CAN THE PEOPLE RULE?

IHUM 75
AUTUMN 2011
DINKELPSPIEL AUDITORIUM
Instructor: Jack Rakove, W. R. Coe Professor of History and American Studies and
Professor of Political Science
Office Hours: Lane Hall History Corner! ""#$ %onday, &uesday '() and *y a++ointment
Contact: ,()-"), rakove.stanford.edu
Post-Doctor! T"c#$n% &"!!o's
/r. 0ari 1immerman, Course Coordinator ke2imm.stanford.edu! is a Latin American
3istorian 43ose researc3 focuses on 5ender, la*or and t3e ur*an environment in
nineteent3(century 6ra2il. S3e received 3er 6.A. in 7.S. History from t3e 7niversity of
San 8rancisco, an %.A. in Latin American Studies from 7CLA, and P3./. from Stanford.
Office Hours: S4eet Hall ''96, *y a++ointment
/r. 6ill Carter 43carter.stanford.edu! earned 3is 6.A. at O*erlin Colle5e and P3./. in
:arly American History at Princeton 7niversity. He s+eciali2es in :arly ;ative American
History, +articularly on t3e <ro=uois of ;e4 >ork State and t3eir material e?c3an5es 4it3
:uro+ean colonists.
Office Hours: S4eet Hall ''9/, *y a++ointment
/r. 0at3ryn Ciancia ciancia.stanford.edu! is a social and cultural 3istorian 43o
s+eciali2es in t3e multiet3nic *orderlands of t4entiet3(century :astern :uro+e. S3e
5ained 3er 6.A. in %odern History and :n5lis3 from O?ford 7niversity, 3er %.A. in
History from 7niversity Colle5e London, and 3as @ust received 3er P3./. in History from
Stanford.
Office Hours: S4eet Hall '''6, %onday '(, and *y a++ointment
Amanda Areene ar5reene.stanford.edu! is a P3./. Candidate in P3iloso+3y and a
Predoctoral 8ello4 in t3e Center for P3ilant3ro+y and Civil Society, and 3er researc3
focuses on +olitical le5itimacy in li*eral democracies. S3e earned 3er 6.A. in +3iloso+3y
at t3e 7niversity of ;ort3 Carolina and an %. P3il. in P3iloso+3ical &3eolo5y from
O?ford. S3e 3as also 4orked in mana5ement consultin5 and international economic
develo+ment in <ndia and a*ori5inal Australia.
Office Hours: S4eet Hall '"B/, Wednesday ":,C(, and *y a++ointment

/r. Roland Hsu ro3su.stanford.edu! is a 3istorian of modern :uro+e 43o earned 3is
P3/ at t3e 7niversity of C3ica5o, and 3as tau53t t3ere and at 7niversity of <da3o, as 4ell
as in <H7%. He is currently Associate /irector of &3e :uro+e Center at t3e 8reeman
S+o5li <nstitute for <nternational Studies. He recently edited Ethnic Europe: Mobility,
Identity, and Conflict in a Globalized World Stanford 7niversity Press!.
Office Hours: :ncina C''-, &3ursday ':,C() and *y a++ointment
/r. Hanna3 Wells 34ells.stanford.edu! is a sc3olar of "Dt3(century American literature
and culture 43o earned 3er 6.A. at t3e 7niversity of C3ica5o and 3er P3./. in :n5lis3 at
t3e 7niversity of Pennsylvania. S3e is currently com+letin5 a *ook entitled Since Bodies
Matter: American ra!matism and the Color "ine, 43ic3 4eds t3e 3istories of
+ra5matist +3iloso+3y, American literature, and Su+reme Court rulin5s on t3e ")t3
Amendment.
