AP U.S. Government and Politics Spring 2015
Instructor: Josh Herring
E-mail:
Blog:
Twitter: @herringapgov
Learning Goal: The express purpose of this one semester course is to prepare students to take the AP Exam for U.S Government and Politics. It requires a substantial amount of reading and preparation for every class as it is taught as it would be in college. The objectives of this course go beyond a basic analysis of how our government “works.” Students will do this by developing a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. Students are responsible for keeping up with events in the news. Current events provide concrete connections for each lesson.
AP Student Contract: This course, like all Advanced Placement offerings, is rigorous. A student contract has been provided in this packet and is to be read, signed and returned by the date indicated on the form.
Texts and Supplemental Readings:
- American Government: Continuity and Change, Karen O”Connor and Larry J. Sabato
- Mandatory Purchase: AP US Government and Politics Crash Course, Larry Krieger
- $11.95 on Amazon.com
- Lanahan Readings In The American Polity, Ann G. Serow and Everett C. Ladd (ed.)
- Fault Lines: Debating The Issues In American Politics, David T. Canon, John J. Coleman, and Kenneth R. Mayer (ed.)
- Federalist Papers (selected)-the most important works on American political theory.
- Current interest articles from the NY Times, Wall Street Journal, Washington Post, NPR, AJC, Time and other sources
- A copy of the US Constitution (either printed out or in book form; we will use it A LOT; you can purchase a pocket edition for less than $5)
- Many students choose to purchase an alternate AP Exam study guide (especially in the months prior to the test). I will suggest a few in class.
Grades/Course Requirements: Grades will be recorded on the computer in as timely a manner as possible. Please check progress via Synergy. The following is a breakdown of the weights given to daily assignments and evaluations. The percentages represent the entire semester and not a single grading period.
- Major grades- 60% of your grade and includes, but is not limited to unit tests, quizzes, and free-response essays. Make-up tests may be essay. These grades will be graded using a point system. Tests are of major importance, which reflects not only typical college courses but the high stakes nature of AP testing.
- Minor grades- 25% of your grade and includes but is not limited to quizzes, group activities, and daily work
- Final – 15%
Reading/Writing Component: While heavy at times, the reading load for this course is manageable (with proper application of time management). It is extremely important to keep pace with assigned textbook and supplementary readings. Reading quizzes will be assigned as well as occasional short free response essays for assigned readings in each unit. Each student may be assigned at least one short class presentation for individual assigned readings.
Academic Integrity: Cheating will result in an automatic “0” on the assignment and a “U” in conduct for the semester. Do not cheat. In addition, students displaying cell phones during tests and/or quizzes will receive an administrative referral and be given a zero for that test or quiz. You will be asked to sign a pledge of academic honesty; this will be a commitment to academic integrity.
Semester Schedule: The course is divided into 8 major topical units.Topics will be addressed in varying degrees of depth and students are responsible for all assigned reading whether reviewed in class or not. While there may be optional assignments, the content contained therein is still required. Areas of study reflect the AP College Board Topic Outline and Georgia Performance Standards for American Government/Civics:
Constitutional Underpinnings of United States Government (5-15% of exam):The study of modern politics in the United States requires students to examine the kind of government established by the Constitution, paying particular attention to federalism, the separation of powers, and checks and balances. Understanding these developments involves both knowledge of the historical situation at the time of the Constitutional Convention and an awareness of the ideological and philosophical traditions on which the framers drew. Such understanding addresses specific concerns of the framers: for example, why did Madison fear factions? What were the reasons for the swift adoption of the Bill of Rights? Familiarity with the United States Supreme Court’s interpretation of key provisions of the Constitution will aid student understanding of theoretical and practical features of federalism, separation of powers, and checks and balances. Students should be familiar with a variety of theoretical perspectives relating to the Constitution, such as democratic theory, theories of republican government, pluralism, and elitism.
Political Beliefs and Behaviors (10-20% of exam):Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general; taken together, these beliefs form the foundation of U.S. political culture. It is important for students to understand how these beliefs are formed, how they evolve, and the processes by which they are transmitted. 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. Understanding the ways in which political culture affects and informs political participation is also critical. For example, students should know that individuals often engage in multiple forms of political participation, including voting, protest, and mass movements. Students should understand why individuals engage in various forms of political participation and how that participation may affect the political system.
Finally, it is essential that students understand what leads citizens to differ from one another in their political beliefs and behaviors and the political consequences of these differences. To understand these differences, students should focus on the demographic features of the American population and the different views that people hold of the political process. They should be aware of group differences in political beliefs and behavior. Students should also understand how changes in political participation affect the political system.
Political Parties, Interest Groups and Mass Media (10-20% of exam):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 significance of the historical evolution of the U.S. party system, the functions and structures of political parties, and the effects they have onthe political process. Examination of issues of party reform and of campaign strategies and financing in the electronic age provides students with important perspectives. A study of elections, election laws, and election systems on the national and state levels will help students understand the nature of both party and individual voting behavior. Treatment of the development and the role of PACs in elections and the ideological and demographic differences between the two major parties, as well as third parties, forms an important segment of this material.
Students must also consider the political roles played by a variety of lobbying and interest groups. 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 this difference in representation. Students study what interest groups do, how they do it, and how this affects both the political process and public policy. Why are certain segments of the population able to exert pressure on political institutions and actors in order to obtain favorable policies?
The media are a major force in U.S. politics. Students are expected to understand the role of the media in the political system. In addition, the impact of the media on public opinion, voter perceptions, campaign strategies, electoral outcomes, agenda development, and the images of officials and candidates should be explored and understood by students. Understanding the often symbiotic and frequently conflicting relationship among candidates, elected officials, and the media is also important. Students should be aware of the goals and incentives of the media as an industry and how those goals influence the nature of news coverage. They should also understand the consequences of the increasing concentration of major media outlets in fewer hands, as well as the growing role of the Internet.
