AP Government syllabus 2015-16-student

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 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 o o o Formal essays Formal/Informal debates Simulations 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 Constitutional Underpinnings of the United States Government Edwards Text Chapters 1, 2, and 5-15% Unit Political Beliefs and Behaviors Edwards Textbook Chapters 6, 9, and 10 10-20% Unit Political Parties, Interest Groups, and Mass Media Edwards Textbook Chapters 8, 11, and 10-20% Unit Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts Edwards Textbook Chapters 12, 13, 14, 15, and 16 35-45% Unit Public Policy Edwards Textbook Chapters 17, 18, 19, and 20 5-15% Unit Civil Rights and Civil Liberties Edwards Textbook Chapters and 5-15% COURSE OUTLINE Course Intro: Required Reading: Topics: Evaluation: Introduction to Government in America days • Edwards, Chapter (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: Constitutional Foundations and Underpinnings 10 days Required Reading: • Edwards, chapter & (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 410) • Morton Grodzins, “The Federal System” (Woll, pgs 83-88) Topics: • 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 Projects: • 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 Evaluation: Study Guide chapters & 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: Political Participation Required Reading: • Edwards, Chapter (pgs 180-213), Chapter (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) Topics: Projects: Evaluation: 10 days • 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 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 Campaigns, Elections, and Media Required Reading: Topics: Projects: Evaluation: 12 days • Edwards, Chapter & 10 (pgs 272-311), and Chapter (pgs 214243 • 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 www.opensecrets.org to analysis campaign finance of an assigned 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 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: President and Bureaucracy Required Reading: • 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) Topics: • 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 Projects: • 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 Evaluation: 10 days 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 COURSE OUTLINE Unit Five: Congress 10 days Required Reading: • Edwards, Chapter 11 (pgs 340-375) • Morris Florina “The rise of the Washington Establishment” (Woll pgs 378-384) • Richard Fenno Jr., “If as Ralph Nader Says, Congress is “The Broken Branch,” How Come We Love Our Congressmen so Much?” (Woll, pg 401-408) Topics: • Formal Constitutional powers • Congress Structure and Function • Link between Congress and Public Opinion • Historical changes in power balances: Party Control • Power of Incumbency • District Issues • Influence and Connections to sub-national governments (federalism) • Process by which a bill becomes a law Projects: • Congressional Simulation – Students research and write bills, debate them in committee, present and debate them on the floor, and monitor their process throughout the legislative process • Video Review “Mr Smith Goes to Washington” • Power of Incumbency – Students will research the Federal Election Commission’s Summary Report site and Compare contributions of Candidates funding for office in their assigned district Students will analyze the data and prepare a visual as well as an oral report for class • District lines – Students will use the Census Bureau data to compare demographics of an assigned congressional district to determine if the representatives truly reflect their districts • Congress in Action – students will be requires to watch segments of C-SPAN and note the actions taking place in Congress compared with the textbook Evaluation: Chapter 11 Study Guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2006 Q4 and 2005 Q1, and Current Event Portfolio Check with a focus on the Legislation Branch COURSE OUTLINE Unit Six: Judicial Branch days Required Reading: • Edwards, Chapter 15 (pgs 484-521) • Alexander Hamilton “Federalist 78” (Woll pgs 427-431) • William Brennan, Jr., “How the Supreme Court Arrives at Decisions” (Woll, pages 448-455) • John P Roche “Judicial Restraint” (Woll, pgs 436-441) Topics: • Formal Constitutional powers • Structure and function of federal and state courts • Operation of the Supreme Court • Historical changes in power balances: the weakest branch? • Judicial activism v judicial restraint • Link between the judiciary and public opinion • Justices profile Projects: • Current Civil Court Case Simulation in which students act as federal justices throughout the federal court system to interpret the constitution about current court cases (meaning recent decisions or decisions that are still under hot debate) including, but not limited to, the following cases: Roe v Wade, Miranda v Arizona, Bush v Gore, NYT v US, Lemon v Kurtzman, Tinker v Des Moines, Reno v ACLU, and Buckley v Valeo • Students will be assigned a president to research his appointments to the Supreme Court Students must state why the appointment was approved or declined citing reasons for the Senate’s actions Evaluation: Chapter 15 Study Guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2005 Q1 and 2000 Q3, and Current Event Portfolio Check with a focus on the Supreme Court COURSE OUTLINE Unit Seven: Civil Rights and Civil Liberties Required Reading: • Edwards, Chapter & (pgs 98-179) • Bill of Rights and Fourteenth Amendment (Edwards, pgs 704- 707) • Engel v Vitale (Woll, pgs 147-154) • Roe v Wade (Woll, pgs 156-167) • Zelman v Simmons-Harris (Woll, pgs 154-156) • Handout, “Reno v ACLU” Topics: 10 days • Bill of Rights • First Amendment (Free Exercise clause, Establishment clause, Expression) • Due Process (Search and Seizure, Rights of Accused, Privacy) • Equal Protection • Affirmative Action • Role of judicial interpretation on civil rights and civil liberties Projects: • Supreme Court Case Presentations – Each student is assigned a Supreme Court case and analyze the impact on modern day American life • Debates – The class will be divided into teams to conduct research outside of class for evidence to support statements with factual numbers • Amendment Simulation – After carefully reading the Bill of Rights and Fourteenth Amendment, students must think of an amendment that should be added to the Constitution to protect an aspect of civil rights or civil liberties not covered Students may work in small teams to conduct research outside of class Evaluation: Study Chapters & 5, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2001 Q3 and 2005 Q3, Current Event Portfolio Check, and Court Case Showdown COURSE OUTLINE Public Policy Unit Eight: Required Reading: Topics: Projects: Evaluation: days • Edwards, Chapter 16, 17, and 18 (pgs 522-615) • Economic Policymaking (unemployment Rate, Inflation, monetary vs fiscal Policy, Business and Public Policy, and Labor Policy) • Social Welfare Policy • Health Care Policy • Environmental Policy • Foreign and Defense Policy • Identify specific links between policy areas and political parties, interest groups, public opinion, and elections • Policy Power Point Project – Students will work in teams to research key policy areas noting laws passed, analyzing expenditures, identifying key power players and the important trends with their assigned policy • Data analysis project – Analyze various charts and graphs to denote trends in spending and policy expansion or contraction over the years (i.e minimum wage, social security services, and defense spending) • Current Events Round Table Discussion – Each student is assigned a specific topic to locate current information and inform the class of new trends Chapter 16, 17, and 18 Study Guides, Quizzes, Unit Exam including one essay, Free Response AP Questions: 2001 Q4 and 2004 Q1, and Current Event Portfolio Check with a focus on economic, healthcare, social welfare, and national security ... AP exam since several of the essays are from prior AP exams Junction City High School AP Curriculum Outline Unit Constitutional Underpinnings of the United States Government Edwards Text Chapters... president to research his appointments to the Supreme Court Students must state why the appointment was approved or declined citing reasons for the Senate’s actions Evaluation: Chapter 15 Study Guides,... Edwards Textbook Chapters 12, 13, 14, 15, and 16 35-45% Unit Public Policy Edwards Textbook Chapters 17, 18, 19, and 20 5-15% Unit Civil Rights and Civil Liberties Edwards Textbook Chapters and 5-15%