Office Hours: S4eet Hall, ',C6 and *y a++ointment
/r. Aa*riel Wolfenstein 5k4.stanford.edu! is a modern :uro+ean 3istorian, 4it3
s+ecial focus on nineteent3(century 6ritain, t3e 3istory of science, and &rans(Atlantic
3istory, as 4ell as t3e formation of social and cultural identities. He received 3is 6.A.
from t3e 7niversity of California, 6erkeley, an %.A. from &3e ;e4 Sc3ool for Social
Researc3, and 3is P3./. from 7CLA.
Office Hours: S4eet Hall '')*, %onday, Wednesday ,() and *y a++ointment
COURSE DESCRIPTION
Americans naturally re5ard democracy not only as our o4n form of 5overnment,
*ut as t3e ideal standard of rule t3at 4e 3o+e ot3er societies 4ill ultimately as+ire to
attain. A 5overnment t3at does not dra4 its +o4er directly from t3e +eo+le, t3rou53 free
and fair elections, may 3ave t3e le5al aut3ority to rule, 4e assume, and must *e treated as
a mem*er of t3e international community. >et some3o4 suc3 5overnments lack full
+olitical le5itimacy$ t3eir aut3ority to rule de+ends on t3e mono+olistic control of key
institutions, restrictions on t3e flo4 of ideas, and ultimately on t3eir 4illin5ness to use
coercive force to su++ress fundamental 3uman ri53ts. At most +oints in 3istory, 3o4ever,
our current commitment to democracy 4ould 3ave seemed a stran5e and dan5erous idea.
&3e seemin5 trium+3 of democracy as a universal ideal is a modern +3enomenon, and
one 4e s3ould not take for 5ranted. 8or most of 3istory, democracy 4as deemed a form
of 5overnment suita*le only for small city(states, if t3ey 4ere +ro+erly constituted, *ut
never for an entire nation.
&3e foundin5 decades of t3e American re+u*lic in t3e "##Cs and "#BCs clearly
marked a critical moment in t3e modern acce+tance of t3is ideal of +o+ular 5overnment.
6efore t3e American Revolution, advocates of re+u*lican 5overnment, suc3 as Jo3n
Locke "9,'("#C)!, could only 4rite as critics of a*solutist monarc3y. After t3e
Revolution 4as com+leted, :uro+ean commentators, led *y Ale?is de &oc=ueville "BC-(
"B-D!, understood t3at democracy no4 set a +olitical standard t3at t3eir o4n societies
4ould stru55le to attain. 6et4een t3ese t4o +oints, t3e Americans set out Eto decide t3e
im+ortant =uestion,F as Ale?ander Hamilton o*served in t3e first +ara5ra+3 of #he
$ederalist, E43et3er societies of men are really ca+a*le or not of esta*lis3in5 5ood
5overnment from reflection and c3oice, or 43et3er t3ey are forever destined to de+end
for t3eir +olitical constitutions on accident and force.F &3is course is a*out t3at =uestion.
Cours" (o!s
6e5innin5 4it3 PlatoGs %epublic and AristotleGs olitics, *ot3 4ritten durin5 t3e
)
t3
century 6C:, t3e 5eneration of +olitical ideas 3as re+resented one of t3e 3i53est forms
of 3umanistic 4ritin5. W3en modern o*servers 4rite a*out Et3e canonF of t3e
3umanities, +olitical te?ts dominate t3e list of essential 4orks 43ose ori5inality and
le5acy 4e seek to 5ras+ and assess. All of t3ese te?ts address central +ro*lems of
3umanistic t3inkin5: W3at is t3e nature of t3e rationality t3at individuals *rin5 to t3eir
+olitical involvementsH W3at are t3e *est modes of deli*eratin5 and decidin5 t3e
collective 5ood of societiesH <s active citi2ens3i+ itself t3e 3i53est form of 3uman
en5a5ementH And if so, do individuals act merely as self(interested +arties, or can t3ey
instead *e disinterested +artici+ants in deli*erationH
&3e te?ts t3at 4e still read as classic 4orks of +olitical t3ou53t all say somet3in5
im+ortant or +rovocative t3at 3as lastin5 value for 3o4 4e t3ink a*out +olitics. >et none
of t3ese te?ts 4as consciously 4ritten 4it3 you, an im+ressiona*le colle5e student, as its
intended or ima5ined reader. &3ese te?ts 4ere all contri*utions to de*ates lon5 +ast. One
of t3e central c3allen5es of readin5 suc3 4orks t3us involves distin5uis3in5 t3e ideas and
insi53ts t3at 5ive +olitical ar5uments t3eir lastin5 value from t3e +olemical circumstances
in 43ic3 t3ey 4ere ori5inally 4ritten. &3inkin5 a*out t3ese te?ts historically, as t3is
course is destined to do, t3us re=uires kno4in5 somet3in5 a*out *ot3 t")t and cont")t*
a*out t3at a te?t says, and 43y it 4as 4ritten as it 4asIand askin5 3o4 t3ese t4o
as+ects illuminate one of t3e central c3allen5es of t3inkin5 like a 3umanist.
