Revised Class Schedule 910 106 The Constitution And Its Crit

Revised Class Schedule 910 106the Constitution And Its Critics910

Revised Class Schedule, 9/10-10/6 The Constitution and its Critics 9/10 Read: The Constitution of the United States (1787) pp. /15-9/20 Read: Kramnick & Lowi, “Alexander Hamilton, John Jay, and James Madison, The Federalist Papers ()â€, p. Alexander Hamilton, Federalist 1: Introduction, pp. James Madison, Federalist 10: The Same Subject Continued, p.; Federalist 51: The Same Subject [the Separation of Powers] Continued with the Same View and Concluded, pp. /22 Read: The Bill of Rights (1791) pp./24-9/29 Read: Kramnick & Lowi, Part III--Democracy and Union (), pp. Kramnick & Lowi, The Federalist and Jeffersonian Visions, p. 255 Alexander Hamilton Opinion on the Constitutionality of the Bank (1791) p.

Report on Manufactures (1791) pp. àŸThe last six pages of “Report on Manufactures†(pp. ) are not required. Read to the end of p. 271. 10/1-10/2 Read: John Marshall, Marbury v. Madison (1803) pp. ; McCulloch v.

Maryland (1819) pp. /5-10/6 Read: Thomas Jefferson A Bill for Establishing Religious Freedom (1777) p. Second Inaugural Address (1805), pp. Selected Letters To Reverend James Madison (1785) pp. To Colonel Edward Carrington (1787) pp. To William S.

Smith (1787) pp. To James Madison (1789) p. To Committee of the Danbury Baptist Association (1802) p. 324 To John Adams (1813) p. To Samuel Kercheval (1816) pp.

To Judge Spencer Roane (1819) pp. /7-10/10 Read: Jacksonian Democracy Andrew Jackson, Farewell Address (1837) pp. . àŸ This Jackson speech not required reading. Ralph Waldo Emerson, A Letter to President Martin Van Buren (1838) Link to this important required Emerson reading assignment, which is not in the textbook: Chief Joseph, Crazy Horse, and Smohalla, On Work and Property, pp. Orestes Brownson, The Laboring Classes (1840) pp. Lawrence Technological University Development of the American Experience SSC 2423 CRN 1150 August 24 – December 17, 2020 Instructor: James Durham, PhD Fall 2020 (Fully online, asynchronous course.) Office Hours: Zoom by appointment Office Phone: (switchboard) Email: [email protected] Required Text: · Kraminick & Lowi, American Political Thought: A Norton Anthology 2nd ISBN ) Course materials via Canvas/YouTube Posts Required Technology: A computer or tablet with an internet connection, MS Word or Google Docs, the ability to utilize Canvas LMS, play videos, and play audio files Detailed Description: This course is an asynchronous online course, which means that all the content will be delivered online and that your participation will be asynchronous (not all at the same time/s).

There will be no required class meetings (traditional meetings of the entire class at once), virtual or in person. The course schedule is in the syllabus and online in Canvas. Make sure you understand the requirements as well as the expectations and due dates for the asynchronous assignments. Because this is an online class you are expected to spend at least (minimum) 4 1/2 hours per week on class assignments and activities. That means you are expected to dedicate at least 40.5 hours to this class over the entire term.

This is NOT a self-paced course. Each week has clear expectations and assignments. This course will survey aspects of philosophy, history, political theory; science, art and religion, from the 17th Century to the 21st Century. The class will examine how they have contributed to the formation of the American experience. Readings and discussions include selections from important thinkers.

Your ability to reflect critically on the major ideas, values, institutions, events and personalities that have helped to shape the contemporary United States is emphasized. This course seeks to foster an attitude of critical engagement and to develop your writing and oral skills through papers and class participation. The class will read, write, and most importantly, critically think about philosophy/history. As a class we will analyze course readings, develop critical thinking and writing skills, and discuss how to apply critical thinking to philosophical & historical inquiry. Enriching your philosophical and historical knowledge and improving your powers of critical thinking and expression should improve your self-knowledge, and help you become a more autonomous person.

