POLS 2153 – Principles of the Constitution and Judicial Process
Section 101, Call # 16631
Fall 2015 Syllabus
Instructor:
Email:
Class time/place:
Sydnee Moyers Pockrus
[email protected]
T/TH 10:00am – 11:20am; MC 503
Office:
Phone (cell):
MC 530
918-269-7936
Course Pre-requisite:
Required texts:
Office Hours:
POLS 1113
(1) A copy of the U.S. Constitution (posted on Blackboard)
(2) supplemental readings (these will be posted on Blackboard)
T/Th: 9:00-10am & 1-2:30pm
Available by cell phone every day of the week, 8am – 10pm (you can call or text; please
leave a message if I don’t answer)
Liberal Arts Associate Dean (interim):
Liberal Arts Division Office and Phone:
George Black
MC 505; 595-7118
COURSE OBJECTIVES:
1. Introduction:
Remarkable though it may be, over 300 million Americans are currently being governed by a
Constitution adopted for a nation of less than 5 million people 230 years ago. When we consider the
complexities of social and political life today, as compared to 1787, two thoughts come to mind. The
first is that the document must have been susceptible to and must have undergone considerable
change since its inception. Secondly, the 1787 Constitution must have outlined an unusually effective
governmental system – one based on unusual insights into human nature and its corresponding social
and political needs.
The first of these hypotheses is somewhat true. The Constitution may be amended by a two-thirds vote
of Congress subject to approval by three-fourths of the states. Currently, twenty-seven amendments
have been adopted – the last in 1992. Even more important, the meaning of the document has been
changed dramatically over the last 230 years of its existence by the process of interpretation and
reinterpretation of its general and sometimes ambiguous provisions. In the course of the semester, you
will become acutely aware of the changes wrought by interpretation and by Supreme Court justices
who have had the courage to conform the Constitution to evolving political and economic standards of
social life and intercourse.
The second hypothesis is equally appealing given the longevity of our democratic system. The writers
of the Constitution construed a system based on two fundamental concepts: separation of powers and
federalism. These concepts have also served us well.
2. General Objectives
a. Acquire as full as possible a working knowledge of the Constitution including its past principles and
contents
b. Understand how the Constitution has evolved and changed through interpretation
c. Evaluate its effectiveness (or lack of) in the 21st Century
d. Stimulate a desire for more effective critical thinking skills when it comes to constitutional issues
e. QUESTION EVERYTHING. THINK for YOURSELF. BE WILLING to accept ideas over your own
ideological/political comfort and security—this means you pursue and accept truth no matter how
much you dislike the truth or it challenges your political and moral values.
COURSE READING:
In lieu of a traditional text, I have posted readings on Blackboard that will correspond to
the lectures in each unit. Some of the reading is difficult and will require you to
ACTIVELY READ the material. By actively reading, I mean that you READ and ask
yourself if you understand the fundamental arguments being made by the author. If you
do not, ASK ME!!! The only way I know if and what you do or don’t understand is if you
ask questions in class. Underline or highlight words that you don’t understand – then
look them up. Dictionaries are a wonderful tool. Make notes in the margins for the
concepts you don’t quite understand – bring them up in class to see if your classmates
found the same problems or perhaps read the material in a different way. Underline the
arguments that are made that you disagree with – then explain why you disagree with
them and why the author is wrong. The following are good questions to consider
for each reading assignment:
1. What argument/arguments is the author making?
2. What evidence does the author give to support his/her argument?
3. Why does it matter? Is it an important argument to make? Why or why not?
4. Do you agree with the author’s position? Why or why not?
5. Does the author make any assumptions? Are there any holes in his/her
argument?
STUDENT RESPONSIBILITIES:
• Students are required to complete assigned readings prior to class meetings and
come to class on time prepared for discussion. Class participation is expected. All
reading can be found on Blackboard in the “Reading List” tab.
• Make-up exams will not be given unless the student contacts the professor before the
exam is administered and has a documented excuse related to extreme illness or family
emergency.
• You will be required to turn in an analytical essay in which you critically evaluate a
current constitutional issue/problem. Details will be discussed at a later date, but this
essay is due Tuesday, November 17.
• Communication: All TCC students receive a designated TCC email address (ex:
[email protected]). All email communications to you will be sent to your TCC email
address. Your grades will be posted on Blackboard; I will also use Blackboard to post class
information, announcements, etc.
