Lehrman American Studies Center at ISI

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The Lehrman American Studies Center, a part of the Intercollegiate Studies Institute, is dedicated to improving American universities' transmission of the political, economic, and moral principles that sustain a free and humane society. Read more about what we do and how you can help.

Home > Catalog > The American Experiment
SYLLABUS

The American Experiment

Author:Elizabeth Busch
Course Length: 15 weeks
Credits: 3
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  • 5/5 Stars
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Catalogue Description

Interdisciplinary study of the ways in which American was, and is, an experiment in liberty. The course critically examines civil life in America by focusing both on the distinct challenges posed by self-government and the unique tensions created by this uniquely American project; including the tensions between America’s unity and diversity, equality and liberty, religiosity and secularism, and individualism and civic engagement.

Purpose

“The American Experiment” is a phrase often used to describe the innovations created by the American founding; a project whose success must not be taken for granted. As we critically evaluate the theories, values, and ideas that founded this nation, as well as the corresponding development of civil society in America, we hope to understand the unique challenges posed by a society based on reasoned choice rather than accident or force. This great experiment in deliberative democracy, liberty, religious freedom, republicanism, and equality is only as successful as the lives led by its beneficiaries: American citizens. Thus, we necessarily explore the evolution of America’s philosophy and culture so that we may understand the extent to which American society and civic life have changed over time.

Objectives

In this course we aim to (1) learn fundamental principles and theories about America, American life, American culture, religion and (2) learn to analyze and critically evaluate the ideas, arguments, and points of view presented in class. We achieve these objectives by studying America from interdisciplinary perspectives, which means we will read the arguments to great philosophers, explorers, statesmen, , and others. Such an analysis should help students gain an understanding of the distinctiveness of the American Experiment and enable students to gain insight into America’s founding principles and how they have helped to shape American society, social culture, and democratic life. The purpose of studying these things is not just to attain intellectual comprehension, but to prepare oneself to flourish as a reflective human being. Only after one has thought about what America is and what it can be is it possible to live as a responsible adult citizen.

Expected Outcomes

Successful completion of the course will prepare you for future interdisciplinary study in American Studies. Students should demonstrate more than a minimum knowledge of course content by scoring above an average of 60 percent on all assignments. All major assignments must be completed in order to pass this course. Students who complete the course will receive three semester hours of credit.

Please Note the Following: (1) This syllabus is part of the material for which you are responsible. (2) I reserve the right to alter any of these assignments as necessary. (3) You must complete all major assignments in order to pass this class. (4) All work in this class is cumulative.

Required Texts

  1. Tocqueville, Democracy in America
  2. Sinopoli, From Many, One
  3. On-Line Readings
  4. Supplemental readings
  5. Additional readings will be made available the form of handouts or online sources. Students are required to print the online sources and bring them to class on the day(s) they are assigned.

