Syllabus Outline for AP American Government

Syllabus Outline for American Government

Timeline:1st/3rdQuarter

Unit 1People, Government, and Origins of American Government (Chapter1/2)

DayTopicPages/Assignment

1Principles of GovernmentHOME: Textbook: 5-11/ Notes

2Constitutions and GovernmentsHOME: Textbook: 13-15/Notes

CLASS: “Iroquois vs. US Constitution” Worksheet

3Types/Systemsof GovernmentsHOME: Textbook: 12, 18-20/Notes

4DemocracyHOME: Textbook: 20-24/Notes

5The Colonial PeriodHOME: Textbook: 35-38/Notes

CLASS: “Principles and Rights” Worksheet

6Uniting for IndependenceHOME: Textbook: 39-47/Notes

CLASS: “The Mayflower Compact” Worksheet

7Articles of ConfederationHOME: Textbook: 48-52/Notes

CLASS: “A Less Perfect Union” Worksheet

8The Constitutional ConventionHOME: Textbook: 53-58/Notes

CLASS: “Constitutional Debate” Worksheet

UNIT 1 GRADES (100 POINTS)

Class Activities 30 Points

During class, we will often complete readings and/or activities. These will be collected at the end of the unit and graded for completion. If you miss class or are unable to complete these activities in class, you must complete these on your own time. If you are absent, there will be copies for you in the back trays.

Notes: 40 Points

At the end of the unit, you will be asked to turn in your notes from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material. Choose ONE of the following.

Write an opinion essay (2 to 2 ½ pages typed and double-spaced) about the proper role of

government in a representative democracy and how well the government performs that role for the American people. Please state a clear opinion and use examples to support your thoughts! When you use someone else’s thoughts, please cite with in-text citations. Attach copies of at least one“outside” source that you use.

Create a collage showing how government meets the needs of its citizens. The collage should

include photographs, drawings, captions, graphics, poems, etc. Attached to the collage should be a typed, 1 ½ to 2 page description of what your collage and its various components are representing.

c.Write the Declaration of Independence concerning an application to everyday life. Include a copy of the original text of the Declaration of Independence in addition to your “modern” copy. Your “modern” copy should follow the format of the original. This should be typed.

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Unit 2The Constitutionand Federal System (Chapter 3/4)

DayTopicPages/Assignment

9/10Structures and PrinciplesHOME: Textbook: 63-67, 68-75 (Skim)/Anticipatory Guide

CLASS: “Marbury v. Madison” Worksheet

11/12Amending the ConstitutionHOME: Textbook: 76-81/Anticipatory Guide

CLASS: “Amending the Constitution”Worksheet CLASS: “Title IX and ERA” Questions

13The AmendmentsHOME: Textbook: 83-90/Anticipatory Guide

14Developing FederalismHOME: Textbook: 106-107/Notes

CLASS: “Food Demonstration”Questions

15National and State PowersHOME: Textbook: 95-98/Notes

16National and State RelationsHOME: Textbook: 98-102, 107-110/Notes

CLASS: “McCulloch v. Maryland” Worksheet

17Relations Among the StatesHOME: Textbook: 103-105/Notes

UNIT 2 GRADES (100 POINTS)

Class Activities 30 Points

Notes/Anticipatory Guide: 40 Points

At the end of the unit, you will be asked to turn in your notes/anticipatory guide from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material. Choose ONE of the following.

Create a visual presentation (suggested: PowerPoint) on one of the six foundations of American

government: Federalism, Popular Sovereignty, Separation of Powers, Checks and Balances, Judicial Review, or Civilian Control of Government. The visual presentation should include text, graphics, links, etc. The presentation should be a minimum of 10 slides. The presentation should be submitted via digital format.

b.Do a comparative study of public acts/laws passed by different states (2 or more states)

[examples: licensing requirements, educational standards, school prayer, age of consent, gun control laws, same-sex marriage, gambling, death penalty, assisted suicide/euthanasia, voting requirements, drug legalization, etc.] Then, write a compare and contrast essay (2 to 2 ½ pages typed and double-spaced) about your findings. Please state a clear opinion and use examples to support your thoughts. When you use someone else’s thoughts, please cite with in-text citations. Attach copies of at least one “outside” source that you use.

