POLI 461 - Federalist Papers
Winter 2015
Section 001: 280 SWKT on M W from 9:00 am - 10:15 am
Instructor/TA Info
Instructor Information
Name: Kelly Patterson
Office Location: 990d SWKT
Office Phone: (801) 422-4985
Office Hours: Wed 2:00pm-4:00pm
Email: [email protected]
Course Information
Description
This course examines one of the most important works in American political
thought. Alexander Hamilton, James Madison, and John Jay wrote The
Federalist Papers to convince early America of the need to adopt the recently
drafted Constitutiton. Their arguments contain keen insights into how they
hoped the Constituion would function and their understanding of politics. Much
of what modern America thinks about the Constitution and how it ought to
function comes from The Federalist Papers.
As you read The Federalist Papers, you should be struck by how meticulous
and erudite the arguments are. You should also contemplate the application of
their arguments to the current functioning of American government.
Prerequisites
There are no prequisites for the course. However, you need to have basic
knowledge of the Constitution and how its institutuions operate. Specifically,
you should know about the three branches of government and be able to
converse easily about their basic qualities. Therefore, it would be nice if you
have taken Political Science 110 (Introduction to American Politics), but it is not
a requirement.
Finally, you should not have an aversion to conceptual or abstract thought. This
course explores and examines concepts such as "nature," reason," and
"virtue." We will discuss the various understandings of these concepts and the
manner in which these understandings affect the argument about the need for
the Constitution.
Materials
Item
POLITICAL THEORY OF THE FEDERALIST Required
by EPSTEIN, D
LIBERTY'S BLUEPRINT Required
by MEYERSON, M
FEDERALIST PAPERS Required
by HAMILTON
Price
(new)
20.00
15.00
18.95
14.25
7.95
6.00
Learning Outcomes
Theory
Students will be able to identify the rationale for the major constituitonal
structures.
Representation
Understand how the Founders conceptualized the role of constituents,
elections, and public opinion in the behavior of representatives.
Inspiration
Contemplate the meaning of inspiration in the creation of governmental
institutions and practices.
Textual Interpretation
Learn how to read and understand complex texts from the 18th century.
Grading Scale
Grades
A
AB+
B
BC+
C
C-
Percent
93%
90%
87%
83%
80%
77%
73%
70%
Price
(used)
D+
D
DE
67%
63%
60%
0%
Grading Policy
In order to assess your understanding of the material, you will write a two-page
paper each week of the class. You will also take a midterm and a final
examination.
The midterm examination will count for 20% of your grade, the final examinaiton
30%, and the total of the papers will be 50%.
The final examination will be given at the time scheduled by the university for
this course: Monday, April 20, 2015 from 11:00 a.m. until 2:00 p.m. in 280
SWKT. Please do not ask to take the examination early. I am not authorized to
grant students the opportunity to take the final examination before the
scheduled time.
Participation Policy
I expect you to attend all classes and to participate in the discussions. We will
understand the arguments better if we can discuss them and share the insights
that we have gained. I will systematically call on you to ask for your comments
and insights. If you do not wish to talk in class, please let me know; otherwise, I
will keep a ledger of the times that I ask you to comment on the readings and
subject for that day.
Attendance Policy
I will take attendance. If you cannot attend class for a particular reason, please
let me know. I expect that you may miss one or two classes during the
semester. However, if you miss more than two classes without a compelling
reason, I will deduct 1/3 of a grade from your final grade. For example, if a
student misses three times and has earned a B for the course, that grade will be
lowered to a B-.
Classroom Procedures
Please be attentive in class. I know that there is a significant temptation to
check the various tools of communication you have. We are reading a text from
the 18th century. It requires you to concentrate and devote considerable
energy to understanding it. While the reading may seem difficult or even
impenetrable at times, you will find that the effort you put into reading it and to
paying attention to class discussions will expand your intellect in beautiful ways.
We will also begin class with prayer. If you prefer not to give a prayer in class,
please let me know and I will not ask you to perform that service in class.
Study Habits
Please keep up with the reading in the class. You will glean a great deal more
from the class discussions if you come prepared. I advise you to take notes as
you read. You should annotate the texts and bring questions with you to class.
