Assignment
Assignment 3
In this assignment you will discuss an argument from any reading assigned in the course through September 15.
You may choose any argument you like, with the following exception.
The argument mustn’t be one that I have discussed in detail in a lecture by writing it out in a manner that shows its logical form, as in the following two examples.
- A tree owner’s pruning a tree’s unhealthy branch benefits the well-being of the tree as a whole.
- The tree owner’s pruning of a tree’s branch is a morally acceptable action.
- A government’s killing of a dissenting citizen benefits the well-being of a nation as a whole.
Therefore,
- a government’s killing a dissenting citizen is a morally acceptable action.
- All humans have a right to liberty.
- Each woman is a human.
Therefore,
- Each woman has a right to liberty.
The argument should be one that you find interesting and/or relevant to the course’s focus on American political thought.
Write the argument, first quoting it directly, as it appears in the text. You may cut out parts of a passage and add phrases, if you deem it appropriate, as follows.
Suppose the passage is:
“All songbirds are dangerous. For, all songbirds are birds, and all birds are dinosaurs, and all dinosaurs are dangerous. Each and every dinosaur is dangerous, BELIEVE me. Now, a Northern mockingbird is a songbird. A BEAUTIFUL songbird, that’s what my tailor tells me. GREAT tailor. The best! Hence, a mockingbird of that species is dangerous.” [Don Dumkoff, Posts of a Jenius, p. 2, Cosa Nostra Press, Queens, N.Y., 2021.]
You can skip using repetitive and irrelevant parts in your discussion. You can also skip such parts in your quotation. You may also add to the quotation for enhanced clarity or for aesthetic reasons. Just indicate what you have done as follows.
“All songbirds are dangerous. For, all songbirds are birds, and all birds are dinosaurs, and all dinosaurs are dangerous…. [A] Northern mockingbird is a songbird. Hence, a [Northern] mockingbird…is dangerous.” [Don Dumkoff, Posts of a Jenius, p. 2, Cosa Nostra Press, Queens, N.Y., 2021.]
Next, put your argument in a form that more clearly displays its logical form, numbering premises and the conclusion, listing the premises first, as follows.
- All songbirds are birds.
- All birds are dinosaurs.
- All dinosaurs are dangerous
- All songbirds are dangerous. (From 1-3.)
- A Northern mockingbird is a bird.
Therefore,
- A Northern mockingbird is dangerous.
(Your argument does not have to be this long. It of course must have at least two propositions: a conclusion and at least one premise.)
Once you have interpreted and transcribed the argument, as indicated above, state, in one or two sentences, why the argument is interesting/relevant, in your view.
Due 9/17, 11:59 PM, in Argument Assignment Discussion. 2 points.
Revised Class Schedule, 9/10-10/6
The Constitution and its Critics
9/10 Read:
The Constitution of the United States (1787) pp. 134-145
9/15-9/20 Read:
Kramnick & Lowi, “
Alexander Hamilton
, John Jay, and
James Madison
, The Federalist Papers (1787-1778)”, p.155-156
Alexander Hamilton, Federalist 1: Introduction, pp.156-159
James Madison, Federalist 10: The Same Subject Continued, p.164-170; Federalist 51: The Same Subject [the Separation of Powers] Continued with the Same View and Concluded, pp. 184-189
9/22 Read:
The Bill of Rights (1791) pp.240-243
9/24-
9/29 Read:
Kramnick & Lowi,
Part III–Democracy and Union (1797-1865)
, pp. 244-254
Kramnick & Lowi,
The Federalist and Jeffersonian Visions, p. 255
Alexander Hamilton
Opinion on the Constitutionality of the Bank (1791) p.262-267
Report on Manufactures (1791) pp. 267-271 ßThe last six pages of “Report on Manufactures” (pp. 272-277) are not required. Read to the end of p. 271.
