Jonathan Cervas

Professor Jonathan Cervas1
Office: Posner Hall 374
Email: cervas@cmu.edu
Location: POS 145 Time: Tuesday/Thursday 2:00p-3:20p Eastern Office Hours: Wednesday 2-4p, and by appointment (arrange via email)
CMU Academic Calendar2

TA: Colleen Moosman
Email: cmoosman@andrew.cmu.edu
Office Hours: Thursday 1:00p-2:00p

Course Relevance: DC: Perspectives on Justice and Injustice
Learning Resources: All resources will be provided via Canvas
Prerequisite Knowledge: NONE

Course Description

This course explores why Americans are so politically divided, how those divisions create and reinforce inequalities, and what we can do to address them. We look at key issues like voting rights, healthcare access, racial and economic disparities, ethical uses of AI, and environmental justice; though the topics will largely be selected by students. Through discussions and debates, you will build critical thinking, public speaking, and empathy skills. If you are interested in political science, law, or social justice, this class will give you a clear understanding of today’s U.S. political landscape and ideas for promoting fairness and equity at every level of society.

Learning Objectives

By the end of this course, students will be able to:

  1. Explain the historical and structural factors that contribute to political polarization in the United States.
  2. Describe how political divisions intersect with and reinforce racial, economic, and social inequalities.
  3. Analyze key policy issues (e.g., voting rights, healthcare, environmental justice) through the lens of fairness and equity.
  4. Evaluate different perspectives on contentious political issues with empathy and critical reasoning.
  5. Apply principles of ethical reasoning to assess the social impacts of emerging technologies such as artificial intelligence.
  6. Demonstrate improved skills in public speaking, structured debate, and respectful civic discourse.
  7. Synthesize information from political science, law, and social justice frameworks to form evidence-based arguments.
  8. Reflect on their own values, biases, and roles as civic participants in a divided society.

Grading

Your grade depends heavily on active engagement. This course is interactive: your preparation (completing the readings), contributions to discussions, and participation in debates are essential to your success.

Assignments & Deadlines You are expected to meet all assignment deadlines. If you anticipate being unable to turn something in on time, contact me before the due date to discuss alternatives. Late work will incur a small penalty3 provided it does not impede your classmates’ progress (for instance, in group projects). Failing to participate or contribute meaningfully, especially in ways that affect others’ work, will result in a lower grade.

Assessment

The course grade will be a weighted average of the following components:

Assignment Percent of Final Grade
Participation 25%
• Discussion & In Class Assignments (5%)
• Attendance (15%)
• Student Led Topics (5%)
Weekly Reflection Journals 15%
Writing Modules (3) 3%
Surveys (2) 2%
Book Review 12%
• Written Review (3-5 single-spaced pages) (10%)
• In class Discussion (2%)
Op-Ed Project (Rough Draft + Final) 20%
Reflection on Student Led Topics 3%
Reflection on Semester 3%
?? 3%
Final Capstone: Group Policy Brief 14%

Due Dates

Assignment Due Date
Weekly Reflection Journals Due Sundays, weekly
Writing Modules (3) TBD
Op-ed, first draft September 22
Op-ed peer review September 25
Op-ed final draft September 29
Book Review October 25
Group Project December 2/4

Assignment Details

Participation & Discussion (25%)

Purpose: Civic discourse, empathy, critical thinking
Objective Alignment: 4, 6, 8

Participation (5%): Active, respectful involvement in class discussions, including preparedness (e.g., completing readings) and thoughtful contributions.

Attendance (15%) Regular attendance and active involvement form a significant part of your final grade (see grading section). If you do not show up, you will not earn an ‘A’. To recognize that occasional absences are sometimes unavoidable (e.g., for religious observance, job interviews, university-sanctioned events, or illness), attendance grades will be calculated using an exponential function. 1–2 absences → mild penalty, 6+ absences → sharp drop (serious consequences).

Effect of Absences on Grade

If you must miss class, please notify me at least 24 hours in advance (unless it is an emergency or sudden illness) so we can arrange a way for you to catch up.4

Student Led Topics (5%): Each student will lead one class discussion on a topic of their choice related to the course themes (along with several other students). This includes selecting readings, preparing discussion questions, and facilitating the conversation. The goal is to engage your peers in critical thinking and respectful debate. Topics and readings should be assigned early in the semester.