Cn t#" P"o+!" Ru!"? t3us 3as t4o main +ur+oses. One is to e?+lore a set of
=uestions a*out 3o4 t3e idea of +o+ular or re+u*lican or democratic! 5overnment
reemer5ed in t3e "B
t3
century and to understand key ar5uments a*out its +ur+oses,
c3aracter, and c3aracteristics. &3e second is to s3are in t3e 5eneral aims of t3e <H7%
Pro5ram. <H7% courses address and e?+lore si5nificant issues, t3emes, ideas,
ima5inative constructs, and values concernin5 3uman e?istence. Courses aim to develo+
t3e intellectual skills of in=uiry, analysis, inter+retation and synt3esis necessary for
successful university(level study. StudentsG 4ritten 4ork and discussion +artici+ation
+rovide a means for evaluatin5 +ro5ress in learnin5 t3ese critical skills. Autumn <H7%
focuses on t3e skills of in=uiry and analysis, i.e. 3o4 to ask +roductive, analytical
=uestions t3at lead to creative multi+le inter+retations of a limited num*er of te?ts
t3rou53 5uided close readin5 in lecture and section.
R",u$r"- T")ts
Jo3n Locke, Second #reatise of Go&ernment "9DC!, ed. %ark Aoldie
&3omas Paine, Common Sense "##9!, ed. Joyce A++le*y
J Jo3n Adams, #hou!hts on Go&ernment "##9! and corres+ondence 4it3 A*i5ail Adams
J Carter 6ra?ton, An Address to the Con&ention of the Colony and Ancient 'ominion of
(ir!inia ) ) ) "##9!
#he $ederalist: #he Essential Essays, "#BB!, ed. Jack Rakove
J Marbury &) Madison "BC,! and McCulloch &) Maryland "B"D!
Ale?is de &oc=ueville, 'emocracy in America, ed. <saac 0ramnick
J Availa*le on(line via Course4ork
Ass$%n."nts
8ailure to com+lete any one assi5nment 4ill result in a failin5 5rade for t3e =uarter.
Students are e?+ected to devote at least t4o 3ours of +re+aration out of class for eac3
3our of class time, *ot3 for lectures and sections eac3 4eek.
Cours" ss$%n."nts n- -u" -t"s:
Readin5 Res+onse: due /EEK T/O, 'nd Section
"
st
+a+er: due 10021011 2MON34 Assi5nment 4ill *e 5iven out in section.
'
nd
+a+er: due 11025011 2MON3. Assi5nment 4ill *e 5iven out in section.
8inal e?am: 120160117 5890-11890 4.4 2&RI3
(r-$n%
Pa+ers and e?ams: first +a+er 'CK$ second +a+er ,CK$ final e?am '-K
Section attendance and +artici+ation '-K
Lecture attendance
IHUM A:s"nc" Po!$c;
Attendance at lectures and sections is mandatory.
