Introduction to Comparative Politics

Political Science 2
Fall 2014

Vari Hall 133

MWF 10:30-11:35
Phone: (408)-554-5069
E-mail: KFaulvemontojo@scu.edu

Dr. Kenneth Faulve-Montojo

Office: ARTSCI 234
Office hours: MWF 9:30-10:00,
1:00-2:00, and by appointment

Course Objective: We compare political systems because a full understanding of government and politics and
the impact of structural factors on them is possible only through a comparison of developments, practices, and
institutions among nations. We understand better how our system of social welfare works, for example, when we
see how other rich democracies deal with the problems of poverty, unemployment, and old age.
This course introduces the student to the political systems of other countries. It is organized around two main
concepts of order and liberty. Embedded within these two concepts is the notion that each and every individual,
institution, and process that affects political life can be organized into three dynamically reciprocating factors.
Structural factors, which include the economy and society, the constitutional rules, the political culture, and
the international system, serve as the fundamental and enduring foundations that influence government and
politics. Political linkage sectors, which includes public opinion, political parties, and interest groups, transmit
the wants and demands of individuals and groups to government officials, Finally, the governmental sector, all
public officials and institutions, that have formal, legal responsibilities for making public policy.
To understand how these concepts interact in other countries, we begin with a look at the tools necessary for
political analysis and comparison. Then, we examine eight political systems that vary in terms of popular
sovereignty, economic performance, historical backgrounds, and international position. These countries are
United Kingdom, France, Russia, China, Iran, Mexico, Nigeria, and the Philippines. We take a multi-level analysis
of the power dynamics of these individual countries. However, since the objective of this course is to compare
systems, throughout the term we also examine the differences and similarities between these countries and the
way that democracy and economic performance have played out.
Explorations Core Curriculum: Social Science Requirement and Culture & Ideas 3
This course fulfills the Social Science Requirement in the New Core Curriculum. These goals focus on
Scientific Inquiry, Complexity, Critical Thinking, Mathematical & Quantitative Reasoning
To meet these objectives, students who have completed Social Science will

!1.1 Be able to apply deductive and inductive reasoning to analyze social science topics.

(Scientific Inquiry, Mathematical and Quantitative Reasoning). This objective will be addressed
through lectures, comparative analysis paper, reflection paper, and examination.

!1.2 Evaluate evidence used to validate theories, hypotheses, or predictions.

(Scientific Inquiry, Critical Thinking, Complexity) This objective will be addressed lectures,
readings, and comparative analysis paper.

!1.3 Appreciate that theories and data analysis often admit multiple interpretations and will be
able to evaluate the relative merits of alternative perspectives.
(Critical Thinking, Complexity) This objective will be addressed by lectures, comparative analysis
paper, and examination.
This also course meets the Culture & Ideas 3 objectives established under the Core Curriculum that has
goals of Global Cultures, Diversity, Critical Thinking, and Perspective.

To meet these objectives, students will

!3.1 Demonstrate an understanding of Asian, African, Middle Eastern, Eastern European, and/or
Latin American cultures in their global and/or diasporic contexts. (Global Cultures, Diversity)
This objective will be addressed by the readings on countries.

!3.2 Identify, analyze and evaluate the challenges and complexities in an interdependent world

using methods appropriate to the discipline. (Critical Thinking, Global Cultures, Complexity) This
objective will be addressed by panel discussion, reflection paper, and comparative analysis.

!3.3 Reflect on their assumptions and ideas about geographically or culturally unfamiliar
cultures and the connections to their own culture and society. (Perspective, Critical Thinking)
This objective will be addressed by reflective paper.
Integrations Core Curriculum: This course is associated with the Pathway: Democracy.

!If you choose to declare this Pathway, you may use a representative work from this course in the
Pathway Portfolio you will complete during your senior year. Therefore, keep electronic copies of your
work. You should use Dropbox, in addition to your own computer or thumb drives, as a secure place to
save copies of your work.

!You can find information about which Core requirements your course meets (including Pathways) by
searching for the class on courseavail (http://www.scu.edu/courseavail/) and clicking the specific course
link. Details will be visible next to the Core 2009 area.

!You can find information about Pathways on the Core Curriculum site
(http://www.scu.edu/provost/ugst/core2009/pathways.cfm ), to include specific Pathways and all
courses associated with Pathways; searchable by Pathway.
Required Texts: The course has two required texts.

!O'Neil, Patrick, and Karl Fields, and Don Share. 2013. Cases in Comparative Politics, 4th. New York: W.
W. Norton. (Hereafter, this text is referred to as ONFS).

!Readings marked with a plus (+) can be secured in two forms, hard copy or electronically. The hard copy
is in the Reserve Book Room. It is ONeil, Patrick, Karl Fields, and Don Share. 2013. Cases in Comparative
Politics. New York: W. W. Norton. Students can also secure these readings online via

<www.nortonebooks.com>. If students use this online version, they can read the chapters but cannot
download the materials. The cost is $24. On the site, students should find the book, click on the buy
link, hit the on-line access link, and under Student? hit the Purchase Chapter Select link. Once you
are on this page, once you select the state, everything else is self-explanatory. The heading of the
chapters is under POLS 2: Faulve-Montojo. Also, if you click on the other formats, you can see just
how much you save. For $.58 more, students can access the entire book for 180-days.

