AMERICAN HERITAGE 100

BRIGHAM YOUNG UNIVERSITY

FALL 2016

INSTRUCTOR INFORMATION
PROFESSOR
Dr. Christopher F. Karpowitz
Associate 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
990D SWKT
Email: kelly_patterson@byu.edu
Office Hours: Wednesdays 1:30-3:30 pm 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 Room2218 in the Harold B. Lee
Library.
AMERICAN HERITAGE OFFICE
Coordinator: Kristen Betts
Office and Phone: 2218 HBLL, 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 nations 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
1

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 nations 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 Americas 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.

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 1970s, under the explicit direction of the universitys 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:
Describe the religious, historical, political, and economic origins of the Constitution,
in light of the restored gospel;
Identify how the Founding influenced the development of the American institutions
of government and markets;
Given the Constitution's amendments, and ongoing debates about how to interpret the
document, students should learn to apply their knowledge of these developments to
analyze major historical, political and economic issues relevant to today's world;
Become better informed citizens, capable of taking an active part in public affairs.

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 nations 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
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 two texts:
Fox, Frank W. and Clayne L. Pope. 2010. City Upon a Hill: The Legacy of Americas
Founding. 2nd edition. Provo, UT: BYU Academic Publishing.
Michael J. Sandel, 2009. Justice: Whats the Right Thing to Do? New York: Farrar,
Straus, and Giroux.
Other required course readings are available online, via course reserve, which can be accessed
through the American Heritage website and through Learning Suite.
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.
iClickers
In addition to the texts listed above, you are also required to purchase an iClicker (which

includes a code for a handheld device). During lectures, we will occasionally ask you to respond
to questions using your iClicker or your handheld device. 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 elses iClicker to record their attendance in
class. Doing so is an example of academic dishonesty and will result in significant penalties for
both parties.
Lectures
Considerable evidence from social science shows that computers in lecture courses are often a
significant hindrance to learning both yours and those sitting near you. For this reason, no
laptops, tablets, or other computing devices are allowed in lectures or lab. You should also
turn off your phone for the lecture period. The only exception is for the iClicker exercises.
Professors Karpowitz and Patterson will enforce this rule strictly, and you will be invited to leave
the lecture hall if you are found using any of these devices. We will, however, make
accommodations if you have a medical emergency (for example, your spouse is about to have a
baby) or if you have permission from the University Accessibility Center (2170 WSC).
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.
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 youve been reading about and sharpen
your understanding in a more active, participatory way. Labs are taught by undergraduate
Teaching Assistants who are trained by the faculty. 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.
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. These include
practice exam questions, articles related to the issues we are discussing, PowerPoint slides from
lectures, and other helpful resources. We urge you to use the course website often.
Teaching Assistant
After the texts, 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 2218 HBLL. 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 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.
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 & Library Assignment
Lab and Lecture Participation
Midterm #1
Midterm #2
Final Exam
Total

55 points
85 points
50 points
100 points
100 points
150 points
540 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 As, Bs and Cs. The exact percentage is
not set in stone. For instance, if you can all manage to get perfect scores on the exams, there will
6

be an unusually large number of As. In past years, the distribution of grades in American
Heritage has looked very similar to the distribution of grades in other General Education courses
at BYU.
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
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 and last weeks of class and the week of Thanksgiving, you will be required to
complete a quiz each week. Each quiz is worth 5 points and will be based on the lectures and
assigned readings for the week. You will complete the quiz online through Learning Suite. Your
lowest quiz score will be dropped. This should cover any dire emergencies or circumstances
outside your control that you may encounter during the semester. You must complete the quiz
no later than 7:59am on Thursday of each week. Quizzes will close at 8:00am. Once you
begin the quiz, you must complete it within 30 minutes; you may not close your browser and
come back to it a later time. You may use notes and texts as you take the quiz, but we ask you
not to share answers with other students before, during, or after the quiz.
You are taking American Heritage during a presidential election, and that brings with it some
exciting opportunities. One of those is the chance to participate in the Utah Colleges Exit Poll by
working as a student volunteer. The work will involve either helping to administer a telephone
survey of voters or by signing up to administer surveys at polling locations on Election Day. We
will provide more specific information in class. For now, the key point is that you may drop up
to two additional quizzes one for every three hours you volunteer by participating in the Exit
Poll. We encourage you to take part in this exciting opportunity to understand more about how
the election process operates and how voters think about the issues and candidates.
Participation
Your TA will grade your attendance and 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.