Weekly Reflection Journals (15%)

Purpose: Personal reflection, connection to course theme
Objective Alignment: 1, 2, 4, 8

Writing Modules (3%)

Purpose: Language (vocabulary, tone, social conventions) is appropriate and aligned to audience’s needs. Evidence (types, placement, volume, specificity) is appropriate and aligned to audience’s needs
Objective Alignment: 1, 3, 5
Not grade for completion, but for effort and engagement.

Book Review Assignment (12%)

Purpose: Deep analysis, critical evaluation, communication
Objective Alignment: 1, 2, 3, 4, 6, 7

Purpose: Argument analysis, assumption critique, implication discussion

Purpose: Verbal synthesis, peer engagement, clarity of thought
Format: Small Group Discussions

Op-ed w/ peer-review (20%)

Purpose: Persuasive writing, revision, public engagement
Objective Alignment: 1, 2, 3, 5, 7

Final Capstone: Group Policy Brief (30%)

Purpose: Research, equity-centered solutions, teamwork Objective Alignment: 3, 5, 7

Course Schedule (Subject to Change as Semester Progresses):

August 26: Syllabus Day

August 28

The Fence

September 2

America’s Founding: Enlightened or Enslaved?

  1. The 1619 Project
  1. The 1776 Report

– Arnn, Larry P., Carol Swain, and Matthew Spalding. 2021. The President’s Advisory 1776 Commission. Washington, D.C: The White House. - Presents a traditionalist, patriotic framing of American founding values.

Optional Readings

1. _The 1776 Report_

- “AHA Statement Condemning Report of Advisory 1776 Commission.” 
  * [https://www.historians.org/news/aha-statement-condemning-report-of-advisory-1776-commission/](https://www.historians.org/news/aha-statement-condemning-report-of-advisory-1776-commission/)
- McKenna, Konstantin. 2025. “The 1776 Project Is a Desperate Search for the Right Enemies.” Foreign Policy. 
  * [https://foreignpolicy.com/2021/01/21/1776-project-desperate-search-enemies-identity-politics-unamerican/](https://foreignpolicy.com/2021/01/21/1776-project-desperate-search-enemies-identity-politics-unamerican/)

2. _The 1619 Project_

- Hannah-Jones, Nikole. 2019. The 1619 Project. The New York Times Magazine. 
  * [https://pulitzercenter.org/sites/default/files/full_issue_of_the_1619_project.pdf?_gl=1*av7vjw*_gcl_au*MTA2MTEwMzQ4NS4xNzUwODgxODA1*_ga*MjA3ODQ2OTEyMi4xNzUwODgxODA1*_ga_ZYQYTZTT61*czE3NTA4ODE4MDMkbzEkZzEkdDE3NTA4ODI2NzEkajM4JGwwJGgxNjcwMTY0ODcx](https://pulitzercenter.org/sites/default/files/full_issue_of_the_1619_project.pdf?_gl=1*av7vjw*_gcl_au*MTA2MTEwMzQ4NS4xNzUwODgxODA1*_ga*MjA3ODQ2OTEyMi4xNzUwODgxODA1*_ga_ZYQYTZTT61*czE3NTA4ODE4MDMkbzEkZzEkdDE3NTA4ODI2NzEkajM4JGwwJGgxNjcwMTY0ODcx)
- Silverstein, Jake. 2020. “On Recent Criticism of The 1619 Project.” The New York Times. 
  * [https://www.nytimes.com/2020/10/16/magazine/criticism-1619-project.html](https://www.nytimes.com/2020/10/16/magazine/criticism-1619-project.html)
- “We Respond to the Historians Who Critiqued The 1619 Project.” 2019. The New York Times. 
  * [https://www.nytimes.com/2019/12/20/magazine/we-respond-to-the-historians-who-critiqued-the-1619-project.html](https://www.nytimes.com/2019/12/20/magazine/we-respond-to-the-historians-who-critiqued-the-1619-project.html)