<f a student 3as a +rolon5ed illness, varsity at3letic com+etitions, or a +ersonal situation
t3at mi53t lead to more t3an t4o section a*sences, t3e student s3ould contact 3is or 3er
Post(doctoral 8ello4 *efore missin5 section. 7nder certain conditions suc3 as varsity
at3letic com+etitions or +rolon5ed illness!, a student may *e +rovided an o++ortunity to
make u+ t3e 4ork missed in section. <n ot3er 4ords, make(u+ 4ork is at t3e discretion of
t3e instructor. ;ote: insufficient section attendance 4ill result in failure of t3e course.
Cours" Po!$c$"s
Weekly readin5 assi5nments s3ould *e com+leted *y t3e start of classes eac3
4eek.
Late Pa+ers: +enalty of "L, 5rade +er day an A( *ecomes a 6M, for instance!
&3ere 4ill *e no revisions of +a+ers
At t3e determination of t3e instructor, actin5 eit3er as a rational la45iver or an
ar*itrary des+ot, t3e use of la+to+ com+uters 4ill ;O& *e allo4ed in lectures. All
+3ones, i+ods, and ot3er electronic devices are to *e turned off and +ut a4ay for
t3e duration of lecture. One of t3e central 5oals of <H7% is to illustrate t3e
nature of t3e lecture, 43ic3 is not merely a means of transferrin5 information, *ut
a met3od of analy2in5 and develo+in5 ideas and critical t3inkin5. &3at re=uires
attention and reflection, and t3e diversionary use of com+uters 4ould interfere
4it3 studentsG individual o++ortunities and collective res+onsi*ilities.
Com+uter +olicies for sections are determined at t3e discretion of your res+ective
Postdoctoral 8ello4s.
(r-$n% (u$-"!$n"s
13 Ess;s8 <H7% courses foster ri5orous in=uiry and critical t3inkin5 and +romote effective
4ritten ar5umentation.
A rn%"8 &3is +a+er is outstandin5 in form and content. &3e t3esis is clear and
insi53tful$ it is ori5inal, or it e?+ands in a ne4 4ay on ideas +resented in t3e course.
&3e evidence +resented in su++ort of t3e ar5ument is carefully c3osen and deftly
3andled. &3e ar5ument is not only unified and co3erent, *ut also com+le? and
nuanced.
< rn%"8 &3is +a+erNs t3esis is clear$ t3e ar5ument is co3erent and +resents evidence
in su++ort of its +oints. &3e ar5ument s3o4s com+re3ension of t3e material and
manifests critical t3inkin5 a*out t3e issues raised in t3e course. &3e +a+er is
reasona*ly 4ell 4ritten and +roofread. &3e ar5ument, 43ile co3erent, does not 3ave
t3e com+le?ity, t3e insi53t, or t3e inte5rated structure of an A ran5e +a+er.
C rn%"8 &3is +a+er 3as some *ut not all of t3e *asic com+onents of an
ar5umentative essay i.e., t3esis, evidence, co3erent structure!: for e?am+le, it may
offer a t3esis of some kind, *ut it +resents no evidence to su++ort t3is t3esis$ or it may
+resent an inco3erent t3esis$ or it may sim+ly re+eat +oints made in class 4it3out an
overall ar5ument. Suc3 a +a+er is usually +oorly or5ani2ed, 4ritten and +roofread.
D rn%" or :"!o' A +a+er 4ill fall *elo4 a OCO if it lacks more t3an one of t3e *asic
com+onents of an ar5umentative essay.
23 S"ct$on Prt$c$+t$on8 <H7% courses encoura5e vi5orous intellectual e?c3an5e, t3e
e?+ression of various vie4+oints, and t3e a*ility to s+eak effectively and co5ently.