Essays and Library Assignment

Over the course of the semester, you will write four short essays of no more than 500 words
each. The word count is a hard limit, and we will not grade the portion of essays that exceeds the
limit. We will count your highest three grades. Each essay is worth 25 points, meaning that the
total essay grade is worth 75 points. You will receive 10 points merely for completing each
assignment, and your teaching assistant will give up to 15 additional points depending on the
substance and quality of the work. Because you are allowed to drop one essay grade, no late
essays are permitted.
The writing assignments will help you learn to communicate complex ideas in a concise and
clear manner. 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. We will post specific information about the assignments, including the
exact requirements, 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. You will submit all essay assignments via Learning
Suite.
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
honor pledge at the end of all papers: This paper represents my own work in accordance with
University regulations.
In addition to these essays, you will complete a brief library assignment the third week of class.
This assignment will help you discover important resources available in the Harold B. Lee
Library and help you prepare for the essay assignments. This assignment is worth 10 points, and
details are available on the course website.
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.
In this course, we are instituting second chance grading. This means that your score on either
midterm exam (or both exams) can be replaced by your score on the final exam if your final
exam score is higher than your midterm score. For example, if you scored a 71 on the first
midterm and received 85% of the points on the final, your final exam percentage will replace the
percentage of points you received on the midterm. If your final exam score is lower than your
midterm score (or scores), then your original midterm score stands. The final exam is required
in order to pass the class. All enrolled students must take the final exam, and failure to do so will
mean a failing grade in the class, regardless of your scores on other assignments.

All exams will be taken through the testing services of the University at the Testing Center or
one of its satellite locations (see the Testing Center website for details). 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
CR=Course Reserve, S=Sandels Justice, and FP= Fox and Popes 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;

CR: E.J. Dionne, Introduction
to Our Divided Political Heart
Colin Woodard, American
Character, Chapter 1,
Maintaining Freedom

Aug. 31

Wednesday

Foundings and
Legitimacy

Sept. 1/2

Thursday/Friday

FP: Chapter 1 (pp. 1-14);

S: Chapter 1, Doing the Right
Thing
Read library and essay
assignments (available on the
AH website)

WEEK 2
Sept. 5

Monday

Sept. 6

Tuesday

Sept. 7

Wednesday

LABS

LABOR DAY
HOLIDAYNO
CLASS
ADD/DROP
DEADLINE
The Puritan Influence

FP: Chapter 2 (pp. 15-28);

CR: 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

Thursday

Constitution Day
Event

Sept. 15/16 Thursday/Friday

WEEK 4
Sept. 19

Monday

Sept. 21

Wednesday

Sept. 22/23 Thursday/Friday

WEEK 5
Sept. 26

Monday

LABS

LABS

Introduction to
Economics
The Founding and a
Market Economy

LABS

The Declaration of
Independence

CR: John Winthrop, A Model

of Christian Charity;
Read the party platforms of the
Republican and Democratic
parties

FP: Chapter 3 (pp. 29-34);

S: Chapter 3 Do We Own
Ourselves?; Chapter 8, Who
Deserves What?
FP: Chapter 3 (pp. 34-44);
S: Chapter 2, The Greatest
Happiness Principle
11am, 1060 HBLL, Prof. David
Waldstreicher on slavery and
the Constitution
CR John Winthrops Little
Speech on Liberty
Library Assignment Due by
11:59pm on September 16.