3. **Optional for ambitious students**

- Frederick Douglass, “What to the Slave is the Fourth of July?” (1852)
  * (~20 min read, historical context for both projects)

September 4

Organize Topics for Student Led Discussions

September 9

Free Speech in Schools

Introduction and the History of Free Speech in America

September 11

The History of Academic Freedom

September 16

September 18

September 23

Racism in Policing

Guest Lecture: Ralph L. Bangs

Former Associate Director, Center on Race and Social Problems, School of Social Work, University of Pittsburgh

Optional: - Bangs, R. “Fourth Amendment Problems with Pittsburgh Police Policies” February 2025 * https://www.crsp.pitt.edu/fourth-amendment-problems-pittsburgh-police-policies - Bangs, R. “Pittsburgh Leaders Must Recognize the Serious Racial Problems in Police Actions” January 2025 * https://live-racesocialproblems-pitt.pantheonsite.io/pittsburgh-leaders-must-recognize-serious-racial-problems-police-actions - Bangs, R. “Racial Disparities and Discrimination in Drug Arrest Charges by Pittsburgh Police, January-October 2022” November 2024 * https://www.crsp.pitt.edu/racial-disparities-and-discrimination-drug-arrest-charges-pittsburgh-police-january-october-2022 - Bangs, R. “New National Reports on Anti-Black Pretextual Traffic Stops and Frisks, Related Pittsburgh Police Data, and Recommendations” October 15, 2024 * https://www.crsp.pitt.edu/new-national-reports-anti-black-pretextual-traffic-stops-and-frisks-related-pittsburgh-police-data

September 25

September 30

October 2

The Internet and Social Media

October 7

Mid-Semester FEC with Eberly Center (Patrick Walsh)
Guest, Jonathan Lai, Politico

Read his bio here.

Posner Hall - Great Room

Telling Stories with Data — A Conversation with Jonathan Lai

Join Jonathan Lai for an engaging session on how data and storytelling come together to make sense of politics and elections. He’ll share his personal path into journalism, showcase powerful examples of reporting that blend numbers with narrative, and offer a glimpse into fresh ideas for covering the next election. We’ll wrap up with a look at where news and data journalism are headed — and leave plenty of time for your questions.

October 9

Guest, Jonathan Lai, Politico

Topic and readings TBA

October 14

FALL BREAK, no class

October 16

FALL BREAK, no class

October 21

October 23

October 28

Special Simulation - How Local Government Makes your Life Better (or Worse)

October 30

November 4

DEMOCRACY DAY, no class Register to Vote

Join us for CMU’s third Democracy Day, an opportunity to focus on our institutional commitment to civic service and democracy on Election Day. There will be programming and resources available throughout the day for our entire community to engage on the key ideals of democracy.

There are no classes on Democracy Day prior to 5 p.m. and the entire CMU community —faculty, staff and students — is encouraged to participate as their schedules allow.

November 6

Student led topics/debates

Gun Control

Optional Reading

  1. No, it wasn’t ironic that Second Amendment advocate Charlie Kirk was shot

November 11

Student led topics/debates

Immigration

Optional Reading

November 13

Student led topics/debates

Affirmative Action

November 18

Voting Rights

Required

Optional

November 20

Student led topics/debates

Reproductive Rights

November 25

No class because many people will be missing.

November 27

THANKSGIVING DAY, no class

December 2

Group Policy Brief

December 4

Group Policy Brief

Potential topics for Student Led Discussions

Immigration Politics

Affirmative Action (STUDENTS FOR FAIR ADMISSIONS, INC. v. PRESIDENT AND FELLOWS OF HARVARD COLLEGE, No. 20–1199)) - Decided June 29, 2023

Birthright Citizenship

Regulating AI

Student Privacy in Class Discussions

Statement of Purpose

The purpose of this statement is to safeguard privacy, students, ideas, discussions, debates, communities, identities, societies, openness, and safety.
It emphasizes the importance of freedom of speech, debate, and expression of views.

Shared Community Agreement

To foster a respectful and productive learning environment, the following policies apply:

No Recording of Class Discussions - Audio or video recording of class discussion is not permitted.

