Dangerous Ideas:
First Amendment Rights in Theory and Practice
First Year Seminar: Fall 2015
Political Science 1101
WHO? The Course Participants are
 24 University of Wyoming freshman
 1 Instructor: Dr. Maggi Maier Murdock
Where to find Dr. Murdock: Arts and Sciences Building Room 140
Phone: 766.5144 or cell phone 307.259.0558
Email: murdock@uwyo.edu
When to find Dr. Murdock: In class on Tuesday and Thursday from 11:00am to
12:15 pm AND
Office Hours: Tuesday
3:00 – 4:30 pm
Wednesday 2:30 – 3:30 pm
Thursday
8:30 – 9:30 am
Always by appointment and through email
 A learning panel of individuals from outside our class
WHAT?
Course Description. Political Science 1101 introduces students to an understanding of some
dangerous ideas. These ideas arise from the theory and practice of the First Amendment to the
United States Constitution, which protects the rights of individuals in the United States. What
are these rights? Who gets them? Where did they come from? Why (and when) are some ideas
seen as dangerous and others as benign? What balance (and why) have we drawn between the
rights of the individual and and the needs of society? When (and why) do freedom and security
diverge? Students will pursue the answers to these and other questions through scholarly and
practical research; discussion, disagreement, and debate; observation and writing; and publicly
sharing their learning.
First Year Seminar. This course fulfills the First-Year Seminar (FYS) requirement of the 2015
University Studies Program. Students will critically examine and evaluate evidence, claims,
beliefs, or points of view about meaningful, relevant issues. Students will be introduced to active
learning, inquiry of pressing issues, and individual and collaborative processing of ideas through
the First-Year Seminar curriculum. A first year seminar helps students acclimate to the
expectations of university learning; develop skills necessary for effective learning, and enhance
their abilities to manage their time, their cognitive abilities, their organizational skills, and their
personal and professional interactions. Please note: (1) students in this First Year Seminar are
required to receive a grade of “C” or better to receive University Studies Program (USP) credit
for the course. (2) A student must obtain instructor and advisor permission to drop the course.
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WHEN?
Class meeting time
 Tuesday and Thursday from 11:00am – 12:15 pm
WHERE?
Class meeting location
 Building: Education Annex (EA) Room 211
 On dates specified in the syllabus, the class will meet in an alternative location
(e.g., Coe Library and the American Heritage Society)
 Two class dinners are tentatively scheduled and will be held at a site to be
determined.
WHY?
Course purpose. What better way to learn about fear of the unknown or unfamiliar, and the
acceptance (and celebration) of the novel and diverse, than to uncover and recognize our deeply
held assumptions of what it means to be a citizen in the United States, challenge those
assumptions with research and comparisons across time and place, and journey to a better
understanding of the potential and practice of those rights protected by the First Amendment?
What better way to demonstrate learning than to share it publicly?
Required Student Learning Outcomes (University Studies Program 2015). First Year
Seminar courses must meet all six critical and creative thinking student-learning outcomes:
1. Access diverse information through focused research, active discussion, and
collaboration with peers.
2. Separate facts from inferences and relevant from irrelevant information, and explain the
limitations of information.
3. Evaluate the credibility, accuracy, and reliability of conclusions drawn from information.
4. Recognize and synthesize multiple perspectives to develop innovative viewpoints.
5. Analyze one’s own and others’ assumptions and evaluate the relevance of contexts when
presenting a position.
6. Communicate ideas in writing using appropriate documentation.
Two additional student-learning outcomes are based in the process and content of the course:
7. Demonstrate an ability to examine, analyze, solve, and explain problems presented by
First Amendment constitutional controversies.
8. Demonstrate understanding of the development and implementation of the individual
rights protected by the First Amendment to the United States Constitution, and the
controversies surrounding the practice of these rights.
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HOW?
University and Course Policies
The Nature of a Scholarly Community
This class is a community of scholars, intent on learning and sharing their learning. Learning
cannot take place in an atmosphere of fear, distrust, and intolerance. Therefore, in order to learn
effectively, a community of scholars
 Must be eager to examine evidence and ideas, old or new, in novel ways and with open
minds;
 Must approach learning without bias against groups, individuals, ideas, or evidence;
 Must trust one another, even if its members disagree; and
 Must be willing – and able – to share their learning with others.
To these ends, this scholarly community will develop rules of behavior and interaction that foster
open, respectful, effective learning for all members of our community, and those with whom we
share our learning. A good foundation for developing these rules is found in the College of Arts
and Sciences civility statement, found at
http://www.uwyo.edu/as/_files/current/students%20and%20teachers%20working%20together.pdf
Academic Integrity
The trust essential to a scholarly community is destroyed when members of the community do
not act with integrity. Our scholarly community will discuss the meaning of academic integrity,
and its antithesis, academic dishonesty, and incorporate the principles of academic integrity into
our operating rules. All acts of academic dishonesty will be dealt with swiftly and according to
the Regulations of the University of Wyoming (see University Regulation 6-802 at
http://www.uwyo.edu/generalcounsel/_files/docs/uw-reg-6-802.pdf.
Course Expectations
All members of our scholarly community should expect to act (and be treated) with integrity,
trust, and open minds. This means that we all must enter our learning space and time prepared
and committed to learning and sharing our learning. Students in our scholarly community should
have high expectations for the instructor – not that she will know everything and dutifully pour
the sum of all knowledge on the topics of the course into the students’ brains. Rather, students
should expect the instructor to be a well-informed, caring, effective guide for this learning
journey we will embark upon together. The instructor will expect that students complete
assignments and activities fully and on time, and demonstrate their learning effectively. In
practice, this means we all
 Complete the work necessary for each assignment and activity;
 Come to our class meetings on time, prepared, and ready to learn;
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