FP: Chapter 4 (pp. 45-60);

FP: Appendix A (pp. 297-315);
CR: Sandel, Jumping the
Queue (note that this is a
course reserve reading, not from
the book Justice);
Brennan and Jaworski, Line
Up for Expensive Equality!
Essay #1 Due by 11:59pm on
Sept. 23

FP: Chapter 5 (pp. 61-78);

Declaration of Independence
(Appendix C, pp. 352-354)
Sept. 28
Wednesday
The American
CR: Thomas Paine, The
Revolution
American Crisis, I
Sept. 29/30 Thursday/Friday
LABS
Exam Preparation/Review
SECTION II: THE BIRTH (AND REBIRTH) OF THE CONSTITUTION
WEEK 6
Oct. 3
Monday
The Articles of
FP: Chapter 6 (pp. 79-83);
Confederation and
10

the Problems of State

Governments

CR: Rakove, James Madison

and the Creation of the
American Republic, Chapter 5

Oct. 4-7

T-F

MIDTERM #1
Tuesday and Wednesday, Regular Period (no fee)
Thursday, Late Period ($5 late fee)
Friday, Late Period ($5 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.)

Oct. 5

Wednesday

The Convention:
Representation and
Plans

Oct. 6/7

Thursday/Friday

WEEK 7
Oct. 10

Monday

Oct. 12

Wednesday

Oct.13/14

Thursday/Friday

WEEK 8
Oct. 17

Monday

Chapter 6 (pp. 84-97);

CR: Rakove, James Madison
and the Creation of the
American Republic, Chapter 6

LABS

Federalist #10 and the FP: Preamble and the Seven

Problem of Size
Articles of the United States
Constitution (Appendix C, pp.
355-363);
Federalist #10 (Appendix C, pp.
373-377);
CR: Brutus I
Federalist #51 and
FP: Chapter 7 (pp. 99-106);
Controlling
Federalist #51 (Appendix C, pp.
Government
378-381)
CR: Thomas Jefferson, Letter
LABS
to James Madison
Lab Activity: Constitutional
Convention
Essay #2 Due by 11:59pm on
October 14.

Choosing an
Executive: Tensions
between Democracy
and Republic

11

CR: Jonathan Rauch, How

American Politics Went
Insane; Federalist 68-73
(selections)

Oct. 19

Wednesday

Oct. 20/21

Thursday/Friday

WEEK 9
Oct. 24

Monday

The Judiciary

Oct. 26

Wednesday

The Bill of Rights

Oct. 27/28

Thursday/Friday

WEEK 10
Oct. 31

Monday

The Civil War and

Constitutional Failure

Monday

Market Weaknesses

Nov. 2

Nov. 3/4

WEEK 11
Nov. 7

The Election of 1800

and the Party System

LABS

LABS

FP: Amendments 11-12 of the

Constitution (Appendix C, pp.
364-365);
Chapter 8 (pp. 117-139)
FP: Chapter 10 (pp. 169-185)
CR: Seneca Falls Declaration of
Sentiments

FP: Chapter 7 (pp. 107-116);

CR: Federalist #78
FP: The Bill of Rights
(Amendments 1-10 of the
Constitution, Appendix C, pp.
364-365);
CR: Federalist #84
FP: Reflections on the Founding
(pp. 140-141)
Essay #3 Due by 11:59pm on
October 28.

FP: Chapter 11 (pp. 188-199);

CR: 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);
Lincoln, Gettysburg Address
(Appendix C, p. 392);
CR: James McPherson, Forum
Address
Thursday/Friday
LABS
Exam Preparation/Review
CR: Lincoln, Second Inaugural
(Appendix C, p. 392)
SECTION III: CONSTITUTIONAL DEVELOPMENT AND CHANGE
FP: Chapter 9 (pp. 143-167);
Market Weaknesses, Appendix
B (pp. 317-349)
University deadline to
withdraw from courses.

12

Nov. 8
Nov. 9

Tuesday
Wednesday

Election Day!
Market Weaknesses

Nov. 9-14

W-M

Nov. 10/11

Thursday/Friday

MIDTERM #2
Wednesday and Thursday, Regular Period
Friday and Saturday, Late Period ($5 late fee)
Monday, Late Period ($5 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.)
CR: William Graham Sumner,
LABS
What Social Classes Owe to
Each Other

WEEK 12
Nov. 14

Monday

The Growth of
Government

Nov. 16

Wednesday

The Great Depression

Nov. 17/18

Thursday/Friday

LABS

13

Dont forget to vote!!

