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by: Veronica Garza

Syllabus EC 201

Veronica Garza

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Introduction to Microeconomics
J. Meyer
Class Notes
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This 11 page Class Notes was uploaded by Veronica Garza on Friday September 9, 2016. The Class Notes belongs to EC 201 at Michigan State University taught by J. Meyer in Fall 2016. Since its upload, it has received 11 views. For similar materials see Introduction to Microeconomics in Microeconomics at Michigan State University.


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Date Created: 09/09/16
MC201: Introduction to the Study of Public Affairs I James Madison College Michigan State University Fall 2016 Mondays and Wednesdays 11:30-12:20 C102 Wilson Hall Instructors Galia Benitez Anthony Olcott Olufunmbi Elemo AJ Rice Ross Emmett Curtis Stokes cstokes Benjamin Lorch Matthew Zierler Teaching Assistants Ewurama Appiagyei-Dankah ( Spenser Warren ( Course Description MC 201 and MC 202 (Introduction to the Study of Public Affairs I and II) is a two­ semester course sequence that meets Michigan State University’s Integrative Studies in  Social Science [ISS] requirement.  The courses focus on the dilemmas faced by  contemporary regimes in a world marked by both cooperation and conflict. It uses  historical, philosophical, and sociological approaches to examine the foundations of  constitutional government, the evolution of American state and society, the nature of  citizenship, the construction of group identities, and the role of government in addressing  issues of inequality, poverty, criminal justice, immigration, the environment, and the use  of new technologies. MC201 examines dilemmas in democracy, especially as they arise in the United States.  The course focuses on the United States and its political development in order to illustrate and explore the more comprehensive dilemmas faced by all democratic governments.    The purpose is to provide a forum for discussing important issues in public affairs and to  introduce a variety of intellectual tools, both theoretical and empirical, for analyzing our  contemporary dilemmas and arriving at sound judgments on public policy. The course  emphasizes the interdependence of social, political, historical, economic, and cultural  factors in understanding public affairs.  It includes a comparative example to improve  students’ understanding.  By forcing students to confront an alternative political regime  with a different political culture and a different approach to political problems, the  comparative example aims to teach students to think about public affairs in a more  comprehensive manner. The course is also intended to develop students’ skills in critical  reading and analysis of texts and in attentive listening. In MC 201 this year, we will focus specifically on issues related to immigration,  inclusion, and the nature of liberal democracies in the United States and Europe as these  are some of the enduring issues in public affairs.  We begin with an understanding of how the United States political system was created so that we can see how and why it has and  has not changed. By examining issues related to race and immigration we can attempt to  understand the political and social challenges that have arisen in U.S. history. In doing so, we can examine the ways in which government can improve or ameliorate differences in  society. Just as governments might be able to improve things, they are also capable of  exacerbating those conditions – this is something we need to keep in consideration  throughout the course.  The last section of the course examines the recent challenges in  immigration and inclusion in Europe as a way of demonstrating the challenge other  liberal democracies face. This provides us with a lens to reexamine what is occurring in  the United States and why some of these issues are a challenge to solve. The course  assignments will help in developing your critical reading skills and your ability to  analyze the arguments of a variety of authors. Course Objectives     To develop students’ ability to evaluate public affairs in an analytical and  comprehensive manner.  To improve and refine students’ analytical skills as both readers and writers.  To teach students how to think through and formulate their own responses to  political problems which have no clear answers.   To introduce students to enduring dilemmas of democracy and to give them an  awareness of how democracies in the United States and Europe have attempted to  respond to these dilemmas.    To give students the knowledge they require in order to evaluate for themselves  the issues surrounding important public policy issues and the possibilities for  governmental response.  