You might also consider forming a study group. Reading a particular paper and
then talking it over with your colleagues will enhance your understanding. An
effective study group would engage in the following practices:
• Discuss what is the general subject of the paper.
• Outline the specific argument being made.
• Write down the important terms (e.g. nature, motive, duty, virtue) and see
if you can develop a definition similar to how the authors may have
understood that term.
• Apply the argument to events in the news (e.g. What would Madison
have to say about a lengthy campaign season or about the the President
taking specific executive actions?).
To help with the application, you might want to consider perusing articles in a
paper like The New York Times or The Washington Post. You will find that
these paper cover a plethora of issues about government and politics that relate
directly to the issues discussed in The Federalist Papers. The HBLL Library
provides full online coverage of all sections of the daily NYT for any BYU
student who authenticates to NYT by establishing a BYU email alias (the Times’
server will be looking for the specific “byu.edu” suffix on the BYU email
aliases). For students who wish to freely access the online NYT, they must go
to the BYU email alias manager ([email protected]) and register. There is no
limit to the prints each user can obtain, and there will also be 25 print copies of
the Times between the Library’s west doors. Copies are also placed outside
the northeast entrance to the HRCB.
Teaching Philosophy
The course will be a combination of lecture and discussion. I will bring
PowerPoint slides to class that will provide structure to the discussion and
additional information you may find interesting. However, I do not want to
lecture for the entire class period. The Federalist Papers raise fascinating
questions about government, society, and human nature. You should
passionately pursue answers to those questions. If you do, you will find
yourself thinking about them the rest of your life. Indeed, the questions raised
in The Federalist Papers have analogs in the Book of Mormon, the Doctrine &
Covenants, the Pearl of Great Price, and in The Bible. I encourage you to think
broadly about the arguments being made in the texts we will be reading.
Taking a course on The Federalist Papers must not seem like great preparation
for a job. However, outside of my belief that reading excellent work for its own
sake is critical for the development of our souls, you should understand that the
ability to read complex material and to follow an argument are two of the most
important attributes that an education at Brigham Young University can impart
to you. I urge you to take full advantage of this opportunity to develop your
mind and your soul.
What to do Now
Begin reading the course materials and reflecting on the arguments made by
the authors.
It is never too early to begin writing drafts of your papers.
Assignments
Assignment Descriptions
W eekly Paper #1
Due: Friday, Jan 16 at 11:59 pm
Paper #1
Statement: Strong government is necessary to ensure the happiness of the
people.
W eekly Paper #2
Due: Friday, Jan 23 at 11:59 pm
Paper #2
Statement: The federal government needs to act directly on the individual.
W eekly Paper #3
Due: Friday, Jan 30 at 11:59 pm
Paper #3
Statement: Factions are a necessary part of political life.
W eekly Paper #4
Due: Friday, Feb 06 at 11:59 pm
Paper #4
Statement: Only a republican form of government is suitable for this nation.
M idterm Exam ination
Due: Wednesday, Feb 11 at 11:59 pm
Midterm Examination
W eekly Paper #5
Due: Friday, Feb 20 at 11:59 pm
Paper #5
Statement: All political powers must be kept separate from each other.
W eekly Paper #6
Due: Friday, Feb 27 at 11:59 pm
Paper #6
Statement: The House of Representatives must be the popular chamber of
government.
W eekly Paper #7
Due: Friday, Mar 06 at 11:59 pm
Paper #7
Statement: Effective representation demands that a representative constantly
worry about reelection.
W eekly Paper #8
Due: Friday, Mar 13 at 11:59 pm
Paper #8
Statement: Only a few individuals in a republic are fit to rule.
W eekly Paper #9
Due: Friday, Mar 20 at 11:59 pm
Paper #9
Statement: The executive poses the greatest danger to the stability of the
republic.
W eekly Paper #10
Due: Friday, Mar 27 at 11:59 pm
Paper #10
Statement: The judicial branch poses the greatest danger to the republic's
liberties.
W eekly Paper #11
Due: Friday, Apr 10 at 11:59 pm
Paper #11
Statement: The Constitution ignores virtue.
