punish the use of small amounts of marijuana similarly to a speeding ticket."  Few people are handcuffed or taken to a police station or incarcerated in a jail for speeding tickets, but all those indignities routinely are applied to people arrested for possession of small amounts of marijuana.  Government employees won’t lose their jobs for a speeding ticket but they may very well for a marijuana possession arrest.  Punishment can be even more severe if the person arrested is among the roughly five million Americans on parole or probation, often for very minor offenses.  Millions of Americans have suffered much worse than the equivalent of a speeding ticket in recent years for nothing more than being caught with a little marijuana.
     As for the comparison with alcohol, the costs of alcohol abuse are so great in good part because alcohol can be a remarkably dangerous and destructive drug for a minority of consumers – much more so than marijuana.  There is no basis to assume that the costs of marijuana misuse would be anything comparable to those of alcohol misuse if marijuana were made legally available.

Ethan Nadelmann is Executive Director of the Drug Policy Alliance. Excerpt from: http://reason.com/archives/2012/10/09/marijuana-and-states-rights-a-reason-deb.

Dred Scott v. Sandford (1857)
    In Dred Scott v. Sandford (argued 1856 -- decided 1857), the Supreme Court ruled that Americans of African descent, whether free or slave, were not American citizens and could not sue in federal court. The Court also ruled that Congress lacked power to ban slavery in the U.S. territories. Finally, the Court declared that the rights of slave owners were constitutionally protected by the Fifth Amendment because slaves were categorized as property.
    The controversy began in 1833, when Dr. John Emerson, a surgeon with the U.S. Army, purchased Dred Scott, a slave, and eventually moved Scott to a base in the Wisconsin Territory. Slavery was banned in the territory pursuant to the Missouri Compromise. Scott lived there for the next four years, hiring himself out for work during the long stretches when Emerson was away. In 1840, Scott, his new wife, and their young children moved to Louisiana and then to St. Louis with Emerson. Emerson died in 1843, leaving the Scott family to his wife, Eliza Irene Sanford. In 1846, after laboring and saving for years, the Scotts sought to buy their freedom from Sanford, but she refused. Dred Scott then sued Sanford in a state court, arguing that he was legally free because he and his family had lived in a territory where slavery was banned.  In 1850, the state court finally declared Scott free. However, Scott's wages had been withheld pending the resolution of his case, and during that time Mrs. Emerson remarried and left her brother, John Sanford, to deal with her affairs. Mr. Sanford, unwilling to pay the back wages owed to Scott, appealed the decision to the Missouri Supreme Court. The court overturned the lower court's decision and ruled in favor of Sanford. Scott then filed another lawsuit in a federal circuit court claiming damages against Sanford's brother, John F.A. Sanford, for Sanford's alleged physical abuse against him.  The jury ruled that Scott could not sue in federal court because he had already been deemed a slave under Missouri law. Scott appealed to the U.S. Supreme Court, which reviewed the case in 1856. Due to a clerical error at the time, Sanford's name was misspelled in court records.
(Excerpt from: http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html)

  • Who benefits from the decisions being made on the issues above? (drug policy, citizenship rights, racism)
  • What realities about American political culture did you learn when reading about the "case" you chose?
  • In what ways could this issue be transformed? How would you change the dynamics (push and pull factors) of this political issue?

Requirements for BLOG POSTS
  • You must write 250 words each post (due Thursday @ Midnight), Responses to two other students 50 words each (due Friday @ midnight)
  • Students must post during the week the blog is assigned or it will not be graded.
26 Comments

Week 1 Blog (complete all blogs during the week they are assigned for credit)

9/2/2014

34 Comments

 
Consent in politics
"Social contract theory, nearly as old as philosophy itself, is the view that persons’ moral and/or political obligations are dependent upon a contract or agreement among them to form the society in which they live."
Internet Encyclopedia of Philosophy

Social Contract theory explains how political authority can arise in a governing system. According to social contract theory, consent is the basis of our government's control. It is because people have agreed to be ruled that governments are entitled to rule.

Based on this theory of consent, name three examples of government actions from U.S. history that U.S. residents have given consent to? When describing these three historical or contemporary moments please tell why and how the people have given consent. Tell who was or was not impacted by the government action taken that we have given consent.

NOTE: These moments in history should be directly related to the U.S. governments action or lack thereof.

Requirements for BLOG POSTS
  • You must write 250 words each post (due Thursday @ Midnight), Responses to two other students 50 words each (due Friday @ midnight)
  • Students must post during the week the blog is assigned or it will not be graded.
34 Comments

    POSCI 1/COA

    Posci 1 students @ COA.

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