Required Readings  Ian Buruma, Murder in Amsterdam: Liberal Europe, Islam, and the Limits of  Tolerance  Tom Gjelten, A Nation of Nations: A Great American Immigration Story.  Alexander Hamilton, James Madison, John Jay, The Federalist Papers (edited by  Clinton Rossiter; Introduction and Notes by Charles Kesler)  Fredrick C. Harris, The Price of the Ticket: Barack Obama and the Rise and  Decline of Black Politics  Sonia Nazario, Enrique’s Journey  Alexis de Tocqueville, Democracy in America (Gerald Bevan – translator; Isaac  Kramnick – introduction)  Other readings hyperlinked from syllabus or on D2L Course Structure and Evaluation MC 201 is a team­taught course with common lectures, readings, and examinations. Its  classes meet in two different locations: twice a week in the Wilson Auditorium for 50­ minute lectures and twice weekly in smaller 50­minute discussion sections.  Your  individual section professor will evaluate you based on a range of assignments, which  will include two papers, a quiz, and a final. In addition, individual section instructors will have their own set of requirements for the “section” part of the grade. In determining  final course grades, instructors may take your progress into account. You are expected to  attend all lectures and all discussion sections and to complete all assigned readings. The  assigned readings should be completed prior to the lecture for which they were assigned.   To pass the course, you must complete all assignments.  Final grades will be determined  as follows:  Quiz (10%) – in section on 9/28 or 9/29  Paper #1 (20%) – due on 10/21  Paper #2 (25%) – due on 11/18  Final (25%) – on 12/16  Section Grade (20%) o Each section instructor will discuss his or her approach to assessing the  section grade as well as describing their grading scale. Academic Honesty James Madison College and Michigan State University policies on incompletes and  academic integrity will be adhered to closely in MC 201. Students should be aware that  presenting the work of others so that it appears to be their own work is a violation of  moral and professional standards, one that Madison professors and the university treat  very seriously. Students are forewarned that college policies will be strictly enforced in  this class.  The James Madison College Policy on Academic Dishonesty is available in  the Student Handbook and includes the following additional information that should be  carefully read by every Madison student: “The faculty recognizes that it is the  responsibility of the instructor to take appropriate action if an act of academic dishonesty  is discovered. It is further understood that a student may appeal a judgment of academic  dishonesty to the Student­Faculty Judiciary. The Faculty Assembled recommend that in  cases involving proven academic dishonesty, the student should receive, as a minimum, a 0.0 in the course and that a record of the circumstances, sanctions, and any appeal, be  placed in the student’s confidential file…. The individual faculty member of the Dean  may recommend further action, including dismissal from the University, to the Student­ Faculty Judiciary. If a second case of academic dishonesty should occur, the  recommendation is that the faculty, through the Office of Director of Academic and  Student Affairs, should seek the student’s dismissal from the College and the University.” Article 2.III.B.2 of the Student Rights and Responsibilites (SRR) states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, JMC adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site: Therefore, unless authorized by your instructor, you are expected to complete all course assignments, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also the Academic Integrity webpage.) Spartan Code of Honor: Academic Pledge The Spartan Code of Honor was adopted by ASMSU on March 3, 2016, endorsed by  Academic Governance on March 22, 2016, and recognized by the Provost, President, and Board of Trustees on April 15, 2016. The Spartan Code of Honor Academic Pledge: “As a Spartan, I will strive to uphold values of the highest ethical standard. I will practice honesty in my work, foster honesty in my peers, and take pride in knowing that honor in  ownership is worth more than grades. I will carry these values beyond my time as a  student at Michigan State University, continuing the endeavor to build personal integrity  in all that I do.”­integrity/Spartan%20Code%20of%20Honor %20Academic%20Pledge.html Classroom Expectations To be successful in this course, students need to be thoughtfully and critically engaged in  the lectures.  This demands active listening, careful note­taking, and reflection on the  material that is delivered in lectures and in the section meetings. We expect you to use  technology exclusively for proper participation in the course.  Texts, emails, Facebook,  Tweets, etc. can wait until after class.  