Lewis Clark State College, Spring 2008
Philosophy/Political Science 200: Political/Social Philosophy

Prof. Eric Martin
310 Spalding Hall (Office Hours: TBA)
Phone: (208) 792-2281
Email: elmartin@lcsc.edu Website: www.lcsc.edu/elmartin

Course Description:

PHIL/PPOL. 200 is a survey of political and social thought from the ancient world to the present. This course examines the ideas held by several key thinkers in western political and social philosophy as well as the ideas of thinkers who fall outside the classic western philosophical tradition in order to construct a global framework of analysis for evaluating statements on issues such as: What is human nature? Is the existence of the state justified? What is liberty? What are rights? What is democracy and how does it work? Is economic justice desirable/possible? Is justice between groups of people desirable/possible? Under what circumstances should people go to war? What is progress? What is civilization? And how are these questions interconnected? We will make heavy use of the comparative method to analyze ideas on these issues paying particular attention to evaluating each set of ideas for relevant contemporary applications. This course will have an element of intellectual history to it as we place political/social philosophies and philosophers into world-historical context. You are strongly encouraged to pull your world history texts off the shelf to use in conjunction with this course. Students who have taken, or are concurrently taking, HIST 102 seem to do better in POLS/PHIL 200 than those who know little about the history of the world since 1500.

The underlying assumption of this course is that a basic acquaintance with some of the key issues and thinkers in political/social philosophy is a necessary conceptual tool for grasping the basics of the world in which we live. PHIL/POLS 200 fulfills one of the required skills components for Social Science majors. POLS/PHIL participates in LCSC's Writing Across The Curriculum Program and is considered writing integrated. I assume that you have successfully completed Eng. 102 and the Social Science portion of the General Education core.

Purpose/Goals
By the end of the course, you should have a demonstrable understanding of Political and Social Philosophy. More generally, as a Social Science course, POLS/PHIL should help you to do at least some of the following:

• conduct social science research
• think analytically about social phenomena
• understand and apply social science theories, concepts, and categories
• read and analyze works dealing with social science issues
• write a clear, concise, and organized paper
• present ideas orally in a clear, concise, and organized fashion
• understand and evaluate evidence related to social issues
• demonstrate a knowledge of the history and theory of social thought
• demonstrate a knowledge of major historical periods and social trends
• demonstrate an understanding of various cultural perspectives
• comprehend the social origins and significance of the diversity of human behavior

Required Readings

• Michael Rosen & Jonathan Wolff, ed., Political Thought (New York: Oxford University Press, 1999).
• Cambridge Encyclopedia of Philosophy
• George Orwell, 1984 (1948)
  
• Marx and Engles, The Communist Manifesto (1848)
• Gandhi, Hind Swaraj (1909)
• Tsai Chich Chung, Zhuangzi Speaks
  
• Occasional Class Handouts and Internet Readings.
• Newspaper of your choice.
  

Optional Readings

• A Basic World History Reference Text.
  
• Machiavelli, The Prince (1513)
• Che Guevara, "Socialism and Man in Cuba" (1968)
• Sun Tzu, The Art of War (400-300 BCE)
• Hamilton, Madison, Jay The Federalists Papers (1787-1788)
  
  

Grading and Evaluation

• 25% Class Participation (including leading weekly document discussions)
• 25% Four comparative document essays of 500-750 words.
• 25% Four "Learning Through Discusion Outlines"
• 25% One formal essay of 2,000 - 2,500 words.

Course Requirements

I. Class Participation (1/4 of overall grade)

A. General Class Discussion: This course is heavily based on discussion and depends upon your active participation. Practically all of our discussions over the assigned readings this semester will be student led. The oral presentation of our ideas is an extremely important skill to develop, so come to class prepared to discuss the material. The better prepared you are the better our discussions will be. My main role in this course will be that of a facilitator. Although I will lecture at points, the responsibility for the direction and value of our class discussions will be shared equally among all members of the class.