!Readings marked with an asterisk (*) can be obtained electronically through Camino.
Exams: The Course will include one mid-term and one final examination. There are six quizzes for the course and
are given on each Monday, with one exception, Quiz 3, administered on Wednesday October 22. They are
multiple choices and fill in. The lowest score will be dropped.
Students must take the midterm and final examination at the scheduled time. If students cannot make this
scheduled time, they can make up the examinations provided they meet BOTH of the following. First, they must
notify the instructor at least two (2) hours BEFORE the scheduled examination start time. Students should
email or phone the instructor. Second, they must provide a compelling reason with documentation (illness and
death in the family are compelling reasons). Travelling, oversleeping, and scheduled meetings are not compelling
reasons.
Country Report and Panel Participation: Students will be the jack-of-all-trades regarding the nine countries
we cover and the master of one. Students will select one of the countries we cover and participate as a
representative of his/her country on the discussion panel. All country and panel selections are final. The panels
are organized around a central question that relates to the topic addressed in class. Participants will contribute
to discussion based on what they have learned from their research.
!All Panels are on Fridays. They are scheduled to last anywhere from thirty minutes to an hour.
!On the day prior to the panel (12:00 noon [12:00 in military time].), students submit through Camino a
report on the topic as it relates to their country. A rubric will be distributed.
All others submit their papers on the day of the panel.

!Late Report: 10 points will be deducted from the country paper for every 24 hours after the
noon deadline that the paper is late, including weekends. I do not accept papers after three (3) days.

!Audience Participation: Students not participating on a panel are expected to be active audience
members. Each audience member will contribute questions to a Camino discussion board associated with
each panel. Questions can address broad themes to be addressed by the entire panel or more
specific questions about a particular country or subset of countries. More information on this will be
presented. Each student must contribute at least one discussion-based (i.e. open-ended) question to the
discussion board by 5 p.m. the day before the panel. Feel free to build on the ideas and comments of
others, but you must submit an original question. I may call on students to ask their questions to the
panel so come prepared to class. Failure to contribute to the discussion board will result in a deduction
in your participation grade.

Comparative Analysis Paper: More information will be presented on this assignment during the course. This
paper is due at the start of class on November 17. Students need to turn in both a hard and soft copy.

!Late Papers: 10 points will be deducted from the country paper for every 24 hours after the

deadline that the paper is late, including weekends. I do not accept papers after 3 (three) days.
Reflective Paper: The final examination will have as one of its components, this reflection paper, about 3 to 5
pages, where you write up short reflections on each panel topic. You want to link each topic (the panels) and
outline the major points we discussed that seem applicable to your countrys experience. More details are
forthcoming. You must provide both a hard copy and an electronic copy of this paper.
Simulation: There will a two day simulation near the end of the term. Details will follow. Students must present
a simulation reflection.
Camino: The class makes extensive use of Camino class management system. It serves as a good mechanism
toward your learning. Please be sure to log on to it regularly. To help you with the lectures, you can access
abridged outlines. These will be posted by the evening before the class (Sunday/Tuesday/Thursday) or
sometimes the morning of classes. These abridged outlines provide the structure of the lecture, but not the
substance. For instance, the outline will contain definitions, but not the nuances of the concepts or empirical
information. To get this, you have to attend classes.
Participation: Active participation is strongly encouraged--ask questions, offer comments, be prepared to
engage in discussions--this will enhance the learning for students. Students should read the assigned materials
before class.
Current Events: In addition, an effort will be made to integrate current events into the content of the course
by beginning each session with a discussion of any new or developing issues in comparative politics. Students are
encouraged to keep abreast of relevant developments by reading some major newspaper on a regular basis
and/or by watching or listening to network news broadcasts on television or radio.
Disability Accommodation Policy: To request academic accommodations for a disability, students must contact
Disability Resources located in The Drahmann Center in Benson, room 214, (408) 554-4111; TTY (408) 5545445. Students must provide documentation of a disability to Disability Resources prior to receiving
accommodations.
Academic Honesty: The University of Santa Clara expects the highest standard of academic integrity from its
students. Toward this end, any form of academic dishonesty will not be tolerated. Any student found guilty of
academic dishonesty will automatically FAIL the class. Academic dishonesty is defined as:
plagiarism (representing the work or ideas of others as ones own without giving proper
acknowledgement), cheating (e.g. copying the work of another person, falsifying laboratory data,
sabotaging the work of others), and other acts generally understood to be dishonest by faculty
or students in an academic context. (Student Conduct Code, Sect. I, Sec. D, p. 1.)
Writing: Students should write with clarity, style, and grace. This statement is obviously a truism. If students
need assistance with their writing, they should visit the HUB, the SCU writing center. Here is its website

address <http://www.scu.edu/provost/writingcenter/>. As an alternative, students can also use the course's tips
to writing that can be found on Camino.
Classroom behavior: As a courtesy to other students and the instructor, students should engage in the highest
standard of behavior during class sessions. Here are some important points. Also, no computers are allowed in
class unless authorized by the instructor. If granted, students must sit in the front.

