AMERICAN HERITAGE 100
Winter 2011
COURSE INFORMATION
Classes
Section
1-2,4-9,21,23,29,37-38,50,53-54,58-60, 62,66,70,73,75
12-20,22,24,27,36,39,42,45,48,51,55,57,64,69,71-72
10-11,25,26,28,30-32,34-35,40-41,43-44,46,52,56,61,63,65,67-68
Time
Days/Room
11:00a-11:50a MW, JSB 140
12:00n-12:50p MW, JSB 140
1:00p-1:50p MW, JSB 140
Instructor
Scott Bradford, Associate Professor of Economics
Email:
bradford@byu.edu
Phone:
422-8358
Office:
FOB 173
Office Hours: M 3:00p-4:00p, Th 10:00a-11:00a, and by appointment.
American Heritage Coordinator
Erica Germaine
Phone:
422-6076
Email:
americanheritage@byu.edu
Office:
166 SWKT
Hours:
Monday – Friday, 9:00a–5:00p
Website:
americanheritage.byu.edu
Teaching Assistants (TAs) and Section Labs
TAs will lead lab discussions on Thursdays and Fridays. The section for which you have
registered determines which lab you attend. ATTENDANCE IS REQUIRED, AND YOU
MUST ATTEND THE LAB FOR WHICH YOU ARE REGISTERED. In labs, we review
concepts from class and the readings and give students a chance to discuss the
material and ask questions in a smaller, more personal setting. Maintain civility and
respect in labs and welcome the chance to learn from other points of view. Sometimes
labs will cover material not covered in class. Weekly reading quizzes will also be
administered in the labs. Labs are just as important as classes; do not neglect the labs.
Review Room/TA Office
Office:
173 A SWKT
Phone:
422-2357
Hours:
M–F, 9:00a–4:00 PM
The American Heritage Review Room has two purposes: review and tutorial help.
Specific topic reviews will be held at fifteen minutes after the hour each hour the lab is
open (9:15, 10:15, etc.). The website has a calendar of the topics. You are also free
to come to the Review Room anytime it is open and ask available TAs to help you to
understand any material presented in the classes, labs, or readings up to that point.
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COURSE OVERVIEW
American Heritage 100 studies the American Founding, which includes the winning of
American independence through battle and the establishment of American liberty with
the ratification of the Constitution. We will use economics, history, and political
science, along with an LDS gospel perspective, to investigate the origins and legacy of
the American system of representative democracy and market capitalism. We examine
the Founding not just as a historical event but also as a shaping force for our times.
We will also study key changes to American society since the Founding, most notably
the wrenching ordeal of the Civil War and the resulting Emancipation and extension of
key rights to all Americans, which many consider to be a ―Refounding‖. (Still, a century
later, many blacks had fewer liberties than whites.)
We will address some of the most important questions ever asked: How can societies
maintain liberty for all law-abiding citizens? How can societies minimize economic
deprivation and maximize economic opportunity? What should governments do and not
do? When should markets be given free rein, and when should they be regulated?
Wrestling with the issues covered in this course will enlighten you and will enable you
to become a more productive citizen anywhere in the world. This is why the BYU Board
of Trustees, guided by the First Presidency of the Church, mandated American Heritage
as a required course for BYU undergraduates.
COURSE OBJECTIVES
We have designed this course—classes, labs, assignments, and exams—to advance the
following learning objectives:
To become acquainted with the historical development of the American
Founding.
To consider the implications of human nature with its elements of self-interest
and virtue.
To learn the importance and power of social structure, as illustrated by
constitutional principles, American politics, and the market economic system.
To discuss historical events or eras that changed the operation of the
Constitution or illustrate the Constitution in action.
To become acquainted with LDS perspectives on the Constitution, most notably
prophetic statements affirming the hand of God in the Founding, and to
appreciate the political and social conditions of the Restoration.