Course Resources
General Guidelines for the Essays:
You will write eleven two-page essays. Each essay will be approximately three
to four paragraphs. The topics and the due dates are listed in the syllabus.
In these essays, you will argue for a specific point of view on themes explored
by The Federalist Papers. You must use the topic as the first sentence in your
essay. You cannot change the topic sentence because it serves as the
introductory sentence to the rest of your essay. Furthermore, you need to take
the same position stated in the topic. You cannot change the position. You
might alter it slightly as you develop your essay, but you may not contradict or
disagree with it completely. These series of topics will help you to gain more
understanding into the positions taken by the writers of The Federalist Papers.
Organizational Guidelines for the Essays:
600 words in length (Please do not exceed the 600 word limit.)
Times New Roman 12-point font
Put your name at the top of the paper.
You need only to submit an electronic copy through LearningSuite.
Each topic lends itself easily to a standard format for you to follow.
First, the introductory sentence should restate the topic sentence exactly
as it is given in the assignment.
Second, the following sentences argue clearly for the position you take in
the introductory sentence. These sentences should include thoughtful
analyses and insights. They should also include any relevant evidence
and examples. You need to be clear and concise when you write. Make
sure each sentence has a point to make that supports the overall
argument.
Third, use clear and persuasive transition sentences to a new
paragraph. Each paragraph needs a topic sentence and should end with
a transition to the next paragraph.
Fourth, the essay must contain a short summary of your position.
Grading Criteria:
The essay will be graded on a scale from 0 to 10. The following criteria will be
used in grading the essay:
The opening sentence must restate the argument exactly as it appears in
the assignment. (The position you will argue). (1 point)
The evidentiary or conceptual sentences must contain thoughtful and
logical analysis and move the reader toward the conclusion you want to
reach. (4 points)
The paper must be well-organized with few (no more than one or two) or
no errors in sentence structure, spelling and mechanics. Write in the
active voice. (3 points) (You cannot lose more than 3 points for these
kinds of errors, but you can easily lose up to 3 points if you do not
proofread your essay.)
For a perfect score, the essay needs to offer unique arguments or
evidence that most others missed or misunderstood. You can include
recent examples from American politics or pertinent examples from other
materials we have read to bolster your argument. (1 point)
The final paragraph briefly and clearly summarizes the main argument. It
concludes with a "Therefore" or some other logical construction. (1 point)
University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to
be honest in all of their academic work. Academic honesty means, most
fundamentally, that any work you present as your own must in fact be your own
work and not that of another. Violations of this principle may result in a failing
grade in the course and additional disciplinary action by the university. Students
are also expected to adhere to the Dress and Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning
and working environment. It is the university's expectation, and every
instructor's expectation in class, that each student will abide by all Honor Code
standards. Please call the Honor Code Office at 422-2847 if you have questions
about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination
against any participant in an educational program or activity that receives
federal funds. The act is intended to eliminate sex discrimination in education
and pertains to admissions, academic and athletic programs, and universitysponsored activities. Title IX also prohibits sexual harassment of students by
university employees, other students, and visitors to campus. If you encounter
sexual harassment or gender-based discrimination, please talk to your
professor or contact one of the following: the Title IX Coordinator at 801-4222130; the Honor Code Office at 801-422-2847; the Equal Employment Office at
801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062
(24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning
atmosphere that reasonably accommodates qualified persons with disabilities. If
you have any disability which may impair your ability to complete this course
successfully, please contact the University Accessibility Center (UAC), 2170
WSC or 422-2767. Reasonable academic accommodations are reviewed for all
students who have qualified, documented disabilities. The UAC can also assess
students for learning, attention, and emotional concerns. Services are
coordinated with the student and instructor by the UAC. If you need assistance
or if you feel you have been unlawfully discriminated against on the basis of
disability, you may seek resolution through established grievance policy and
procedures by contacting the Equal Employment Office at 422-5895, D-285
ASB.
Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come
to the university not only to improve their minds, gain knowledge, and develop
skills that will assist them in their life's work, but also to build character.
