AMERICAN HERITAGE 100
HONORS
BRIGHAM YOUNG UNIVERSITY
FALL 2009
INSTRUCTOR INFORMATION
PROFESSOR
Dr. Christopher F. Karpowitz
Assistant Professor, Department of Political Science
850 SWKT
Email: ckarpowitz@byu.edu
Office Hours: Tuesdays 3-4pm, Wednesdays 9-10am or by appointment
TEACHING ASSISTANT
Jeff Robbins
Email: platobbins@yahoo.com
Office Hours: Tuesdays at 9am, Thursdays at 9am, 3-4pm
All teaching assistant office hours are held in the “Review Room”—173A in the Spencer W.
Kimball Tower.
AMERICAN HERITAGE OFFICE
Coordinator: Erica Germaine
Office and Phone: 166 SWKT, 422-6076
Email: americanheritage@byu.edu
Hours: 9:00 am to 5:00 pm Monday-Friday
Website: americanheritage.byu.edu
A MESSAGE TO STUDENTS
Welcome to BYU! And welcome to American Heritage, one of the signature courses at the
university and one of the few created by direct mandate from the Board of Trustees. Because
American Heritage is unlike most other introductory courses you will take, I have prepared a
longer-than-usual syllabus, with longer-than-usual words of advice and instruction. Please read
the syllabus carefully from beginning to end; I hope it will be a helpful guide for you.
American Heritage 100H is a study of the founding and constitutional heritage of the United
States. Combining insights and methodology from economics, political science, and history, the
course offers an opportunity to reflect deeply – and with the help of a gospel perspective – about
the meaning of the Constitution and our nation’s founding ideals, not solely as an historical event
in the past but also as a shaping force in the present. Thus, the course should be something much
more and different than an exercise in flag-waving or a simple confirmation of your preenrollment political tendencies. American Heritage 100H should challenge you to understand
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the founding, its meaning, and its implications for your life and the life of your political
community in a deeper way than you have done before.
The course is divided into three sections: Founding Principles, an investigation of key concepts,
ideas, and philosophies that influenced the nation’s founding; The Birth (and Rebirth) of the
Constitution, a detailed exploration of constitutional principles and institutions, from the
Philadelphia convention through the dramatic changes that occurred with the Civil War; and
Constitutional Development and Change, a brief tour of selected major events since the Civil
War that have influenced our understanding of American society and constitutionalism.
One important theme throughout the semester will be the meaning of “citizenship.” Students at
Brigham Young University are to prepare to serve both in the kingdom and in the world at large.
I hope that the concepts we discuss will assist you in becoming a better, more engaged
contributor to the civic life of your community – whether or not you are a citizen of the United
States. The contribution you choose to make is up to you. But if you diligently study this
material you will leave this course better informed and better prepared to make your
contribution.
As we investigate the meaning and purpose of our Constitution, I expect that you will learn to
think rigorously about our constitutional structure, to ask questions you might not have
considered before, and to develop new understandings of the obligations of citizenship. In the
process of pursuing these goals, we will also seek to develop scholarly habits of attentive
reading, thoughtful questioning, rigorous moral reasoning, and compelling writing. I hope you
will enrich your study of the America’s constitutional heritage with insights from the restored
Gospel. Our goal should be, as the scripture says, to diligently “seek learning, even by study and
also by faith.”
And finally, a few words on education generally …
Borrowing from Plutarch, William Butler Yeats famously wrote that “education is not the filling
of a pail, but the lighting of a fire.” My job as your professor, then, is not simply to fill your pail
through lectures, just as your job is to do much more than soak up the information given during
lectures. You are expected to play an active role in your education, and this course is designed to
promote in you the habits of work and mind that are central to college-level thought and
argument and that will serve you well long after you have taken the final exam. I hope you will
begin to become a producer of ideas, not just a consumer of them. The course will be a success
not simply because of what has been taught, but because of what you have learned and what you
have added – your unique ideas and perspectives – to the intellectual life of the university.