The course aims to help you to discern and articulate your deeply held believes and values, and their relations to your worldview and behavior. Knowing what your logically and emotionally deep beliefs and values are should help you to question them. Articulating and questioning your deep values and beliefs improves you understanding of their logical and emotive and causal connections to your systems of beliefs, values, and behaviors, and of relations of these to other belief/value systems, e.g. systems driving the behavior of other persons. Such knowledge and awareness should make you a more autonomous person, and less like an unquestioning robot that acts based on a program of which is not the author.

Students Need to Understand the Following: 1. You are expected to read all the required texts (print) as well as read, view, and listen to all posted Canvas materials. Make sure to check Canvas multiple times a week for posts, assignment due dates, updates, and announcements. 2. This is a reading and writing discipline course.

You should be prepared to do both at the college level. 3. It is important to understand that this class will combine the textbooks, videos, audio lectures, and online materials. Canvas lectures, videos, and audio posts may present material not contained in the texts. Take Notes as you listen, view, and read.

4. If occasional online Canvas discussions are offered, students should prepare to participate online by critically thinking about the assigned readings/topics in advance of the lecture / discussion. 5. You need to test your computer and or tablet as soon as possible to make sure you can view and use the online materials and Canvas. Technical difficulties may affect your grade.

Waiting to the last day or hours to submit or complete an assignment comes with risk, I will not accept any late assignments or assignments that are posted after the deadlines. I will not accept any assignments via e-mail. Do not drop off any assignments at my office without prior permission. 6. If you have technical difficulties, Please contact us at [email protected] or 248.204.2330 for assistance.

Course Assignments and Grades Multiple Choice and/or Short Answer Quizzes/Tests x 6 (30% of Final Course Grade) These assignments will require you answer multiple choice questions and/or short essay questions about the readings. Discussion Board forums : (30% of Final Course Grade) The class will evaluate, interpret, and analyze text readings and course materials, and prepare for tests and the essay assignment. Here is the general protocol for posting and contributing to an online discussion board: 1. You are expected to participate on all course discussion boards. 1.

You should begin at least one thread (original post) that is essay quality and provide at least three brief posts in response to other participants’ threads. 1. Original posts should be a minimum of two paragraphs and a maximum of three paragraphs. Word totals for original posts should be in the words range each. Your replies should be in the 200-word range for each reply.

Whether you agree or disagree explain why with supporting evidence (quotes and reference to the course text(s)) and examples from the online materials. You should include a reference, link, or citation from the readings or course online materials that you use. 1. Be organized in your thoughts and ideas. 1.

Incorporate correlations with the assigned readings or topics. 1. Stay on topic. 1. Provide evidence of critical, college-level thinking and thoughtfulness in your responses or interactions.

Be concise and direct, avoid summarizing. 1. Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion. i Be aware of grammar and sentence mechanics. 1. Use proper etiquette.

Remember that being respectful is critical. Written Assignments: Argument Evaluation Essay (4-5 pgs.): (40% of Final Course Grade) For the paper you will need to evaluate an argument from or regarding the readings. This is not a research paper and you do not need any other sources than the ones provided in the text and in class. I will post a grading rubric on Canvas for this assignment. All written assignments should follow the rules of standard grammar, spelling, and punctuation.

Although this is not a composition class, or an English class, learning to write fluently and coherently is an important part of your college education and will provide you with transferable skills you can use in the workplace after graduation. Deductions will be made for poor grammar and syntax. All writing assignments should be double space, 12 font, standard margins, and be posted in MS Word or a shared Google document. You should present your findings in an essay/narrative form. Do not use lists or “bullet points.†This is NOT a research papers, do not use any other sources other than course materials.