!Students should turn off all mobile phones, refrain from text messaging and read newspapers or
magazines during class time, and avoid excessive talking within a group. Also, laptops, tablets, and other
electronic devices are NOT allowed in class. Believe it or not, faculty notice when students use their
electronic devices. The instructor will make exceptions, but students must first ask and provide a valid
reason. If students are guilty of using their device for purposes other than class related functions, then
students will lose the privilege.

!Please try to be punctual. When you come in late, you are disruptive to both your colleagues and to the
instructor. Also, if students must unavoidably leave early, they should notify the instructor and sit by an
exit.

!The easiest way to participate, particularly if you are not very assertive, is to ask questions. Asking for
clarification during lecture is useful for both the instructor and for other students. Asking specific
questions about the reading may be better yetsince it keeps the discussion focused on the reading
assignment.
"Do not be afraid to state your own opinion. But do be prepared, having stated your opinion, to
back it up with arguments and/or examples.
"The instructor places a very high premium on collegiality. This means that students should feel
free to sharply disagree on the issues just so long as they remain friendly and supportive of each
other. Part of the college experience should be to learn to disagree without being disagreeable.
This means learning to criticize the idea and not the person. Criticizing another student or
person directly is called an ad hominum attack and (at least as an ideal) has been strictly
prohibited in academia for centuries. Do it in this class and students will be reprimanded, asked
to leave, and then penalized.
"The issue above notwithstanding, you should not be afraid to launch strong attacks on ideas
that you think are wrong. Just be careful how you do it. For example, I disagree with that
argument is a fair statement but I disagree with you is not. And you might consider mixing in a
positive statement to balance the negative, What Albert said about Hitler really inspired me,
but the argument that King was a racists doesnt seem to hold up. Here is why...
The Final Examination: See the schedule below.
Grade Distribution: Below is the grade distribution for the class.
Midterm:
Final:

20%
20%

Comparative Analysis:
Country Report:
Participation:
Quizzes:
Country Simulation
Simulation Write Up

20%
10%
10%
10%
05%
05%

Tentative Schedule:
Week 1: (September 22-26) Introduction
Readings:
ONFS, Chapter 1
*Drogus, Carol Ann and Stephen Orvis, "What explains political behavior?" pp 16-25 and 28-9.
*Andrew Bennett, "Process Tracing and Causal Inference," in Brady, Henry E. and David Collier,
eds., Rethinking Social Inquiry: Diverse Tools, Shared Standards, 2nd. (Rowman & Littlefield
Publishers, Inc: New York): 207-19. (You can read only up to page 211 (page 5 on the PDF), if you
wish to continue, you may).
Recommended Reading:
*Doyle, Arthur Conan. 1892. The Adventure of Silver Blaze, from David Collier, Teaching
Process Tracing. http://ssrn.com/abstract=1944646
Assignment:
11:55 p.m. Friday September 26 Video introduction on Camino.
Week 2 (September 29-October 3): United Kingdom of Great Britain and Northern Ireland
Readings:
ONFS, Chapter 2
Assignment:
September 29: Quiz 1ONFS Chapters 1 and 2
PANEL 1: How are cultures politicized? How do politicized cultures affect democracy?
Week 3 (October 6-10): France
Readings:
ONFS, Chapter 4
Assignments:

Quiz 2ONFS Chapter 4 (October 6).

PANEL 1: Reports due (October 6)
PANEL 2: How can federal and electoral systems be constructed to promote democracy?
(October 10)
Week 4 (October 13-17): France (Continued)
Reading:
ONFS, Chapter 4
Assignment:
Midterm: October 17
Week 5 (October 20-24): Russia
Readings:
ONFS, Chapter 7
Assignment:
Quiz 3: ONFS Chapter 7 (October 22)
Week 6 (October 27-31): China
Readings:
ONFS, Chapter 8
Assignment:
PANEL 3: How can institutions be framed to support a transition to democracy? (October 31)
Quiz 4 ONFS Chapter 8 (October 27)
Week 7 (November 3-7): Mexico
Readings:
ONFS, Chapter 11
Week 8 (November 10-14): Iran
Readings:

ONFS, Chapter 10
Assignment:
PANEL 4: How should countries generate economic development? (November 14)
Quiz 5--ONFS Chapters 10 and 11
Week 9 (November 17-21): Nigeria
Readings:
ONFS Chapter 14
Assignment:
November 17: Comparative Analysis Report
Quiz 6--ONFS Chapter 14 (November 19)
PANEL 5: How should countries deal with political violence? Can social spending and political
reform forestall violence? (November 21)
Week 10 (December 1-5): The Philippines
Readings:
*Clark Nehur, The Philippines, Chapter 4
Assignment:
Country Simulation, December 1
Final9:10-12:10 Friday December 12