• Facebook page: I have linked a Facebook group page for this class on Blackboard. I
encourage and enjoy good in-class discussions, but there is also a need to communicate
material to you and debate must often be cut short. Your Facebook page can be used to
continue classroom discussion, post interesting questions to your classmates, ask about up
coming tests or assignments, etc. If you’d like to join, simply click the link on blackboard and
request to join. I’ll add you as soon as possible. This is NOT graded and I DO NOT judge your
opinion about anything you discuss or say. This is for open dialog, just as though we were in
the classroom. I WILL NOT tolerate rude behavior (I know how Facebook can get) so before
you decide to call someone names, think before you post. I will delete disrespectful comments
(this will be your warning) and if you do it again, I'll remove you from the group.
• Classroom Etiquette: Open and mutually respectful communication of varied opinions, beliefs,
and perspectives during class discussion encourages the free exchange of ideas that is
essential to higher learning and to the ability to learn from each other. Respect your
classmates’ opinions and beliefs.
• Attendance and Class Participation: While it is not a part of your overall grade, missing a lot
of class will seriously hurt your grade and your ability to do well on the exams. Students are
expected to be prepared for all class meetings. Contributions should be informed by the
assigned reading, although you are, of course, encouraged to bring to discussion knowledge,
ideas, and opinions you have acquired outside the class.
• UNDER NO CIRCUMSTANCES SHOULD YOU ASK ME TO GIVE YOU A HIGHER GRADE
THAN WHAT YOU HAVE EARNED.
At the end of the semester I evaluate each student’s individual performance in the class
and make a decision of whether to “bump” a student to a higher grade or not.
o IF YOU ASK ME TO BUMP UP YOUR GRADE YOU WILL RECEIVE THE GRADE
YOU EARNED. THIS MEANS IF YOUR GRADE IS AN 89.9 AT THE END OF THE
SEMESTER AND YOU ASK ME TO GIVE YOU AN A, YOU WILL RECEIVE THE B.
o In addition, DO NOT ask me for extra credit to boost your grade. If you didn’t do the
work throughout the semester why should I give you extra credit at the end to try to
catch up?
ASKING FOR A GRADE OF AW (Administrative Withdraw): a grade of AW will ONLY
be given under extreme and extenuating circumstances (i.e. severe illness of self or
family member). A grade of AW will NOT be granted to students who are flunking and
simply failed to manage their time for this course or forgot about test dates and
assignment due dates.
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OTHER TIDBITS THAT I’M REQUIRED TO POST IN THE SYLLABUS
Class Cancellations: if I need to cancel class for any reason, I will make every possible
attempt to email you or post an announcement on Blackboard to let you know.
Grades: please understand that a grade is a measure of performance. It is neither a reward for
effort nor a commodity that has been purchased with tuition. Grades are also not personal.
Course Withdrawal: The deadline to withdraw from a course shall not exceed ¾ the duration of
any class. Contact the Counseling Office at any TCC campus to initiate withdrawal from a
course (W grade) or to change from Credit to Audit. Check the TCC Academic Calendar for
deadlines. Students who stop participating in the course and fail to withdraw may receive a
course grade of “F,” which may have financial aid consequences for the student.
Inclement Weather: If extreme weather conditions or emergency situations arise, TCC always
gives cancellation notices to radio and tv stations. This information is also posted on the TCC
website (www.tulsacc.edu).
Students with Disabilities: It is the policy and practice of Tulsa Community College to create
inclusive learning environments. Accommodations for qualifying students in compliance with the
Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act are available.
To request accommodations, contact the Education Access Center (EAC) at [email protected]
or call (918) 595-7115 (Voice). Deaf and hard of hearing students may text (918) 809-1864.
Institutional Statement: Each student is responsible for being aware of the information
contained in the TCC Catalog, the TCC Student Policies and Resources Handbook, and
semester information listed in the class schedule. All information can be found on the TCC
website, www.tulsacc.edu.
Academic Dishonesty: Academic Dishonesty (cheating) is defined as the deception of others
about one’s own work or about the work of another. Academic dishonesty or misconduct is not
condoned or tolerated at campuses within the TCC system. TCC adopts a policy delegating
certain forms of authority for disciplinary action to the faculty. Such disciplinary actions
delegated to the faculty include, but are not limited to, the dismissal of disrespectful or disorderly
students from classes. In the case of academic dishonesty a faculty member may:
• Require the student to redo an assignment or test, or require the student to complete
a substitute assignment or test;
• Record a “zero” for the assignment or test in question;
• Recommend to the student that the student withdraw from the class or
administratively withdraw the student from the class;
• Record a grade of “F” for the student at the end of the semester
Grading:
1. You will be given 3 tests throughout the semester. The tests will be based on the readings
and the lectures. Your first two tests will be in-class, blue-book tests, so please be sure to
bring blue-books to class on testing days. Your last exam will be a take-home exam to
be turned in on the scheduled final exam day (Tuesday, December 9 at noon).