Partici+ation includes *ut is not limited to in(class discussion. As +art of t3e +artici+ation
5rade, t3e Post(/octoral 8ello4 may assi5n activities and 4ritten assi5nments suc3 as
individual or 5rou+ +resentations, on(line forum entries, readin5 res+onses, lecture
summaries, de*ates, etc.
Partici+ation 4ill *e evaluated on t3e follo4in5 5uidelines, 43ic3 stress t3e =uality rat3er
t3an t3e =uantity of contri*utions.
A rn%"8 &3e student is fully en5a5ed and 3i53ly motivated. &3is student is 4ell
+re+ared, 3avin5 read t3e assi5ned te?ts, and 3as t3ou53t carefully a*out t3e te?tsG
relation to issues raised in lecture and section. &3is studentNs ideas and =uestions are
su*stantive eit3er constructive or critical!$ t3ey stimulate class discussions. &3is
student listens and res+onds res+ectfully to t3e contri*utions of ot3er students.
< rn%"8 &3e student +artici+ates consistently in discussion. &3is student comes to
section 4ell(+re+ared and contri*utes re5ularly *y s3arin5 t3ou53ts and =uestions t3at
s3o4 insi53t and a familiarity 4it3 t3e material. &3is student refers to t3e materials
discussed in lecture and s3o4s interest in ot3er studentsN contri*utions.
C rn%"8 &3e student meets t3e *asic re=uirements of section +artici+ation. &3is
student is usually +re+ared and +artici+ates once in a 43ile *ut not re5ularly. &3is
studentGs contri*utions relate to t3e te?ts and t3e lectures and offer a fe4 insi53tful
ideas *ut do not 3el+ to *uild a co3erent and +roductive discussion. 8ailure to fulfill
satisfactorily any of t3ese criteria 4ill result in a 5rade of O/O or *elo4.!
Pro=ost>s Stt"."nt conc"rn$n% Stu-"nts '$t# D$s:$!$t$"s
Students 43o 3ave a disa*ility 43ic3 may necessitate an academic accommodation or t3e
use of au?iliary aids and services in a class must initiate t3e re=uest 4it3 t3e Office of
Accessi*le :ducationGs /isa*ility Resource Center /RC!. &3e /RC 4ill evaluate t3e
re=uest 4it3 re=uired documentation, recommend a++ro+riate accommodations, and
+re+are a verification letter dated in t3e current academic term in 43ic3 t3e re=uest is
*ein5 made. Please contact t3e /RC as soon as +ossi*le$ timely notice is needed to
arran5e for a++ro+riate accommodations +3one #',("C99$ &// #'-("C9#!.
T#" Honor Co-"
Piolatin5 t3e Honor Code is a serious offense, even 43en t3e violation is unintentional. &3e
Honor Code is availa*le at:
3tt+:LL444.stanford.eduLde+tLv+saL@udicialaffairsL5uidin5L3onorcode.3tm. >ou are res+onsi*le
for understandin5 t3e 7niversity rules re5ardin5 academic inte5rity$ you s3ould familiari2e
yourself 4it3 t3e code if you 3ave not already done so. <n *rief, conduct +ro3i*ited *y t3e Honor
Code includes all forms of academic dis3onesty, amon5 t3em co+yin5 from anot3erGs e?am,
un+ermitted colla*oration and re+resentin5 as oneGs o4n 4ork t3e 4ork of anot3er. <f you 3ave
any =uestions a*out t3ese matters, see your +ost(doctoral fello4 durin5 office 3ours.