CR: Richard V. Reeves,
Saving Horatio Alger;
Brennan and Jaworski, If You
May Do It for Free, You May
Do It for Money
S: Chapter 4, Markets and
Morals

FP: Chapter 12 (pp. 207-223);

Amendments 16-21 of the
Constitution (Appendix C, pp.
368-370);
CR: Woodrow Wilson, The
New Freedom
FP: Chapter 12 (pp. 223-236);
Amendment 22 of the
Constitution (Appendix C, p.
370);
CR: Franklin D. Roosevelt,
First Inaugural;
Roosevelt, Four Freedoms;
Roosevelt, A Second Bill of
Rights;
Herbert Hoover, Rugged
Individualism;
Hoover, The Fifth Freedom
CR: Andrew Carnegie, The
Gospel of Wealth
Essay #4 Due by 11:59pm on
November 18.

WEEK 13
Nov. 21

Monday

America and the

FP: Chapter 13 (pp. 237-256)
Post-War World
NO CLASSTHANKSGIVING HOLIDAY
NO LABSTHANKSGIVING HOLIDAY

Nov. 23
Nov. 24/25
Week 14
Nov. 28

Wednesday
Thursday/Friday
Monday

The Questions of
Race and Inequality

Nov. 30

Wednesday

The 1960s

Dec. 1/2

LABS

FP: Chapter 14 (pp. 257-266);

Martin Luther King, Jr., I Have
a Dream (Appendix C, pp.
394-396);
CR: Ta-Nehisi Coates, The
Case for Reparations
CR: Jerry Rubin, A Yippie
Manifesto
CR: Martin Luther King, Jr.,
Letter from a Birmingham
Jail; Hugh B. Brown,
Statement on Civil Rights
Exam Preparation/Review

WEEK 15
Dec. 5

Monday

Dec. 7

Wednesday

What Have the

Sixties Wrought?
Contemporary
Conflicts about
Justice and Freedom
Religion and the
Public Square

S: Chapter 9, What Do We
Owe One Another?;
FP: Amendments 23-27 of the
Constitution (Appendix C, pp.
370-372)
S: Chapter 10, Justice and the
Common Good;
CR: Spencer W. Kimball, The
False Gods We Worship

Dec. 9
Friday
READING DAY
Saturday-Wednesday Final Exam,
FINALS
DEC. 10-14
Saturday-Wednesday
Exam administered by the Testing Center. Typically,
the Testing Center proctors the American Heritage
final in one of its satellite locations, but check the
Testing Center website for detailed information.
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

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running, so that you can avoid getting cut short on the

time you need to finish your exam.)
USING THE LIBRARY
It is no accident that American Heritage office and labs are in the Harold B Lee Library. One of
the aims of a BYU education is to instill a life-long love of learning, and we want you to
discover and explore the ideas presented in this class by supplementing them with Library
resources. We hope you will continue this love of learning for the rest of your life. Consider
these three ways in which the Library greatly assists your American Heritage experience:
1. As a Place to Get Research Help
There are many librarians eager and qualified to help you with research. The following
Librarians can help you with American Heritage research, or find a librarian to help you
in any subject at http://guides.lib.byu.edu/.
1st Floor:

Brian Champion, MLS, MA, Political Science, World Politics

Emily Darowski, PhD, MLIS (candidate) Psychology
Quinn Galbraith, MA, MS, MLIS, Sociology/Family Studies
Connie Lamb, MS, MLS, MA, MS, Anthropology, Middle East,
Andy Spackman, MLIS, MBA, Business and Economics
Albert Winkler, MLS, MA, MA, PhD, American & British History

2nd Floor:
Systems

Mark Jackson, MS, PhD, MLIS, Geography, Geospatial Information

4th Floor:

Gail King, MA, PhD, Asian Studies

5th Floor:

Richard Hacken, MA, PhD, MLS, European Studies

2. As a Place to Study and Collaborate

Looking for a quiet place to get away from it all and study or drill deep in an important
assignment? Need to collaborate with a group on a project? The Library offers a variety
of specialized study spaces:
4th Floor: Media Center (DVD/BluRay viewing stations); Multimedia Lab (software for
creating movies and digital presentations); Music Library (music scores and CD listening
stations)