Participate in the readings, discussions, and activities fully;
Understand that each member of the community is essential to the success of the learning
of all members of the community; and
Demonstrate our learning publicly through an agreed-upon project.
Support for Effective Learning
Each member of our community of scholars will come with different experiences, knowledge,
skills, and abilities. To help each member of the community succeed, the instructor and the
university provide support and assistance in which all can share. These supports include

Instructor support: While is it the job of an instructor to help students learn, it is also my
privilege to support students in their learning. As noted above, I have office hours each
week, or I can be contacted by phone or email – or grab me after class. Don’t think you
are imposing on me if you want to talk or come to see me – think of me as another
university resource, there to support your learning. I am a part of our learning
community -- and I’m not really that scary!

Research resources:
 The University of Wyoming Libraries provide excellent resources for our learning,
both in person and online. We will be investigating the University’s library resources
as part of our learning, but the libraries are open to all members of the University
community. Coe Library is just south of the Union. Reference librarians are the best
first source for learning about and accessing library resources. These librarians can
be found just inside the front door of Coe Library, past the circulation desk on the
left, and the Book and Bean on the right. Access the resources of the University
Libraries online at http://www-lib.uwyo.edu.
 The American Heritage Center (AHC) at the University of Wyoming is also an
excellent resource for our learning, with access in person and online to many primary
resource collections. We will also utilize the AHC as part of our learning. The AHC
is located on Willett Drive, across from the Arena Auditorium. The AHC archivists
are knowledgeable and helpful and, like the reference librarians, they are the best first
source for learning about and accessing AHC resources. See
http://www.uwyo.edu/ahc/ for more information about the American Heritage Center
and its treasures.

