AMERICAN HERITAGE 100
BRIGHAM YOUNG UNIVERSITY
FALL 2011
INSTRUCTOR INFORMATION
PROFESSOR
Dr. Christopher F. Karpowitz
Assistant Professor, Department of Political Science
850 SWKT
Email: ckarpowitz@byu.edu
Office Hours: Mondays 3-4pm, Thursdays 9-10am or by appointment
Dr. Kelly D. Patterson
Professor, Department of Political Science
1134 SWKT
Email: kelly_patterson@byu.edu
Office Hours: Mondays 2-4 or by appointment
TEACHING ASSISTANTS
See the American Heritage website (americanheritage.byu.edu) to find your section and TA.
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 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, we 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; we hope it will be a helpful guide for you.
American Heritage 100 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 existing
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political tendencies. American Heritage 100 should challenge you to understand 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.
We 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, we 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. This course
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.‖
You have already probably noticed that the syllabus uses the pronoun ―we.‖ That is because
Professor Karpowitz and Professor Patterson are coordinating the teaching of all of the American
Heritage sections. Examinations, quizzes, and writing assignments will be the same for all of the
sections taught by us. The lectures will be mostly the same, but there will be some differences.
You are strongly encouraged to attend the lecture section for which you have registered. You
must attend the lab for which you are registered.
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.‖ Our job as your professors, 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. If you apply
yourself diligently, 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.
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American Heritage is a difficult and demanding course, which is the only kind of course worth
taking (or teaching). 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. Remember,
too, that we are in this together. We 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.
We look forward to getting to know you and to our collective endeavor this semester!
-- Drs. Karpowitz & Patterson
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.
We support each of these basic objectives. Expanding on these core themes, we expect that
students will …
• Critically assess their obligations as citizens in our constitutional order by exploring
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
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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
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?
• Articulate different understandings of liberty and the ways in which they manifest
themselves in current political debates and public policy.
COURSE RESOURCES
Texts
You are required to purchase each of the following texts:
• American Heritage 100 Course Packet – Karpowitz & Patterson (only available at the
BYU Bookstore)
• Fox, Frank W. and Clayne L. Pope. 2010. City Upon a Hill: The Legacy of America’s
Founding. 2nd edition. 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. However you decide to structure
your reading habits, please be sure to read the texts before coming to class. You will learn much
more that way.
Labs
The course consists of lectures (Monday and Wednesday) on a few key topics and concepts. You
should come to the lectures having completed the assigned readings and being fully prepared to
consider (and occasionally discuss) the topic of the day. On Thursday or Friday, you are
expected to attend the lab section for which you are registered (do not attend a different section).
Both lecture and labs are integral parts of the course: one is not more important than the other.
They are designed to be complementary halves.
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The word ―lab‖ might conjure visions of dissecting frogs or mixing chemicals. While we will be
―dissecting‖ ideas together, these labs are better thought of as discussion sections – places where
you will have an opportunity to grapple with the ideas you‘ve been reading about and sharpen
your understanding in a more active, participatory way. As part of a larger lecture course, labs
are a unique and important opportunity to ask questions, discuss the concepts with your peers,
and generally clarify the points raised in the lectures held earlier in the week. You are expected
to come to lab prepared and to engage in active conversation with your fellow students. Often,
labs will include opportunities to discuss readings or other materials that were not part of the
lecture.
Films
We will be watching one film this semester. This film is a required part of the course and may be
tested on exams. More importantly, the film illustrates crucial course concepts and educates
about a key moment in history.
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.
Course Website
The course website can be found http://americanheritage.byu.edu. You can find information
about the course, including review room hours, assignments, and helpful tutorials. We urge you
to use the course website often.
Teaching Assistant
After the texts and film, your best and most important resource is your teaching assistant. He or
she is both knowledgeable and kind, and you should go to him or her 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 course-related questions and problems; listen to her advice and instruction, and
you will be well repaid.
Your peer mentors from Freshman Mentoring can offer emotional support and guidance as you
pursue your studies. However, you should not rely on the peer mentor for information about the
course or for interpretation of course materials. Please go directly to your teaching assistant for
help with course content and information.
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. Reviews of current course topics will
be held at 15 minutes after each hour. But you need not limit yourself to hearing the review
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session. The best students will take the time to bring their questions into the review room. You
may also review your midterm exams with the TA in the review room.
iClickers
In addition to the texts listed above, you are also required to purchase an iClicker. During
lectures, we will occasionally ask you to respond to questions using your iClicker. Among other
benefits, this gives an opportunity to get a sense of class opinion, to check for understanding of
specific concepts, and to practice answering application questions. Your attendance at the
lecture will be recorded through your iClicker responses to these questions. You must purchase
and register your own iClicker. Details of how to register will be given in class and are available
on the American Heritage website. You should never bring someone else‘s iClicker to record
their attendance in class. Doing so is an example of academic dishonesty and will result in
significant penalties for both parties.
Twitter
One of the unique aspects of American Heritage is its applicability to events currently occurring
in the United States and around the world. We believe that a good way to learn American
Heritage principles is to look for their application in contemporary political events. To facilitate
this (and to show how hip we are), Drs. Patterson and Karpowitz have created an American
Heritage Twitter account, where we will post links to media stories and other brief items of
interest to students in the class. We invite you to follow us on Twitter at AmericanHtg.
EVALUATION AND GRADING
Grades will be computed on the following point basis:
Quizzes
Essays
Lab and Lecture Participation
Midterm #1
Midterm #2
Final Exam
Total
50 points
150 points
50 points
100 points
100 points
150 points
600 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. The exact 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.
While we would be overjoyed (and would gladly celebrate our classes as the greatest ever) if you
all get perfect scores, sad experience has shown that this is unlikely to occur, in part because
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exams are difficult (though fair) and in part because of variation in effort and ability. In the end,
we 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. In other words, experience has taught us that those students who learn to
love learning for the sake of learning, usually end up doing quite well in the course.
Quizzes
Except for the first week of class, every lab session will begin with a quiz worth five points. It is
based on the readings assigned for that week. Quizzes cannot be made up for any reason except
a university excused absence. It is thus imperative that you come to lab each week and on time.
Your two lowest quiz scores will be dropped. This should cover any dire emergencies or
circumstances outside your control that you may encounter during the semester. You should
make every effort to get to your lab on time and well prepared.
Participation
Your TA will grade your participation in each lab. Included in this participation grade is your
attendance at lectures, which will be recorded through your use of the iClicker to respond to
selected questions asked during the lecture. Your total participation grade will be determined by
looking at the general pattern across the semester. Thus one or two absences from lecture or lab
will not hurt you, but more than that will, for if you are not in lecture or lab you obviously cannot
participate. Attending labs and lectures regularly and paying attention will earn you a C. You
will earn a B by making occasional substantive comments in lab and attending lectures regularly,
and an A by making thoughtful, well-informed contributions to the lab discussions as well as
diligently attending lectures. The quality of your comments in lab will matter at least as much as
how much you talk, though you are expected to join the conversation regularly. If participation
is a special challenge for you, please see your professor or your TA to talk more about how you
can participate effectively. Together, your grades for quizzes and participation will be worth as
much as one midterm.
Citizenship Project
You will have the opportunity to participate in a citizenship project during the semester. We ask
you to participate because it will illustrate many of the principles we discuss during the course
such as virtue, participation, community, and engagement. The teaching assistant for your lab
will choose, in consultation with you, a suitable service project that can be completed in just a
few hours.
Essays
You will write four essays of varying lengths in this course. The writing assignments will help
you learn to communicate complex ideas in a concise and clear manner. The assignments
include breaking an essay into its constitutive parts and then assembling them into a coherent
whole. We want you to learn how to create an effective thesis, how to connect sentences into
thoughtful paragraphs, and how to present pertinent evidence in support of the thesis statement.
We urge you to take these writing assignments seriously. Start early, get help, and write multiple
drafts. Your generation has come of age in a world awash in information. Modern society
values those individuals who can grapple with this information and present it effectively to
others. Together, the writing assignments will be worth 150 points – as much as the final exam.
We will post specific information about the assignments, including the exact requirements,
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guidelines, and standards, on the American Heritage website. Consult the guidelines and
standards often to make sure your writing conforms to them. The course uses a specific rubric to
grade these assignments.
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. Note that
some questions will be 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. The two midterms will be
administered in the Grant Building, and the final examination will be administered in the Joseph
Smith building. 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.
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.