Technology Use

Anonymity in Submissions

Confidentiality of Classroom Contributions

Respectful Dialogue - Listen attentively and allow peers to finish their thoughts before responding.

Civility in Communication - Speak at a moderate volume.

Use of Generative AI (GAI)

Representation of Opinions

Course Principles

Throughout this course, we will engage with several key themes that intersect and build upon one another to deepen our understanding of the complex social and political landscape in the United States. Conversations should be open, free, and respectful.

  1. Analyzing a Range of Perspectives and Political Divides
    One of our primary themes is exploring how different communities’ experiences shape political divides. We will critically examine how underrepresented voices—those with distinct histories, challenges, and worldviews—contribute to a growing political polarization. Understanding these varied experiences is essential for grasping the roots of political conflict and for developing strategies that bridge divides.

  2. The Significance of Varied Viewpoints in Justice and Injustice
    We will delve into why recognizing and valuing multiple perspectives is crucial for identifying instances of injustice that might otherwise be overlooked. By centering viewpoints from communities whose experiences differ from the majority, we gain insight into how justice is perceived, enacted, and sometimes denied. This work will guide us toward more equitable approaches to social and political challenges.

  3. The Role of Systems and Institutions in Perpetuating Inequality
    Another critical theme is examining how U.S. institutions and systems have historically reinforced privilege and power imbalances. We will analyze how laws, policies, and institutional practices shape access to resources, opportunities, and rights—often disadvantaging certain groups. By understanding these systemic forces, we can begin to address the root causes of injustice.

  4. Ethical Obligations to Address Inequality
    Throughout the semester, we will reflect on our individual and collective responsibility to confront inequalities. This includes considering how we can uplift underrepresented voices, advocate for fair policies, and work against oppressive structures. These reflections will encourage us to think critically about our roles in society and the impact of our actions on the broader pursuit of justice.

These themes will be woven into our discussions, readings, and assignments. By the end of the semester, you will have developed a nuanced perspective on how identity, power, and politics intersect—and you’ll be equipped to contribute to meaningful change in your communities.

AI Use Policy for Student Work

As artificial intelligence (AI) tools become increasingly accessible, it is important to clarify expectations for their use in this course. You are welcome to use AI technologies (such as ChatGPT, Grammarly, or similar tools) to support your independent work—such as brainstorming ideas, checking grammar, or improving the clarity of your writing. However, you may not use AI to generate substantive content that you submit as your own original work. All assignments, essays, and projects must reflect your own analysis, critical thinking, and voice.

Permitted Uses of AI:

Prohibited Uses of AI:

If you use AI tools in your process, you must disclose how you used them in a brief note at the end of your assignment (e.g., “I used ChatGPT to help brainstorm ideas for my outline.”).

Violations:
Submitting AI-generated content as your own is considered academic dishonesty and will be treated as a violation of the university’s academic integrity policy.

If you have questions about what is or is not allowed, please ask before submitting your work.

Representation Statement

I am committed to including a broad range of perspectives in the readings and materials for this course. If you believe a critical voice is missing, please let me know so I can improve the syllabus now and in future offerings.

We must treat every individual with respect. We come from many different backgrounds, and this variety of viewpoints is fundamental to building and maintaining an equitable and inclusive campus community. “Representation” can refer to the ways we identify ourselves—race, color, national origin, language, sex, disability, age, sexual orientation, gender identity, religion, creed, ancestry, belief, veteran status, or genetic information, among others. Each of these identities shapes the perspectives our students, faculty, and staff bring to campus. Promoting these varied viewpoints not only fuels excellence and innovation but also advances the pursuit of justice. We acknowledge our imperfections while fully committing to the work—inside and outside our classrooms—of building and sustaining a campus community that embraces these core values.

Each of us is responsible for creating a safer, more inclusive environment.

Unfortunately, incidents of bias or discrimination do occur, whether intentional or unintentional. They contribute to an unwelcoming atmosphere for individuals and groups at the university. Therefore, the university encourages anyone who experiences or observes unfair or hostile treatment on the basis of identity to speak out for justice and seek support—either in the moment or afterward. You can share your experiences using the following resources:

Accommodations for Students with Disabilities

If you have a documented disability and an accommodations letter from the Office of Disability Resources, please discuss your needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate. If you suspect you may have a disability and are not yet registered with the Office of Disability Resources, you can contact them at access@andrew.cmu.edu.