To learn the value of engaging in community service projects that help to
preserve liberty and help to prevent tyranny and anarchy.
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A MESSAGE FROM PROFESSOR TO STUDENT
William Butler Yeats, borrowing from Plutarch, wrote that ―education is not the filling of
a pail but the lighting of a fire‖. I hope that this course will inspire you to take charge
of your own learning, to develop the habits that play key roles in college-level thought
and argument and that will serve you throughout your life. These scholarly habits
include attentive reading, thoughtful questioning, rigorous reasoning, and compelling
writing. I hope that you will produce ideas and not just consume them and thus
enhance BYU’s intellectual life. I also hope that you will enrich your study of America’s
constitutional heritage with insights from the Gospel. Indeed, as the scripture says,
―Seek learning, even by study, and also by faith.‖
This course will require a great deal of work. We will not rehash ideas that you have
already mastered; we will challenge you to explore a terrain that may be unfamiliar.
This process may seem hard or frustrating, but, if you apply yourself, it will bring
satisfaction. Happily, we are in this together. If we each do our part, this course will
be an intellectual community in which we support and respect each other and in which
we all learn together. I look forward to it!
COURSE REQUIREMENTS
Readings
Frank Fox and Clayne Pope. 2010. City Upon a Hill: The Legacy of America’s
Founding, 2nd Edition. Provo, UT: BYU Academic Publishing.
Jack N. Rackove. 2007. James Madison and the Creation of the American Republic.
New York: Pearson Longman.
Frederick Douglass. 1995 [1845]. Narrative of the Life of Frederick Douglass. New
York: Dover Publications.
Course Packet (only available at BYU Bookstore).
Exams
You will be given three exams this term: two tests and a final. The final will be
comprehensive. All three exams will be multiple-choice and matching. Questions will
be based on readings, class presentations, lab discussions, and media (including films
outside of class and clips in class). The exams will be given during the following dates:
Exam
Test 1
Test 2
Final
Regular
Period
February 14,15
March 21,22
April 16,18-20
Late Period (Last day: test in hand by
11:00a)
February 16,17
March 23,24
No late period
All exams will be given at the Grant Building Testing Center. Check the Testing Center
website or call them at 422-2861 for hours of operation. They will collect all exams 15
minutes before closing time. You will need to show your ID at the Testing Center. You
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will also need a #2 pencil. Allow yourself sufficient time to take the exam. We cannot
accommodate students who do not leave themselves enough time to take the exam.
If circumstances beyond your control make it impossible for you to take the exam
during the scheduled examination period, contact the American Heritage Office (4226076), 166 SWKT, BEFORE the exam period has ended. It is absolutely essential that
students in American Heritage follow this procedure. Students who do not should
expect a heavy penalty on their final grade.
Students may review their own personal tests with a teaching assistant in the American
Heritage Review Room (173A SWKT) for ONE WEEK ONLY after receiving the tests
back in the labs. It is best to review your own test with your own TA; any TA, though,
can help you. No tests, either your own or department copies, will be available during
Reading Days or during the final exam period. The TAs, though, will be available
during their office hours to help you during Reading Days.
Quizzes
Each lab session will begin with a five-point quiz based on the readings assigned for
that week. Quizzes cannot be made up for any reason except a university excused
absence. Thus, you should come to lab each week on time. Your two lowest quiz
scores will be dropped. This should cover any dire emergencies that prevent you from
being prepared at the beginning of lab.
Persuasive Essays
You should write three persuasive essays during the semester, selected from the
five topics listed below. You can turn in more than three; we will count the three
highest grades. We assign these essays to help you to connect the course’s themes to
contemporary issues. These are not research papers, though you may wish to read a
bit about the topic to form your opinion on the issue.
You should strive to make the best case you can for your point of view. We will base
your essay grade on:
1. The coherence of your argument. Your essay should have a clear thesis,
concrete evidence, and sound logic. Your essay should flow naturally from point
to point and have a strong conclusion.