S?LLA<US O& LECTURES AND READIN(S
/""@ 1 Pro+"rt; $n Our R$%#ts
Readin5s for t3e 4eek: Locke, Second #reatise, c3a+. <(P<, ++. ""-("-,
Se+t. '9 <ntroduction
Se+t. 'B Jo3n Locke: &e?t and Conte?t
/""@ 2 /#"n S"tt!"- L' &$!s
Readin5s for t3e 4eek: Locke, Second #reatise, c3a+. P<<(Q<Q, ++. "-,(')C
Oct. , Readin5 a C3a+ter: Locke on Prero5ative
&3is lecture 4ill focus on C3a+ters Q<<(Q<P$ 3ave your te?ts in class
Oct. - &o Alter and A*olis3: W3at 8ollo4s t3e A++eal to HeavenH
/""@ 9 &ro. R"%! MA"st; to Ro;! <rut"
Readin5s for t3e 4eek, Paine, Common Sense, ++. "-(9D
Oct. "C W3at <s Political! Common SenseH
Oct. "' Auest Lecture: Caroline Winterer, Professor of History
&3e <ma5e of %onarc3y in t3e :i53teent3 Century
/""@ 1 B$rtuous R"+u:!$cns
Readin5s for t3e 4eek: Adams, #hou!hts on Go&ernment$ A*i5ail and Jo3n Adams,
corres+ondence "##9$ Carter 6ra?ton, Address to the Con&ention
Oct. "# :?ultant La45ivers: <nventin5 a Constitutional &radition
Oct. "D Pirtual and Actual Re+resentation
/""@ 5 R"t#$n@$n% t#" R"+u:!$c
Readin5s for t3e 4eek, $ederalist Rakove ed.!, ++. ,-(""9
Oct. ') &3e <deal of %oderation
&3is lecture 4ill focus on $ederalist " and ,#$ 3ave your te?t in class
Oct. '9 Pirtue and Pice in %adisonGs :?tended Re+u*lic
/""@ 6 /#os" R$%#ts Must <" Prot"ct"-?
Readin5s for t3e 4eek, $ederalist ++. ""9("D-
Oct. ," W3erever t3e Real Po4er Lies
;ov. ' Slavery and t3e American /ilemma
Readin5 for t3is class: $ederalist -) and &3omas Jefferson, *otes on the State of (ir!inia, Ruery
Q<P and QP<<<
/""@ 7 Do D".ocrc$"s N""- P!ton$c (ur-$ns?
Readin5 for t3e 4eek, Marbury &) Madison, - 7S ",# "BC,!
;ov. # Judicial Revie4 and t3e Counter(%a@oritarian /ilemma
&3is lecture 4ill *e *ased on $ederalist #B and 6rutus Q<P$ 3ave your te?ts in class
;ov. D A conversation 4it3 Aer3ard Cas+er, President :meritus, on Marbury &) Madison
in Com+arative Pers+ective
/""@ 5 Do Cu-%"s N""- D".ocrt$c C#"c@s?
Readin5 for t3e 4eek, McCulloch &) Maryland, "# 7S ,"9 "B"D!
;ov. ") &3e Su+reme Court as Re+u*lican Sc3oolmaster
;ov. "9 A Conversation 4it3 /ean Larry 0ramer, Stanford La4 Sc3ool, on &3e Case for
Po+ular Constitutionalism
/""@ D T#" Cu!tur" oE D".ocrc;
Readin5 for t3e 4eek, 'emocracy in America 0ramnick, ed.!, ""('9, ,9(D), 'C'('"D, ''B(')#,
'9D(,'', ,,9(,#C, )#D()B-
;ov. 'B /emocracy and Civil Society: &oc=uevilleGs <nsi53t
;ov. ,C Auest Lecture, Professor James 8is3kin, /e+artment of Communications, on t3e
idea of deli*erative democracy
/""@ 10 MAor$t; Ru!" R"=$s$t"-
Readin5 for t3e 4eek, 'emocracy in America, )D,(-)", -B,(9CC, 9CD(9'C, 9,D(9)B, 9)D(99',
9B)(#CC, #'B(#-C, ##-(B''
/ec. - &yranny of t3e %a@ority: &oc=uevilleGs Le5acy
/ec. # %oral Reflections on /emocracy
D"c".:"r 16 &$n! E). 25890-11890 4.43