Student Well-Being

The past few years have been challenging. We are all under significant stress and uncertainty. I encourage you to find ways to move regularly, eat well, and reach out to your support system—or to me at cervas@cmu.edu—if you need help. We can all benefit from support during stressful times, and this semester is no exception.

As a student, you may experience a range of challenges that interfere with learning, such as strained relationships, increased anxiety, substance use, feeling down, difficulty concentrating, or lack of motivation. These mental health concerns or stressful events can diminish your academic performance and reduce your ability to participate in daily activities. CMU offers services that can help, and treatment does work. Learn more about confidential mental health services available on campus at:

Please remember that support is always available—don’t hesitate to reach out.

Eberly Center

Students,

This semester, I am working with the Eberly Center on educational research. Because of this, I have included a statement about the research and your rights as a research participant in your syllabus. That same statement along with common questions can be found below in this email.

Please reach out to Laura Pottmeyer lpottmey@andrew.cmu.edu with any questions about the study.

Best,

Jonathan

Research to Improve the Course

For this class, the Eberly Center is working with your instructor on educational research. This research will involve your coursework. You will not be asked to do anything above and beyond the normal learning activities and assignments that are part of this course. You are free not to participate in this research, and your participation will have no influence on your grade for this course or your academic career at CMU. If you do not wish to participate or if you are under 18 years of age, please send an email to Laura Pottmeyer (lpottmey@andrew.cmu.edu), and then your data will not be included. Participants will not receive any compensation. The data collected as part of this research will include student grades. All analyses of data from participants’ coursework will be conducted after the course is over and final grades are submitted. In the future, once we have removed all identifiable information from your data, we may use the data for our future research studies, or we may distribute the data to other researchers for their research studies. The Eberly Center will conduct the data analysis and interpretation of the results for this research project. The Eberly Center for Teaching Excellence & Educational Innovation is located on the CMU-Pittsburgh Campus and its mission is to support the professional development of all CMU instructors regarding teaching and learning. To minimize the risk of breach of confidentiality, the Eberly Center will never have access to data from this course containing your personal identifiers. All data will be analyzed in de-identified form and presented in the aggregate, without any personal identifiers. If you have questions pertaining to your rights as a research participant, or to report concerns to this study, please contact Laura Pottmeyer (lpottmey@andrew.cmu.edu).

Plain language interpretation:

Below are some potential questions students may have…

QUESTION ANSWER
What do I need to do? If you would like to opt out of your data being used in research analyses, all you need to do is email Laura Pottmeyer (email is in the syllabus) with your name, course number, and say “I’d like to opt out”. If you do not wish to opt out, you do not need to do anything.
What is this research about? Unfortunately, we cannot provide further details at this time. If, after the course is over, you are curious about this kind of work, please feel free to contact Laura Pottmeyer or anyone else at the Eberly Center (lpottmey@andrew.cmu.edu).
Do I have to make up my mind right now? No, there is no need to make up your mind right now. You can choose to opt out anytime, even if it is on the last day of the semester.
What if I don’t want to participate? If you’d like to opt out, the only thing that will change is what happens to your data AFTER the course is over. Your required coursework will be the same regardless of your decision.
Can I see the results? Often the results from this kind of work do not come together right away. If you are curious about the results after this course is over, please feel free to contact Laura Pottmeyer, and we would be happy to give you an update, if possible.
How will the data be used? In two ways: to help improve the course and to contribute to educational research on how students learn best. Note that all analyses occur after course grades are submitted and student identifiers are removed.
If I opt out, do I still have to complete work assigned by the instructor? Yes.

  1. The most up-to-date version of this syllabus can be found here ↩

  2. This course syllabus is a work in progress. The instructor will take note of student feedback and course schedule will evolve based on student preferences ↩

  3. Typically one percentage point per day ↩

  4. If you need to miss more than two sessions due to extenuating circumstances, let me know as soon as possible so we can discuss how best to support you. ↩