TITLE OF CLASS
SHORT CLASS DESCRIPTION
|AAS||103||Race and Democracy||Angela Dillard||This First Year Seminar explores the interconnections between race and democracy from both the perspective of exclusion in the ways that race worked to exclude African Americans and other nonwhite peoples, and inclusion as African Americans led an inter-generational series of struggles to expand the rights of all citizens. Exploring a variety of primary and secondary sources — from the 1619 Project, to the Suffrage Movement, to the current election season — together we will consider facets of the seeming contradiction that lies at the heart of a “free nation” born in the midst of slavery and ongoing efforts to create a truly interracial democratic nation.|
|AAS||103||Race in U.S. Presidential Campaigns||Matthew Countryman|
|ALA||264-002||Democracy & Debate across LSA||Angela Dillard||This two-credit mini-course is a multidisciplinary exploration of the meanings of democracy that is co-created across a variety of departments in the College of Literature, Science, and the Arts. Democracy has been called “the worst form of government . . . except for all those other forms that have been tried from time to time.” This contradictory observation threads throughout the course in sessions that range from discussions of democracy in ancient Athens to the rhetorics of democracy in contemporary U.S elections; considers the meanings of democracy in a global perspective; explores the psychology of voting; and the role that debates about science have played in recent elections both in the U.S. and abroad. Each week faculty experts will contribute course content and lead discussions with the goal of creating complex understandings of what democracy was, is and can be. This course is offered in conjunction with the “Democracy & Debate” Theme Semester and seeks to take advantage of programming developed in advance of the October 15th presidential debate on campus. Enrollment spots will be set aside for 50 First Year students, 50 Sophomores, 50 Juniors and 50 Seniors.|
|ArtDes||310 001||Visual Communication Design for Voting||Stephanie Rowden||In this course, we will use visual communication design to make voting more visible, less confusing — and fun. You will learn the ins and outs of the registration and voting processes in Michigan (and other states) in order to create work that motivates your peers and helps them better navigate this vital civic opportunity! Our process will be informed by research in behavioral science, experience design, information design and communications. We will be working in partnership with the Creative Campaign for Voting studio.|
|English||140-001||Rhetoric and Rights: What Else Did the 19th Amendment Do?||Alysse Portnoy||Many people spoke for – and against – woman’s right to vote in the United States. These speeches are terrific opportunities to understand how activists argue for an absolutely fundamental civil right. They also show us how even progressive activists sometimes rely on conservative ideas in their paths to social change. Let’s look together at the slippery boundaries between binaries such as inclusion and exclusion, progressive and conservative, and also seemingly self-evident identities like “woman,” “white,” “healthy,” and “middle-class.” Sure, these speeches led to the 19th Amendment. What else did these speeches do, and undo? We’ll connect to the November U.S. elections, and lots more in our every-day-worlds.|
|History||320||Culture and Politics in Britain, 1901-1939: Wars, Nations, and Empires||Kali Israel||
This course examines British culture and politics from the death of Queen Victoria through the Second World War, with particular attention to changes in political participation and structure; cultural and political debates; the nature of everyday life; changes in technology and media, and the differentiating effects of gender, sexuality, race, ethnicity, region and nation, including specifically Irish, Welsh, and Scottish histories with ongoing political relevance. The course will spend considerable time on the First World War and the processes through which the war experience of mass participation and trauma were understood, as well as the ways in which the war is currently being remembered or commemorated 100 years later; and it will also consistently engage with the relation between the history of “Britain” and the British empire, including during and after the war, and during the era of rising fascism.
Students will be asked to think critically about the various means by which national and personal stories are constituted, repressed, re-imagined, and deployed in debates about the meaning and uses of the past. Readings and other course materials include autobiographies, novels, films, music, and photographs, and class sessions will include discussion.
|History/WGS||328-01/344-01||Votes for Women: British Women’s Suffrage in History and Memory||Kali Israel||The story of how British women gained the right to vote is longer (and more complicated) than just the story of organizations and individuals labeled suffragist.