Writing resources. The University Writing Center is part of the Ellbogen Center for
Teaching and Learning (ECTL). The Writing Center can be found in Coe Library Room
302 or reached by email at writing@uwyo.edu or by phone at 766.5250. Information about
the Writing Center can be found online at http://www.uwyo.edu/ctl/writing-center/.
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
Disability support resources. If you have physical, learning, and/or psychological needs
that will affect your learning and participation, or require accommodations, please let me
know as soon as possible. You may choose to register with, and provide documentation
of your disability to, University Disability Support Services (UDSS). You will find
exceptional disability support services at the UDSS office. You can find UDSS in Room
109 of Knight Hall, or you can contact UDSS by email at udss@uwyo.edu or by phone at
766.6189 or TTY at 766.3073.
Attendance Policies
A scholarly community cannot be effective with partial preparation, commitment, or
participation. Therefore, as referred to above in Course Expectations, members of our scholarly
community are expected to attend all scheduled class sessions, coming prepared by having
completed assignments and being ready to learn and share. Our scholarly community will follow
the requirements of the University’s Student Absence Policy (See University Regulation 6-713 at
http://www.uwyo.edu/generalcounsel/_files/docs/uw-reg-6-713.pdf). Attendance and learning will be
assessed at each class session. Absences beyond those officially recognized by the University
will only be excused by the instructor for good and substantiated cause, and more than two
unexcused absences by a student during the semester will result in the lowering of the student’s
grade by one full grade point (e.g., from an A to a B or from A- to B-).
However, our scholarly community must recognize that we are all humans, living our lives as
best we can. All of us have emergencies and obstacles in our lives. Therefore, please contact me
as soon as possible when emergencies and problems arise so that I can be of assistance. I’d
rather be a help than a hindrance as emergencies and problems affect students’ abilities and
inclination to learn.
Grading Policies
Grades are a reflection of students’ learning. Instructors don’t give grades; students earn grades
based on their effective demonstration of their work and learning. Recognizing that students
learn differently, in this course the assessments of students’ learning will be numerous and
varied, providing all members of our scholarly community ample opportunities to demonstrate
their understanding of the ideas, concepts, processes, and methods that will be found in readings,
assignments, and activities. Assessments of learning will include quizzes, writing assignments,
debates, discussions, activities, research, and a final project and presentation.
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According to University policy (see University Regulation 6-722 at
http://www.uwyo.edu/generalcounsel/_files/docs/uw-regulation-6-722.pdf), students in our learning
community will be assigned grades according to the plus/minus grading scale:
95 – 100%
90 – 94%
87 – 89%
83 – 86%
80 – 82%
77 – 79%
73 – 76%
70 – 72%
67 – 69%
63 – 66%
60 – 62%
BELOW 60%
A
AB+
B
BC+
C
CD+
D
DF
Grades will be assigned according to students’ demonstration of their learning in a variety of
assignments and acitivities, including
Assignment or Activity
% of Final Grade
Attendance
5%
Quizzes
15%
Participation
10%
Research efforts
15%
Writing: 3 short reflection pieces
20%
Final project contributions
20%
Sharing learning publicly
15%
Total
100%
************************************************
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COURSE OUTLINE
DATE
Tuesday
September 1
Thursday
September 3
LEARNING FOCUS
Who am I and why am I here?
 Exploring Dangerous Ideas: A course journey
LOCATION
EA 211
Who are we and what will we do here?
EA 211
 Creating a community
 Creating a constitution: rules to learn by
 Defining rights and responsibilities: Dangerous Ideas
 Envisioning a community project
 Reading:
 Magna Carta (1215)
http://avalon.law.yale.edu/medieval/magframe.asp

English Bill of Rights (1688)
http://www.legislation.gov.uk/aep/WillandMarSess2/1/2/introduction
Friday
September 4
Tuesday
September 8
Quiz #1: Complete online through WyoCourses by 6:00 PM
Learning Fitness Tools: Say what you mean,
mean what you say
EA 211
 Reading
 Fadiman, “r/ Inse⌃ t a Carrot,” Ex Libris:
Confessions of a Common Reader, New York: Farrar,
Straus, and Giroux, 1998, pp. 79-86. (Electronic Reserve)

U.S. Declaration of Independence (1776)
http://avalon.law.yale.edu/18th_century/declare.asp
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Wednesday
September 9
Thursday
September 10
Class dinner (6:00 pm)
TBD
Learning Fitness Tools: Genuine and stolen
learning
 Academic integrity
 Working independently, together
 Research with human subjects
 Sharing learning publicly
EA 211
 Reading
 Fadiman, “Nothing New Under the Sun,”
Ex Libris: Confessions of a Common Reader,
New York: Farrar, Straus, and Giroux, 1998, pp. 79-86.
(Electronic Reserve)

United States Constitution (1787)
http://avalon.law.yale.edu/medieval/magframe.asp