You MUST cite course sources using MLA citation. Failure to follow any of these rules will reduce your essay grade by (1.5) a full grade in addition to any other reductions from the assessment of the paper. Time Management: Students will be responsible for developing time management skills enabling them to complete work, as well as homework equivalent for a 3-credit course. Late Assignments: I do not accept late work except under extenuating circumstances. Each case will be evaluated individually.

If I do accept late work (regardless of the reason) it will automatically be marked down 1 and 1/2 (1.5) full grades in addition to any grading or assessment deductions. Grading Scale: = A 90 – 93 = A – 87 – 89 = B + 86 – 84 = B 80 – 83 = B - 77 – 79 = C + 74 – 76 = C 70 – 73 = C - 67 – 69 = D + 64 – 66 = D 60 – 63 = D – 59 & below = F Academic Honesty Any evidence of academic dishonesty will result in a failing grade on the assignment in question. All further instances will be handled according to the LTU honor code. Lawrence Tech adheres to the highest standards of academic integrity throughout the educational experience, in both academic writing and research and in lab work. The University condones no form of academic dishonesty, including but not limited to plagiarism, copying, cheating, and other forms of misrepresentation.

Students who violate the standards of academic integrity face serious disciplinary consequences, including letters documenting the incident in their permanent record, failure of the assignment, immediate course failure, and/or dismissal from the University. Please reference the University Student Honor Code for a full policy description. Class Schedule Week 1: 8/25 & 8/27 Readings are from Kraminick & Lowi, American Political Thought: A Norton Anthology 2nd Ed., unless otherwise noted. Part I -- Colonial Roots and Self Government (/25 Read: Kraminick & Lowi, “Colonial Roots: â€, pp. 1-8 K & L, Self-Government p.

62 & “The Mayflower Compact†(1620) pp. /27 Read: Puritan Political and Social Ideals: John Winthrop, “A Model of Christian Charity†(1630) pp. 11-17 Roger Williams, "The Bloudy Tenent of Persecution" (1644) pp. 19-21 William Apess, Eulogy on King Phillip (1836) pp. /1 Read: Johnathan Mayhew, “A Discourse Concerning Unlimited Submission…†(1750) pp.32-41 Benjamin Franklin, “The Way to Wealth†(1758) pp. 42-49 Part II --The Founding, () The Political Theory of the Revolution 9/3 Read: The Founding, , pp. 67-77 Sam Adams, “The Rights of the British Colonies†(1772) pp.77-82 John Adams, “Thoughts on Government†(1776) pp.

88-95 Thomas Paine, African Slavery in America (1775) pp. /8 Read: “The American Crisis†(1776) pp. Thomas Jefferson, “Declaration of Independence†(1776) pp. The Constitution and its Critics 9/10 Read: The Constitution of the United States (1787) pp. /15-9/17 Read: ALEXANDER HAMILTON, JOHN JAY, AND JAMES MADISON The Federalist Papers () p.155 Alexander Hamilton Federalist 1: Introduction pp. James Madison Federalist 10: The Same Subject Continued p. Federalist 51: The Same Subject [the Separation of Powers] Continued with the Same View and Concluded. pp.

The Bill of Rights (1791) pp./22 Read: Part III--Democracy and Union () The Federalist and Jeffersonian Visions, p. 255 ALEXANDER HAMILTON Opinion on the Constitutionality of the Bank (1791) p. Report on Manufactures (1791) p. /24 Read: JOHN MARSHALL Marbury v. Madison (1803) pp. McCulloch v.

Maryland (1819) pp. /29 Read: THOMAS JEFFERSON A Bill for Establishing Religious Freedom (1777) p. Second Inaugural Address (1805), pp. Selected Letters To Reverend James Madison (1785) pp. To Colonel Edward Carrington (1787) pp. To William S.

Smith (1787) pp. To James Madison (1789) p. To Committee of the Danbury Baptist Association (1802) p. 324 To John Adams (1813) p. To Samuel Kercheval (1816) pp.