American Heritage is a difficult and demanding course, which is the only kind of course worth
taking (or teaching). Because it is an Honors course, the reading load is significantly heavier
than for the typical section – if you don’t feel the reading load is manageable for you, then space
is available in the non-Honors sections. The course will require a great deal of you, but for that
same reason, it can be one of the most rewarding experiences you have at BYU. We are not in
the business of rehashing ideas you have already mastered in high school; we are about
challenging you to explore a terrain that may, at first, appear unfamiliar. While this process may
sometimes be difficult, scary, or frustrating, it can also be exhilarating and extremely satisfying.
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Remember, too, that we are in this together – I expect our class to be an intellectual community
in which we support and respect one another, giving each other constructive feedback and
encouragement along the way.
I look forward to getting to know you and to our collective endeavor this semester!
-- Dr. Karpowitz
COURSE OBJECTIVES
In the late 1970’s, under the explicit direction of the university’s Board of Trustees and the First
Presidency, BYU developed American Heritage 100 to help students better understand and
appreciate the core principles and social architecture of the American founding. The basic
course objectives were developed by the Board of Trustees. American Heritage strives to
support students as they:
• Understand the religious, historical, political and economic origins of the
Constitution;
• Learn how the Constitution works;
• Apply their knowledge of the Constitution to analyze major historical, political and
economic issues; and
• Become better informed, more active citizens.
I support each of these basic objectives. Expanding on these core themes, I hope students will …
• Critically assess their obligations as citizens in our constitutional system through a
deeper understanding of the meaning and relevance of our nation’s history of political
thought and action;
• Gain a greater appreciation for the opportunities and challenges associated with civic
engagement, in part by becoming actively involved in political or community-based
activities related to issues they care about;
• Learn about theories of constitutional change by exploring developments beyond the
early tradition of American constitutionalism, including consequent changes in the
spirit and functioning of the Constitution from the Civil War through the New Deal
and beyond. Form initial answers to the questions of whether and how the
Constitution is a living document as well as what allegiance we owe, if any, to
original understandings of constitutional thought. Is it possible both to honor the
founders and be open to possibilities for change and progress?
• Become intelligently conversant in distinctively LDS perspectives on the
Constitution, most notably prophetic statements affirming the hand of God in the
Founding. What does it mean to believe in a divinely-inspired Constitution? What
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role did our political and constitutional traditions play in the Restoration of the
Gospel?
• Explore the relationships among the ideas of constitutionalism, human freedom,
societal equality, and a well-functioning democracy. Discuss the assumptions
American constitutionalism makes regarding human nature – its corruptibility as well
as the possibility for virtue and the sacred character of human rights. How are those
assumptions reflected in the design of constitutional structures?
COURSE RESOURCES
Texts
You are required to purchase each of the following texts:
• American Heritage 100 Honors Course Packet – Karpowitz (only available at the
BYU Bookstore)
• Fox, Frank W. and Clayne L. Pope. 2007. City Upon a Hill: The Legacy of America’s
Founding. Provo, UT: BYU Academic Publishing.
The readings for this course are crucial. Study them carefully and remember that the tests will
cover parts of the readings not mentioned in class. Please be careful to pace your readings
appropriately. The nature of the texts is such that if you wait until the last minute to do the
reading you may find that the load is too heavy. Remember that the readings are not always
spaced evenly across the semester. For instance, some of the primary source readings are fairly
dense and will require more time and commitment than will some of the early chapters in your
text. Students are strongly advised to stay ahead in the reading. But however you structure your
reading habits, be sure to read the texts before coming to class. You will learn much more that
way.
Films
We will be watching three films this semester. Not all of these films may be to your taste, but
they are required parts of the course and may be tested on exams. More importantly, the films are
selected to illustrate crucial course concepts or educate about key moments in history. All of the
films have been screened (and edited if necessary) to conform to University standards, and will
be shown on specific dates referenced in the course calendar.
• A More Perfect Union: This BYU produced dramatization of the constitutional
convention helps set the stage and clarify the terms of debate in 1787 Philadelphia
(particularly for those students who have not previously studied the constitutional
convention). Though the film takes some liberties with the historical facts, it is an
excellent summary of the debate.