For any individual reading be sure that you are able to: 1) identify/summarize the author's argument/main point(s); 2) identify & critique the evidence used to support this argument; 3) decide whether or not you were convinced; 4) explain your position; 5) support your position with additional source material; 6) connect the reading to other readings we have done (this may be difficult at first); 7) identify issues the reading brought up that you would like to know more about.

If after reading an individual selection you find yourself unable to do any of the above, that is o.k. In those cases (and there may be many of them) be sure you come to class with some questions about the reading. You will be expected to have written notes on each reading from which you can refer to during our discussions.

B. Discussion Leader for Selections from Political Thought: You will lead class discussions over the main issues in specific selections from Political Thought. In addition to the expectations for general class discussion you should be try to:

1. Connect the issues in the document to issues in our other readings.
2. Present the class with a few questions to provoke intelligent discussion.

II. Four Comparative Document Essays AKA "Thoughtpieces" (1/4 of overall grade)

Four times during the semester you will write a 500-750 word comparative document essay based on the assigned reading material. These essays will be focused on a question or issue that I will give you. These assignments should reflect your thoughts on the readings and make direct reference to all six of your assigned readings for the week. Roughly 3/4 of your essay should describe how the authors of your assigned/selected readings would answer the question(s). The other 1/4 should contain your critique/analysis of these authors and your own thoughts on the matter. You should expect a letter grade deduction for each reading that is missing from your thoughtpiece.

The care taken in creating these assignments will be reflected in the grade. I expect them to be well-written, properly formatted and proofread. These pieces will be graded based on thoughtfulness and clarity; there are no right or wrong answers. Your essays are due in class when I ask for them. Unexcused late papers will be marked as such and will receive a full grade deduction for every day late. Papers placed under my office door will be deducted an additional grade.

III. Four "Learning Through Discussion Outlines" (1/4 of overall grade)

See schedule for details.

IV. One 2,000 - 2,500 word Formal Essay. (1/4 of overall grade)

This essay will be evaluated as a medium length piece of formal analytical writing and will be based on a set of questions that we will develop as a group. You will be required to use our class materials to support your positions. You will receive more details on this assignment in the near future.

Attendance Policy: In addition to a reduced class participation grade, unexcused absences will have a detrimental impact on your final grade at the rate of one letter grade (A, B, C, D, F) for every unexcused absence beyond two. It is your responsibility to make arrangements if life prevents you from turning in an assignment on time or requires you to be away from class for an extended period. Get any missed notes or assignments from a classmate.

Academic Honesty: You are on your honor at all times and my presumption is that each of you is honest. However, the College does not tolerate academic dishonesty of any sort. All written work that you hand in -- essays and examinations -- must be exclusively your work. Turning any work in that is not yours may result in you failing the course. In some circumstances, you may also find yourself suspended from attending LCSC. Contact me if you are not clear on this point.

Tentative Schedule
Be advised, our schedule is subject to change.

Week One (1/16) Introduction to class and each other; What is social/political philosophy?

• First, explain your understanding of what "social/political philosophy" is. Then, describe (as many aspects of) your own social/political philosophy (as you can). Conclude with a paragraph stating what you hope to get out of this course.

Week Two (1/23) Human Nature
Everyone: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one of the following questions.

• What would human life be like in 'a state of nature'? Can humans live without a state or other organized power structure? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  
• Is there a difference between male and female nature? If so, should this difference exclude woman from the political process? If not, [...] What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion: Political Thought: Human Nature
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help..