"President David O. McKay taught that character is the highest aim of
education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU
Academic Honesty Policy to assist in fulfilling that aim. BYU students should
seek to be totally honest in their dealings with others. They should complete
their own work and be evaluated based upon that work. They should avoid
academic dishonesty and misconduct in all its forms, including but not limited to
plagiarism, fabrication or falsification, cheating, and other academic misconduct.
Inappropriate Use Of Course Materials
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes,
PowerPoint presentations, lectures, audio and video recordings, etc.) are
proprietary. Students are prohibited from posting or selling any such course
materials without the express written permission of the professor teaching this
course. To do so is a violation of the Brigham Young University Honor Code.
Plagiarism
Intentional plagiarism is a form of intellectual theft that violates widely
recognized principles of academic integrity as well as the Honor Code. Such
plagiarism may subject the student to appropriate disciplinary action
administered through the university Honor Code Office, in addition to academic
sanctions that may be applied by an instructor. Inadvertent plagiarism, which
may not be a violation of the Honor Code, is nevertheless a form of intellectual
carelessness that is unacceptable in the academic community. Plagiarism of
any kind is completely contrary to the established practices of higher education
where all members of the university are expected to acknowledge the original
intellectual work of others that is included in their own work. In some cases,
plagiarism may also involve violations of copyright law. Intentional PlagiarismIntentional plagiarism is the deliberate act of representing the words, ideas, or
data of another as one's own without providing proper attribution to the author
through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent
plagiarism involves the inappropriate, but non-deliberate, use of another's
words, ideas, or data without proper attribution. Inadvertent plagiarism usually
results from an ignorant failure to follow established rules for documenting
sources or from simply not being sufficiently careful in research and writing.
Although not a violation of the Honor Code, inadvertent plagiarism is a form of
academic misconduct for which an instructor can impose appropriate academic
sanctions. Students who are in doubt as to whether they are providing proper
attribution have the responsibility to consult with their instructor and obtain
guidance. Examples of plagiarism include: Direct Plagiarism-The verbatim
copying of an original source without acknowledging the source. Paraphrased
Plagiarism-The paraphrasing, without acknowledgement, of ideas from another
that the reader might mistake for the author's own. Plagiarism Mosaic-The
borrowing of words, ideas, or data from an original source and blending this
original material with one's own without acknowledging the source. Insufficient
Acknowledgement-The partial or incomplete attribution of words, ideas, or data
from an original source. Plagiarism may occur with respect to unpublished as
well as published material. Copying another student's work and submitting it as
one's own individual work without proper attribution is a serious form of
plagiarism.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best
insensitive and at worst insulting in their comments to and about others... We
hear derogatory and sometimes even defamatory comments about those with
different political, athletic, or ethnic views or experiences. Such behavior is
completely out of place at BYU, and I enlist the aid of all to monitor carefully
and, if necessary, correct any such that might occur here, however inadvertent
or unintentional. "I worry particularly about demeaning comments made about
the career or major choices of women or men either directly or about members
of the BYU community generally. We must remember that personal agency is a
fundamental principle and that none of us has the right or option to criticize the
lawful choices of another." President Cecil O. Samuelson, Annual University
Conference, August 24, 2010 "Occasionally, we ... hear reports that our female
faculty feel disrespected, especially by students, for choosing to work at BYU,
even though each one has been approved by the BYU Board of Trustees.
Brothers and sisters, these things ought not to be. Not here. Not at a university
that shares a constitution with the School of the Prophets." Vice President John
S. Tanner, Annual University Conference, August 24, 2010
Schedule
Date
Column 1
M Jan 05
Monday
Section I: Issues at the Founding
Lecture #1
Meyerson, Introduction and Chapter 1
W Jan 07
Wednesd
ay
Lecture #2
Madison, Vices of the Political System of the United
States
http://press-
Column 2
pubs.uchicago.edu/founders/print_documents/v1ch5
s16.html
Madison, Public Opinion
http://presspubs.uchicago.edu/founders/documents/v1ch2s26.ht
ml
Madison, James Madison to Thomas Jefferson
http://presspubs.uchicago.edu/founders/documents/v1ch18s36.
