AP U.S. Government
Fall Semester 2014
Instructor: Lizz Etter
Email:
Class Website: http://www.cobblearning.net/etter/category/ap-government/
· This site is a great tool for the classroom. Unit information, dates, extra credit opportunities, power points flipped assignments, suggested readings/videos, etc. will all be posted on the blog. STUDENTS AND PARENTS are encouraged to check the blog regularly for updates to be aware of what is going on in class and what is available to the students for extended learning and enrichment opportunities.
Course Texts:
O’Connor, Karen & Sabato, Larry. American Government, Continuity & Change, 2008 ed. Pearson Education, Inc; New York, 2007.
Ladd, Everett & Serow, Ann G. The Lanahan Readings in the American Polity, fourth ed. Lanahan Publishers, Inc; Baltimore, 2007.
Additional materials including Primary Sources such as The Federalist Papers 10 & 51, The New York Times, Newsweek Magazine, Time Magazine, 1984, Animal Farm, and Supreme Court Cases will be used in this course for analysis of data and reinforcement of concepts.
*Highly recommended review text: AP U.S. Government and Politics Crash Course by Larry Krieger*
The College Board has identified the following learning goals for the course. Students successfully completing this course will:
1. Know important facts, concepts, and theories pertaining to U. S. Government and Politics
2. Understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures)
3. Be able to analyze and interpret basic data relevant to U. S. Government and Politics
AP U.S. Government and Politics is a college-level course aligned with the curricular requirements established by the College Board. The curriculum is designed to provide an introduction to U. S. Government through the study of the following topics:
Course Components (standards) & Outline (% = Average Coverage on the AP Exam and Time Allotted for this Course)
I. Constitutional Underpinnings of United States Government (5-15%)
A. Considerations that influenced the formulation and adoption of the
Constitution
B. Separation of powers
C. Federalism
D. Theories of democratic government
Constitutional Underpinnings:
The study of modern politics in the United States requires grounding in the Constitutional underpinnings of its government. Students examine the kind of government the Constitution established with particular attention to federalism and the separation of powers. Understanding these developments involves both knowledge of the historical situation at the time of the Constitutional Convention and a grasp of the ideological and philosophical traditions on which the framers drew. We will also address specific concerns of the framers: for example, why Madison feared “factions” (The Federalist Papers) and reasons for the swift passage of the Bill of Rights. We might also choose to examine fundamental pluralism.
Unit 1: Constitutional Underpinnings of U.S. Government
SSCG1
The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government.
SSCG2
The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence.
SSCG3
The student will demonstrate knowledge of the United States Constitution.
SSCG4
The student will demonstrate knowledge of the organization and powers of the national government.
SSCG5
The student will demonstrate knowledge of the federal system of government described in the United States Constitution.
SSCG19
The student will compare and contrast governments that are unitary, conferral, and federal governments; unitary, oligarchic and democratic governments; and presidential and parliamentary governments.
II. Political Beliefs and Behaviors of Individuals (10-20%)
A. Beliefs citizens hold about their government and its leaders
B. Processes by which citizens learn about politics
C. The nature, sources, and consequences of public opinion
D. The ways in which citizens vote and otherwise participate in
political life
E. Factors that influence citizens to differ from one another in terms
of political beliefs and behaviors
Political Beliefs and Behaviors:
Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general. It is important for students to understand how these beliefs evolve and the processes by which they are transmitted. Specifically, students should know why U.S. citizens hold certain beliefs about politics, and how families, schools, and the media act to perpetuate or change these beliefs. The ways in which these beliefs affect and inform political participation are also critical. For example, students should know what voting and protest mean to those who engage in them. Finally, it is essential that students understand what leads citizens to differ from one another in their political beliefs and behaviors. A teacher may wish to examine the divergent views of the political process in the United States held by members of specific ethnic and racial groups and the political ramifications of these differences.
Unit 2: Political Beliefs and Behaviors
SSCG7
The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions.
SSCG8
The student will demonstrate knowledge of local, state, and national elections.
Element: SSCG8.b
Describe the nomination and election process.
Element: SSCG8.e
Identify how amendments extend the right to vote.
III. Political Parties, Interest Groups, and Mass Media (10-20%)
A. Political parties and elections (including their functions, organization, historical
development, effects on the political process, & electoral laws and systems)
B. Interest groups (including PACs)
1. The range of interests that are or are not represented
2. The activities of interest groups
3. The effects of interest groups on the political process
4. The unique characteristics and roles of PACs in the political process
C. The mass media
1. The functions and structures of the media
2. The impacts of media on politics
Political Parties, Interest Groups and Mass Media:
Students should understand the mechanisms that allow citizens to organize and communicate their interests and concerns. Among these are political parties, elections, political action committees (PACs), interest groups, and the mass media. Students should examine the historical evolution of the U.S. party system, the functions and structures of political parties, and the effects they have on the political process. Important features of this section of the course include an explanation for why some interests are represented by organized groups while others are not, and the consequences of these differences. Students are also expected to understand the role of the media in the political system.