Evaluation

  • 15% participation, question sets, quizzes, and response papers (RPs)
  • 25% paper
  • 35% two midterm exams
  • 25% final exam
  • Exams: There will two midterm exams and a final exam. Please note the dates of the exams below. The two exams and the final give students the opportunity to demonstrate their mastery of the reading as well as the themes discussed in class. The two midterm exams are comprehensive and consist of a short answer and essay section.
  • Question Sets, Quizzes, and Response Papers: Question Sets cover the week’s assigned readings and are to be turned in at the beginning of class. No late question sets will be accepted. Quizzes cover the week’s work –including readings and lectures. For the purposes of quizzes, students are expected to have completed all readings by the first day they are scheduled. Quizzes may take two forms: (a) short answer or (b) reaction papers (You will be given about 15 minutes to write on a topic related to that day's readings. RPs will be very hard to write if you fail to do the reading. You may also be asked to write an extended RP at home.) You can expect quizzes on Fridays, though I reserve the right to give unannounced quizzes or assignments as necessary. The frequency of quizzes will depend on the preparation of the students. All quizzes take place at the beginning of class. Attending class late on the day of a quiz will result in a zero for the quiz or RP missed. There will be no make-up quizzes or RPs; I will drop your lowest quiz from your average. Do not ask for a make-up quiz, question set, or RP. Question sets, RPs, and any additional homework will be averaged with your quizzes.
  • Paper: The take-home essay will entail textual analysis and should demonstrate the student’s comprehensive understanding of class material. Appeals to computer problems do not automatically result in an extension one the paper. Be sure to back-up your work and save your work frequently. Keep a hard copy of your paper with you. More information on the paper will be distributed later in the semester.
  • Class preparation: Instruction methods include lecture and class discussion. The instructor trusts that the importance of this course's goals will elicit from students a suitably high degree of participation. Students are expected to be on time, alert, attentive, and prepared, which means that they must bring all relevant materials with them. Attending class is not enough; a class like ours will succeed only if you get involved in a thoughtful consideration of the day’s topic. Listen to your professor and classmates, ask questions, make comments, and engage in conversation. You should refer to the text whenever possible, showing you have read and thought about the assignment. Your participation grade will be determined by the percentage of classroom attendance and the quality of your participation during days attended. In the event of a “borderline” grade I will give the “benefit of the doubt” to those who attend class regularly and are prepared.
  • Attendance Policy: Students who fail to bring their class readings will be counted as absent and/or asked to leave. Students who miss more than two classes (one week) will forfeit 1.5 points from their final grade for each additional day missed.
  • Grading Scale: The Plus-Minus Grading Scale will be used in determining grades for this course. All “close calls” or “borderline” grades will be decided at my discretion. Students must complete all major assignments to pass this class. Students taking the class on a pass/fail basis must attain a minimum cumulative average of 70% to pass the class. The grading scale is as follows: 92-100% = A; 90-91 = A -; 87-89 = B+; 83-86 = B; 80-82 = B -; 77-79 = C+; 73-76 = C; 72-70 = C -; 69-67 = D+; 66-63 = D; 62-60 = D -; 59.5 and lesser scores = F.

Extensions

In the event of a serious illness or family tragedy, you must notify me personally as soon as possible. In the case of illness or some other occurrence, the student must submit a doctor’s note and/or other appropriate documentation before any make-up will be considered. An unexcused absence from any quiz, text, or exam will result in the grade of zero for that quiz, test or exam. If for some reason arrangements for an incomplete grade in the class is warranted, you and I must agree to a schedule for completing the course before the end of the semester. Leaving school early for break is not a valid excuse for missing an exam, quiz or paper assignment—nor is it an excuse for re-scheduling a final exam. Please not that the registrar and not the professor determines the final exam schedule.

Academic integrity

Academic integrity is the foundation of college life and experience at Christopher Newport University. All members of the CNU community are responsible for working together to establish and uphold an environment conductive to honorable academic endeavor. In no case will academic dishonesty be tolerated. Students will pledge each exam, essay, quiz, or assignment as follows: “I have neither given nor received any unauthorized aid in completing this assignment.”

Representing someone else’s work or ideas as your own constitutes plagiarism. Be aware that if a student is discovered to have plagiarized any major assignment, he or she will fail the course. If you have any questions concerning what constitutes plagiarism, please contact me at any time.

Academic Advising Center

Students who have a disability or believe that they may need special or additional accommodations in this class should make an appointment to see me to discuss your needs. In order to receive an accommodation and ensure that such accommodations are implemented in a timely fashion, your disability must be on record with Disability Support Services. Please note that it is the student’s responsibility to complete this paperwork. I invite you to see me at any time that I can be of assistance in helping you with the course. I am available during office hours and by appointment. Please do not hesitate to come by.


Class Schedule

The following is a tentative class outline—deviations may be necessary and readings may be added.

I. Background: What is a citizen?

  • Introduction
  • Class will not meet; last day for add/drop

II. National Identity and the Founding Principles: What is the Relationship between the Nation and the Individual? What are the Rights and Duties of the American Citizen?