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3rd Floor: Snack Zone (the only place in the Library to eat while you read, study, or chat
with friends); No Shh Zone (work with groups and use various presentation software);
and the Research & Writing Center
2nd Floor: The Reading Room (north end of the building, quiet study with comfortable
furniture and a cozy fireplace); Maps (with a new public 3-D printer); Music zone (south
end of the building, study while listening to classical music)
Group Study Rooms available throughout the building http://groupstudy.lib.byu.edu
3. As an Information Center
Find books, journals, databases, primary sources, government documents and tons more.
Get help finding subject- specific resources, ask questions, and even check out materials
at any Help Desk in the building.
5th Floor: World literature and languages; Humanities Help Desk, and book check out
4th Floor: Asian Collection, Media Center (CD, DVD, and BluRay checkout), juvenile
collection, music and dance
3rd Floor: Main book checkout desk; Information Commons Help Desk; writing
assistance center
2nd Floor: Life and Mathematical Sciences; Maps; Science & Maps Help Desk, and book
check out
1st Floor: Social Sciences/Education: History, Political Science, Economics,
Anthropology, Psychology, Sociology, Education, Military Studies; Social Sciences Help
Desk, and book check out
4. American Heritage Library Guide
To assist students with their research librarians have created Library Guides, and there is
one specifically for American Heritage at this link: http://guides.lib.byu.edu/ahtg100
This guide may help you find the movie A More Perfect Union, which is a
dramatization of important elements of the Constitutional Convention. It also contains a
specific link for pro/con or both sides of an issue for a number of contemporary
political and social issues. This resource may be especially helpful for the library
assignment.
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!

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 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 usstudents, teaching assistants and professor alikewill 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
pictures of your newly born baby). Please bring documentation to the American Heritage Course
Administrator, Kristen Betts (2218 HBLL), who will handle all extension requests. Late Policy:
Late essay assignments, quizzes, and exams will not be accepted, except in the case of
emergencies or approved accommodations from the University Accessibility Center (see details
below).
Incompletes: We adhere to University policy on incompletes, which is that an incomplete (I) is
given only WHEN CIRCUMSTANCES BEYOND THE STUDENTS CONTROL MAKE IT
IMPOSSIBLE to complete the required work within the prescribed time. Arrangements must be
made between the American Heritage Course Administrator, Kristen Betts, and the student prior
to the end of the semester. The I is never given when a student is failing or has failed the

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course. Circumstances beyond the students 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 universitys 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.
However, the work you turn in must be entirely your own work. Because of the simplicity of "cut

18

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.
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 Opportunity Office at 422-5895 or 888-238-1062 (24-hours); or
contact the Honor Code Office at 422-2847.
Preventing Sexual Misconduct: As required by Title IX of the Education Amendments of
1972, the university prohibits sex discrimination against any participant in its education
programs or activities. Title IX also prohibits sexual harassmentincluding sexual violence
committed by or against students, university employees, and visitors to campus. As outlined in
university policy, sexual harassment, dating violence, domestic violence, sexual assault, and
stalking are considered forms of Sexual Misconduct prohibited by the university.
University policy requires any university employee in a teaching, managerial, or supervisory role
to report incidents of Sexual Misconduct that come to their attention through various forms
including face-to-face conversation, a written class assignment or paper, class discussion, email,
text, or social media post. If you encounter Sexual Misconduct, please contact the Title IX
Coordinator at t9coordinator@byu.edu or 801-422-2130 or Ethics Point at
https://titleix.byu.edu/report-concern or 1-888-238-1062 (24-hours). Additional information
about Title IX and resources available to you can be found at titleix.byu.edu.
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 Opportunity Office at
422-5895, 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

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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. Below are instructions to help you
find your Teaching Assistants contact information.

1.

Go to the American Heritage course website (americanheritage.byu.edu).

2.

Click the my course button in the upper right hand corner of the home page.

3.

Login in with your BYU username and password (just as you would do if you were
accessing LearningSuite).

4.

Your TAs name and contact information can be found on the left sidebar

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