10/1-10/2 Read:
John Marshall,
Marbury v. Madison (1803) pp. 282-286
;
McCulloch v. Maryland (1819) pp. 286-295
10/5-
10/6 Read:
Thomas Jefferson
A Bill for Establishing Religious Freedom (1777) p. 295-298
Second Inaugural Address (1805), pp. 314-317
Selected Letters
To Reverend James Madison (1785) pp. 317-318
To Colonel Edward Carrington (1787), pp. 318-319
To William S. Smith (1787) pp. 319-320
To James Madison (1789) p. 320-321
To Committee of the Danbury Baptist Association (1802) p. 324
To John Adams (1813) p. 325-328
To Samuel Kercheval (1816) pp. 330-332
To Judge Spencer Roane (1819) pp. 332-333
10/7-10/10 Read:
Jacksonian Democracy
Andrew Jackson, Farewell Address (1837) pp. 365-369.
ß 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:
https://quod.lib.umich.edu/e/emerson/4957107.0011.001/1:8?rgn=div1;view=fulltext
Chief Joseph, Crazy Horse, and Smohalla, On Work and Property, pp. 846-847
Orestes Brownson, The Laboring Classes (1840) pp. 386-395
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: 248 204-4000 (switchboard)
Email: jdurham@ltu.edu
Required Text:
· Kraminick & Lowi, American Political Thought: A Norton Anthology 2nd
ISBN 978-0-393-65590-2
2) 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
helpdesk@ltu.edu
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 250-300 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:
94 – 100 = 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 (1620-1760)
8/25 Read:
Kraminick & Lowi, “Colonial Roots: 1620-1760”, pp. 1-8
K & L, Self-Government p. 62 & “The Mayflower Compact” (1620) pp. 62
8/27 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. 819-833
9/1 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, (1760-1791)
The Political Theory of the Revolution
9/3 Read:
The Founding, 1760-1791, 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. 459-462
9/8 Read:
“The American Crisis” (1776) pp.113-115
Thomas Jefferson, “Declaration of Independence” (1776) pp. 115-119
The Constitution and its Critics
9/10 Read:
The Constitution of the United States (1787) pp. 134-145
9/15-9/17 Read:
ALEXANDER HAMILTON
, JOHN JAY, AND JAMES MADISON The Federalist Papers (1787-1778) p.155
Alexander Hamilton
Federalist 1: Introduction pp.156-159
James Madison
Federalist 10: The Same Subject Continued p.164-170
Federalist 51: The Same Subject [the Separation of Powers] Continued with the Same View and Concluded. pp. 184-189
The Bill of Rights (1791) pp.240-243
9/22 Read:
Part III–Democracy and Union (1797-1865)
The Federalist and Jeffersonian Visions, p. 255
ALEXANDER HAMILTON
Opinion on the Constitutionality of the Bank (1791) p.262-267
Report on Manufactures (1791) p. 267-277
9/24 Read:
JOHN MARSHALL
Marbury v. Madison (1803) pp. 282-286
McCulloch v. Maryland (1819) pp. 286-295
9/29 Read:
THOMAS JEFFERSON
A Bill for Establishing Religious Freedom (1777) p. 295-298
Second Inaugural Address (1805), pp. 314-317
Selected Letters
To Reverend James Madison (1785) pp. 317-318
To Colonel Edward Carrington (1787), pp. 318-319
To William S. Smith (1787) pp. 319-320
To James Madison (1789) p. 320-321
To Committee of the Danbury Baptist Association (1802) p. 324
To John Adams (1813) p. 325-328
To Samuel Kercheval (1816) pp. 330-332
To Judge Spencer Roane (1819) pp. 332-333
10/1 Read:
Jacksonian Democracy
Andrew Jackson, Farewell Address (1837) pp. 365-369.