You are expected to attend every lecture and every section meeting for this course, and  you are expected to arrive before the start of class.  Your section professor is your instructor of record for this course, meaning that he or she  is responsible for grading all of your work and for assigning your final grade for the  class. Each section professor will run his or her section slightly differently and will  distribute a section syllabus to you. Section meetings are every bit as important a part of  this course.  Doing well in this course requires attending sections, lectures, and  completing all of the assigned readings.   Disability Accommodations We are committed to providing accommodation for any student with a verified need.  Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517­884­RCPD or on the web at Once your eligibility for an accommodation has been determined, you will  be issued a verified individual services accommodation (“VISA”) form. Please present  this form to your section professor at the start of the term and/or two weeks prior to the  accommodation date and he or she will discuss with you the best solution to your needs. MC201 Teaching Assistants The two MC 201 Teaching Assistants are accomplished Madison students who have been through this class themselves and have both served previously. They are likely to  understand the issues and questions that may arise for students, and the faculty  encourages you to take advantage of the help they can offer you. They will hold regular  office hours (posted on D2L and announced in class) to offer individualized help.   Throughout the semester, they will organize and host a number of co­curricular events,  and you are strongly encouraged to attend as many of them as possible. MC201 Instructors and Office Hours Just as you are strongly encouraged to seek help from the teaching assistants, you are also strongly encouraged to seek help from the faculty in this course.  The faculty are your  best resource for understanding the material. The professors in this course will be holding regular office hours (listed on their section syllabus).  If you have questions, problems, or anything else that concerns you, we would encourage you to see your professor during  their office hours.  The strength of Madison is the availability of its professors.  Using  this availability will help you a great deal in preparing for the quizzes, papers, and exam.  The New York Times The New York Times is available to Madison students on a daily basis, Monday through  Friday. They can be found in distribution racks each weekday morning on the first floor  of Case Hall. Articles and editorials from The New York Times may be incorporated into class assignments as your section professor decides. All students are strongly encouraged  to take advantage of this resource, as well as a range of other credible news sources. Assignment Procedures and Expectations The quiz will be held in your discussion section on either Wednesday, September 28 or  Thursday, September 29.  The first paper will be due on Friday, October 21 and the  second will be due on Friday, November 18. The paper topics will be distributed  approximately one week before they are due. Your section instructor will provide  submission information.    The Final Exam will be an in­class exam that will be held on Friday, December 16 from  10am until noon in the lecture hall. You are expected to bring a blank bluebook to the  exam. You will have two hours to take the final exam. During the final exam, we ask that you leave all books, papers, bags, and coats at the front or rear of the classrooms. Use of  any devices or examination of any materials during the exams will be considered  cheating and will result in sanctions described in the college’s Statement on Academic  Honesty. We ask that, short of a personal emergency, you stay seated until you have  completed your exam and you quietly leave after handing your exam to your section  professor. If you arrive late for the exams, you will have only the remaining class time to  complete your exam. As per university regulations, students must take the final exam at  the specified time. We cannot and will not allow you to take the exam earlier than the  scheduled time so that you can begin your winter break earlier than the date and time of  the scheduled final exam. If you have three final exams on the same day, the university  will allow you to reschedule one of them. To do this, you must contact Jeff Judge  ( to ask for assistance rearranging one of your final exams. Under  university rules, you can receive an excused absence for the final exam only if you  missed the exam because of a circumstance over which you had no control, and you must be able to present evidence to support your excuse. Class Schedule 8/31: Introduction  Rauch, Jonathan. “How American Politics Went Insane.” The Atlantic. July/August 2016  Balz, Dan. 2016. “Brexit is not just Europe’s problem. It highlights a crisis in democracies worldwide.” Washington Post. June 27.  