Professional Documents
Culture Documents
revised 12/31/15
SYLLABUS
DOC 2: Justice
Dr. Mark HENDRICKSON
Lecture A: MWF 10:00-10:50 in Solis Hal1 107
DOC Office: Sequoyah Hall 132
Email: docinfo@ucsd.edu
Please bring letters from the Athletics Dept. or
the Office for Students with Disabilities to Sue.
Course Overview:
What is justice? Each of us confronts this question often in our daily lives. How should we live our own
lives? How should we treat other people? Are there certain principles of justice, fundamental values, we can all
agree upon? Or is justice simply a matter of individual, subjective opinions? How have conceptions of
justicepolitical, economic, and socialchanged over the course of American history?
In building on the concepts and topics introduced during DOC 1, DOC 2: Justice is designed to
introduce students to more specific features and debates within American politics, law, and society. As with
DOC 1, the course focuses on the tensions between the founding American promise of liberty and justice for
all and its imperfect realization in various historical settings. This course uses both contemporary and historical
materials to help you think deeply and critically about some of the central problems of justice in American
society, both in the past and at present.
Central themes are: the ideological conception of law, politics, and justice embedded in the founding
principles of the American experiment; the blind spots and contradictions that arose when these ideologies were
put into practice; the grassroots social movements and methods through which various groups have contested
and demanded justice (and the relative success or failure of these methods); the role of government, the courts,
and the people themselves in bringing about political, social and cultural change; and the extent that the
American promise of equality is becoming more or less realized in the 21st century.
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Writing Assignments: The writing assignments this quarter build on the fundamentals of critical reading and
analysis introduced in DOC 1: reading actively; analyzing key points in an argument; analyzing ideological
intersections at work in a text; applying key concepts learned in the course; and using relevant course lectures
and readings to place primary texts in their historical and cultural contexts.
The purpose of DOC 2 is to enable undergraduate students, through rigorous practice, to critically read
and write academic arguments. Students who successfully complete DOC 2 writing assignments will be able to:
1) Practice all aspects of the writing process, including outlining, drafting, editing, and revising; 2) Argue and
defend a claim that is informed by multiple sources; 3) Select and use evidence in clear and effective ways; 4)
Analyze evidence effectively using key terms and concepts; 5) Explain the significance of an argument; 6) Use
various kinds of feedback to revise papers effectively; and 7) Cite sources effectively using MLA format.
Grade Breakdown:
Maintaining Academic Integrity: While DOC strongly encourages intellectual cooperation and discussion, all
material submitted for a grade must represent your own work. Proper citation of others work is required. The
rules for incorporating MLA documentation can be found on OWL: http://owl.english.purdue.edu/
owl/resource/747/01/. Suspicions of academic misconduct and plagiarism will be investigated, and verified
cases will be reported to the Academic Integrity Office according to university policy. A finding of plagiarism
will result in an F grade for that assignment. See http://academicintegrity.ucsd.edu/ for more information on
the UCSD policies regarding academic integrity and plagiarism. Students agree that by taking this course all
required papers will be subject to submission for textual similarity review to Turnitin for the detection of
plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database
solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin service is subject to the terms
of use agreement posted on the Turnitin.com site.
Section Attendance and Participation Policy: Attendance and participation are required at all discussion
sections, starting January 5 or 6. In order to earn the highest Section Participation score, you must complete the
corresponding readings prior to each class and be ready to discuss them and/or ask questions. Listen to others,
and show respect for people, ideas, and perspectives with which you may disagree. If you are absent from
discussion section more than three times, for any reason (e.g., an emergency or illness), 5% of your course
grade will be a zero. There are no excused absences, so if you dont want to be penalized you should not miss
four or more discussion sections. Your Teaching Assistant will explain his/her Section Assignments in class.
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the FDR administration intervened in the interest of liberty, stability, and/or justice can be seen in historian
Richard Polenbergs crisp overview of some of the more important changes brought on by the New Deal. The
West Coast Hotel and U.S. v. Darby excerpts take us back to the Supreme Courtremember we last
encountered the Court in the Adkins decisionwhere we also see major changes underway. Of course, not
everyone agreed with Roosevelt and supporters of the New Deal. In ways that anticipated some of the arguments
we will encounter later in the quarter, former President Herbert Hoover warned that the regimentation of the
New Deal made the government the master of peoples souls and thoughts.