2. You will have one analytical essay due (to be discussed later).
3. Your grade will be determined as follows:
• 3 exams (100 points each)
300 points
• Analytical Essay
100 points
Total semester points:
400 points
Grading Scale:
Above 90 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
Below 60 = F
Syllabus Disclaimer: I reserve the right to change anything about and stated in this syllabus including total
point values for the semester or the number of assignments for the semester.
SEMESTER OUTLINE
UNIT 1:
• Influences on the writing of the Constitution
• The Constitutional Convention
• The Road to Ratification
UNIT 2:
• The Constitution in depth
o Articles 1-7
o Amendments 1-27
UNIT 3:
• The Federal Court Structure
• The State Court Structure
• Important Supreme Court Decisions
SEMESTER READING/ASSIGNMENT SCHEDULE (TENTATIVE)
Week
Week One
Week Two
Date
Tuesday August 18
Introduction to class;
pass out syllabus
Thursday August 20
Influences on the
writing of the
Constitution
Influences on the
writing of the
Constitution
Influences on the
writing of the
Constitution
The Constitution
Convention
Tuesday August 25
Thursday August 27
Week Three
Topic
Tuesday Sept. 1
Reading
Assignment
**TBD**
Our Constitution: Intro
and Ch. 1
Our Rights: Intro and
Ch. 1
Thursday Sept. 3
The Constitution
Convention
Our Constitution: Ch. 2;
Centinel 1
Tuesday Sept. 8
Federalist 10 & 51
Thursday Sept. 17
The Road to
Ratification
The Road to
Ratification
The Road to
Ratification
Wrap-up
Week Six
Tuesday Sept 22
Test 1
Bring a Blue Book!
BEGINNING TODAY:
bring a copy of the
Constitution every
day
Thursday Sept 24
The Constitution:
Preamble & Article 1
Our Constitution: pg.
48 – 59;
Week Seven
Tuesday Sept. 29
Article 1
Federalist 45
Thursday Oct. 1
Article 1
Tuesday Oct. 6
Article 1
Thursday Oct. 8
Article 1
Tuesday Oct. 13
Article 2
Thursday Oct. 15
Article 2
Our Constitution:
pg. 60 – 67
Our Constitution:
pg. 68 – 79;
Anti-Federalist 17
Our Constitution:
pg.80 – 85
Our Constitution:
pg. 86 – 95;
Anti-Federalist 67 & 70
Week Four
Thursday Sept 10
Week Five
Week Eight
Week Nine
Tuesday Sept 15
James Wilson speech
John Dewitt 2
Our Constitution: Ch. 3
Week Ten
Tuesday Oct. 20
Article 2
Federalist 70 & 78
Thursday Oct. 22
Article 3 & 4
Our Constitution:
pg. 96 – 111;
Tuesday Oct. 27
Article 5, 6, & 7;
begin Amendments
Thursday Oct. 29
Amendments
Tuesday Nov. 3
Wrap-up
Thursday Nov. 5
Test 2
Our Constitution:
pg. 112 – 145;
Anti-Federalist 84 &
Federalist 84
Our Constitution:
pg. 146 – 185
Our Constitution:
pg. 186 – 207
Bring Blue Book!
Tuesday Nov. 10
Federal Courts
P of J: Intro – pg. 28
Thursday Nov. 12
Federal Courts
TBD
Week Fourteen
Tuesday Nov. 17
Week Fifteen
Thursday Nov. 19
State Courts
Analytical Essay Due
State Courts
Submit through safe
assign on blackboard
TBD
Thanksgiving
Tuesday Nov. 24
NO
CLASS
Thursday Nov. 26
HAPPY
THANKSGIVING
Week Eleven
Week Twelve
Week Thirteen
Week Sixteen
Week Seventeen
(Finals Week)
Tuesday Dec. 1
Supreme Court
Cases
TBD
Thursday Dec. 3
Supreme Court
Cases;
Wrap-up
Test 3
TBD
Tuesday Dec. 8
SCHEDULED FINAL
Test 3 due to me by
noon (submitted
through safe assign
on Blackboard)