• Glory: No other film quite captures the essence of the civil war like this film that
recounts the history of the Massachusetts 54th Regiment—an all African-American
regiment. The film is included here to give a sense of the war’s conditions, and to
help explain the idealism that suffused that conflict. Not everyone will find the
content of this film pleasant. Please note that while Glory was originally released
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with an R rating, 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. Not all of the violence or potentially offensive language
has been removed (there’s no getting around the fact that war is about violence and
death), though that which originally qualified it for its R-rating has.
• The Pursuit of Happyness: This is a recent film starring Will Smith. You should
watch it for two purposes. First, pay attention to the way it highlights some of the
costs and benefits of a market economic system. Second, what does this film tell us
about the state of the American Dream? Is this a simple story of rags to riches? Does
it offer any insights about poverty and wealth in America today? Do you accept the
lessons this film is trying to teach? This film is rated PG-13 for some inappropriate
language and parental fighting.
Course Website
The course website can be found on blackboard at https://blackboard.byu.edu. You are required
to give your BYU NetID and password to enter the system, where you should find your classes
listed in the upper right-hand portion of the screen under the heading “My Courses.” Students
should check this resource regularly for announcements and other course materials. More
general information about American Heritage can be found at http://americanheritage.byu.edu.
Teaching Assistant
After the texts and films, your best and most important resource is your teaching assistant. He is
both knowledgeable and kind, and you should go to him first with questions or concerns. While
no teaching assistant (or professor, for that matter) is perfect, the American Heritage program
strives to have only the highest quality individuals serve as teaching assistants. Take him your
questions and problems; listen to his advice and instruction, and you will be well repaid.
Review Room
The American Heritage Review Room is located in 173A Spencer W. Kimball Tower. Specific
hours for the review room will be posted soon after the beginning of the term. You are welcome
to simply drop in and ask any of the teaching assistants about general course questions. Of
course it would be best if you could speak with your own teaching assistant, but you will find
that they are all quite capable of handling your questions. You may also review your midterm
exams with the TA in the review room.
University Events
We have the good fortune of welcoming three visitors to campus who will give academic talks
relevant to the Constitution and the American Founding this semester. I urge you to attend these
lectures. You may also choose to respond to ideas or arguments from these lectures as part of
your essay assignment.
Constitution Day
Ken I. Kersch, Boston College
Wednesday, September 16, 1pm (Hinckley Center Assembly Hall)
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College of Family Home and Social Sciences Honored Alumni Lecture
Senator Orrin G. Hatch
Thursday, October 22, 11am (250 Kimball Tower)
University Forum
Noah Feldman, Harvard Law School
Tuesday, November 17 (Marriott Center)
EVALUATION AND GRADING
Grades will be computed on the following point basis:
Quizzes
Citizenship Project
Essays
Writing Group Participation
Midterm #1
Midterm #2
Final Exam
Total
50 points
50 points
150 points (75 points each)
50 points (25 points per essay)
100 points
100 points
150 points
650 points
All points you receive will be added together to determine your final grade. (Keep in mind that
since all possible points are added together, a quiz point is just as valuable as an exam point.)
As with many large college classes, American Heritage is graded on a curve. The curve and
general grading practices will be discussed in more detail later. Quite simply, grading on a curve
means that we typically grant a certain percentage of A’s, B’s and C’s. This percentage is not set
in stone. For instance, if you can all manage to get perfect scores on the exams, there will be an
unusually large number of A’s. Because this is an Honors course, I expect that a large number of
students will do well.
While I would be overjoyed (and would gladly celebrate our class as the greatest ever) if you all
get perfect scores, sad experience has shown that this is unlikely to occur, in part because exams
are difficult (though fair) and in part because of variation in effort and ability. In the end, I
strongly encourage you not to obsess about grades. Focus on what matters most (understanding
and applying the ideas and concepts presented in the course), and everything else will fall into
place.
Quizzes
Quizzes will occasionally occur at the beginning of class. The quizzes tend to be quick checks
on whether or not you have completed the readings. The best quiz questions are not terribly
difficult if you have completed the readings, but may be very hard to guess if you haven’t.
Quizzes can NOT be made up for any reason except a university excused absence. Your lowest
quiz score will be dropped. This should cover any dire emergencies you may run into during the
semester that prevent you from attending lecture on time and well prepared.
