POL101: Introduction to Political Science

POL101: Introduction to Political Science
Credit Hours:
3
Contact Hours: This is a 3‐credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 14‐20 hours per
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Course Description and Outcomes
Course Description:
This survey course explores the nature of politics, political environments and culture, the organization of
political activities, and various political systems. Special emphasis is placed upon three levels of politics: the
individual, the state, and international community. The political systems and activities of many nations, past and
present, will be explored. This course fulfills a general education Social and Behavioral Science requirement. Not
an approved Colorado gtPathways course.
Course Overview:
This is a survey course exploring the nature of politics, political environments and culture, the organization of
political activities, and various political systems. Special emphasis is placed upon three levels of politics: the
individual, the state, and the international community. The political systems and activities of many nations, past
and present, will be explored.
We will examine issues and debates in the context of the major ideologies, demonstrating the connection
between political science and the issues that matter in our lives. Because politics—the political issues of the
day—are what draw most people to the study of political science, we will look at key issues and ideas in the
political world to capture your interest and to help you think like political scientists. Learning about politics is not
a matter of being told the “truth” by a text or a teacher, but rather involves examining conflicting points of view.
Therefore this course tries to give different perspectives on the topics in the modules and hopes that you will
examine them within the framework of the various ideologies introduced in the class.
Course Learning Outcomes:
1. Analyze perspectives on obtaining and retaining power.
2. Explain the process that nations follow to constitute and transfer authority.
3. Apply various theories supporting governmental institutions as developed worldwide.
4. Explain the functions and operations of political systems.
SAMPLE
5. Discuss how differing systems and values compete and come in conflict with one another.
6. Discuss general approaches to the study of politics such as political philosophy, political systems theory
and political economy.
7. Describe and discuss the political socialization process.
8. Analyze current critical issues in international relationships.
9. Discuss and explain the origins and principles of liberal democracy, democratic socialism, Marxism,
communism and fascism.
10. Discuss the concepts of political development and problems facing developing nations.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU‐Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on‐campus classes. Budget
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
instructor know as soon as possible.
Course Materials
Textbook Information is located in the CSU-Global Booklist on the Student Portal.
Course Schedule
Due Dates
The Academic Week at CSU‐Global begins on Monday and ends the following Sunday.
 Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer
Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.
 Opening Exercises: Take the opening exercise before reading each week’s content to see which areas
you will need to focus on. You may take these exercises as many times as you need. The opening
exercises will not affect your final grade.
 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until
they achieve the scores they desire.
 Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.
 Live Classroom: Although participation is not required, a Live Classroom session will be held during
Week 4.
Week # Readings Assignments
1
 Chapters 1 & 2 in The Challenge of Politics
 McGill, A. & Thomas, L. (2013, February 3). The next page:
Everyday uses for game theory (such as, when to wash the dishes).
Pittsburgh Post‐Gazette (PA).
 Monaghan, A. (2013). Putin’s Russia: Shaping a ‘grand strategy’?
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
SAMPLE
International Affairs, 89(5), 1221‐1236. doi:10.1111/1468‐
2346.12068
2
 Chapters 3 & 4 in The Challenge of Politics
 Cohen, N. (2013). Solving problems informally: The influence of
Israel’s political culture on the public policy process. Innovation
Journal, 18(1), 1‐16.
 Hahn, C. (2010). Comparative civil education research: What we
know and what we need to know. Citizenship Teaching and
Learning, 6(1), 5‐23.