It includes prisons and Parliament, actresses and clergymen, lawyers and “flappers” and factory workers, and arguments about the limits of the demand for the vote and who counts as a woman citizen. It is a story about war and empire, as well as about households and marriage. And it is a story that might seem to end at some moments—1918 or 1928—but which generates continuing discoveries. Its geography also continues to grow, as the movements in Ireland, Scotland, Wales, Northern England, and elsewhere move to the center of our thinking. It is a story which has changed over time, as historians have it from new angles and through new frameworks. In this course, we will consider the long history of "how
the vote was won," for whom and when, but we will also look at how this history has been understood over time. We will use the forms of sometimes spectacular commemoration generated in 2018, the centenary of the date when some British women got the vote, to explore how those commemorations used and re- considered earlier works like fiction, music, art, memoirs, and historical writing created earlier. In looking at events in 2018 and since, we will explore how the history of suffrage is still being created in the present. This course is suitable for students interested in British history generally, but also for those with particular interests in law, the history of women, the history of sex and debates about sexuality, the history of World War I, and the histories of commemoration, art, and film, as well as students interested in women’s studies and museum studies.
|Law||686||Federal Indian Law||This course explores the legal relationships between American Indian tribes and the United States and the various states. Major topics in the course include the history of federal Indian law and policy, congressional power with respect to Indian peoples and nations, principles of interpretation of laws and treaties regarding Indians, the nature of tribal sovereignty, and tribal, federal, and state jurisdiction in Indian country. In examining these topics, we will also discuss tribal recognition, gambling, taxation, and natural resources in Indian country, and the Indian Child Welfare Act.|
|Law||793||Voting Rights/Election law||Ellen Katz||This course will explore the law governing the right to vote in the United States. It will examine the way the law and other forces have shaped the structure of American political participation, and will consider alternative directions American democracy might take. Topics will include the 2000 presidential election dispute, the individual right to vote, reapportionment, representation of minority interests in democratic bodies, preclearance procedures, political and racial gerrymandering, direct democracy, and alternative voting systems. A central aim of this course is to explore general issues of democratic theory in the context of the legal frameworks and the actual institutions that regulate American democracy.|
|Law||518||Race and the Law||This course will be an exploration and examination of American law and its direct involvement in defining race and minority status. We will analyze the implications of those legal definitions for minorities and non-minorities in the specific areas of education, housing, employment and the criminal justice system. The Constitution, case law, Executive Orders and other scholarly articles will guide our discussion on topics such as affirmative action, segregation, civil rights, immigration, redlining, federal contracting, racial profiling and the interplay of implicit bias. We will conclude our exploration of these phenomena with an analysis of the contemporary status of racial subordination in the legal system and the law’s limitations in effectuating racial equality within our society.|
|Law||Corporate Social Responsibility/Human Rights||No description available yet.|
|Political Science||111||Introduction to American Politics||Chuck Shipan||A critical introduction to American politics with an emphasis on elections and public opinion; the functioning of political parties and interest groups; decision-making in the national congress, the presidency, and the federal courts; and the connections (or lack thereof) between democratic processes and public policies.|
|Political Science||190||Student Voting||Edie Goldenberg||This course focuses on three related questions: 1) why is the percentage of eligible college students who vote so low? 2) what are the consequences of their low levels of turnout? and 3) what can be done about it?|
|Political Science||306||American Political Thought: 1620-1865||Anne Manuel||This course covers approximately 230 years of American Political Thought. We explore the early Protestant tradition in New England. This tradition emphasized faith, community, small group participation, and self-government while retaining old-world ideas about hierarchy and the right to exclude dissenters. Next, we look at how the Enlightenment took hold in the colonies and the emergence of political debates on independence, rationality, liberty, equality, consent, and limited government. We pay particular attention to the liberal and republican traditions and how they shaped the constitution of 1787. We delve into a range of intellectual and popular movements such as the Great Awakening and Transcendentalism. We look at movements that emerge among women, such as women’s mobilization against slavery and women’s arguments for their own full political rights, including the right to vote. The impact of settler colonialism and the status of enslaved people and Native Americans, as well as the political and economic claims advanced by people of color, will be analyzed. We wrap up with a look at the ideological conflict that shaped the US Civil War.|
|Political Science||326||American State Government||Jenna Bednar||In American State Government we will examine current state governance and policymaking through the lens of intergovernmental relations and federalism. Key concepts include diversity, decentralization, and externalities. We will pay special attention to the states’ fiscal capacities and the constraints and opportunities that federalism brings to the states’ policymaking options. Students will select a piece of state legislation to examine in detail, using considerations of federalism to make an argument about the legislation’s necessity and efficacy. My goal is for you to finish the semester with the ability to analyze state public policy closely, understood in the federal context, and with the skills to write a compelling, evidence-based analysis of it.|
|Political Science||406||Democratic Theory||Lisa Disch||
The biggest problems facing earth dwellers today seem to exceed the problem-solving capacity of democratic political systems. The wildfires in Australia, destruction of Brazil’s rainforest, and the failure of wealthy industrial nations to rein in the acceleration of either wealth inequalities or climate change suggest something worse. Not just that our biggest problems are hard for democracies to solve but that democratic processes— mass voting, partisan representation, organized interests—intensify these problems and put the solutions farther and farther out of reach.