Imagining a State of Human Nature
1. Lucas, Joe, Matthew, Deserae
2. Eric, Kyle, Mark P., Brandon,
3. Ashley B., Melissa, Jon, Clay, Brannon
4. Cody, Constance, Daniel, Jessica,
5. David, Mark V., Ernesto, Cheyenne

The Material World and Human Nature
6. Desirae, Brandi, Ashley P., Christini, Brannon
7. Brandon, Lucas, Joe, Matthew,

Human Nature: Competitive or Cooperative?
8. & 9. Clay, Eric, Kyle, Mark P.,
9. Jessica, Ashley B., Melissa, Jon,
10. Cheyenne, Cody, Constance, Daniel, Brannon

The Social Place of Men and Women
11. Christini, David, Mark V., Ernesto,
12. Matthew, Desirae, Brandi, Ashley P.
13. Mark P., Brandon, Lucas, Joe,

Female Dependence
14. Jon, Clay, Eric, Kyle, Mellissa,
15. Daniel, Jessica, Ashley B., Constance

Femist Theory on Human Nature
16. Ernesto, Cheyenne, Cody, Mark V.
17. Ashley P., Christini, David, Brandi

Week Three (1/30) The Justification of the State
Group A-M: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on the following question.

• Upon what is the authority of the state based? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  

Everyone: Watch the Movie Gandhi and make of list of any questions you have about the film

Readings Discussion Political Thought: The Justification of the State
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

What is the State?
18. & 19 Brannon; Chris; Jon; Desirae; Mark V.;

The Social Contract
20. Brandon; Brandi; Ernesto; Brannon; Chris
21. Jessica; Lucas; Ashley P; Brandon; Brandi
22. Cheyenne; Erik; Joe; Jessica;
23. Christini; Ashley B; Kyle; Cheyenne;

Against the Social Contract
24. Matthew; Cody; Melissa; Christini;
25. Mark P.; David; Constance; Matthew;
26. Jon; Desirae; Mark V.; Mark P.;
27. Ernesto; Brannon; Chris; Jon;

The Anarchist Response
28. Lucas; Ashley P; Brandon; Brandi; Ernesto;
29. Erik; Joe; Jessica; Lucas; Ashley P; David

Civil Disobedience
30. Ashley B; Kyle; Cheyenne; Erik; Joe
31. Cody; Melissa; Christini; Ashley B; Kyle
32. David; Constance; Matthew; Cody; Melissa;
33. Desirae; Mark V.; Mark P.; Constance;

Week Four (2/6) Gandhi, Hind Swaraj (1909)

Some historical context for Hind Swaraj .

• Your assignment this week is to develop an outline based on the criteria below. Massage the questions asked in such a way as that allows you to make some comments about Political/Social Philosophy. Be sure to connect this reading to our other readings for the course. The purpose of this ouline is to give you a device to use for discussion in class, and to give me some evidence that you read the entire book. Length should be adjusted accordingly.
  

Learning through Discussion - Outline Preparation

Step One
Definitions: List three to five words of which you are unsure. Look them up and write down the
definitions of them.

Step Two
Main Topic Identification: Write down your version of a general statement of the author's message.

Step Three
Subtopic Identification: Identify three to four subtopics.

Step Four
Subtopic Explanation & Questions: Write a brief statement of the subject matter of each subtopic.
Design a question that you would ask for each.

Step Five
Integration with Other Materials: Write down the meaning or usefulness the material has for
understanding other concepts and materials. This step should include concrete concepts and evidence
from the reading related to an outside reading, lecture, film or other material. The analysis should talk
about the concept, the two sets of evidence, and the significance of the comparison.

Step Six
Application: Write down how the material can apply to your own life situation - past, present or future.
What implications does the material hold for your own intellectual pursuits or interests?

Step Seven
Evaluation: Write down your reactions and evaluation of the assignment.

[Adapted from Hill, Wm . Fawcett, Learning Thru Discussion (Sage Publications, 1969)]

Week Five (2/13) Democracy and its Difficulties (Guest: Professor of Political Science Jocelyn Parkhurst)
Group P-Z: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one the following question.