  • Opposition to the Constitution
    • Reading: Sinopoli: Anti-federalists, (33-44)
  • What the Anti-Federalists Were for
    • Reading:TBA
  • Federalists
    • Reading: Sinopoli (45-58)
  • Federalist understanding of tyranny
    • Reading: Federalist Papers No. 47, No. 49, No. 51, No. 84
    • Reading: Sinopoli: Washington’s “Farewell Address”

III. Educating the Democratic Soul

  • Tocqueville
    • Volume 1: Author's preface (DA 9-20)
    • Vol 1 Pt 1 ch 3-4: Sovereignty of the of American People (DA50-60)
  • Tocqueville
    • Vol 1 Pt 2 ch 3-4: Freedom of the Press/ Associations (DA 180-202)
    • Vol 1 Pt 2 ch 7: Tyranny of the majority (DA 246-261)
    • Vol 1 Pt 2 ch 8: Tempering the Tyranny (DA 262-276)
    • Vol 1 Pt 2 ch 9: Maintaining a Democratic Government (DA 276-315)
  • Tocqueville Volume 2 (417-418)
    • Vol 2 Pt 1 ch 1-7: Philosophical Approach and Beliefs (DA 429-452)
    • Vol 2 Pt 1 ch 20: Historians (DA 493-496)
    • Vol 2 Pt 2 ch 1-4: Equality, Liberty, Individualism (DA 503-513)
    • Vol 2 Pt 2 ch 5-7 Voluntary assoc and Newspapers (DA 514-525)
    • Vol 2Pt 2 ch 8: Individualism and Self-Interest (DA 525-528)
  • Benjamin Franklin Autobiography Part II
    • D.H. Lawrence, Studies in Classic American Literature: Chapter 2 Benjamin Franklin
  • Exam
  • Tocqueville
    • Vol 1 Pt 2 ch 9: religion helps maintain a demo republic (DA 287-301)
    • Vol 2 Pt 2 ch 9: Self-Interest and Religion (DA 528-530)
    • Vol 2 Pt 2 ch 12: Enthusiasm and Religion (DA 534-535)
    • Vol 2 Pt 2 ch 13: Restless in Prosperity (DA 535-538)
    • Vol 2 Pt 2 ch 15: Religious Belief & Spiritual Things (DA 542-546)
  • TBA
  • WEB Dubois The Souls of Black Folks ch.3 and ch.6.
  • The Crisis of Liberal Education (Handout)
  • The Democratization of the University (Handout)

IV. The American Experiment and Equality: Gender, Sex, and Society

  • Sinopoli: Abigail Adams (105-108)
    • Murray (112-117)
  • Class will not meet; Fall Break
  • Sinopoli: Elizabeth Cady Stanton (118-122)
    • Sinopoli: Susan B Anthony (126-136)
  • Exam

V. The American Experiment and Equality: the Case of Race

  • Tocqueville Vol 1pt 2 ch 10: The Three Races (DA 316-363)
  • Martin Luther King Jr. (304-308)

Malcolm X (309-318)

VI. Return to the Roots of the American Experiment. What are the Greatest Threats? What are the Rights and Duties of the American Citizen?

  • Tocqueville on the type of tyranny we have to fear:
    • Vol 2 Pt 4 ch 1-4 taste for social programs (DA 667-674, 681)
    • Vol 2 Pt 4, chs 6-7: Avoiding Despotism in Democracy (DA 690-702)
  • Lincoln Lyceum Address and Gettysburg Address
    • Sinopoli: Lincoln Lyceum Speech (77-84)
  • Class will not meet; Thanksgiving Break
  • Class will not meet; Thanksgiving Break
  • Sinopoli: Crevecoeur (181-184)
    • Madison (185-190)
  • Sinopoli: Roosevelt (196-200)
    • Kallen (200-207)
  • Concluding Remarks


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