This is an upper-level political theory class designed for sophomores, juniors, and seniors who have had some previous exposure to political theory. I hope it will renew or help sustain your faith in democracy (because, honestly, commitment to big ideals like democracy is an act of faith). We take a close look at different answers to the question of how democracy works—how it organizes collective action; how it makes individuals into citizens; and why mass voters fail at that role—through classic and contemporary scholarly works and through the lens of two crises affecting the Great Lakes. Specifically, we will study the Great Lakes Water Compact (which I imagine you may not have heard of) and the Flint Water Crisis. We take these up not as case studies in water management but, rather, as urgent examples of the interplay among representative democracy, expert governance, and citizen action.
|Political Science||486||Public Opinion||Vincent Hutchings||A study of the nature and formation of public opinion and the antecedents of political participation. The influence of personality, class, religion, and race as well as family, peer group, school, and media is examined.|
|Political Science||496||The Politics of Inclusion: Belonging, Immigration and Citizenship in the U.S. (Ocampo)||Angela Ocampo||This course explores the concepts of membership, belonging, immigration and citizenship in the U.S. context. In this course, we will examine how historically, politically, socially and culturally, individuals from various racial, ethnic, religious, immigrant and non-immigrant backgrounds have been defined as belonging or not belonging members of U.S. society. The course will survey materials, concepts and theories to examine the ways in which immigration and exclusionary policies, prejudice and perceptions of the ‘other’ have defined the structure of U.S. society and its political system. We will pay particular attention to understanding the political impact of perceived inclusion or exclusion specifically as it pertains to present-day debates about political engagement, political attitudes and immigration politics.|
|Political Science||496||Are Americans Good Citizens||Ted Brader||How well do Americans live up to expectations for citizens in a democracy? We begin by considering a range of perspectives on what democracy demands of citizens. We then review evidence on the actual political behavior of Americans to see how they compare to expectations. Over the course of the academic term, we consider what Americans know about politics, their beliefs and values, their level of civic and political participation, the quality of political discussion, and the manner in which they evaluate policies and political leaders.|
|SOC||295||Special Topics: Sociolog of Fake News||Hailey Mooney||This course explores how fake news is a social problem and places it within the larger issue of information disorder. We will use a sociological lens to analyze the modern information environment; broadly, to understand what we determine to be the “truth”—and specifically to examine the interplay of social reality, information, and the public good. A central theme is the relationship between information, democracy, and capitalism. The role of information technology and other social forces will be examined in the context of the current post-truth polarized era, including discussion of what it means to be an informed citizen.|
|Social Work||200||Understanding Social Issues of Our Time||Joseph Galura||The following seminar will feature a close reading and discussion of up to five contemporary bestsellers, with students choosing from a list including $2 a Day, Hillbilly Elegy, March, Hidden Figures, American Born Chinese, Persepolis, The Absolutely True Diary of a Part-Time Indian, Tuesdays with Morrie, and Just Mercy.
How does the content of these books inform the public discourse on social issues such as poverty, rural America, voting and civil rights, diversity, loss and grief, and the death penalty?
Can the values, theories, and practices of Social Work broaden and deepen our understanding of these social issues, and if so, in what specific ways?
Students will also be introduced to the concept of integrative learning and develop an ePortfolio over the course of the semester.
|WGS||216||Thinking Class||Dean Hubbs||According to ideals of American exceptionalism, we live in a classless society. But according to mounting evidence, twenty-first-century America is a class-bound society with historic, widening gulfs—economic, social, educational, & cultural—between upper & lower strata. What does class look like in America, and beyond? How, where, and by whom is it created & perpetuated, and how does it play out? Through readings, media, & discussion this seminar examines class on the ground, in various sites & contexts: media & popular culture; preschool, high school, & university education; the workplace; food, bodies, & health; politics; friendship & sexuality; family & childrearing; rural & urban spaces; the environment. Throughout our discussions & written work we will consider the roles of gender, race, ethnicity, & history. Seminar participants will extend the range of class topics through final powerpoint presentations.Will include a unit on Class, Politics and Demographics which will cover working-class voting and voters’ and middle-class punditry’s (mis-) characterization of these.|