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
 Critical Thinking (85 points)
 Portfolio Milestone (10
points toward project)
3
 Chapters 5 & 6 in The Challenge of Politic, An Introduction to
Political Science
 Chimakonam, J. O., Agu, S. N., & Agbo, J. N. (2014). The nemesis of
individualistic ontology in globalization and the practice of liberal
democracy in post‐colonial Africa. Journal of Pan African Studies,
7(4), 137‐155. Retrieved from
http://www.jpanafrican.com/docs/vol7no4/7.4‐5‐Chimakonam‐
Nemesis‐Post.pdf
 Obama, B. (2009, December). Remarks by the President at the
acceptance of the Nobel Peace. Retrieved from
http://www.whitehouse.gov/the‐press‐office/remarks‐presidentacceptance‐
nobel‐peace‐prize
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
 Critical Thinking (85 points)
 Portfolio Milestone (10
points toward project)
4
 Chapters 7 & 8 in The Challenge of Politics: An Introduction to
Political Science
 Goodfellow, T. (2014). Legal manoeuvres and violence: Law
making, protest and semi‐authoritarianism in Uganda.
Development & Change, 45(4), 753‐776. doi:10.1111/dech.12097
 Hitler, A. (2001). Munich‐Speech of April 12, 1922.
 Olcott, M. B. & Ottaway, M. (1999). Challenge of semiauthoritarianism.
Carnegie Carnegie Paper No. 7. Retrieved from
http://www.policyarchive.org/handle/10207/bitstreams/6578.pdf
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
 Live Classroom (0 points)
5
 Chapters 9 & 10 in The Challenge of Politics: An Introduction to
Political Science
 Howard, T. (2010). Failed states and the spread of terrorism in Sub‐
Saharan Africa. Studies in Conflict & Terrorism, 33(11), 960.
 Discussion (25 points)
 Mastery Exercises (10 points)
 Critical Thinking (100 points)
6
 Chapters 11 & 12 in The Challenge of Politics: An Introduction to
Political Science
 Cooper, A. F., & Momani, B. (2014). Re‐balancing the G‐20 from
efficiency to legitimacy: The 3G coalition and the practice of global
governance. Global Governance, 20(2), 213‐232.
 McGuire, S. (2013). Multinationals and NGOs amid a changing
balance of power. International Affairs, 89(3), 695‐710.
doi:10.1111/1468‐2346.12040
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
 Critical Thinking (100 points)
7
 Chapters 13 & 14 in The Challenge of Politics: An Introduction to
Political Science
 Staub, E. (2013). A world without genocide: Prevention,
reconciliation, and the creation of peaceful societies. Journal of
Social Issues, 69(1), 180‐199. doi:10.1111/josi.12010.
 Wolman, A. (2013). South Korea’s response to human rights abuses
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
SAMPLE
in North Korea: An analysis of policy options. Asiapacific Issues,
110, 1‐8.
8
 Chapters 15 & 16 in The Challenge of Politics: An Introduction to
Political Science
 Berlage, L., & Jasrotia, N. V. (2015). Microcredit: from hope to
scepticism to modest hope. Enterprise Development &
Microfinance, 26(1), 63‐74. doi:10.3362/1755‐1986.2015.007.
 Girón, A. (2015). Women and financialization: Microcredit,
institutional investors, and MFIs. Journal of Economic Issues, 49(2),
373‐396. doi:10.1080/00213624.2015.1042738
 Sheeran, J. (2011). Ending hunger now: TED Talks [Video file].
Retrieved from

html
 Opening Exercises (0 points)
 Discussion (25 points)
 Mastery Exercises (10 points)
 Portfolio Project (350 points)
Assignment Details
This course includes the following assignments/projects:
Module 2
CRITICAL THINKING: (85 points)
Assignment Option 1: Does the End Justify the Means?
Should we accept the doctrine that “the end justifies the means”? Should this be unconditional? Can this be
situational, such as with war vs. peace? What consequences might arise from following, or not following, this
political axiom? Give examples to justify your position.
Requirements:
 Write a formal two to three page essay, complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Assignment Option 2: What is the Political Culture of “Alternative Politics?”
Read the Cohen article, “Solving problems informally: The influence of Israel’s political culture on the public policy
process,” available in this week’s required reading. What is the political culture of “alternative politics”? How is
“alternative politics” used in the Israeli political process? What is your assessment of alternative politics?