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Citizenship Project
You will be required to engage in at least 10 hours of a non-paid, service-learning activity that
contributes to the effort of some civic organization (like a school, political party, community
charity, local/state/federal office of government, etc.) or advances a public policy or initiative
you care about. You should track your service with a Citizenship Timecard (available in this
syllabus). You must clear your plans for your Citizenship Project with your TA no later than
Thursday, September 17th. Church service, or Church-sponsored service activities, will NOT
count, NOR will any paid employment activity.
Your teaching assistant may approve other alternatives, but you should consider one of the
following two options:
Option 1 — Participate in election-related service or a campaign. This project requires you
to provide 10 hours of service. You may complete this project by volunteering for the Utah
Colleges Exit Poll in connection with the Provo mayoral election. More information about the
Exit Poll will be given in class or labs. You may also volunteer for a campaign. You will need to
identify the campaign in which you wish to participate. After completing your service, you will
hand in a Citizenship Timecard. The timecard will be due Dec. 3.
Option 2 — Participate in the TOPS program. This project requires you to do 10 hours (1
hour a week for 10 weeks) of service tutoring a student or students in the Provo School District.
Most of the schools are easily accessible by UTA bus if you do not have a car. Previous
American Heritage students have found this tutoring to be a good service project with significant
benefits to the students they tutored. There are a significant number of students in the Provo
School District who may benefit from this one on one help. It may be just what is needed to help
them get on track in their education. TOPS is available through the Center for Service and
Learning. After completing your tutoring, you will hand in a Citizenship Timecard. The
timecard will be due Dec. 3.
Essays
You will write at least two essays of no more than 4 pages or 1,000 words this semester. These
are not book reports or mere summaries of someone else’s position or descriptive essays of the
kind you might have written in high school. They should be essays in which you announce a
thoughtful, compelling thesis and construct an effective college-level argument, using
appropriate evidence and analysis to defend your position. Each essay should include the Honor
Pledge (see the “Policies” section below). As part of your work on the essays, you will
participate with 3 other members of the class in a writing group. Participation in the writing
group will be graded separately from your essay. More information about essays and writing
groups will be announced later.
You must submit your draft of Essay #1 by October 16. The final revision is due October 30.
The draft of Essay #2 is due November 20. The final revision is due December 4.
Exams
There will be two examinations and a final during the semester. The first two exams will be
worth 100 points each; the final will be worth 150 points and will be comprehensive. Exams will
include both multiple-choice questions and essay questions. Note that some questions will be
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drawn from class lectures and media, while others will be drawn purely from the reading
assignments.
All exams will be taken through the testing services of the University, and will be administered
in the Grant Building testing center. Allow yourself sufficient time to take each examination. We
will not accommodate students who are too late to receive an exam or unable to finish an exam.
No exams will be given out less than one hour prior to closing time. All exams will be picked up
15 minutes prior to closing time. If circumstances beyond your control make it impossible for
you to take the exam during the scheduled examination period, contact the American Heritage
office (422-6076) before the exam period has ended (as early as possible). Students who do not
should expect severe penalties.
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COURSE CALENDAR
The following course calendar will be held to rigorously in terms of exam, movie and assignment
dates. Lecture topics may be adjusted as needed. For the reading assignments note that
CP=Course Packet and FP= Fox and Pope’s City Upon a Hill. Pay careful attention to page
numbers; for some lectures, only parts of chapters are required. Readings that are recommended,
but not required are not in the course packet, but will be available on Blackboard.