2. The application of the principles learned in this class. We want you to
demonstrate a solid grasp of key principles and apply them with skill and insight
to the essay topic.
3. The quality of your writing. Write clearly, directly, and smoothly. Avoid the
passive voice. Use strong, short words, not polysyllabic alternatives. Root out
all incomplete sentences, run-on sentences, and noun-verb mismatches. We
welcome rhetorical flair, but be careful: such attempts can fall flat.
4. The civility with which you treat opposing views. Strong essays address the
best opposing arguments and do so with respect.
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Remember to cite other sources when quoting or paraphrasing; do not, though, rely too
much on others’ ideas. To get an idea of the type of essay you should write, look at
editorials and opinion pieces published in leading newspapers such as The New York
Times, The Wall Street Journal, and The Washington Post.
Your essays may not exceed 500 words, which is about two pages. To meet the limit, I
recommend the following: Write a draft that is considerably longer than the limit and
then pare and polish it into a well-crafted piece of the right length. First drafts contain
much chaff. The process of winnowing that chaff will greatly improve your essay.
Your TA must receive a printed, stapled copy of your essay by the beginning of your
lab. Late papers will NOT be accepted. There is no exception to this rule.
Plagiarism, the portrayal of someone else’s work as your own is a serious breach of
academic integrity. See the ―Academic Honesty‖ link on the BYU Honor Code webpage
for examples of plagiarism, fabrication, and falsification. Writing submitted for credit at
BYU must consist of the student's own ideas presented in sentences and paragraphs of
his or her own construction, except when directly citing other work. Also note that you
may not turn in work from one course to meet the requirements of another course.
Detected plagiarism will result in a substantial penalty ranging from failure on the
assignment to failure in the course, depending on the severity of the dishonesty.
Choose three of the following five topics. Remember, an excellent essay states a clear
position and thoroughly defends it.
Topic 1
Should the United States allow more people to immigrate here
legally? Due at the start of your lab on February 3 or 4.
Topic 2
Should the United States replace the public school system with a
set of private schools financed by vouchers to students from the
government? Due at the start of your lab on February 10 or
11.
Topic 3
Should the United States allow the states to control abortion laws?
Due at the start of your lab on February 24 or 25.
Topic 4
Should the United States elect its President by popular vote rather
than through the Electoral College? Due at the start of your lab
on March 10 or 11.
Topic 5
Should the United States reduce government’s role in the
economy? Due at the start of your lab on March 31 or April
1.
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Citizenship Project
This assignment asks you to engage in at least 10 hours of non-paid service-learning
that contributes to the effort of some civic organization (such as a school, community
charity, political party, or government department) or advances a public policy or
initiative you care about (through such activities as organizing a letter writing campaign
or gathering donations for humanitarian needs overseas). Church service or churchsponsored service activities will NOT count, nor will any paid employment activity. The
Center for Service and Learning here at BYU can help you to identify service-oriented
opportunities in the community.
You need to submit your plan for this project to your TA by the second lab on January
13 or 14. If your plan is not approved, your TA will let you know, and you will have one
week to get a revised plan approved. You will fill out a timecard (attached at the end
of the syllabus) showing the hours that you serve. You are also asked to write a onepage essay (250 words maximum) reflecting on the relationship between your service
and the course. The essay and timecard are due at the START of your last lab on
April 7 or 8.
Films
We require you to watch four movies this term.
Movie 1: You can choose between the following two movies:
o A Man For All Seasons (G). This movie tells the story of Sir Thomas
More, who dared to defy King Henry VIII. This movie sheds light on
virtue and the rule of law, as well as the differences between monarchy
and democracy. It won the Oscars for best picture, best director, and
best actor in 1966.
o The Pursuit of Happyness (PG-13). This recent movies stars Will
Smith. It highlights some of the costs and benefits of the market system.