Requirements:
 Write a formal two to three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
PORTFOLIO PROJECT MILESTONE: (Worth 10 points toward Portfolio Project)
SAMPLE
Milestone Options 1 and 2: Country Reports
By now you should have decided on a country for your portfolio project. Indicate your choice in the discussion
forum called “Country Reports.” As you read the material in this week’s module, can you identify any philosophers
who might have influenced the political environment in your chosen country? Include this information in your post
and in your Portfolio Project.
While you will not receive points in Week 2 for your post, it is a required component of the final Portfolio Project.
Failure to post your country of choice and answers to the other questions in Week 2 will result in a loss of points
on your final Portfolio Project. See the final project’s rubric for further details.
Module 3
CRITICAL THINKING: (85 points)
Assignment Option 1: Classical Influence on Current Policies and Politics
Compare and contrast at least two of the philosophers discussed in the text: Socrates, Plato, Aristotle, St.
Augustine, Thomas Aquinas, Machiavelli, Hobbes, Locke, Rousseau, Burke, Mill, and/or Marx. Give examples of
their philosophy being utilized in politics today. This may either be an active policy or the platforms or speeches of
candidates.
Cite at least two credible outside sources to support your writing. As one of these, consider
http://www.iep.utm.edu/polphil/. (Consider specifically Sections 3a, 3b, and 3c.) Be certain to add citations for
your sources.
Requirements:
 Write a formal two to three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Assignment Option 2: Realism vs. Idealism
Compare and contrast realism and idealism, incorporating ideas from philosophers and political figures who
promote each viewpoint. Provide examples from current events to illustrate each viewpoint. Which viewpoint best
fits your outlook on politics and international relations? Why?
Requirements:
 Write a formal two to three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
PORTFOLIO PROJECT MILESTONE: (Worth 10 points toward Portfolio Project)
Milestone Options 1 and 2: Supporting Media
In Week 2, you decided on a country for your Portfolio Project. Now, in Week 3, find a film or URL of a website
about your country which you will review in Week 4. Paste the URL or film title in the Week 3 Portfolio Project
Discussion called “Supporting Media.” Post the supporting media for your country reports as a reply to this thread.
Make sure to cite your media correctly in APA. In addition to giving us the citation, you might also tell us briefly
why you chose this supporting media. As you read the material in this week’s module, think about whether or not
you can identify any philosophers who might have influenced the political environment in your country. Include
this information in your Portfolio Project.
SAMPLE
While you will not receive points in Week 3 for your posting, it is a required component of the final Portfolio
Project. Failure to post your country of choice in Week 3 will result in a loss of points on your final Portfolio
Project. See the final project’s rubric for further details.
Module 5
CRITICAL THINKING: (100 points)
Assignment Option 1: Discuss a Popular or Literary Representation of Your Country Case Study
Refer to the film or website you identified in Module 3 about the country you have chosen for your Portfolio
Project. Summarize the website or the film and describe the important information presented. Does this film or
website depict the country accurately? How does the information you find in the film or website compare to the
information you have read in your textbook and discovered through your portfolio research?
Requirements:
 Write a formal two to three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Assignment Option 2: Discuss a Popular or Literary Representation of your Country Case Study
Refer to the film or website you identified in Module 3 about the failed/fragile state that you have chosen for your
Portfolio Project. Summarize the website or the film and describe the important information presented. Describe
the tone of the website or film: is it hopeful about the country’s future, pessimistic, or neutral? Does the film or
website pass judgment on the country, or does it approach the country objectively? Based on what you have
learned about your chosen country from other sources, do you think that the film or website gives an accurate
portrayal of that country?
Requirements:
 Write a formal two to three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Module 6
CRITICAL THINKING: (100 points)
Assignment Option 1: National Interests and Nation State Behavior
What is meant by the term national interest, and what are the dangers of using national interest as a rationale for
nation‐state behavior?
Requirements:
 Write a formal two or three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Assignment Option 2: Globalization
SAMPLE
It is said we are now in an age of globalization. First, what does that mean? Second, to the extent that globalization
does exist, what are its advantages and disadvantages?