DATE
DAY
SCHEDULE
READING ASSIGNMENTS
SECTION I: FOUNDING PRINCIPLES
WEEK 1
Sep. 1
Tuesday
Course Introduction
Sep. 3
Thursday
The Problem of
Government
WEEK 2
Sep. 8
Tuesday
City Upon a Hill
Sep. 10
Thursday
The English Legacy
WEEK 3
Sep. 15
Tuesday
The Rule of Law
Sep. 16
Sep. 17
Read the syllabus in its entirety
FP: pp xi-xvi;
CP: Jeffrey R. Holland, “A Promised Land”
FP: Chapter 1 (pp. 1-14)
FP: Chapter 2 (pp. 15-28);
CP: “Mayflower Compact”; John Winthrop,
“A Model of Christian Charity”; Cotton
Mather, “A Christian at His Calling”
Recommended, but not required: “An
Ordinance and Constitution of the Virginia
Company”
FP: Chapter 3 (pp. 29-34); CP: Benjamin
Constant, “The Liberty of Ancients
Compared with that of Moderns”; John
Winthrop’s “Little Speech on Liberty”
FP: Chapter 3 (pp. 35-44);
CP: Michael Mullane, “The Rule of Law”
Ken I. Kersch, Boston College
1pm (Hinckley Center Assembly Hall)
FP: Chapter 5 (pp. 61-78);
CP: Declaration of Independence, Appendix
C (pp. 342-344)
Wednesday Constitution Day
Lecture
Thursday
The American
Revolution
Recommended, but not required: Samuel
Adams, “The Rights of the Colonists”;
Jonathan Boucher, “On Civil Liberty”
Citizenship Project
cleared with TA
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WEEK 4
Sep. 22
Tuesday
Sep. 23
Thursday
WEEK 5
Sep. 29
Tuesday
Oct. 1
The American
Revolution
A Conflict of
Interests
CP: Thomas Paine, “The American Crisis, I”
FP: Chapter 4 (pp. 45-60)
The Founding and a FP: Appendix A (pp. 293-312)
Market Economy
SECTION II: THE BIRTH (AND REBIRTH) OF THE CONSTITUTION
Thursday
Designing
FP: Chapter 6 (pp. 79-98);
Government
CP: “Articles of Confederation”; John
Adams, “Thoughts on Government”
Film #1 – A More Perfect Union
October 1st and 2nd at 5:00 and 7:30 p.m. in 3104 JKB Auditorium
WEEK 6
Oct. 5-8
M-Th
Oct. 6
Tuesday
Oct. 9
Thursday
WEEK 7
Oct. 13
Tuesday
MIDTERM #1
Monday and Tuesday, Regular Period
Wednesday, Late Period ($5 late fee)
Thursday, Late Period ($7 late fee) Must have the test in hand by
11:00 am
Exam in Testing Center. Be sure to go with enough time before
TC closes.
(NOTE: It is your responsibility to find out when the testing center
closes, and how long lines are running, so that you can avoid getting
cut short on the time you need to finish your exam.)
Designing
FP: Preamble and the Seven Articles of the
Government (cont’d) United States Constitution, Appendix C (pp.
345-353);
CP: Rakove, “James Madison and the
Creation of the American Republic,”
Chapters 5-6; Thomas Jefferson, “Letter to
James Madison”
Factions and the
FP: Federalist #10 and Federalist #51,
Federalist
Appendix C (pp. 353-371); Brutus I; Cato IV
Starting the Engine
of Government
FP: Chapter 7 (pp. 99-110);
CP: Joseph Smith; Dallin H. Oaks; B.H.
Roberts
Recommended, but not required: Ezra Taft
Benson, “The Constitution: A Heavenly
Banner”
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Oct. 15
Thursday
Judicial Review
FP: The Bill of Rights (Amendments 1-10 of
the Constitution), Appendix C (pp. 354-355);
Chapter 7 (pp. 110-116);
CP: Marbury v. Madison; Federalist #78;
Federalist #84; Cato II
Oct. 16
Friday
Draft of Essay #1
Due
Submit to Blackboard no later than midnight.
Late submissions will be penalized.
WEEK 8
Oct. 20
Tuesday
From Unity to
Political Parties
Oct. 22
Thursday
The Founding and
Contemporary
Citizenship
Oct. 22
Thursday
FHSS Honored
Alumni Lecture
FP: Chapter 8 (pp. 117-135); Amendments
11-12 of the Constitution, Appendix C (p.