TritonEd. Richard Polenberg, The New Deal, 1933-1936 (2000)
20. Excerpt from West Coast Hotel v. Parrish, 300 U.S. 379 (1937)
21. Excerpt from United States v. Darby Lumber Co. (1941)
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Part VI: Justice, the Conservative Movement, and the Rise (and fall?) of the Market
Lecture #23: The Rebuilding of a Conservative Movement
In this three-lecture section, we turn our attention to the emergence of a political coalition that embraced anticommunism, deregulation, and a diminished welfare state. Rather than looking to enhance the role of the state in
pursuit of social justice as New Dealers and Civil Rights activists had, this emerging conservative movement
came to argue for greater reliance on the market as a means of advancing the cause of individual freedom.
Historians Ronald Story and Bruce Laurie describe how this movement came to dominate American politics.
We begin today with some background from Story and Laurie on the state of the conservative movement in
wake of the New Deal. We often think of the 1960s as a period of activism on the left, but the Young Americans
for Freedom document helps us to understand youth organizations on the right. In lecture, we will see an excerpt
from Ronald Reagans A Time for Choosing speech, which would be identified by a generation of
conservatives as, simply, The Speech.
42. [p. 233-237] Ronald Story and Bruce Laurie, The Making of a Movement (2008)
43. Young Americans For Freedom, The Sharon Statement, 1960
Lecture #24: Expanding the Base
In todays excerpt from Story and Laurie, we see the continued building of the conservative movement and
coalition, but we also see a breakup of the New Deal coalition. This latter phenomenon shook loose groups of
voters who had been aligned with the Democratic Party going back to the New Deal. The Powell Memo helps us
to understand that conservative movement leaders recognized that while votes and money were critical to the
movements success, so too were ideas.
42. [p. 238-242] Ronald Story and Bruce Laurie, The Making of a Movement (2008)
44. Lewis F. Powell, Jr., Confidential Memorandum: Attack on American Free Enterprise
System(1971)
Lecture #25: The Return of the Market: The Case of Housing and Finance
In the last quarter of the twentieth century, politicians on both sides of the aisle (that is both Democrats and
Republicans) increasingly embraced the idea that, as President Clinton articulated it in his 1996 State of the
Union Address, the era of big government is over. Rather than big government, many policymakers embraced
a greater reliance on the free market and deregulation. We only have one short reading for today, but it is dense.
2016 DOC 2 Syllabus Dr. Hendrickson
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As many of you are certainly aware, many Americans suffered greatly in the wake of the recent collapse of the
housing market. Today we will look at the relationship between deregulation and the financial crisis that began
in 2007 and 2008.
42. [p.242-249] Ronald Story and Bruce Laurie, The Making of a Movement (2008)
45. The Economist, The Origins of the Financial Crisis: A Crash Course (2013)
Part VII: Income & Wealth Inequality: From the Great Compression to the Second Gilded Age
In our final three meetings, we confront one of the most important social and economic justice issues facing the
United States todaygrowing income and wealth inequality. The above figure depicts trends in income
inequality going back to 1917. The Krugman and Ehrenreich pieces assigned for Monday and Wednesday help
us to understand the trends depicted in this figure as well as what brought these trends about. Raghuram Rajan
will provide insight into long-term trends underway and their implications.
Lecture #26: The Great Compression
TritonEd: Paul Krugman, The Great Compression (2007)
Lecture #27: The Second Gilded Age
TritonEd: Barbara Ehrenreich, Serving in Florida (2001)
Lecture #28: Fault lines and the state of the union
Prior to class, please listen to this interview with University of Chicago economist and former chief economist
for International Monetary Fund Raghuram G. Rajan, author of Fault Lines: How Hidden Fractures Still
Threaten the World Economy (Princeton: Princeton University Press, 2010).There is a link to this interview
posted on TritonEd as well. http://www.npr.org/blogs/money/2011/01/28/128089847/deep-read-let-them-eatcredit
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