HIUS 313 Discussion Assignment Instructions The Discussion

HIUS 313 Discussion Assignment Instructions The discussion assignments in this course are meant to be collaborative learning experiences that foster a spirit of community and collegiality, but you must also view these as academic assignments with formal requirements.

The discussions in this course will expand your Christian worldview as it relates to the American Founding. For these discussions, please adhere to these guidelines:

  • All threads must demonstrate comprehension of the course material and refer specifically—through paraphrase, summary, or quotation—to content from the readings and presentations. Your use of the course material must not be mechanical; rather, you must use them strategically, and you must comment on the material that you have cited.
  • In your initial post, you must cite the number and type of sources indicated in the discussion prompt (at a minimum) and make sure that your footnote citations and bibliographic information are accurate and complete, in accordance with the Turabian style (citations in replies are encouraged, but not required).
  • You are expected to read your classmates’ posts, select the set number to respond to, and it must be done in a specific and positive way that furthers the conversation. It needs to be more than a mere agreement or disagreement. Remember that these topics are for discussion precisely because there may be no clear-cut “correct” answers and opinions may differ.
  • Your initial thread must be approximately [word count] words, and the replies must be at least [word count] words.

Please Note: Salutations, valedictions, citations and footnotes do not count toward your word count requirements.

Paper For Above instruction

The discussion assignments in the HIUS 313 course are designed to be collaborative and reflective of a community-oriented learning environment. These assignments serve the dual purpose of fostering collegial engagement while also fulfilling formal academic criteria. Central to these discussions is the expansion of students’ Christian worldview in relation to the American founding principles. This paradigm requires students to demonstrate a thorough understanding of course materials, utilizing paraphrases, summaries, or quotations grounded in the readings and presentations. It is essential that references to course content are incorporated thoughtfully, moving beyond superficial mention to strategic engagement that adds depth to the discourse.

In addition, students must ensure their initial posts align with specific citation requirements, referencing the designated number and type of sources in accordance with the Turabian style. This professional citation practice enhances academic integrity and fosters rigorous scholarship. While citations in responses are encouraged, they are not mandatory. Students should also demonstrate active engagement by reading peers’ posts and crafting responses that add value to the ongoing conversation. A meaningful reply transcends mere agreement or disagreement—rather, it should provoke further discussion, challenge assumptions, or offer new insights, especially given the open-ended nature of these topics where definitive answers are rare.

Word count considerations are also specified: initial posts should be approximately a set number of words, with replies meeting a minimum word threshold. Salutations, valedictions, citations, and footnotes are excluded from these counts. Overall, these guidelines aim to foster comprehensive, respectful, and scholarly exchanges that deepen understanding of American founding principles from a Christian perspective.

References

  • De Tocqueville, Alexis. Democracy in America. Edited by Harvey C. Mansfield and Delba Winthrop. University of Chicago Press, 2000.
  • Feldman, Noah. The Courage to Lead: Understanding Leadership in America. University of Chicago Press, 2012.
  • Kramnick, Isaac. The Founding Fathers and the Politics of Character. Harvard University Press, 1995.
  • Wood, Gordon S. The American Revolution: A History. Modern Library, 2004.
  • Wilkin, Richard, and Matthew J. Hall. America’s God and Country: Encyclopedia of Quotation. Broadman & Holman Publishers, 2010.
  • Lind, Michael. The Cancel Culture War. Broad Street Publishing, 2021.
  • Bailyn, Bernard. The Ideological Origins of the American Revolution. Harvard University Press, 1967.
  • Fisher, Louis. American Constitutional Interpretations. University of Chicago Press, 1988.
  • Pangle, Thomas L. The Learning of Liberty: The Educational Ideas of the American Founders. University of Chicago Press, 1993.
  • Colson, Charles, and Nancy Pearcey. How Now Shall We Live?. Tyndale House Publishers, 1999.

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