Ralph Waldo Emerson, A Letter to President Martin Van Buren (1838)
https://quod.lib.umich.edu/e/emerson/4957107.0011.001/1:8?rgn=div1;view=fulltext
Chief Joseph, Crazy Horse, and Smohalla, On Work and Property, pp. 846-847
Orestes Brownson, The Laboring Classes (1840) pp. 386-395
Part IV–Capitalism, Individualism, and Reform
Individualism and Democracy
10/6 Read:
Ralph Waldo Emerson, Politics (1849) pp. 401-409
Henry David Thoreau, Resistance to Civil Government (1849) p. 409-416
10/8 Read:
Women in the Early Republic
Abigail Adams, Letter to John Adams (1776) pp. 431-432
Judith Sargent Stevens Murry (Constantia) On the Equality of the Sexes (1790) pp. 432-435
Angelina Grimké, Letter to Catherine Beecher (1837) pp. 435-439
Elizabeth Cady Stanton, The Seneca Falls Declaration of Sentiments and Resolutions (1848) pp. 446-450
Slavery and Free Labor
10/13 Read:
William Lloyd Garrison The Liberator (1831) p. 471-476
Abraham Lincoln, Speech at Peoria, Illinois (1854), pp. 561-566
Roger B. Taney, Dred Scott v. Stanford (1857), pp. 556-559
Abraham Lincoln, “Speech on the Dread Scott Decision in Springfield, Illinois” (1857) p. 567-573
10/15 Read:
Address before the Wisconsin State Agricultural Society (1859), pp. 573-576
Cooper Union Address (1860), pp. 577-578
New Haven Address (1860) pp. 578-579
Address to Congress (1861) 587-594
Second Annual Message to Congress (1862), pp. 590-594
Gettysburg Address (1863) p. 594
Second Inaugural Address (1865) pp. 595-596
Midterm Exam: Due by 11:59 PM, 10/18.
10/20 Read:
Part IV: Capitalism, Individualism, and Reform (1865-1932) pp. 589-612
Social Darwinism, the Intellectuals, and Reform, 1865-1932
William Graham Sumner, The Challenge of Facts (1895) pp. 629-632
Lester Ward, Plutocracy and Paternalism (1895) p. 678-684
Voices of Dissent
10/22 Read:
Eugene Victor Debs, Speech to the Jury (1904) pp.735-743
Samuel Gompers, The American Labor Movement (1914) 743-749
Victoria Woodhull, On Constitutional Equality (1871) pp. 755-760
Susan B Anthony, Speech about Her Indictment (1873) pp. 764-766
Empire and Race
10/27 Read:
Thirteenth, Fourteenth, and Fifteenth Amendment (1865, 1868, 1870) pp. 817-819
Chief Joseph, An Indian’s View of Indian Affairs (1879) pp. 833-846
Theodor Roosevelt, The Winning of the West (1889-1896) pp. 795-798
Mark Twain, The War Prayer (1904) pp. 814-817
Henry Brown and John Marshal Harlan, Plessy v. Ferguson (1896) pp. 847-851
W.E.B Du Bois, The Souls of Black Folk (1903) pp. 856-870
The Progressive Era 890
10/29 Read:
Upton Sinclair, The Jungle (1906) pp. 895-902
William James, Pragmatism: A New Name for Old Ways of Thinking (1907) pp. 919-925
11/3 Read:
John Dewey, The Influence of Darwin on Philosophy (1910) pp. 925-931
John Dewey, Th Public and Its Problems (1927) pp. 931-947
Part V Leviathan and Liberalism, 1932 to the Present
11/5 Read: 998-1013
The New Deal and Its Critics 1015
John Dewey, Liberalism and Social Action (1935) 1031-1039
11/10 Read:
Franklin Delano Roosevelt, Speech at Oglethorpe University (1932), 1040
Franklin Delano Roosevelt, The Four Freedoms (1941), 1055
Franklin Delano Roosevelt, A Second Bill of Rights (1944), pp. 1058-1059
The Cold War 1074
11/12 Read:
Dwight D. Eisenhower, Farewell Address (1961), pp. 1109-1114
Martin Luther King, Jr. Letter from Birmingham Jail (1963), pp. 1137-1145
11/17 Read:
John Rawls, A Theory of Justice (1971), pp. 1181-1192
11/19 Read:
Michael J. Sandel, The Public Philosophy of Contemporary Liberalism (1996) pp. 1337-1354
11/24 Read:
Amitai Etzioni, Communitarianism and the Moral Dimension (2000) pp. 1355-1366
12/1 Read:
Obergefell v. Hodges (2015) pp. 1458-1485
12/3 Read:
Bill McKibben, A World at War (2016) 1495-1507
12/8 Read:
The Movement for Black Lives Platform (2016) 1507-1514