The Institutions of National Government (35-45% of exam): Students must become familiar with the organization and powers, both formal and informal, of the major political institutions in the United States: the Congress, the presidency, the bureaucracy, and the federal courts. Students should understand that these are separate institutions sharing powers and the implications of that arrangement. The functions these institutions perform and do not perform, as well as the powers that they do and do not possess, are important. It is necessary for students to understand that power balances and relationships between these institutions may evolve gradually or change dramatically as a result of crises. Students are also expected to understand ties between the various branches of national government and political parties, interest groups, 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 repeated struggles to adopt a national budget.
Public Policy (5-15% of exam): 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 and issue networks in the domestic and foreign policy areas. The study of these will give students a clear understanding of the impact of federalism, interest groups, parties, and elections on policy processes and policymaking in the federal context. Students should be familiar with major public policies.
Civil Liberties and Civil Rights (5-15% of exam): An understanding of United States politics includes the study of the development of individual rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings of the United States Supreme Court and familiarity with its most significant decisions. Students should examine judicial interpretations of various civil rights and liberties such as freedom of speech, assembly, and expression; the rights of the accused; and the rights of minority groups and women. For example, students should understand the legal, social, and political evolution following the Supreme Court’s decisions regarding racial segregation. Students should also be aware of how the Fourteenth Amendment and the doctrine of selective incorporation have been used to extend protection of rights and liberties. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change.
State and Local Government: (Georgia requirement) Topics in this area are integrated through the entire course and are not necessarily presented in a stand-alone unit. The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution (SSCG17). The student will demonstrate knowledge of the powers of Georgia’s state and local governments (SSCG18).
Criminal and Civil Justice: (Georgia requirement) Topics in this area are integrated through the entire course and are not necessarily presented in a stand-alone unit. The student will demonstrate knowledge of criminal activity (SSCG21). The Student will demonstrate knowledge of the criminal justice process (SSCG22).
Test Days: Tests will typically be given on a Tuesday, Thursday and/or Friday.
Make-up Work/Absences: Upon returning from an absence, it is your responsibility to show an excused admit slip and check the AP Government blog for missed class work, assignments, handouts, etc. If you then have questions, please see me before or after class. You must schedule a time to make-up missed tests/quizzes. You will have one (1) day make-up privilege for each day of an excused absence to complete the missed work. Failure to do so may result in a “0”. A student with an unexcused absence may ask for assignments and may choose to complete them in order to keep up with the class; however, the teacher is under no obligation to grade the work.
Tardies: All rules governing the Late Arrival System are adhered to. Don’t be tardy to class.
Misc. notes/comments/extra info: While intense and difficult (as with any AP course), AP US Government and Politics provides unbelievable value as we are all US citizens and can use the lessons learned herein to make positive contributions to our society. USE THE BLOG. There is a class Twitter account (@herringapgov) you should feel free to use. It is the quick and easy way to keep up with class announcements and quiz/test dates.
**Procedures and expectations can change any timeat the discretion of the teacher. Students will be informed of any such alterations.**
Syllabus Acknowledgement
AP U.S. Government and Politics – Josh Herring
Please return this completed form, including both signatures, by 01/9/15
Parent or Guardian - your signature below indicates your agreement with the following:
I have read and understand the academic integrity policy.
I have reviewed the class syllabus and understand the grading policy.
I give permission for my child to view curriculum related movies with a rating no higher than PG-13.
I give permission for my child to read the class parallel readings noted in the syllabus.
I am willing to be contacted by e-mail.
I understand that every effort will be made to post gradeswithin 2 weeks of accepting the assignment, but that posting of grades for larger papers/projects may extend beyond that timeframe.
1st SEMESTER STUDENTS: ***I UNDERSTAND THAT I MUST ATTEND A MANDATORY NUMBER OF 2ND SEMESTER STUDY SESSIONS IN PREPARATION FOR THE SPRING SEMESTER AP EXAM.***
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Student Signature: ______Parent/Guardian Signature: ______
STUDENT INFORMATION SHEET
Full Name: ______Grade: ____ Home Phone: ______Student E-mail:______
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Any accommodations needed (i.e., need to sit close to the front to hear or see better)? ______
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Cobb County School District
Advanced Placement Student Contract
Lassiter High School
Please return this completed form, including all pertinent signatures, by 01/9/15
Advanced Placement courses offer students intense, high-quality instruction that prepares them to meet standards for college-level learning. AP course completion and exam results provide students a significant advantage in the college admissions process by indicating a student’s ability to succeed in a rigorous curriculum.
______AP United States Government & Politics
(Student Name – please print)(Advanced Placement Course)
Josh Herring
(Advanced Placement Teacher)
This contract identifies conditions that typically provide for student success in Advanced Placement courses.
Participation in an Advanced Placement course indicates a student’s willingness to
ڤMaintain good attendance
ڤAssume responsibility for learning
ڤPrepare for class daily
ڤParticipate fully in instructional activities
ڤMake-up missed assignments and test promptly
ڤSeek all available tutorial help when necessary
ڤTake the AP exam in May
Advanced Placement teachers support student learning through
ڤHigh instructional standards
ڤStudent-focused instruction
ڤRegular review of work and assignments
ڤLearner support beyond regular class meetings
ڤTimely disclosure of make-up work
The Advanced Placement courses are developed by the College Board in partnership with colleges and universities; course content cannot be modified. While the above conditions create a favorable environment for student success in an AP course, they do not provide a guarantee of any particular grade.
I, the undersigned, accept the Advanced Placement course conditions described in this contract:
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(Student Signature)(Date)
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(Parent/Guardian Signature)(Date)