Requirements:
 Write a formal two or three page essay complete with citations from at least two outside academic
sources from the CSU‐Global Library to support your findings.
 Cite these on a separate page at the end of the essay, and include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Module 8
PORTFOLIO PROJECT: (350 points)
Assignment Option 1: Investment Analysis
Imagine that you are an executive with a multinational corporation that wants to open a manufacturing facility in
an underdeveloped country. You have been assigned the responsibility of preparing a report on the suitability of a
particular country for investment. Your company is concerned with the investment climate in this country, but is
equally interested in the country’s political stability and its social and cultural environment since it will be making a
substantial financial commitment. Your corporation views this as not only an opportunity to make a profit, but also
as a humanitarian effort to help improve the standard of living in a lesser developed country.
For your Portfolio Project, select a country in Africa, Asia, or South America and study that country in depth,
applying concepts covered throughout the course. Prepare a detailed report for your Board of Directors that
includes the following information:
General information:
 Population of the country (see 1 below for more information)
 Important ethnic or racial groups and divisions
 Per capita gross domestic product (see 2 below for more information)
 UN Human Development Index rankings (see 2 below for more information)
 Freedom House scores for political rights and civil liberties (see 3 below for more information)
 The economic position of your country compared to other countries (wealthy, poor, middle income).
Classification and structure of government
 Liberal democracy, illiberal democracy, authoritarian regime?
 Philosophers or thinkers who have influenced the political history and development of the system of
government
 Presidential, parliamentary or other system?
 Who is the head of government?
 Electoral system: how are legislators selected? How is the executive elected or chosen? How is the
bureaucracy staffed?
 What is the highest level of the judiciary? Does judicial review exist?
 Is your country a federal or unitary system? How are policies administered in your country?
 Is there a written constitution? How old is it? Is it considered to be effective? Does it have the support of
the people?
 How much control does government exercise over the economy?
Competition, stability and civil society
 Number and strength of political parties
 Major conflicts between parties (liberal, conservative, left‐right, ethnicity, etc.)
 Voting behavior – if your country is a democracy, what is the turnout for elections? Is voting compulsory?
(See 4 below for more information.)
 What are the results of the most recent election? When is the next national election?
SAMPLE
 Are there any recent political changes?
 Major social movements?
Economic environment
 Suitability of the country for foreign investment
 Government policy toward foreign investment
 Challenges and potential obstacles
 Advantages to foreign investment in this country.
Other questions
 What are the most important political, economic, environmental and human rights issues facing your
country?
 Is your country in conflict with its neighbors or other countries?
 What are its relations with major global powers ‐‐ the U.S., Europe, China, etc.?
Required Resources: (Accessible in the assignment prompt located in the Module 8 folder.)
1. Data can be accessed through the World Bank website.
2. Data can be found on the website of the UN Human Development Report.
3. Data available at Freedomhouse.org.
4. Data on election turnout available on the website of the Institute for Democracy and Electoral Assistance.
To calculate turnout, divide the number of voters by the voting age population.
Additional Requirements:
 Write a formal eight to ten page essay complete with discussion and citation from at least ten credible
academic sources other than required course readings to support your findings. The CSU‐Global Library is
an excellent place to search for scholarly sources.
 In addition, provide a reference list, in alphabetical order by last name of author, in APA format, and
include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Assignment Option 2: Fragile State Analysis
For your portfolio project, you will evaluate a fragile (formerly called failed) state and develop a plan to help it
recover and get back on the right track. This will involve a survey of the country’s history, the source of its
problems, information about its people, economy, and culture, and its potential to succeed if given a chance.
The Global Policy Forum website provides information on fragile/failed states in general, as well as specific states.
ForeignPolicy.com provides the 2014 list of most fragile/failed states. You may choose your country for this study
from the countries in dark red on the map at the bottom of the opening page.