To Judge Spencer Roane (1819) pp. /1 Read: Jacksonian Democracy Andrew Jackson, Farewell Address (1837) pp. . àŸ This Jackson speech not required reading. Ralph Waldo Emerson, A Letter to President Martin Van Buren (1838) Link to this important required Emerson reading assignment, which is not in the textbook: Chief Joseph, Crazy Horse, and Smohalla, On Work and Property, pp. Orestes Brownson, The Laboring Classes (1840) pp. Lawrence Technological University Development of the American Experience SSC 2423 CRN 1150 August 24 – December 17, 2020 Instructor: James Durham, PhD Fall 2020 (Fully online, asynchronous course.) Office Hours: Zoom by appointment Office Phone: (switchboard) Email: [email protected] Required Text: · Kraminick & Lowi, American Political Thought: A Norton Anthology 2nd ISBN ) Course materials via Canvas/YouTube Posts Required Technology: A computer or tablet with an internet connection, MS Word or Google Docs, the ability to utilize Canvas LMS, play videos, and play audio files Detailed Description: This course is an asynchronous online course, which means that all the content will be delivered online and that your participation will be asynchronous (not all at the same time/s).

There will be no required class meetings (traditional meetings of the entire class at once), virtual or in person. The course schedule is in the syllabus and online in Canvas. Make sure you understand the requirements as well as the expectations and due dates for the asynchronous assignments. Because this is an online class you are expected to spend at least (minimum) 4 1/2 hours per week on class assignments and activities. That means you are expected to dedicate at least 40.5 hours to this class over the entire term.

This is NOT a self-paced course. Each week has clear expectations and assignments. This course will survey aspects of philosophy, history, political theory; science, art and religion, from the 17th Century to the 21st Century. The class will examine how they have contributed to the formation of the American experience. Readings and discussions include selections from important thinkers.

Your ability to reflect critically on the major ideas, values, institutions, events and personalities that have helped to shape the contemporary United States is emphasized. This course seeks to foster an attitude of critical engagement and to develop your writing and oral skills through papers and class participation. This course aims to help you discern and articulate your deeply held beliefs and values, and their relation to your worldview and behavior. Recognizing and questioning your core values leads to greater self-awareness and autonomy. Students must read all assigned texts, view Canvas materials, and participate critically in discussions. Late work is generally not accepted, and technical preparation is essential. The grading includes quizzes, discussion participation, and a major argumentative essay. Academic integrity is strictly enforced. The course covers American political thought from colonial times to contemporary issues, emphasizing critical thinking, writing, and self-knowledge development.

Paper For Above instruction

Critical Examination of the Evolution and Controversies Surrounding the U.S. Constitution and Founding Ideals

The United States Constitution, ratified in 1787, stands as a foundational document that has shaped American political life for over two centuries. Its creation was a complex process involving deep philosophical debates about the nature of governance, liberty, and the balance of powers. As a living document, it has continually been scrutinized, amended, and challenged by critics and proponents alike, reflecting ongoing tensions between individual rights, federal authority, and democratic principles.

This essay aims to critically evaluate the arguments for and against the Constitution by examining key historical debates, influential writings, and landmark Supreme Court decisions. It will analyze the Federalist and Jeffersonian visions of government, assessing their differing ideas about the role of federal authority and individual liberty. Furthermore, the essay will explore the constitutional debates surrounding the Bill of Rights, religious freedom, and the scope of federal versus state power, as exemplified in Marbury v. Madison and McCulloch v. Maryland.

Additionally, the essay will consider criticisms from figures such as Thomas Jefferson, who articulated concerns about the potential for government overreach, and from the era of Jacksonian democracy, which emphasized expanded suffrage and populist ideals that often conflicted with entrenched constitutional structures. The development of American political thought from the early republic through the Civil War, including debates on slavery, race, and economic policy, underscores the contentious nature of constitutional interpretation.

In order to contextualize these arguments, the essay will examine the evolution of constitutional doctrine regarding individual rights, the separation of powers, and federalism. Landmark cases