CONSTITUTIONAL LAW AND LOGIC: POWERS AND LIBERTIES

Content: The U. S. Supreme Court is often the forum where the powers of government and their scope are defined and clarified, and where the fundamental rights of citizens and the boundaries of their liberties are determined. Some of the Court's greatest decisions concerning the limits of governmental powers and the extent of American liberties will form the basis for our study of the law and its judicial applications over the course of this semester. For the most part, the class will operate as a mock U. S. Supreme Court, with students expected to argue cases and work toward improvement of the oral and writing skills needed for mature, effective discourse. In addition to the readings listed below, everyone is urged to keep up with current political events through some of the major newspapers and to pay close attention to the films offered to emphasize particular themes that we will be examining. You will also find materials posted for you on “Dr. VA’s Home Page,” available on wicknet at www.brunswickschool.org.

Assignments: The principal skill involved in this course is learning to pull logical conclusions from complicated sets of facts and conflicting principles. Starting in the second week, students are expected to write one short case decision per week (limited, please, to just 2 or 3 word-processed pages, double-spaced). The final examination at the end of the semester will, in some way, call upon each student to rely upon his/her personal view on the proper relationship between power and liberty under the Constitution.

Course policies: Since we are departing from the usual quiz/test format, a student's marking period grades will be based for the most part on the average of his/her paper grades. Because much class time is devoted to case arguments, mature class participation is necessary and is also likely to influence marking period grades. Barring exceptional circumstances, any paper submitted after deadline must be penalized 5 percent for each day of lateness. If a student is out of school on the day a paper is due, every effort should be made to have it delivered in his absence. In cases of prearranged absence (college visits, athletic commitments, etc.), assignments should be finished and turned in ahead of time whenever possible. I would appreciate being notified of any plans a student may have to be missing from class. Plagiarism on a paper is defined as a student's representing another person's work as his own. Anyone found guilty of plagiarism is liable to severe punishment according to school rules. You are also expected to read carefully and abide by the attached “History Department Guidelines Regarding Academic Integrity.”

Reading: The following books are available for immediate purchase at the Brunswick bookstore:

Lewis, Anthony. Gideon's Trumpet.

Bartholomew, Paul C. and Joseph F. Menez, eds. Summaries of Leading Cases on the Constitution.

READING SCHEDULE AND CASELOAD

WEEK ONE

Lewis, Gideon's Trumpet, 1st half; handout materials for practice cases.

WEEK TWO

Lewis, Gideon's Trumpet, 2nd half; handout materials for practice cases.

WEEK THREE

Griswold v. Connecticut (1965).

WEEK FOUR

Gratz v. Bollinger (2003).

WEEK FIVE

Flast v. Cohen (1968).

WEEK SIX

Barenblatt v. United States (1959).

WEEK SEVEN

Katzenbach v. McClung (1964).

WEEK EIGHT

U. S. v. Nixon (1974).

WEEK NINE

U. S. v. Virginia (1996).

WEEK TEN

Boy Scouts of America et al. v. Dale (2000).

WEEK ELEVEN

Rosenberger v. University of Virginia (1995)

WEEK TWELVE

Hazelwood School District v. Kuhlmeier (1988)

WEEK THIRTEEN

Rotary International v. Rotary Club of Duarte (1987)

WEEK FOURTEEN

Harris v. Forklift Systems (1987)

WEEK FIFTEEN

Roe v. Wade (1973

WEEK SIXTEEN

Gregg v. Georgia (1976)

WEEK SEVENTEEN

End of semester film.

WEEK EIGHTEEN

Review for final examination.