355);
CP: McCulloch v. Maryland; Alexander
Hamilton, “Opinion on the Constitutionality
of the Bank”; Thomas Jefferson, “Opinion on
the Constitutionality of the Bank”; Jefferson,
“First Inaugural
FP: Reflections on the Founding (pp. 136137);
CP: Daniel M. Shea and John C. Green, “The
Turned-Off Generation: Fact and Fiction?”;
William A. Galston, “Civic Knowledge,
Civic Education, and Civic Engagement”
Senator Orrin Hatch
11am (250 SWKT)
WEEK 9
Oct. 27
Tuesday
Empire of Liberty
Oct. 29
Thursday
The Scourge of
Slavery
Oct. 30
FP: Chapter 10 (pp. 165-180);
CP: Andrew Jackson, “First Annual Message
to Congress”; Frederick Jackson Turner,
“The Frontier in American Life”; “Seneca
Falls Declaration of Sentiments”
FP: Chapter 11 (pp. 183-195);
CP: Frederick Douglass, “What to the Slave
Is the Fourth of July?”; Dred Scott v.
Sanford; John C. Calhoun, “Speech on the
Importance of Domestic Slavery”; George
Fitzhugh, “Cannibals All!”; James Henry
Hammond, “Mud Sill Speech”
Recommended but not required: Henry David
Thoreau, “Resistance to Civil Government”
Submit to Blackboard no later than midnight.
Late submissions will be penalized.
Final Revision of
Essay #1 Due
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WEEK 10
Nov. 3
Nov. 5
Tuesday
A New Birth of
Freedom
FP: Chapter 11 (pp. 195-201); Amendments
13-15 of the Constitution, Appendix C (pp.
356-358); Abram Lincoln, “Gettysburg
Address”; Lincoln, “2nd Inaugural,”
Appendix C (p. 382-383);
CP: Lincoln, “House Divided” speech
SECTION III: CONSTITUTIONAL DEVELOPMENT AND CHANGE
Thursday
The Founding and
FP: Chapter 9 (pp. 139-163);
Historical Change
CP: William Graham Sumner, “What Social
Classes Owe to Each Other”; Andrew
Carnegie, “The Gospel of Wealth”
Recommended but not required: Jane
Addams, “If Men Were Seeking the
Franchise”
Film #2 – Glory
November 4th and 5th at 5:00 and 7:30 p.m. in 140 JSB Auditorium
WEEK 11
Nov. 9-12
M-Th
Nov. 10
Tuesday
Nov. 12
Thursday
MIDTERM #2
Monday and Tuesday, Regular Period
Wednesday, Late Period ($5 late fee)
Thursday, Late Period ($7 late fee) Must have the test in hand by
11:00 am
Exam in Testing Center. Be sure to go with enough time before
TC closes.
(NOTE: It is your responsibility to find out when the testing center
closes, and how long lines are running, so that you can avoid getting
cut short on the time you need to finish your exam.)
Inequality and the
FP: Market Weaknesses, Appendix B (pp.
American Dream
313-339);
CP: Michael Comiskey and Pawan
Madhogarhia, “Unraveling the Financial
Crisis of 2008”; APSA Task Force,
“American Democracy in an Age of Rising
Inequality”; Neal A. Maxwell
Progressivism
FP: Chapter 12 (pp. 203-219); Amendments
16-21 of the Constitution (pp. 358-360);
CP: Herbert Croly, “The Promise of
American Life”; Woodrow Wilson, “Address
to the Jefferson Club of Los Angeles”;
Wilson, “The New Freedom”
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WEEK 12
Film #3—The Pursuit of Happyness
November 18th and 19th at 5:00 and 7:30 p.m. in B002 JFSB
Nov. 17
Tuesday
The Great
Depression and the
New Deal
FP: Chapter 12 (pp. 219-232); Amendment
22 of the Constitution (p. 360);
CP: Franklin Delano Roosevelt, “First
Inaugural”; Roosevelt, “Four Freedoms”;
Roosevelt, “A Second Bill of Rights”;
Herbert Hoover, “Rugged Individualism”;
Hoover, “The Fifth Freedom”
Nov. 17
Tuesday
University Forum
Nov. 19
Thursday
America and the
World
Noah Feldman, Harvard Law School
11am (Marriott Center)
FP: Chapter 13 (pp. 233-252); Washington’s
Farewell Address, Appendix C (pp. 372-381);
CP: Elie Wiesel, “Speech at the White House
on the Perils of Indifference”
Submit to Blackboard no later than midnight.
Late submissions will be penalized.
