AP Government syllabus 2015-16-student

During each unit students are expected to read all assigned materials and complete appropriate critical thinking questions, data analysis questions, participate in class discussions, and

Advanced Placement United States Government and Politics Course Syllabus

Junction City High School Walter Webster walterwebster@usd475.org Course Description:

AP Government is a year long course offered as an alternative to fulfilling the American Government requirement for graduation Please note, you must be enrolled in

AP Government for the full year to meet our school's American Government credit requirement

It is assumed you have an interest in political science You may have future aspirations in politics, government, law enforcement, journalism, or you simply wish to know more about the workings of our governmental system If this is the case, you will find this to be

a valuable course at year's end The College Board is committed to the philosophy that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs Consequently, it is also assumed that you are all motivated seniors dedicated to learning and committed to personal growth As your instructor, I shall be committed in offering you this tremendous opportunity

You may be having second thoughts Don't Do not shy from the opportunity to challenge yourself This course is not the answer to all of life's questions; however it is a vehicle to learn more about your country and yourself

Course Objectives:

• To know important facts, concepts and theories pertaining to U.S government and politics

• To gain an analytical perspective and experience real world applications of the

government and politics of the United States

• To analyze and interpret basic data relevant to U.S government and politics

• To understand typical patterns of political processes and behavior and their

consequences

• To appreciate the responsibilities to the American system of republican democracy to ensure all will continue to enjoy the traditions of freedom and liberty

• To develop and consolidate skills in reading, writing, speaking and analysis

• To prepare for the Advanced Placement Examination in U.S Government and

Politics

Organization:

This is a yearlong course based on a 90 minute block schedule built on alternating

blue/white day schedule Class time will be organized with alternating events (lecture, discussion, project work, student research, etc.) every 15 to 30 minutes Units of study are based on course topics that meet the requirements of the College Board Course Description for A.P U.S Government and Politics Each unit will last an average of 10 days including a testing day During each unit students are expected to read all assigned materials and complete appropriate critical thinking questions, data analysis questions, participate in class discussions, and come prepared for assignments and assessments

Each unit will require completion of at least one group or individual project and several individual and group assignments

Instructional Texts and Resources:

Primary Text

Edwards, Wattenberg, and Lineberry Government in America: People, Politics, and Policy 16th ed New York: Pearson Longman, 2013

Supplemental Text

Woll, ed American Government Readings and Cases 16th Upper Saddle River, NJ: Pearson Prentice Hall, 2006

Journals and Newspapers

New York Times

Washington Post

Wall Street Journal

Times

U.S Newsweek

National Review

Kansas City Star Newspaper

COURSE OUTLINE:

You will be responsible for the following types of assignments throughout the course:

• Chapter Reading Outlines

o Students are given a copy of chapter outlines they fill out as they read or given criteria for color coded notes as they read

• Class Discussions/Lecture Notes:

o Discussions over outside readings/current events in variety of formats

o Lecture notes over chapter readings/outside readings • Socratic Seminars over current events

• Outside Readings: Tasks you will perform (alternate with assignments)

o Note cards that include a background of the author, summary of the writing, quotation that best sums up the material and explanations why the quote was chosen

o Worksheet with specific questions to answer as a setup for a class

discussion over the material

o Socratic Seminar where students write 3 analytical questions about the material and discuss them among your peers with no teacher leading or interference

• Major Assignments: Can include (but not limited to) the following:

o Formal essays

o Formal/Informal debates

o Simulations

o Research projects/Presentations

o Chapter Quizes

o Unit Exams (AP Style)

o Book Reviews

Grading policy and Procedure:

Grades are cumulative for the semester with reporting periods every six weeks The grades will be based on the following scale:

A= 90-100%

B= 80-89%

C= 70-79%

D= 60-69%

F= 59% and below

The following activities will determine what grade a student earns:

40% = Projects, Quizzes and Tests

15% = Homework

45% = Daily work, and Class Participation

Make-up Work:

Good attendance is vital to successful complete of this course so avoid unnecessary absences If you are absent on a test day you must make up the test within four school days (that includes blue and white days) of the original test date Test may not be made

up during class time

Course Methodology:

This is a college level class and will be taught in such a manner, with an emphasis on student participation in class discussion and activities based on assigned materials Students should be prepared to take notes, participate in group discussion/ activities, present materials to the class, and actively participate in all class discussions and

activities

Class Materials:

Students are required to maintain a notebook (three ring binder with pockets) in which they will keep notes and handouts A pen (blue or black ink), paper, and text are required daily

Tests:

Tests will consist of 40-60 multiple-choice questions and one to two Free Response Questions Each unit will contain one formal test based upon that unit’s content There will be one summative mid term and final exam to end each semester

Quizzes:

Quizzes may be given at any time, both announced and unannounced, to check for reading and / or content comprehension Quizzes may be in a variety of different formats, including multiple choice, short answer, matching, etc Retakes are not offered on quizzes

or tests so put your best effort forth Quizzes provide a method to track your mastery of content prior to taking a formal test

Daily Work:

Throughout the year many in class activities will be utilized to enrich and solidify the nature of the current content In-class assignments will include Data Analysis Questions practices are based on past AP tests Students are expected to come prepared for daily assignments by completing all required reading and homework A positive attitude, willingness to participate, and an open mind are essential to complete many tasks

Projects:

Each unit there will be one individual or group project that will require time and effort outside of class time Detailed explanations of project expectation will be available for students at the beginning of each unit along with a rubric for grading

Reading:

The text is designed for college and university students In order to be successful in a course of this type, students need to maximize their learning opportunities by reading all assignments prior to class discussion The required reading, along with class discussions, will figure prominently in your formal evaluation In addition to the survey text, students will be required to read a variety of essays

Current Events Portfolio:

Each student will keep a portfolio of current events as a continuous individual project The purpose of this assignment is to ensure that students stay up to date with current national political trends and connecting the events to relevant content in class Students will need to search state, national, and international news sources for articles, editorial cartoons, pertinent poll and census findings, and information updates of various topics A rubric will be available for students at the beginning of the year

Video Review:

Students will be required to watch selected videos outside of the classroom and connect the video to the content in the classroom Students will be required to take hand written notes during the video to use a basis for their paper Each video review will have different guiding questions and a rubric provided at the start of each unit

Essays:

Students will be assigned a set of essays at the start of each unit based on the content being covered in class Students will be directed to write the essays as they would for the

AP exam since several of the essays are from prior AP exams

Junction City High School

AP Curriculum Outline

Unit 1 Constitutional Underpinnings of the United States 5-15%

Government Edwards Text Chapters 1, 2, and 3 Unit 2 Political Beliefs and Behaviors 10-20%

Edwards Textbook Chapters 6, 9, and 10 Unit 3 Political Parties, Interest Groups, and Mass Media 10-20%

Edwards Textbook Chapters 8, 11, and 7 Unit 4 Institutions of National Government: The Congress, the 35-45%

Presidency, the Bureaucracy, and the Federal Courts Edwards Textbook Chapters 12, 13, 14, 15, and 16

Edwards Textbook Chapters 17, 18, 19, and 20 Unit 6 Civil Rights and Civil Liberties 5-15%

Edwards Textbook Chapters 4 and 5

COURSE OUTLINE

Course Intro:

Required Reading:

Topics:

Evaluation:

Introduction to Government in America 3 days

• Edwards, Chapter 1 (pgs 2-29)

• B Berelson, “Democratic Practice and Theory” (Woll, pgs 219-226)

• What is Politics?

• The American Political System

• Theories of American Democracy (Elite theory, Pluralistic Theory, Hyper pluralism)

Study Guide Chapter 1, Quiz, and Unit Exam

COURSE OUTLINE

Unit One:

Required Reading:

Topics:

Projects:

Evaluation:

Constitutional Foundations and Underpinnings 10 days

•Edwards, chapter 2 & 3 (pgs 30-97)

•Declaration of Independence (Edwards, pgs 619-620)

•James Madison, “Federalist 10 & 51” (Edwards, pgs 621-626)

•The Constitution of the United States of America (Edwards, pgs 626-635)

•John Locke, “Second Treatise, Of Civil Government” (Woll, pgs 4-10)

•Morton Grodzins, “The Federal System” (Woll, pgs 83-88)

•Origins of the U.S Constitution

•Key Historical and Political Events Leading to the Constitutional Convention

•Constitution Principles: separation of powers, checks and balances, limited government, and judicial review

•Federalism – origin, structure, and historical development/changes

•Ratification Struggle

•Formal / Informal Amendment Process

•Federalism Power Point Project: Students will evaluate a current event in history applying the concept of federalism and trace the historical origin of power

•Creating a Government Simulation: Students are faced with ideas key to the foundation of government including: who should have power, how much power, and what type of power?

• Students must work together to build a functioning government for the classroom that works within the influences and boundaries of school and board policy.