Element: SSCG8.a
Describe the organization, role, and constituencies of political parties.
Element: SSCG8.b
Describe the nomination and election process.
Element: SSCG8.c
Examine campaign funding and spending.
Element: SSCG8.d
Analyze the influence of media coverage, campaign advertising, and public opinion polls.
SSCG11
The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process.
Element: SSCG11.a
Explain the function of lobbyists.
Element: SSCG11.b
Describe the laws and rules that govern lobbyists.
Element: SSCG11.c
Explain the function of special interest groups.
IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts (35-45%)
A. The major formal and informal institutional arrangements of powers
B. Relationships among these four institutions
C. Links between these institutions and political parties, interest groups,
the media, sub-national governments, and public opinion & voters
The Institutions of Government:
Students must become familiar with the organizations and powers of the Congress, the presidency, the bureaucracy, and the federal courts. An understanding of both the formal and informal powers of these institutions, as well as the ways in which they relate to one another, is essential. Students are also expected to understand the ties between the various branches of national government and political parties, interest groups, public opinion, the media, and state and local governments. For example, a study of the conflicting interests and powers of the President and Congress may help explain the recent struggles to adopt a national budget.
SSCG9
The student will explain the differences between the House of Representatives and the Senate with emphasis on terms of office, powers, organization, leadership, and representation of each house.
SSCG10
The student will describe the legislative process, including the roles played by committees and leadership.
Element: SSCG10.a Explain the steps in the legislative process.
Element: SSCG10.b Explain the function of various leadership positions within the legislature.
SSCG12
The student will analyze the various roles played by the President of the United States including Commander-in-Chief of the Armed Forces, Chief Executive, Chief Agenda Setter, Representative of the Nation, Chief of State, Foreign Policy Leader, and Party Leader.
SSCG13
The student will describe the qualifications for becoming President of the United States.
Element: SSCG13.a Explain the written qualifications for President of the United States.
Element: SSCG13.b Describe unwritten qualifications common to past presidents.
SSCG14
The student will explain the impeachment process and its usage for elected officials.
Element: SSCG14.a Explain the impeachment process as defined in the U.S. Constitution.
Element: SSCG14.b Describe the impeachment proceedings of Andrew Johnson and Bill Clinton.
SSCG15
The student will explain the functions of the departments and agencies of the federal bureaucracy.
Element: SSCG15.a Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies.
Element: SSCG15.b Explain the functions of the Cabinet.
SSCG16
The student will demonstrate knowledge of the operation of the federal judiciary.
Element: SSCG16.a Explain the jurisdiction of the federal courts and the state courts.
Element: SSCG16.b Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison.
Element: SSCG16.c Describe how the Supreme Court decides cases.
Element: SSCG16.d Compare the philosophies of judicial activism and judicial restraint.
IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts (35-45%) --- Continued
SSCG21
The student will demonstrate knowledge of criminal activity.
Element: SSCG21.a
Examine the nature and causes of crimes.
Element: SSCG21.b
Explain the effects criminal acts have on their intended victims.
Element: SSCG21.c
Categorize different types of crimes.
Element: SSCG21.d
Explain the different types of defenses used by perpetrators of crime.
SSCG22
The student will demonstrate knowledge of the criminal justice process.
Element: SSCG22.a
Analyze the steps in the criminal justice process.
Element: SSCG22.c
Describe the steps in a criminal trial or civil suit.
Element: SSCG22.d
Examine the different types of sentences a convicted person can receive.
V. Public Policy (5-15%)
A. Policy making in a federal system
B. The formation of policy agenda
C. The role of institutions in the enactment of policy
D. The role of the bureaucracy and the courts in policy implementation &
interpretation
E. Linkages between policy processes and the following:
a. Political institutions and federalism
b. Political parties
c. Interest groups
d. Public opinion
e. Elections
f. Policy networks
Public Policy:
Public policy is the result of interactions and dynamics among actors, interests, institutions, and processes. The formation of policy agendas, the enactment of public policies by Congress and the President, and the implementation and interpretation of policies by the bureaucracy and the courts are all stages in the policy process with which students should be familiar. Students should also investigate policy networks, iron triangles, and other forms of policy sub-governments in the domestic and foreign policy areas.
SSCG20
The student will describe the tools used to carry out United States foreign policy (diplomacy, economic, military and, humanitarian aid, treaties, sanctions, and military intervention).
VI. Civil Liberties and Civil Rights (5-15%)
A. The development of civil liberties and civil rights by judicial interpretation
B. Knowledge of substantive rights and liberties
C. The impact of the Fourteenth Amendment on the constitutional
development of rights and liberties
Civil Liberties and Civil Rights:
An understanding of United States politics includes the study of the development and defense of issues involving civil rights and civil liberties. Basic to this study is an analysis of the workings of the Supreme Court and an awareness of its most significant decisions. Students examine Constitutional interpretations of freedom of speech, assembly, and expression; the rights of the accused; and the civil rights of minority groups and women. For example, students should understand the legal and political evolution of the Supreme Court's decisions on segregation. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change.