DATE
DAY
SCHEDULE
READING ASSIGNMENTS
SECTION I: FOUNDING PRINCIPLES
WEEK 1
Aug. 29
Monday
Course Introduction
Read the syllabus in its entirety;
CP: Jeffrey R. Holland, ―A
Promised Land‖
Aug. 31
Sept. 1/2
Wednesday
Thursday/Friday
Foundings
LABS
FP: Chapter 1 (pp. 1-14)
Read writing assignment
(available on the AH website)
WEEK 2
Sept. 5
Monday
Sept. 7
Wednesday
LABOR DAY
HOLIDAY—NO
CLASS
Legitimacy
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FP: Chapter 2 (pp. 15-28);
CP: ―Mayflower Compact‖;
Cotton Mather, ―A Christian at
His Calling‖
Sept. 8/9
Thursday/Friday
WEEK 3
Sept. 12
Monday
The Meaning of
Liberty
Sept. 14
Wednesday
The Rule of Law
Sept. 15/16
Thursday/Friday
WEEK 4
Sept. 19
Monday
Introduction to
Economics
Sept. 21
Wednesday
Sept. 22/23
Thursday/Friday
The Founding and a
Market Economy
LABS
WEEK 5
Sept. 26
Monday
The Declaration of
Independence
Sept. 28
Wednesday
Sept. 29/30
Thursday/Friday
The American
Revolution
LABS
LABS
LABS
CP: John Winthrop, ―A Model of
Christian Charity‖
Essay #1 Due
FP: Chapter 3 (pp. 29-34);
CP: Benjamin Constant, ―The
Liberty of Ancients Compared
with that of Moderns‖
FP: Chapter 3 (pp. 34-44);
CP: Michael Mullane, ―The Rule
of Law‖
CP: John Winthrop‘s ―Little
Speech on Liberty‖
FP: Chapter 4 (pp. 45-60);
CP: Adam Smith, excerpt from
The Wealth of Nations
FP: Appendix A (pp. 297-315)
Essay #2 Due
FP: Chapter 5 (pp. 61-78);
Declaration of Independence
(Appendix C, pp. 352-354)
CP: Thomas Paine, ―The
American Crisis, I‖
Exam Preparation/Review
SECTION II: THE BIRTH (AND REBIRTH) OF THE CONSTITUTION
WEEK 6
Oct. 3
Monday
Oct. 4-7
T-F
The Articles of
FP: Chapter 6 (pp. 79-83);
Confederation and the CP: Rakove, James Madison and
Problems of State
the Creation of the American
Governments
Republic, Chapter 5
MIDTERM #1
Tuesday and Wednesday, Regular Period
Thursday, Late Period ($5 late fee)
Friday, 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
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that you can avoid getting cut short on the time you need to
finish your exam.)
The Convention:
Chapter 6 (pp. 84-97);
Representation and
CP: Rakove, James Madison and
Plans
the Creation of the American
Republic, Chapter 6
LABS
Oct. 5
Wednesday
Oct. 6/7
Thursday/Friday
WEEK 7
Oct. 10
Monday
October
11/12
Oct. 12
Tuesday/
Wednesday
Wednesday
Oct.13/14
Thursday/Friday
WEEK 8
Oct. 17
Monday
Oct. 19
Wednesday
Oct. 20/21
Thursday/Friday
WEEK 9
Oct. 24
Monday
The Judiciary
Oct. 26
Wednesday
The Election of 1800
and the Party System
Federalist #10 and the
Problem of Size
FP: Preamble and the Seven
Articles of the United States
Constitution (Appendix C, pp.
355-363);
Federalist #10 (Appendix C, pp.
373-377);
CP: Brutus I
Film – A More Perfect Union
October 11 and 12 at 5:00 and 7:30 p.m. in 140 JSB
Federalist #51 and
FP: Chapter 7 (pp. 99-106);
Controlling
Federalist #51 (Appendix C, pp.
Government
378-381)
CP: Thomas Jefferson, ―Letter to
LABS
James Madison‖
Lab Activity: Constitutional
Convention
Essay #3 Due
The Bill of Rights
CP: Robert Dahl, ―What the
Framers Couldn‘t Know‖
FP: The Bill of Rights
(Amendments 1-10 of the
Constitution, Appendix C, pp.
364-365);
Chapter 7 (pp. 107-110);
CP: Federalist #84;
Brutus II
LABS
10
FP: Chapter 7 (pp. 110-116);
CP: Federalist #78
FP: Reflections on the Founding
(pp. 140-141);
Amendments 11-12 of the
Constitution (Appendix C, pp.