World Migration Map -- migration-map.html 9/5: No Class – Labor Day Democratic Difficulties and Institutional Design 9/7: Enduring Issues in Public Affairs  Lemann, Nicholas. 2008. “Conflict of Interests.” New Yorker. August 11.  Hochschild, Jennifer L., Vesla M. Weaver, and Traci Burch. 2011. “Destabilizing the American Racial Order.” Daedalus. 140(2): 151-165.  Williams, Kim M. 2005. “Multiracialism and the Civil Rights Future.” Daedalus. 134(1): 53-60.  Jones, Erik. 2016. “Brexit’s Lessons for Democracy.” Survival. 58(3): 41-49.  Declaration of Independence (p. 528 of Federalist Papers book) 9/12: Why the Constitution?  Federalist #1  Constitution (p. 542 of Federalist Papers book)  Dahl, Robert A. 2005. “James Madison: Republic or Democrat?” Perspectives on Politics. 3(3): 439-448. 9/14: The Case for the Extended Republic  Articles of Confederation (p. 533 of Federalist Papers book)  Federalist #s 9-10 9/19: The Intractable Difficulties of Politics  Federalist #23 and #37 9/21: The Separation of Powers and the Institutions of the Federal Government  Federalist #s 51, 69, 70 9/26: The Anti-Federalist Critique  Brutus I and II (on D2L)  George Mason, “Objections to the Constitution of Government Formed by the Convention” QUIZ IN SECTION THIS WEEK (Wednesday the 28th/Thursday the 29th) 9/28: Slavery and the Founding  Kaminsky, “The Constitutional Convention and Slavery.” Chapter 2 from his A Necessary Evil. (on D2L) Democratic Political Culture in the United States 10/3: Examining Democracy in the United States  Tocqueville, p. 11-26 and 36-58 10/5: Majority Tyranny  Tocqueville, p. 287-322  Robert C. Smith. “Racism and Democracy in America: A Tyranny of a White Majority.” (required selections on D2L) 10/10: Individualism, Soft Despotism, and What Combats It  Tocqueville, p. 489-491, 583-618, and 803-822 10/12: Women and the Family in Democracy  Tocqueville, p. 677-700  Baker, Paula. 1984. “The Domestication of Politics: Women and American Political Society, 1780-1920.” American Historical Review. 89(3): 620-647.  Locke, Mamie, “From Three-Fifths to Zero: Implications of the Constitution for African American Women, 1787- 1870.” In Women Transforming Politics: An Alternative Reader.” Edited by Cathy J. Cohen, Kathleen B. Jones, and Joan C. Tronto. New York: NYU Press, 1997, p. 377- 386. (on D2L) 10/17: Tocqueville on Race (Native Americans)  Tocqueville, p. 370-397 10/19: Tocqueville on Race (African Americans) Tocqueville, p. 398-426 PAPER #1 DUE ON FRIDAY, OCTOBER 21 Issues of Race and Immigration in the United States 10/24: W.E.B. DuBois on Race in America  DuBois, W.E.B. 1903. The Forethought, Ch. I & 2; from Souls of Black Folk (pages 1-18 of this link) 10/26: The Civil Rights Movement  Harris, chapters 1 and 2 (p. 3-69) 10/31: Black Politics  Harris, chapters 3 and 4 (p. 70-136) 11/2: Immigration Journeys  Gjelten, prologue and chapters 1-7 (p. 1-76)  Bayoumi, Moustafa. 2012. “How Does it Feel to Be a Problem? Being Young and Arab in America.” Rethinking the Color Line: Readings in Race and Ethnicity. 134-138. (on D2L) 11/7: Race and Elections  Lecture by JMC grad Atty. Jeffrey Cummings  Harris, chapters 5 and 6 (p. 137-192) 11/9: Roundtable on the 2016 Elections 11/14: The Politics of Immigration in the United States  Gjelten, chapters 8-10 (p. 79-133) 11/16: Inclusion?  Gjelten, chapters 11-13 (p. 137-182) PAPER #2 DUE ON NOVEMBER 18 11/21: Integration?  Gjelten, chapters 14-16 (p. 183-236) 11/23: Contemporary Issues around Immigration  Gjelten, chapters 17-21 (p. 239-343) Immigration in Europe 11/28: Immigration and the State  Alba, Richard and Nancy Foner. 2014. “Comparing Immigrant Integration in North America and Western Europe: How Much Do the Grand Narratives Tell Us?” International Migration Review. 48(s1): s263-291.  Nobles, Melissa. 2005. “The Myth of Latin American Multiracialism.” Daedalus. 134(1): 82-87.  Thielemann, Eiko and Daniel Schade. 2016. “Buying Into Myths: Free Movement of People and Immigration.” Political Quarterly. 87(2): 139-147.  Buruma, p. 1-35 11/30: The Clash of Values in Europe (the case of the Netherlands)  Buruma, p. 36-140 12/5: The Clash of Values in Europe (the case of the Netherlands), part 2  Buruma, p. 141-264 12/7: Immigration and Political Backlash in Europe today  Vasilopoulou, Sofia. 2016. “UK Euroskepticism and the Brexit Referendum.” Political Quarterly. 87(2): 219-227.  Greenhill, Kelly M. 2016. “Open Arms Behind Barred Doors: Fear, Hypocrisy and Policy Schizophrenia in the European Migration Crisis.” European Law Journal. 22(3): 317-332. Friday, December 16 (10am) – Final


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