It also sheds light on the American dream and on poverty and wealth in
the United States today. It is rated PG-13 for some language.
Movie 2: A More Perfect Union (G). This is BYU’s award-winning
dramatization of the Constitutional Convention and other key events surrounding
it. Though the film takes some liberties with the facts, it does an excellent job of
capturing the debate.
Movie 3: Glory. This is a powerful movie that recounts the story of the
Massachusetts 54th, an African-American regiment. Glory was originally released
with an R rating, but the university believes that the movie has such remarkable
educational and inspirational merit that it has legally secured an edited version
for regular showing on campus. The violence and offensive language that
spurred its R-rating have been removed. Some of these do remain, though. No
amount of editing can remove all such things from a war movie. We show these
movies to promote learning, not to entertain. In order to see the difference,
consider the following. If you knew someone who enjoyed cutting up dead
bodies, you would likely think that such a person is sick and should be in jail.
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Yet precisely this is done everyday in a university’s anatomy lab—the only
difference being that of purpose. American Heritage is like the anatomy lab. We
are exploring concepts, not seeking entertainment.
Movie 4: Gandhi (PG). This movie recounts the compelling story of Mohandas
Gandhi, who led his nation to independence. You may wonder what a film about
India has to do with American Heritage. It turns out that this movie sheds light
on most of the key themes of this course: virtue, rule of law, equal rights,
political structure, markets, poverty, tyranny, anarchy, and liberty. These key
forces apply all over the world, not just in the United States. It is also
enlightening to compare the very different path that India took to independence
from Britain to the path that the United States took. This movie won the Oscar
for best picture, best director, and best actor in 1982.
We will discuss the concepts embodied in the films in class. Questions about the films
will appear on exams.
GRADING
Test 1
Test 2
Final Exam
Opinion Essays
Quizzes
Citizenship Project
80 points
80 points
160 points
90 points (30 points each)
55 points (5 points for each of the top 11 quizzes)
35 points
500 points total
All points you receive will be added together and graded on a curve that ensures that at
least 10% of the students get a full A. To determine the final grade, all points are
simply added together. So, for instance, a quiz point is just as valuable as an exam
point. Do not obsess over your grade. If you love learning for its own sake and
conscientiously do you best on each assignment and exam, everything else will fall into
place.
We will only give an incomplete (I) if circumstances beyond the student’s control
make it impossible to complete the required work within the prescribed time.
Arrangements must be made between the course coordinator and the student prior to
the end of the semester. An ―I‖ is never given when a student is failing or has failed
the course. Valid reasons for an ―I‖ do not include poor performance in class, heavy
work load, engagement, break-up, marriage, or the Wizards missing the playoffs.
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TIPS FOR DOING WELL IN AMERICAN HERITAGE
Learn both the narrative of the course and the key analytical principles. We are
going through the story of the American Founding and its effects on us today.
This is the narrative aspect of the course. Those of you who have taken
American history courses have already gone through this narrative, although we
will probably tell it a bit differently. If you are not very familiar with American
history, do not be concerned: our version is not detailed, and your TA can clarify
any questions you might have. The narrative gives you context for the
analytical principles that you should draw out of the class. We will spend
much of our time on these analytical principles. Many of you have had a
Book of Mormon class in which you have gone through a similar process. As you
read the Book of Mormon, you learn the story of the children of Lehi, from
leaving Jerusalem to the final destruction of the Nephites. Along the way, you
also gain insight into religious principles such as faith, the Atonement, and the
divinity of Jesus Christ. Similarly, we will study the story of the American
founding and a set of analytical principles that help us understand and
contribute to the world around us. About half of exam questions will test your
understanding of the narrative of the course and the basic concepts. The other
half will test your ability to apply the principles to different situations. If you
really understand the principles, you will be able to apply them on exams.
Attend classes faithfully and take thoughtful notes. Do not just copy down what
is shown on the slides, since they will be available on the website. Instead,
listen to what is being said and note down key facts and insights. It may also
help to write down other things such as questions and points of disagreement.