Nov. 20
Draft of Essay #2
Due
WEEK 13
Nov. 24
Nov. 26
Tuesday
Thursday
WEEK 14
Dec. 1
Tuesday
Civil Rights
Dec. 3
Thursday
1968 and
Revolutionary
Fervor
FP: Chapter 14 (pp. 253-262); Martin Luther
King, Jr., “I Have a Dream,” Appendix C (pp.
384-386);
CP: Plessy v. Ferguson; Brown v. Board of
Education; King, “Letter from a Birmingham
Jail”; Hugh B. Brown
CP: Malcom X, “The Ballot or the Bullet”;
Betty Friedan, “Our Revolution is Unique”;
Students for a Democratic Society, “Port
Huron Statement”; Jerry Rubin, “A Yippie
Manifesto”
Turn in to TA at the beginning of class.
Citizenship
Timecard Due
Final Revision of
Essay #2 Due
Dec. 4
WEEK 15
Dec.8
NO CLASS:FRIDAY INSTRUCTION
NO CLASS: THANKSGIVING HOLIDAY
Tuesday
Submit to Blackboard no later than midnight.
Late submissions will be penalized.
Theories of Judicial
Review
FP: Chapter 14 (pp. 263-271);
CP: Antonin Scalia, “Originalism: The Lesser
Evil”; Jack M. Balkin, “Fidelity to Text and
Principle”; Griswold v. Connecticut
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Dec. 10
Thursday
Dec. 11-12 Fri/Sat
FINALS
Dec. 14-17
America’s Founding
Heritage and You
FP: Chapter 15 (pp. 273-291); Amendments
23-27 of the Constitution, Appendix C (pp.
360-362);
CP: Ralph Hancock
READING DAYS
Final Exam
Exam in Testing Center. Be sure to go with enough time before
TC closes.
(NOTE: The American Heritage Final does not run the whole week
of finals. It is your responsibility to find out when the testing center
closes, and how long lines are running, so that you can avoid getting
cut short on the time you need to finish your exam.)
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POLICIES
It is your responsibility to read and follow these policies. Their presence in writing here
constitutes fair notice to you. Please pay careful attention and follow each one!
• Attendance and Participation: In order to succeed in this course, your consistent attendance
and regular participation at both lectures and labs is required and essential. You are responsible
for all material presented in lecture. Multiple unexcused absences will make it very difficult, if
not impossible, to score well on exams. There is one important caveat to this policy: if you are
ill with flu-like symptoms, you are to email me or your TA, and you are to STAY HOME. Do
NOT come to class ill. This is a university policy this semester and is designed to contain the
spread of the flu. If you begin to experience flu-like symptoms, contact your health care
provider immediately.
Lectures will offer some opportunity to discuss together the topics under consideration. I expect
you to be involved and to participate meaningfully in our discussions, to the extent possible in a
large group. If you find that such participation is a special challenge for you, please come see
your TA or me so we can talk about how you can most effectively join the conversation. As we
engage in lively debate about important issues, all of us—students, teaching assistants and
professor alike—will be expected to treat each other with great respect and care, engaging in
challenging and candid discussion, without a spirit of animosity or ridicule.
• Communication. My door is always open to you, and I’m happy to discuss any aspect of the
course with you during my regularly scheduled office hours or by appointment. In addition, I
strongly recommend that you take advantage of the exceptional help offered by your teaching
assistant.
Because it is the best way for us to communicate with each other outside of class, all class
members are required to maintain an active email account. It is your responsibility to ensure that
the email address that is listed for you in the BYU directory is accurate. To update your email
address, log in to Route Y and select “Update Personal Information.” There you can specify a
current email address if you are not using the one assigned to you by BYU, or you can have your
BYU email forwarded to the account you plan to use. I will relay important or time-sensitive
class announcements via email. I strongly encourage you to check your email daily throughout
the semester. You are responsible for any information that I pass along via this medium.
• Extensions: All deadlines in this course are firm. Except in the case of medical or family
emergency, I give no individual extensions. If, due to such an emergency, you cannot meet a
deadline, please contact your teaching assistant as soon as possible. In the event of a medical
emergency, you must produce a note from a doctor or from the Student Health Center (or bring
me pictures of your newly born baby). Late Policy: For assignments turned in within 24 hours
after the due date, there is a 10% penalty. Assignments turned in within 48 hours receive a 25%
penalty. Assignments more than 48 hours late will not be accepted.
