Citizenship Across the Curriculum

1 Citizenship-Oriented Approaches to the American Government Course

1 Citizenship-Oriented Approaches to the American Government Course Jeffrey L. Bernstein The class was in the middle of the first day of its a≈rmative action simulation and students had gathered in di√erent corners of the room based on their attitudes toward the issue. Johanna was the only student in the back left corner, the designated meeting place for students who ‘‘absolutely, completely opposed a≈rmative action.’’ Later, as students discussed the issue with their classmates, Johanna (who is white) found herself sitting with four students, three African American and one white, who strongly favored a≈rmative action. The more they discussed the issue, the more confused they became. When I wandered into that group a few minutes later, I could actually see them processing their discussion in the silence that greeted my arrival. Finally, one of the students looked at me and said, ‘‘This issue was a lot easier before this discussion.’’ Johanna, still processing, could only nod in agreement. I teach political science at Eastern Michigan University, a regional comprehensive institution. For students who entered the university before fall 2007, the introductory American Government course is required for graduation. The 14 ⭈ jeffrey l. bernstein course presents many challenges: beyond the fact that it has a large and essentially captive audience, students represent a true cross-section of a student body that is quite diverse in terms of its preparation for college and its motivation to do college-level work. Teaching one hundred of these students, usually in a lecture hall designed to hold far more, and keeping the focus on student learning is a daunting task. Despite its challenges, this course has traditionally o√ered my department a golden opportunity to ensure students have some exposure to American government . Asked to justify why this should be a required course, political scientists respond with broad platitudes: ‘‘Our students will be citizens and need to know how government works,’’ or ‘‘Politics is all around us and students need to be exposed to it,’’ or ‘‘Whatever field our students go into, the political system will have an impact.’’ These arguments rest not on the importance of disciplinary knowledge, but instead on broader citizenship issues—specifically, on our role as political scientists in training future citizens. This is not to argue that disciplinary knowledge is unimportant. Students should know about checks and balances, the President’s cabinet, and the policymaking process. Political scientists are well positioned to teach this, and do it well. But we must do more; disciplinary knowledge alone is quickly forgotten by our students. A citizenship-oriented perspective can give students tools and dispositions to be more e√ective participants in their government and community ; these lessons will last longer than lessons about checks and balances ever will. Moreover, for academics who strive to better the world while teaching their courses, the rewards can be profound, as they have been for me. Political A√airs Today: Three Disturbing Trends As we move deeper into the twenty-first century, the engaged citizen has to look at the political order with concern. Whatever one’s policy positions, the process seems broken. Campaigns push wedge issues in an attempt to divide. The ubiquitous role of money in American politics has rarely been clearer; in the presidential primaries, those who cannot raise millions of dollars more than a year before the next election are quickly deemed nonviable candidates, their voices silenced. Inability to compromise commonly stalls important legislative initiatives . It seems undeniable that the political system is failing in its role of aggregating mass opinion to inform those who make policy.∞ Three overlapping trends illustrate the level of interest and engagement American citizens currently have in politics. First, as documented by Putnam (2000), Americans have experienced a dramatic decrease in social capital, defined as the societal value gained from interactions among people. Americans join groups— fraternal, service, political—much less frequently than they did in previous generations . Moreover, the political groups people join tend to require much less of Citizenship-Oriented Approaches to the American Government Course ⭈ 15 their members; rather than chapter meetings, most groups require people to do little more than write a check (Skocpol 2003). This trend is disturbing; Putnam notes that lack of social capital makes it harder for people to engage in collective action. It also deprives people of the interpersonal ties that make life more pleasant. A second trend is the...