Your notes should reflect focused thought, not mindless copying.
Attend labs faithfully. Come prepared to ace the quiz. Show up with questions.
Study the readings with care; take notes. The readings can be deep and
challenging. We assign them to stretch you—to make you think and to help you
to understand more clearly the key concepts of the course. Classes presume
that you have done the assigned readings for that day. So, stay on schedule. If
concepts still elude you after class or lab, get help at the Review Room.
Study conscientiously and carefully for exams. They, like the readings, will make
you think deeply and challenge you. The exams require true understanding, not
just memorization. We will ask you to apply key concepts to unfamiliar
situations. We recommend studying in groups and using the Review Room.
Also, start preparing for exams earlier than the day before you take it.
Take the writing assignments seriously. Follow the advice for the persuasive
essays given above. Because it is hard work, writing well requires commitment
and discipline. The rewards, though, exceed the costs, because writing focuses
the mind and makes you smarter.
Discover the joy of service while doing the citizenship project. Give serious
attention to the write-up for this project.
Watch the movies as a student, not as a consumer. Write down your reflections
after watching.
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COURSE CALENDAR
The exam, movie, and assignment dates are fixed. The schedule of lecture topics may
be adjusted as needed. For the reading assignments, note that FP=Fox and Pope’s
City Upon a Hill, CP=Course Packet, and R=Rakove’s James Madison.
Date
WEEK 1
January 5
January 6,7
WEEK 2
January 10
Event
Topic
Assignments
Class 1
Lab 1
Course Introduction
Course Organization
Syllabus.
1st quiz will cover the syllabus.
Class 2
FP: Introduction, Pages 1-6.
January 12
Class 3
The Human
Predicament
Human Nature
January 13,14 Lab 2
WEEK 3
January 19
Class 4
January 20,21 Lab 3
WEEK 4
January 24
Class 5
Virtue. Self-interest.
Voting.
FP: Pages 6-13. CP: Pope,
―Voting‖.
Citizenship project proposal due
at the start of lab.
Human Nature in the
Early Settlements
FP: Chapter 2. CP: Winthrop, ―A
Model of Christian Charity‖;
Crevecoeur, ―Letter from an
American Farmer‖.
The English Legacy
FP: Chapter 3. CP: Locke,
―Excerpts from the Second Treatise‖.
FP: Pages 45-49.
January 26
Class 6
Economic Conflicts
Between the Colonies
and England
January 26,27
January 27,28
WEEK 5
January 31
February 2
MOVIE
Lab 4
A Man for All Seasons 5:00p and 7:30p in JSB 140.
Class 7
Class 8
Markets and Liberty I
Markets and Liberty
II
February 2,3
February 3,4
MOVIE
Lab 5
Pursuit of Happyness
WEEK 6
February 7
Class 9
Markets and Liberty
III
Rule of Law
Markets. Education.
Equality.
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FP: Pages 49-58; pages 297-305.
FP: Pages 305-313. CP: Buchholz,
―The Second Coming of Adam
Smith‖; Read, ―I, Pencil‖.
5:00p and 7:30p in JSB 140.
Persuasive Essay 1 due at the
start of lab.
FP: Pages 313-315. CP: Wheelan,
―The Role of Government in the
Economy‖.
Date
February 9
Event
Class
10
Topic
The American
Revolution
February
10,11
WEEK 7
February
14,15,16,17
Lab 6
Review for Test
Test 1
February 14
Class
11
February 16
Class
12
February
17,18
WEEK 8
Tuesday,
February 22
February 23
Lab 7
Covers all lectures, Exam given in the testing
labs, and readings center:
to date.
 Monday and Tuesday,
February 14 and 15.
 Wednesday, February 16:
$5 late fee.
 Thursday, February 17: $7
late fee. Must have test in
hand by 11a.