364-365);
Chapter 8 (pp. 117-139);
Chapter 10 (pp. 169-185);
CP: Mark Tushnet, ―Why the
Constitution Matters‖
CP: Seneca Falls Declaration of
Sentiments
Essay #4 Workshop (Thesis
Statement + Outline Due)
Oct. 27/28
Thursday/Friday
WEEK 10
Oct. 31
Monday
The Civil War and
Constitutional Failure
WEEK 11
Nov. 7
Monday
Market Weaknesses
Nov. 8-11
T-F
Nov. 9
Wednesday
Nov. 10/11
Thursday/Friday
MIDTERM #2
Tuesday and Wednesday, Regular Period
Thursday, Late Period ($5 late fee)
Friday, 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
Market Weaknesses
CP: APSA Task Force,
―American Democracy in an Age
of Rising Inequality‖;
Neal A. Maxwell, ―America:
‗God Mend Thine Every Flaw‘‖
CP: William Graham Sumner,
LABS
―What Social Classes Owe to
Each Other‖
Nov. 2
Nov. 3/4
LABS
FP: Chapter 11 (pp. 188-199);
CP: Frederick Douglass, ―What to
the Slave Is the Fourth of July?‖
Wednesday
The Civil War and
FP: Chapter 11 (pp. 199-205);
Post-War Change
Amendments 13-15 of the
Constitution (Appendix C, pp.
367-368);
Chapter 9 (pp. 143-167);
Lincoln, Gettysburg Address
(Appendix C, p. 392)
Thursday/Friday
LABS
Exam Preparation/Review
CP: Lincoln, Second Inaugural
(Appendix C, p. 392)
SECTION III: CONSTITUTIONAL DEVELOPMENT AND CHANGE
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FP: Market Weaknesses,
Appendix B (pp. 317-349)
WEEK 12
Nov. 14
Monday
The Growth of
Government
Nov. 16
Wednesday
The Great Depression
Nov. 17/18
Thursday/Friday
WEEK 13
Nov.21
Monday
America and the PostWar World
Nov. 23
Nov. 24/25
Week 14
Nov. 28
Wednesday
Thursday/Friday
NO CLASS—THANKSGIVING HOLIDAY
NO LABS—THANKSGIVING HOLIDAY
Monday
The Questions of Race
and Inequality
Nov. 30
Wednesday
The 1960s
Dec. 1/2
LABS
LABS
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FP: Chapter 12 (pp. 207-223);
Amendments 16-21 of the
Constitution (Appendix C, pp.
368-370);
CP: Woodrow Wilson, ―Address
to the Jefferson Club of Los
Angeles‖;
Wilson, ―The New Freedom‖
FP: Chapter 12 (pp. 223-236);
Amendment 22 of the
Constitution (Appendix C, p.
370);
CP: Franklin D. Roosevelt, ―First
Inaugural‖;
Roosevelt, ―Four Freedoms‖;
Roosevelt, ―A Second Bill of
Rights‖;
Herbert Hoover, ―Rugged
Individualism‖;
Hoover, ―The Fifth Freedom‖
CP: Andrew Carnegie, ―The
Gospel of Wealth‖
Essay #4 Due
FP: Chapter 13 (pp. 237-256)
FP: Chapter 14 (pp. 257-266);
Martin Luther King, Jr., ―I Have a
Dream‖ (Appendix C, pp. 394396);
CP: Plessy v. Ferguson;
Hugh B. Brown, ―Statement on
Civil Rights‖;
CP: Malcolm X, ―The Ballot or
the Bullet‖;
Jerry Rubin, ―A Yippie
Manifesto‖
CP: Martin Luther King, Jr.,
―Letter from a Birmingham Jail‖
Exam Preparation/Review
WEEK 15
Dec. 5
Monday
Dec. 7
Wednesday
Dec. 9
FINALS
DEC. 12-15
Friday
MondayThursday
The 1980s through
Contemporary
Conflicts
CP: Ronald Reagan, 1980
Acceptance Speech;
Barack Obama, 2008 Acceptance
Speech;
Spencer W. Kimball, ―The False
Gods We Worship‖
FP: Chapter 15 (pp. 278-295);
Amendments 23-27 of the
Constitution (Appendix C, pp.
370-372);
CP: Damon Linker, ―The Perils of
Providential Thinking‖;
Dallin H. Oaks, ―The Divinely
Inspired Constitution‖
READING DAY
Final Exam,
Monday-Thursday
Exam administered by the Testing Center. Typically,
the Testing Center proctors the American Heritage
final in the Joseph Smith Building. Lines can be long
during the exam period, so be sure to go with enough
time before the Testing Center 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 your professor or your TA, and you are to STAY
HOME. Do NOT come to class ill. 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. We
expect you to be involved and to participate meaningfully in our discussions, to the extent
possible in a large group. Participation will be an expected part of your weekly lab. 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. Our offices are always open to you, and we are eager to discuss any aspect of
the course with you during our regularly scheduled office hours or by appointment. In addition,
we 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, we 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. We 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 we 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, we have adopted
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 find the contact information for your Teaching
Assistant on the American Heritage website. Then email your teaching assistant to say that you
read it, and tell him or her 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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