•Historical Influence – Students will analyze the Declaration of Independence and Constitution to look for Locke and Rousseau’s influence Students will write an essay based on their findings

Study Guide chapters 2 & 3, Quizzes, and Unit Exam Free Response

AP Question 2005 Q2 and 2001 Q2, Current Event Portfolio Check, Data Analysis Question 1: Downside of Federalism

COURSE OUTLINE

Unit Two:

Required Reading:

Topics:

Projects:

Evaluation:

•Edwards, Chapter 6 (pgs 180-213), Chapter 8 (pgs 244-271)

•David Mayhew, “Divided We Govern” (Woll pgs 194-200)

•V.O Key Jr., “A Theory of Critical Elections” (Woll pgs 202-209)

•Larry J Sabato, “The Misplaced Obsessions with PACs” (Woll pgs 278-284)

•Political socializations

•Political Participation

•Public Opinion and Polling

•Political Beliefs

•Political Ideology

•The two party system

•Political Party platforms (focus on Republican v Democrat)

•Political Behaviors

•Third Party politics

•Nature and Organization of Interest Groups

•Tactics of Interest Groups

•Development and Impact of PACs

•Political Web Quest – Students will state what they believe is their political party affiliation with a rational why Students will the conduct a web quest of various political ideology quiz sites and compare their results with their original statements Students must then account for the differences or affirm the correlations

discovered

•Poll analysis – Students must bring in a poll and learn how to analyze the accuracy and reliability of the data gathered Students will work in teams to research major third party platforms and develop an informative poster and oral presentation Students must address how their selected third party impacts the current two party system

•PAC Influence – Students will be assigned a PAC to research noting the purpose and influence they desire Students will then research the Federal Election Commission records and analyze data to determine whom the PACs donated money to and predict their future actions

Chapters 6, and 8 study guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2006 Q4 and 2004 Q2, Current Event Portfolio Check with a focus on Political Parties and Interest Groups

Unit Three:

COURSE OUTLINE

Required Reading:

Topics:

Projects:

Evaluation:

Campaigns, Elections, and Media 12 days

•Edwards, Chapter 9 & 10 (pgs 272-311), and Chapter 7 (pgs 214-243

•V.O Key Jr., “The Responsible Electorate” (Woll pgs.gs 226-229)

•Buckley v Valeo (Woll, pgs 231-236)

•Bernard Berelson, “Democratic Practice and Democratic Theory” (Woll, pgs 219-225)

•Zelman v Simmons-Harris (Woll, pgs 154-156)

•Handout, “Reno v ACLU”

•Political Party effect on the political process- nomination and campaign

•Electoral laws and systems – primary and caucus

•Impact of the media on elections – reporting, campaigns, sound bites

•Electoral College and the process

•Expansion of suffrage

•Voting rates and behaviors

•Campaign Finance Activity – Students will utilize the web site

candidate

•Video Review of “All the President’s Men”

•Mass Media – Students will be assigned a president to research political advertisement and the media’s response to the president once he won office

•Locate the Leak – Students will analyze the newspaper to determine what information is leaked to the papers

•White House Conferences – Students will analyze the White Hose brief room and examine the content of the speeches and determine

if the speeches become headline news Chapter 9, 10, and 7 Study Guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2004 Q4 and 1999 Q1, and Current Event Portfolio Check with a focus on campaign, elections and mass media

COURSE OUTLINE

Unit Four:

Required Reading:

Topics:

Projects:

Evaluation:

•Edwards, Chapters 12, 13, and 14 (pgs 376-483)

•Alexander Hamilton, “Federalist 70” (Woll pgs 288-290)

•Richard Neustadt, “Presidential Power” (Woll, pgs 296-299)

•Peter Woll, “Constitutional Democracy and Bureaucratic Power” (Woll, pgs 350-355)

•Formal Constitutional powers

•Informal powers of the President

•Structure and function of the Executive Branch

•Role of the President and support staff

•Politics of shared powers (Presidential and Congressional)

•Bureaucratic Policy Making

•Bureaucratic control by each branch

•The Federal Budget process

•Presidential Simulation in which student groups present potential presidential candidates ideas and answers to questions in a mock debate and PowerPoint presentation to inform the class on all the candidates’ stances

•Analyzing past State of the Union addresses to see if the President was able to accomplish the goals established and what road-blocks stood in the way Students will also note the tone and mannerism of the president as well as Congress’ reaction to the speech

•Video Review of “13 days”

•Political Cartoon analysis on the current views of the President and locate cartoons on previous Presidents

•Analyze data in the expenditures of the federal government looking for trends of increased expenditures citing reasons for the increase

•Presidential Scavenger Hunt – Web based activity to demonstrate how the power of the presidency has expanded over time

Chapter 12, 13, and 14 Study Guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2006 Q2 and 2006 Q3, and Current Event Portfolio Check with a focus on the Presidency