The Declaration of
FP: Pages 66-70, Declaration of
Independence
Independence (pages 352-354). R:
Chapter 2.
Confederation:
FP: Pages 79-86.
Moving toward a
New Constitution
What Should Be Left
to the States?
Class
13
Class
14
The Constitutional
Convention
The Theory Behind
the Constitution
February
23,24
February
24,25
WEEK 9
February 28
MOVIE
A More Perfect Union
FP: Pages 90-95; The Original
Constitution (pages 355-363);
Federalist 10 (pages 373-377);
Federalist 51 (pages 3768-381).
CP: Oaks, ―The Divinely Inspired
Constitution‖.
5:00p and 7:30p in JSB 140.
Lab 8
Details of the
Constitution
Persuasive Essay 3 due at the
start of lab.
Class
15
Starting Government
March 2
Class
16
The Constitution and
Politics
FP: Chapter 7; Bill of Rights (pages
364-365). R: Chapter 7. CP:
Brutus I; Brutus II; Wilson,
―Federalist Speech‖.
FP: Chapter 8; Amendments 11 and
12 (page 365-366).
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Assignments
FP: Pages 61-66, 70-76. CP:
Paine, ―Common Sense‖; Johnson,
―Taxation No Tyranny‖.
Persuasive Essay 2 due at the
start of lab.
FP: Pages 86-90. R: Chapters 5-6.
Date
March 3,4
Event
Lab 9
Topic
Judicial Review.
Electoral college.
Assignments
Class
17
Elections and
Government
Class
18
Lab 10
The Constitution and
History
Elections
FP: Washington’s Farewell Address
(pages 382-391); Pages 140-141.
CP: Ellis, ―The Generation‖.
FP: Chapter 9.
Class
19
Class
20
The West and the
American Character
Slavery: Failure of
the Founding
March 16,17
March 17,18
WEEK 12
March
21,22,23,24
MOVIE
Lab 11
Glory
Test 2
Covers lectures,
labs, and readings
from February 14
through March 14
March 21
Class
21
A New Birth of
Freedom
March 23
Class
22
Lab 12
Market Weaknesses
WEEK 10
March 7
March 9
March 10,11
WEEK 11
March 14
March 16
March 24,25
Persuasive Essay 4 due at the
start of lab.
FP: Chapter 10. CP: Turner, ―The
Frontier in American Life‖.
FP: Pages 187-199. CP:
Richards,‖An American Tragedy‖.
Douglas, Narrative. CP:
Hammond, ―Letter to an English
Abolitionist‖.
5:00p and 7:30p in JSB 140.
Review for Test
Market Weaknesses.
Health Care.
Page 11 of 15
Exam given in the testing
center:
 Monday and Tuesday,
March 21 and 22.
 Wednesday, March 23: $5
late fee.
 Thursday, March 24: $7
late fee. Must have test in
hand by 11a.
FP: Pages 199-203; Amendments 13
through 15 (pages 366-368);
Lincoln’s 2nd Inaugural (pages 392393). CP: South Carolina and
Mississippi Secession Ordinances;
Kennedy, ―Edmund G. Ross‖.
FP: Pages 317-322, 328-332.
Date
WEEK 13
March 28
Event
Topic
Assignments
Class
23
Growth of
Government—the
Progressive Era
March 30
Class
24
Growth of
Government—the
Great Depression
FP: Pages 207-223, 322-325;
Amendments 16 through 21 (pages
368-370). CP: Carnegie, ―On
Wealth‖.
FP: Pages 223-234, 332-345.
March 30,31
March 31,
April 1
WEEK 14
April 4
MOVIE
Lab 13
Gandhi
Class
25
FP: Pages 345-349. CP: Weisel,
―The Perils of Indifference‖.
