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HIS33190

Academic Year 2025/2026

Constitutionalism in the United States: A History (HIS33190)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Assoc Professor Brian Murphy
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This course explores the origins and consequences of American federal constitutionalism. Constitution-writing has been one of the most fundamental markers of self-government in the United States since its founding. While the U.S. federal constitution, first drafted in 1787 and extensively amended thereafter, consumes much of the oxygen in debates and discussions about rights and law, each of the fifty states in the federal union has its own state constitution. These documents have been written, amended, and replaced nearly 250 times since the first thirteen states banded together to declare their independence from the British empire in 1776. Several states wrote constitutions even before independence to enshrine fundamental laws and customs within their territories.
We will begin during the ‘imperial crisis’ of the 1760s, then examine the framing of the first state constitutions in 1776-1780 and the Federal Constitution of 1787. The course will examine the Civil War amendments, landmark Supreme Court cases in its interpretation, and key changes to state constitutions in the 20th and 21st centuries. We will read cases relating to climate change and students will be introduced to The Quill Project, a digital initiative that models the work of constitutional conventions.

About this Module

Learning Outcomes:

By the end of this course students will be able to:

Read and critically analyze a variety of texts.

Learn to interrogate state constitutions and governing documents as historical artifacts.

Think historically and critically about issues of empire, colonization, regime change, and state formation in the 18th and 19th century United States.

Learn to use digital tools for producing knowledge (Quill Project).

Learn about the procedures and practices for conducting research and writing a well-researched scholarly essay.

Indicative Module Content:

Week 1: Introduction
Week 2: What is a Written Constitution? What Does it Constitute?
Week 3: Ideological Origins of the Federal Constitution
Week 4: The Federal Convention
Week 5: State Constitutionalism
Week 6: Who Interprets a Constitution?
Week 7: State and Federal Constitutions in a “System”
Week 8: Amending and Changing Constitutions
Week 9: Case Studies in Climate Change
Week 10: Comparing Constitutions
Week 11: Conclusions

Student Effort Hours:
Student Effort Type Hours
Lectures

11
Seminar (or Webinar)

22
Specified Learning Activities

95
Autonomous Student Learning

95
Total

223

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through a one-hour weekly lecture and a two-hour seminar. The weekly lecture provides an overview of the week’s topic, focusing upon key historical trends, debates and events. The weekly seminar is focused upon individual active / task-based learning by means of class debates, and discussion. Advanced research, writing and citation skills are developed through the semester-long 3-4,000 word research project. Autonomous learning is advanced through student-led debate and discussion of set primary sources and each week along with the written reflections on the readings.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Participation in Learning Activities: Students are graded on their contribution to seminar discussion throughout the module. (NB: this is not based on attendance but on active discussion and participation). Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
20
 No
Reflective Assignment: Students will submit six learning journals (300 to 400 words each) analysing the set readings over the course of the semester. Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10 Graded No
30
 No
Assignment(Including Essay): This is a research essay of c. 3,000 to 4000 words, based on work undertaken over the module. Students will also submit an essay plan in advance of the essay. Week 8, Week 14 Graded No
50
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on learning journals is given to the class throughout the trimester, and individually mid-trimester. Feedback on Participation is given to the class throughout the trimester. Feedback on end-of-semester essays is given individually and on and essays plans before final submission, and in writing on Brightspace after submission and grading.

Name Role
Assoc Professor Brian Murphy Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 15:00 - 15:50
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 10:50
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