html
Meyerson, Chapters 2 & 3
M Jan 12
Monday
Lecture #3
The Federalist Papers #1 and #6
Epstein, Introduction and Chapter 1
W Jan 14
Wednesd
ay
Lecture #4
The Federalist Papers #7 and #8
Meyerson, Chapters 4 & 5
F Jan 16
Friday
Weekly
Paper #1
M Jan 19
Monday
Martin Luther King Jr. Holiday
W Jan 21
Wednesd
ay
Section II: The Problems and the Cure
Lecture #5
The Federalist Papers #15 and #16
Epstein, Chapter 2
Meyerson, Chapter 6
F Jan 23
Friday
M Jan 26
Monday
Weekly
Paper #2
Lecture #6
The Federalist #9, #10, and #14
(Discussion of the argument in Federalist #10)
W Jan 28
Wednesd
ay
Lecture #7
Epstein, Chapter 3
(Discussion of the argument in Federalist #10)
F Jan 30
Friday
Lecture #8
Meyerson, Chapter 7
(Discussion of the argument in Federalist #10)
M Feb 02
Monday
Section III: The Nature of the Constitution
Lecture #9
The Federalist #37 thru #40
W Feb 04
Wednesd
ay
Lecture #10
Epstein, Chapter 4
F Feb 06
Friday
Weekly
Paper #3
Weekly
Paper #4
M Feb 09
Monday
Lecture #11
Meyerson, Chapter 9
W Feb 11
Wednesd
ay
Midterm Examination in 105 SWKT
M Feb 16
Monday
President's Day Holiday
T Feb 17
Tuesday
Monday Instruction
W Feb 18
Wednesd
ay
Lecture #13
The Federalist #49 -#51
You will take the examination in the computer lab.
Midterm
Examinati
on
Section IV: Separation of Powers
Lecture #12
The Federalist #47 and #48
F Feb 20
Friday
Weekly
Paper #5
M Feb 23
Monday
Lecture #14
Epstein, Chapter 5
Meyerson, Chapter 8
W Feb 25
Wednesd
Section V: Representation and the House
Lecture #15
ay
The Federalist #52 and #53
F Feb 27
Friday
Weekly
Paper #6
M Mar 02
Monday
Lecture #16
The Federalist #54-#57
W Mar 04
Wednesd
ay
Lecture #17
The Federalist #58
Epstein, Chapter #6
F Mar 06
Friday
Weekly
Paper #7
M Mar 09
Monday
Section VI: The Senate
Lecture #18
The Federalist #63 and #63
W Mar 11
Wednesd
ay
Lecture #19
Epstein, Chapter 7
F Mar 13
Friday
Weekly
Paper #8
M Mar 16
Monday
Section VII: The Executive
Lecture #20
The Federalist #67 thru #69
W Mar 18
Wednesd
ay
Lecture #21
The Federalist #70 & #71
F Mar 20
Friday
Weekly
Paper #9
M Mar 23
Monday
Lecture #22
The Federalist #72 & #73
W Mar 25
Wednesd
ay
Section VIII: The Judiciary
Lecture #23
The Federalist #78 thru #79
F Mar 27
Friday
M Mar 30
Monday
Weekly
Paper #10
Lecture #24
The Federalist #80 and #81
W Apr 01
Wednesd
ay
Section IX: The Summation
Lecture #25
The Federalist #84 and #85
M Apr 06
Monday
Section X: Did they Get it Right?
Lecture #26
Brutus I
http://teachingamericanhistory.org/library/document/b
rutus-i/
Maryland Farmer No 3 Part 2
http://teachingamericanhistory.org/library/document/
maryland-farmer-essay-no-3-part-2/
W Apr 08
Wednesd
ay
Lecture #27
Meyerson, Chapter 10
Madison, Virginia Ratifying Convention
http://presspubs.uchicago.edu/founders/documents/v1ch13s36.
html
F Apr 10
Friday
Weekly
Paper #11
M Apr 13
Monday
Final Thoughts
Epstein, Conclusion
W Apr 15
Wednesd
ay
Exam Preparation Day
M Apr 20
Monday
Final Exam:
280 SWKT
11:00am - 2:00pm
W Apr 22
Wednesd
ay