April 6
Class
26
Lab 14
Growth of
Government—
Economic Inequality
America and the
World
Global Warming and
Terrorism
The Civil Rights
Movement and
Individual Equality
Conclusion: The
American Solution to
the Human
Predicament
FP: Chapter 14; King, ―I Have a
Dream‖ (pages 394-396). CP: King,
―Letter from Birmingham Jail‖.
FP: Chapter 15; Lincoln’s Gettysburg
address (page 392); Amendments
22 through 27 (pages 370-372). R:
Chapter 17. CP: Holland, ―Except
the Lord Build the House‖.
Exam given in the testing
center. The exam is available
all day each of these four days
(Saturday, Monday, Tuesday,
and Wednesday). The exam is
not available on the last day of
finals: Thursday, April 21.
April 7,8
WEEK 15
April 11
Class
27
April 13
Class
28
April 16, 18,
19, 20
Final
Exam
Growth of
Government
Comprehensive
Page 12 of 15
3:30p and 7:00p in JSB 140.
Persuasive Essay 5 due at the
start of lab.
FP: Chapter 13; pages 325-328.
Citizenship Timecard and Essay
due at the start of lab.
Integrity
―I hope I shall always possess firmness and virtue enough to maintain what I consider
the most enviable of all titles, the character of an ―Honest Man.‖
--George Washington
Cheating on quizzes and exams and other forms of academic dishonesty may result in
severe sanction, including receiving a failing grade for the entire course and being
dismissed from the university.
Honesty is only one element of the kind of integrity that we expect. You should also
show respect for your fellow students, the course administrator and secretaries, and the
TAs and professor. Observe the University Honor Code in its fullness, as well as the
Dress and Grooming Standards.
Spirituality
―It is proper that every professor and teacher in this institution would keep his
subject matter bathed in the light and color of the resorted gospel and have all his
subject matter perfumed lightly with the spirit of the gospel.‖
--Spencer W. Kimball
This course honors the support and direction BYU receives from the Church of Jesus
Christ of Latter-day Saints and openly recognizes that heaven is the source of all true
knowledge. Thus, we will make every effort to maintain a positive spiritual influence in
the classes and labs. Each class will begin with a request for a volunteer to pray.
(There is no penalty for not volunteering to pray.) Insights from scripture and gospelbased comments are always welcome, though such contributions should be thoughtful,
avoiding oversimplification and dogmatism. Students, TAs, and the professor alike will
be expected to treat each other with respect, engaging in challenging and candid
discussion without a spirit of animosity or ridicule.
Discrimination
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education. Title IX covers discrimination in
programs, admissions, activities, and student-to-student sexual harassment. BYU's
policy against sexual harassment extends not only to employees of the university but to
students as well. If you encounter unlawful sexual harassment or gender based
discrimination, please talk to your professor; contact the Equal Employment Office at
378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.
Access
Brigham Young University is committed to providing a working and learning atmosphere
which reasonably accommodates qualified persons with disabilities. If you have any
disability which may impair your ability to complete this course successfully, please
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contact the Services for Students with Disabilities (SSD) Office. Reasonable academic
accommodations are reviewed for all students who have qualified documented
disabilities. Services are coordinated with the student and instructor by the SSD office.
If you need assistance, or if you feel you have been unlawfully discriminated against on
the basis of disability, you may seek resolution through established grievance policy and
procedures. You should contact the Equal Employment Office.
FERPA
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part
99) is a Federal law that protects the privacy of student education records. American
Heritage is committed to upholding this law, but, due to the size of the class, we need
your participation to do so. You will be asked to sign a permission slip that allows us to
hand back your papers in the filing cabinets in the American Heritage Open lab and to
allow your quizzes to be graded in class by other students. If you do not feel
comfortable signing this permission slip, you will need to get with your TA during
his/her office hours to get graded assignments.
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CITIZENSHIP TIME CARD FOR
________________________________________________________
Date
Hours
Served
Organization
Activity
I completed the above hours of service for American Heritage 100.
Signature
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