General information:
 Population of the country (see 1 below for more information)
 Important ethnic or racial groups and divisions
 Per capita gross domestic product (see 2 below for more information)
 UN Human Development Index rankings (see 2 below for more information)
 Freedom House scores for political rights and civil liberties (see 3 below for more information)
 The economic position of your country compared to other countries (wealthy, poor, middle income).
History:
 Provide an overview of the country’s history, focusing on when and why it began to have problems
leading to its fragile/failed status.
Classification and structure of government:
SAMPLE
 Although fragile/failed states lack an effective government, this does not mean that no one is trying to
run the country or at least parts of the country. Who is trying to govern your chosen country? How are
they attempting to do this?
 Are there attempts to hold elections? If so, how are these elections conducted, and what is voter
turnout (See 4 below for more information)? When was the most recent election held, and what were
the results?
Competition, stability and civil society:
 Do political parties exist? If so, what are they, and what role do they play in the country’s problems
and/or efforts to provide structure?
 Are there any recent political changes?
 Major social movements?
 Are their divisions or conflicts based on race/religion/culture, etc? Has genocide taken place?
 Who provides basic services such as utilities, education, medical care, etc?
 What is daily life like for the people?
Economic environment:
 Major industries
 Natural resources
 Other sources of revenue
 Reliance on foreign aid.
Other questions:
 What are the most important political, economic, environmental and human rights issues facing your
country?
 Is your country in conflict with its neighbors or other countries?
 What are its relations with major global powers ‐‐ the U.S., Europe, China, etc?
Conclude the paper with your assessment of the country’s future. What could be done to help the country become
stable and develop an effective government? Include what the people can do to help themselves, as well as the
role that other countries and humanitarian aid groups could play.
Required Resources: (Accessible in the assignment prompt located in the Module 8 folder.)
1. Data can be accessed through the World Bank website.
2. Data can be found on the website of the UN Human Development Report.
3. Data available at Freedomhouse.org.
4. Data on election turnout available on the website of the Institute for Democracy and Electoral Assistance.
Additional Requirements:
 Write a formal eight to ten page essay complete with discussion and citation from at least ten credible
academic sources other than required course readings to support your findings. The CSU‐Global Library is
an excellent place to search for scholarly sources.
 In addition, provide a reference list, in alphabetical order by last name of author, in APA format, and
include a title page at the beginning.
 Always follow CSU‐Global Guide to Writing and APA Requirements style and review the library material
concerning APA style before turning in this assignment.
Course Policies
Course Grading
20% Discussion Participation
Grading Scale and Policies
A 95.0 – 100
SAMPLE
0% Opening Exercises
8% Mastery Exercises
0% Live Classroom
37% Critical Thinking Activities
35% Final Portfolio Paper
A‐ 90.0 – 94.9
B+ 86.7 – 89.9
B 83.3 – 86.6
B‐ 80.0 – 83.2
C+ 75.0 – 79.9
C 70.0 – 74.9
D 60.0 – 69.9
F 59.9 or below
In‐Classroom Policies
For information on late work and Incomplete grade policies, please refer to our In‐Classroom Student Policies
and Guidelines or the Academic Catalog for comprehensive documentation of CSU‐Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
academic dishonesty, plagiarism, reusing /re‐purposing your own work (see CSU‐Global Guide to Writing and
APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized
possession of academic materials, and unauthorized collaboration. The CSU‐Global Library provides information
on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet
resources.
Citing Sources with APA Style
All students are expected to follow the CSU‐Global Guide to Writing and APA Requirements when citing in APA
(based on the APA Style Manual, 6th edition) for all assignments. For details on CSU‐Global APA style, please
review the APA resources within the CSU‐Global Library under the “APA Guide & Resources” link. A link to this
document should also be provided within most assignment descriptions on your course’s Assignments page.
Disability Services Statement
CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student
with a documented disability requesting academic accommodations should contact the Disability Resource
Coordinator at 720‐279‐0650 and/or email ada@CSUGlobal.edu for additional information to coordinate
reasonable accommodations for students with documented disabilities.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
respectful, and professional manner. All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the
instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic,
religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or
intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.
SAMPLE