• What sort of government should we have? What structures of power should there be, and how should our rulers be appointed? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion Political Thought: Democracy and its Difficulties
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

Against Democracy
34. Erik; Brannon; Brandi
35. David; Brandon; Mark P; Mark V.;

Democratic Ideals
36. Ashley B.; Christini; Ashley P.; Brandi
37. Desirae; Cheyenne; Joe; Mark V.;
38. Brannon; Matthew; Kyle; Melissa
39. Jessica ; Mark P.; Ernesto; Chris

True and False Democracy
40. Erik; Brandon; Ernesto; Melissa
41. David; Matthew; Ashley P.;

Dangers in Democracy
42. Ashley B.; Christini; Kyle; Mark V.;
43. Desirae; Brandon; Ashley P.; Chris
44. Brannon; Cheyenne; Joe; Melissa

Democracy and Bureaucracy
45. Erik; Jessica; Joe ; Brandi
46. Desirae; Christini; Ernesto;

Seperation of Powers
47. Ashley B.; Cheyenne; Mark P;
48. David; Jessica; Matthew; Kyle; Chris

Week Six (2/20) Liberty and Rights (Guest: Professor of History Chris Riggs)
Group A-M: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one the following question.

• What is liberty and what are rights? What rights and liberties do we properly have? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion Political Thought: Liberty and Rights
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

What is Liberty?
49. Brandi; Joe;
50. Chris; Ashley P; Desirae;
51. Mark V; Ernesto;
52. Melissa; Mark P;

Law and Morality
53. Kyle; Matt; Erik;
54. Joe; Christini; Brannon;
55. Ashley P; Cheyenne;
56.Ernesto; Jessica; Ashley B;

Toleration and Free Expression
57. Mark P; Brandon; David;
58. Matt; Brannon;
59. Christini; Brandon;
60. Cheyenne; Jessica;

Virtue and Citizenship
61. Jessica; Ashley B;
62. Brandon; Cheyenne;
63. Brannon; Brandi
64. Desirae; Chris;
65. David; Mark V;

Rights
66. Ashley B; Melissa;
67. Erik; Kyle; Joe;
68. Brandi; Ashley P; Desirae;
69. Chris; Ernesto;

Punsihment
70. Mark V; Mark P;
71. Melissa; Matt; David;
72. Kyle; Christini; Erik;

Week Seven (2/27) Marx and Engles, The Communist Manifesto (1848)

• A Study guide for the Communist Manifesto by Paul Brian's
  
  
• Your assignment this week is to develop an outline based on the criteria below. Massage the questions asked in such a way as that allows you to make some comments about Political/Social Philosophy. Be sure to connect this reading to our other readings for the course. The purpose of this ouline is to give you a device to use for discussion in class, and to give me some evidence that you read the entire book. Length should be adjusted accordingly.

Learning through Discussion - Outline Preparation

Step One
Definitions: List three to five words of which you are unsure. Look them up and write down the
definitions of them.

Step Two
Main Topic Identification: Write down your version of a general statement of the author's message.

Step Three
Subtopic Identification: Identify three to four subtopics.

Step Four
Subtopic Explanation & Questions: Write a brief statement of the subject matter of each subtopic.
Design a question that you would ask for each.

Step Five
Integration with Other Materials: Write down the meaning or usefulness the material has for
understanding other concepts and materials. This step should include concrete concepts and evidence
from the reading related to an outside reading, lecture, film or other material. The analysis should talk
about the concept, the two sets of evidence, and the significance of the comparison.

Step Six
Application: Write down how the material can apply to your own life situation - past, present or future.
What implications does the material hold for your own intellectual pursuits or interests?

Step Seven
Evaluation: Write down your reactions and evaluation of the assignment.

[Adapted from Hill, Wm . Fawcett, Learning Thru Discussion (Sage Publications, 1969)]

Week Eight (3/5) Economic Justice (Guest: Professor of Sociology Laura Earles)
Group P-Z: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one of the following questions.