• Incompletes: We adhere to University policy on incompletes, which is that an incomplete (I) is
given only WHEN CIRCUMSTANCES BEYOND THE STUDENT’S CONTROL MAKE IT
IMPOSSIBLE to complete the required work within the prescribed time. Arrangements must be
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made between the course coordinator and the student prior to the end of the semester. The “I” is
never given when a student is failing or has failed the course. Circumstances beyond the
student’s control do not include poor performance in class, heavy work load, engagement or
marriage.
• Honor Code: Academic honesty is at the heart of academic life and the honor code at this
university. I expect that you will live by the university’s academic honesty policy, which you
have already signed: BYU students should seek to be totally honest in their dealings with others.
They should complete their own work and be evaluated based upon that work. They should avoid
academic dishonesty and misconduct in all its forms, including plagiarism, fabrication or
falsification, cheating, and other academic misconduct. Students are responsible not only to
adhere to the Honor Code requirement to be honest but also to assist other students in fulfilling
their commitment to be honest. If appeals to virtue are not enough, please be aware that 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.
• Plagiarism: While all students sign the honor code, there are still specific skills most students
need to master over time in order to correctly cite sources, especially in this new age of the
internet; as well as deal with the stress and strain of college life without resorting to cheating.
Please know that I or your TAs will likely notice instances of cheating on exams or plagiarizing
on papers. See http://honorcode.byu.edu for specific examples of intentional, inadvertent
plagiarism, and fabrication, 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. The work of other writers or speakers
may be included when appropriate (as in a research paper or book review), but such material
must support the student's own work (not substitute for it) and must be clearly identified by
appropriate introduction and punctuation and by footnoting or other standard referencing. The
substitution of another person's work for the student's own or the inclusion of another person's
work without adequate acknowledgment (whether done intentionally or not) is known as
plagiarism. It is a violation of academic, ethical, and legal standards and can result in a failing
grade not only for the paper but also for the course in which the paper is written. In extreme
cases, it can justify expulsion from the University. Because of the seriousness of the possible
consequences, students who wonder if their papers are within these guidelines should visit the
Writing Lab or consult a faculty member who specializes in the teaching of writing or who
specializes in the subject discussed in the paper. Useful books to consult on the topic include the
current Harbrace College Handbook, the MLA Handbook, and James D. Lester's Writing
Research Papers.
You should be careful to avoid the following examples of plagiarism: (1) Turning in work or
portions of work that are identical to work submitted by another student. If two paragraphs of
different papers are identical, we will assume that plagiarism occurred and will treat the incident
as a serious violation of the Honor Code. (2) Using work from past semesters or other courses as
anything other than a guide or supplement. If work is submitted for this semester which follows
the format or instructions of a previous semester, we will assume that plagiarism occurred. We
encourage you to work with other students and even consult work done in previous semesters.
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However, the work you turn in must be entirely your own work. Because of the simplicity of "cut
and paste," it is easy to pass off another person's work as your own. It is your responsibility to
make sure that your work is entirely your own.
• Honor Pledge: As a way of reinforcing the importance of academic honesty, I am adopting a
tradition from Princeton University for the essays you turn in this semester. You should write the
following pledge at the end of all drafts and revisions, and then sign it (or, if the paper is
submitted electronically, print your name, which will count as your signature): “This paper
represents my own work in accordance with University regulations.”
• 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 contact the
University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed
for all students who have qualified documented disabilities. Services are coordinated with the
student and instructor by the UAC 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
at 378-5895, D-282 ASB.
• 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 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 receive any assignments back.
WHAT TO DO NOW
When you get to this point in the syllabus, please e-mail Dr. Karpowitz and your teaching
assistant (emails are listed on the first page of the syllabus) to say that you read it, and tell them
something about yourself and about your goals for the semester. Feel free to ask any questions
that you may have about the course.
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Citizenship Timecard for
Date
Hours
Served
Organization
I completed the above hours of service for American Heritage 100H.
Signature
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Activity