Amendments to the United States Constitution (1791-1992)
http://avalon.law.yale.edu/medieval/magframe.asp
Friday
September 11
Assignment: First short writing assignment (10 points)
What idea do you fear the most? Why? What facts support and
oppose your fears?
Due online through WyoCourses by 6:00 PM Friday, September 11, 2015
Tuesday
September 15
Thursday
September 17
Learning Resources: UW Libraries
 A Research Adventure:
Sorting through the treasures and the trash
Coe Library
Learning Resources: American Heritage Center
 A Research Adventure:
Sorting through the treasures and the trash
American
Heritage
Center
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Friday
September 18
Tuesday
September 22
Quiz #2: Complete online through WyoCourses by 6:00 PM
Learning Resources: Learning Mentors
 Designing learning and sharing learning publicly
EA 211
 Learning Panel: Voices from the real world
Thursday
September 24
Tuesday
September 29
Thursday
October 1
Tuesday
October 6
The Problem: The First Amendment and
Dangerous Ideas
How to devise and direct our learning:
 What questions do we need to ask?
 How will we go about finding the answers
to these quesitons?
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 What resources will we need?
 Where will we find these resources?
 How will we know which resources are best?
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 What tools will we need?
 How will we acquire these tools?
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 How will we utilize our time and labor effectively?
 How will we make sense of what we are learning?
EA 211
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Thursday
October 8
Friday
October 9
Tuesday
October 13
Thursday
October 15
October 15
The Problem: Dangerous Ideas and the
First Amendment
 How will we know that we know what
we need to know?
 How will we explain and share what
we have learned?
EA 211
Assignment: Second short writing assignment (10 points)
Dangerous ideas in contemporary American society: identify a presidential
candidate and an idea that she/he portrays as dangerous. Analyze the candidate’s
audience, her/his reasons for believing the idea is dangerous, and critically
discuss the facts/information supporting and opposed to the candidate’s stance
on this idea.
Due online through WyoCourses by 6:00 pm October 9
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
First Research Effort Update Due
Due online in WyoCourses by 6:00 PM on October 15
Tuesday
October 20
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
10
Thursday
October 22
Friday
October 23
Tuesday
October 27
October 27
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
Quiz #3: Complete online through WyoCourses by 6:00 PM
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
Second Research Effort Update Due
Due online in WyoCourses by 6:00 PM on October 27
Thursday
October 29
Tuesday
November 3
Thursday
November 5
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 Addressing the problem
EA 211
NO CLASS MEETING
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Tuesday
November 10
Thursday
November 12
Friday
November 13
Tuesday
November 17
November 17
The Problem: Dangerous Ideas and the
First Amendment
 Consolidating our learning
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 Consolidating our learning
EA 211
Assignment: Third short writing assignment (10 points)
Dangerous ideas in American history: identify an idea that was considered
dangerous in American history. Investigate and explain who thought the idea was
dangerous, why the idea was considered dangerous, what actions were taken
against those who believed in the idea, and what effects these actions had on
individuals and society. Include in your discussion your analysis of the balance
between the rights of the individual and the needs of the society in this example of
dangerous ideas -- and your explanation for why the balance was weighed as it
was.
Due online through WyoCourses by 6:00 PM Friday, November 13
The Problem: Dangerous Ideas and the
First Amendment
 Consolidating our learning
EA 211
Third Research Effort Update Due
Due online in WyoCourses by 6:00 PM on November 17
Thursday
November 19
The Problem: Dangerous Ideas and the
First Amendment
 Consolidating our learning
EA 211
12
Friday
November 20
Quiz #4: Complete online through WyoCourses by 6:00 PM
Tuesday
November 24
NO CLASS MEETING
Thursday
November 26
NO CLASS MEETING
Tuesday
December 1
December 1
The Problem: Dangerous Ideas and the
First Amendment
 Consolidating our learning
EA 211
Final Project Contributions Due
Due online in WyoCourses by 6:00 PM on December 1
Wednesday
December 2
Thursday
December 3
Tuesday
December 8
Class dinner (6:00 pm)
TBD
The Problem: Dangerous Ideas and the
First Amendment
 Sharing our learning: Rehearsal
EA 211
The Problem: Dangerous Ideas and the
First Amendment
 Sharing our learning
EA 211
 Learning Panel: voices from the real world
13
Thursday
December 10
The Problem: The First Amendment and
Dangerous Ideas
 Conclusions
EA 211
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