• Should there be rights to private property? How does private property come into ownership? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  
• Should we prefer a free market, a planned economy, or a mixed economy? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  
• What principles should regulate the distribution of goods? Should we distribute according to need, or to merit, or should distribution of goods be left to the market? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion Political Thought: Economic Justice
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

Private Property
73. Ernesto; Jessica;
74. Ashley P; Ashley B
75. Joe; Cheyenne;
76. Kyle; David;
77. Melissa; Christini;
78. Mark V; Deirae
79. Chris; Matt;
80. Brandi; Brannon
81. Erik; Mark P.; Brandi

The Market
82. Ashley B; Jessica; Melissa
83. David; Ernesto; Joe
84. Desirae; Erik; Kyle
85. Brannon; Ashley P; Chris
86. Brandon; Cheyeene; Mark V;

Theories of Distributive Justice
87. Erik; Joe;
88. Ashley B; Christini
89. David; Kyle;
90. Desirae; Brandon
91. Brannon; Melissa;
92. Brandon; Matt; Ashley P.
93. Jessica; Mark V;
94. Cheyenne; Mark P
95. Christini; Chris;
96. Matt; Ernesto
97. Mark P; Brandi

Week Nine( 3/12) Justice Between Groups (Guest: TBA)
Group A-M: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one of the following questions.

• Under what circumstances should people go to war? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  
• Is justice between groups of people desirable/possible? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  

Reading Discussion Political Thought: Justice Between Groups
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

Peace and War
98. Erik; Ernesto; Ashley B; Ashley P.; Christini;
99. Ashley B; Ashley P.; Brannon; Melissa; Matt;
100. David; Joe; Brannon; Melissa; Cheyenne; Brandi;
101. Desirae; Kyle; Brandon; Mark V; Mark P;

Nationalism
102. Brannon; Melissa; Brandon; Mark V;
103. Brandon; Mark V; Jessica; Chris; Christini;

Minority Rights
104. Jessica; Chris; David; Joe; Matt; Mark P;
105. Cheyenne; Brandi; Desirae; Kyle;

Intergenerational Justice
106. Christini; Erik; Ernesto; Desirae; Kyle;

International Justice
107. Matt; Erik; Ernesto; David; Joe; Cheyenne; Brandi;
108. Mark P; Ashley B; Ashley P.; Jessica; Chris;

Spring Break 3/19

Week Ten (3/26) 1984 (Guest: Ray Miller)

• Your assignment this week is to develop an outline based on the criteria below. Massage the questions asked in such a way as that allows you to make some comments about Political/Social Philosophy. Be sure to connect this reading to our other readings for the course. The purpose of this ouline is to give you a device to use for discussion in class, and to give me some evidence that you read the entire book. Length should be adjusted accordingly.
  
  

Learning through Discussion - Outline Preparation

Step One
Definitions: List three to five words of which you are unsure. Look them up and write down the
definitions of them.

Step Two
Main Topic Identification: Write down your version of a general statement of the author's message.

Step Three
Subtopic Identification: Identify three to four subtopics.

Step Four
Subtopic Explanation & Questions: Write a brief statement of the subject matter of each subtopic.
Design a question that you would ask for each.

Step Five
Integration with Other Materials: Write down the meaning or usefulness the material has for
understanding other concepts and materials. This step should include concrete concepts and evidence
from the reading related to an outside reading, lecture, film or other material. The analysis should talk
about the concept, the two sets of evidence, and the significance of the comparison.

Step Six
Application: Write down how the material can apply to your own life situation - past, present or future.
What implications does the material hold for your own intellectual pursuits or interests?

Step Seven
Evaluation: Write down your reactions and evaluation of the assignment.

[Adapted from Hill, Wm . Fawcett, Learning Thru Discussion (Sage Publications, 1969)]

 

Week Eleven (4/2) Alternatives to Liberalism (Guest: TBA)

Group P-Z: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on the following question.

• Are there alternatives to modern political liberalism? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion Political Thought: Alternatives to Liberalism
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

Liberal Theory under Strain
109. Ashley B.; Ashley P.
110. Desirae; Cheyenne; Kyle
111.Brannon; Matt; Ashley P.