SCG6
The student will demonstrate knowledge of civil liberties and civil rights.
Element: SSCG22.b Explain an individual's due process rights.
Other standards to be covered:
SSCG17
The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution.
Element: SSCG17.a
Examine the legislative, executive, and judicial branches.
Element: SSCG17.b
Examine the structure of local governments with emphasis on county, city, and town.
Element: SSCG17.c
Identify current state and local officials.
Element: SSCG17.d
Analyze the relationship among state and local governments.
Element: SSCG17.e
Evaluate direct democracy by the initiative, referendum, and processes.
SSCG18
The student will demonstrate knowledge of the powers of Georgia's state and local governments.
Element: SSCG18.a
Examine the powers of state and local government.
Element: SSCG18.b
Examine sources of revenue received by each level of government.
Element: SSCG18.c
Analyze the services provided by state and local government.
Course Breakdown with Primary Focus Topics:
Unit, Percentage of the Test, Time / Chapter Readings O’Connor and Sabato / Additional Readings / Selected Activities/Projects** Subject to change**
Unit 1: Constitutional Underpinnings of U. S. Government
5-15%
2 weeks
Assessment: 8/19 / Chapter 1: The Political Landscape
Chapter 2: The Constitution
Chapter 3: Federalism / · Lanahan: 8, 14, 19
· Federalist Papers #10 and #51
· Articles of Confederation
· The Constitution
· Video: The Storm
· Supreme Court Cases:
Marbury v. Madison; McCulloch v. Maryland; Gibbons v. Ogden / · News analysis: Identifying Constitutional principles in current events
· Bill of Rights Pamphlet
· Federalist #10 PDA
· Constitution assignment
· Amendment activity
· Federalism discussion
Unit 2:
Political Beliefs and Behaviors
10-20%
2 weeks
Assessment: 9/2 / Chapter 11: Political Socialization and Public Opinion
Chapter 13: Voting and Elections / · Lanahan: 6, 54, (55 – 5th)
· John Stossell clip: Vote or Die / · Political Ideology Quiz
· Election simulation
· Data interpretation activities (presidential approval, voter turnout, etc.)
· Create a bumper sticker
Unit 3: Political Parties, Interest Groups, and Mass Media
10-20%
3 weeks
Assessment: 10/2 (maybe 9/18) / Chapter 12: Political Parties
Chapter 14: The Campaign Process
Chapter 15: The Media
Chapter 16: Interest Groups / · Lanahan: 60 (62 in 5th) 80 (77 in 5th), 81 (82 in 5th)
· 1988 Election article
· Reference Federalist #10 and 51 (again)
· Supreme Court Case Buckley v Valeo / · Political party menu assignment
· Political party webquest
· PDA – 3rd party issues
· Interest group webquest
· Data Analysis: Campaign spending
· Proportional Representation
· Political Ads
Unit 4: Institutions of Gov’t: Congress, Presidency, Bureaucracy and Courts
35-45%
6 weeks
Assessment: 11/11 / Chapter 7: Congress
Chapter 8: The Presidency
Chapter 9: The Executive Branch & the Federal Bureaucracy
Chapter 10: The Judiciary / · Lanahan: 26, 30 (31-5th), 32 (33-5th), 38, 39 (41-5th), 43 (45-5th)
· Supreme Court Cases: Marbury v. Madison; Baker v. Carr; Wesberry v. Sanders; United States v. Nixon
· Federalist 78 / Legislative:
- How a bill becomes a law simulation
- Gerrymandering Game
- Congressional Demographics Chart
Executive:
- Health care activity
- Great Presidents assignment
- Presidential Power Data Analysis
Judicial:
Ø Nominating Federal Justices Simulation
Ø Supreme Court Project
Ø West Wing “The Supremes”
Bureaucracy:
Ø Bureaucracy Project
Ø Bureaucracy Webquest
Ø Federal Employee Interview
Ø Who Gets the Job?
Ø Cabinet & Executive Agencies chart
Unit 5: Public Policy
5-15%
1.5 weeks
Assessment: 11/21 / Chapter 17: Social Welfare Policy
Chapter 18: Economic Policy
Chapter 19: Foreign and Defense Policy / · Lanahan: 84 (83 -5th) 86 (85-5th), 89 (92-5th)
· Budget Shutdown Article
· Supreme Court Cases: Korematsu v. United States; / · Foreign Policy mini lesson
· Public policy activity
· Federal budget and fiscal cliff webquest
· School rule making simulation
Unit 6: Civil Rights and Civil Liberties
5-15%
2 weeks
Assessment: 12/11 / Chapter 5: Civil Liberties
Chapter 6: Civil Rights / · Lanahan: 47 (48-5th), 52 (53-5th), 54 (55-5th)
· Title IX Video
· Snyder v. Phelps article
· Supreme Court Cases: To many to list, anything dealing with the BOR and 14th amendments will be paid special attention. / - Selective Incorporation
· Mock Supreme Court Conference 1st and 5th amendments
· Supreme Court Case Activity
Assessments: