Teaching American Government in a Comparative Context.

During nearly a decade as a university administrator I taught an advanced course in Soviet politics. When I returned to full-time teaching last fall, the chair asked me to teach a course in introductory American government. I looked at this as a challenge and an opportunity. Although most of our American government classes at Cleveland State University have 120 students and use multiple choice examinations, we agreed to limit my class to 60 students and to require essays. One of the advantages of teaching American government is that the students know a great deal about the system in which they live. Being part of the system, however, makes it harder for them to assess its strengths and weaknesses. Sometimes students find it difficult to determine what really counts in the political system, what is important or not important. Teaching American government in a comparative framework can lead them to a more critical approach. A useful comparison is provided by the republics of the former Soviet Union during the current period of profound change. The future political and economic arrangements among them are uncertain. Although Yeltsin and his supporters may be committed to democracy, they do not know how democracy operates in practice. Soviet scholars, intellectuals, and government figures are looking at the experience of the United States to see how constitutional democracy operates and to determine what aspects of the American system can be borrowed and integrated into their context. The Federalist Papers have become almost required reading for them. Those planning the future of the Commonwealth of Independent States are seeking information about the way the American system operates, why it has lasted, how it has dealt with challenges, and how it preserves democratic values. This gives Americans an opportunity to view our own system from a new perspective. Students in my American Government class are asked to play the role of experts on American politics being consulted by representatives from the former Soviet republics and central government who are anxious to learn about the American political system. The students are reminded that they are not expected to be genuine experts on Soviet politics, but that some general knowledge of the basic problems facing the Commonwealth is useful. Background information at a basic level can be found in Global Studies, The Soviet Union and Eastern Europe (Dushkin, 1990), although this and every other text has been severely dated by the events of last August. Nevertheless, it provides important contextual information. Students are expected to read the material found in The New York Times News of the Week in Review of September 1, 1991, which includes a brief summary of the histories, peoples, and strengths of the republics. Although I am reluctant to encourage students to rely on popular news magazines, the September 9, 1991, issue of Time has useful information presented at a level easily comprehended by beginning students. Students are expected to read a daily newspaper, preferably The New York Times or Washington Post, but current developments of particular significance are discussed in class, and student attention is drawn to articles relating important developments. The syllabus points out key factors that students need to take into account, and these are reinforced by the instructor in class. Students are told that the outlook of political leaders and followers is conditioned by the cumulative historical experiences of their respective countries. The historical experience affects the belief systems that legitimize the system. When they result in an underlying consensus, the task of governing is far less complicated than when there are permanent rifts and divisions. Furthermore, every political system shapes and is shaped by the society of which it is a part. Students are cautioned to avoid assuming that just because some aspect of our system works for us, it would necessarily work when transferred to another system. They should be aware that parts of our system are dependent on other parts, on our unique history, and on our political values. If some aspect of our political system works well, students are told, we need to ask why it is effective. Could it be effective in another society? If some aspect of our system seems to work less well, again we need to ask why. We cannot simply transfer institutions from one system to another and expect them to take root and work. In class, we review key concepts, ideas, and facts under each of the traditional topics of American government, but concentrate on discussing similarities to and differences from the former Soviet Union. The intent is not to teach Soviet politics but rather to use the comparisons to shed light on the American political system. When, for example, the textbook refers to America as a country of individuals from different religions, races, ethnic groups, and cultural traditions, discussion focuses on comparisons with the multicultural Soviet Union. Issues of assimilation, separatism, ethnicity, and discrimination can be examined from a different perspective than the one ordinarily used. Some students of East European backgrounds vehemently support the right of minority nationalities to educate their children in their own language and traditions and to take pride in their heritage. They then seem to look at current demands of black and Hispanic groups in America from a new angle. Some