Conservatism
112. Brandon; Jessica; Melissa
113. Erik; Christini; Joe; Mark V
114. Ashley B; Ernesto; Brandi

Communitarianism
115. Desirae; Mark P ; Joe
116. Brannon; Christini; Kyle
117. Brandon; Ernesto; Chris

Socialism
118. Jessica; Ernesto; Mark V
119. Erik; Cheyenne; Melissa
120. AshleyB; Ashley P; Mark V
121. Desirae; Mark P; Brandi
122. Brannon; Matt; Brandi
123. Brandon; Joe; Chris

Post-modernism
124. Jessica; Christini; Chris
125. Cheyenne; Mark P; Melissa
126. Erik; Matt; Kyle

Week Twelve (4/9) Progress and Civilization; Formal Essay Questions Devised (AGF Conference 4/11 - 4/13)

• By midnight 4-6 you must submit a question to me via email that you think would be reasonable for your formal essay. (Last Years Formal Essay)
  

Optional: Write a 500 -750 word essay comparing how your assigned/choosen documents shed light on one of the following questions.

• Are human beings and civilization compatible? What are the costs of civilization? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.
  
  
• What is human progress? How is it made and at what cost? What evidence/arguments do your readings put forth on the issue(s)? Were you convinced? Explain.

Readings Discussion Political Thought: Progress and Civilization
You have a total of 6 required readings for this class session. I have assigned everyone 3 selections. You are also to select 3 more documents. Although you do not need to read every document, you should examine them closely enough to be able to make comment on the basic issues at stake in the section. Reading the introduction to each section carefully will help.

127. Erik; Matt; Kyle; Brandon; Joe; Brannon
128. Erik; Matt; Kyle; Brandon; Joe; Brannon
129. Erik; Matt; Kyle; Brandon; Joe; Brannon
130. Cheyenne; Mark P; Melissa ; AshleyB; Ashley P; Mark V
131. Cheyenne; Mark P; Melissa ; AshleyB; Ashley P; Mark V
132. Cheyenne; Mark P; Melissa :AshleyB; Ashley P; Mark V
133. Jessica; Christini; Chris: Desirae; Brandi; Ernesto
134. Jessica; Christini; Chris; Desirae; Brandi; Ernesto
135. Jessica; Christini; Chris; Desirae; Brandi; Ernesto

Week Thirteen (4/16) Zhuangzi Speaks: The Music of Nature (MAPP Test Day)

• Your assignment this week is to develop an outline based on the criteria below. Massage the questions asked in such a way as that allows you to make some comments about Political/Social Philosophy. Be sure to connect this reading to our other readings for the course. The purpose of this ouline is to give you a device to use for discussion in class, and to give me some evidence that you read the entire book. Length should be adjusted accordingly.

Learning through Discussion - Outline Preparation

Step One
Definitions: List three to five words of which you are unsure. Look them up and write down the
definitions of them.

Step Two
Main Topic Identification: Write down your version of a general statement of the author's message.

Step Three
Subtopic Identification: Identify three to four subtopics.

Step Four
Subtopic Explanation & Questions: Write a brief statement of the subject matter of each subtopic.
Design a question that you would ask for each.

Step Five
Integration with Other Materials: Write down the meaning or usefulness the material has for
understanding other concepts and materials. This step should include concrete concepts and evidence
from the reading related to an outside reading, lecture, film or other material. The analysis should talk
about the concept, the two sets of evidence, and the significance of the comparison.

Step Six
Application: Write down how the material can apply to your own life situation - past, present or future.
What implications does the material hold for your own intellectual pursuits or interests?

Step Seven
Evaluation: Write down your reactions and evaluation of the assignment.

[Adapted from Hill, Wm . Fawcett, Learning Thru Discussion (Sage Publications, 1969)]

Week Fourteen (4/23) TBA

Week Fifteen (4/30) Formal Essay Due

Week Sixteen ( 5/7) Senior Research Presentations