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UNIT TEST (UNITS 1/2): 100 PointsTest: Day 18/19

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Unit 3Rights: Constitutional Freedoms (Chapter 13)

DayTopicPages/Assignment

20Constitutional RightsHOME: Textbook 355-357/Notes

21/22Freedom of ReligionHOME: Textbook 358-364/Notes

CLASS: “You Make the Decision” Worksheet

23/24Freedom of SpeechHOME: Textbook 366-370/Notes

CLASS: “For Which it Stands” Video/Questions

CLASS: “‘Extreme’ Books/Speech” Questions

25/26Freedom of PressHOME: Textbook 371-375/Notes

CLASS: “Freedom of the Press TV Clips” Questions

27Freedom of AssemblyHOME: Textbook 376-382/Notes

28Right to Bear ArmsCLASS: “To Keep and Bear Arms” Questions

UNIT 3 GRADES (100 POINTS)

Class Activities 30 Points

Notes: 40 Points

At the end of the unit, you will be asked to turn in your notes from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material.

Assignment Basics
Choose a 1st Amendment Case
Inform Mr. Meno.
Take notes on the case, its history, and all aspects of the case
Research and Writing Guidelines
Summary of the case: What is the case about? Who are the key people involved? What is the disagreement?
Majority Opinion: Who wrote it? How many justices supported it? What did it say?
Dissenting Opinion: Who wrote it? How many justices supported it? What did it say?
Your Opinion: Do you agree with the court’s opinion? Why do you feel this way?
Impact: Why is this a “landmark” case?
Final Assignment
The final assignment should be turned in as a court brief (typed, double-spaced, 2 to 2 ½ pages) or on a posterboard (16 X20 or bigger). All of the above information needs to be included.
Your project must be organized and, if you use a posterboard, presented in a creative way (i.e. graphics and images)
You must include copies of sources. Please attach that to your project.

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Unit 4Rights: Citizenship and Equal Justice (Chapter 14)

DayTopicPages/Assignment

29/30Search and SeizureHOME: Textbook 398-401/Notes

CLASS: “Search and Seizure” Worksheet

31Due ProcessHOME: Textbook 401-405/Notes

32Cruel and Unusual PunishmentHOME: Textbook 405/Notes

CLASS: “Death Penalty” Questions

33/34Equal Protection of the LawHOME: Textbook 406-410/Notes

CLASS: “Dred Scott”, “Plessy v Ferguson”, “Brown v.

Board of Education” Questions

35Challenges for Civil LibertiesHOME: Textbook 412-418/Notes

CLASS: “Affirmative Action” Worksheet

36/37Immigration and CitizenshipHOME: Textbook 387-397/Notes

CLASS: “Immigration Test” Questions

38-40Civil Liberties/Rights DebateHOME: Debate Preparation/Work

*(ONLY 1st SEMESTER)

UNIT 4 GRADES (100 POINTS)

Class Activities 30 Points

Notes: 40 Points

At the end of the unit, you will be asked to turn in your notes/anticipatory guide from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material.

*Your debate preparation and performance will count for a project grade. If you miss multiple days of the debate or do not participate fully, your grade will be impacted.

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UNIT TEST (UNIT 3/4): 100 PointsTest: Day 41/42

(Day 38/39 2nd Semester)

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QUARTER GRADES: Big Dog Part #1

Government Day or Community Service: 100 Points

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TOTAL POINTS: 700 Points

Timeline:2nd/4th Quarter

Unit 5Responsibilities: Political Parties, Elections, Voting, and Interest Groups (Chapter 16-18)

DayTopicPages/Assignment

1/2Political Beliefs/PartiesHOME: Textbook 453-457/Notes

CLASS: “Political Ideology” Worksheet

CLASS: “Comparing Political Parties” Worksheet

3/4ProcessHOME: Textbook 464-470/Notes

5/6Nomination/Election CampaignsHOME: Textbook 475-479/Notes

CLASS: “eLECTIONS” Computer Simulation

7Voting Process/Expanding RightsHOME: Textbook 481-491/Notes

8Influence on VotersHOME: Textbook 492-497/Notes

CLASS: “Who Votes” Questions

9Interest Group OrganizationHOME: Textbook 503-507/Notes

UNIT 5 GRADES (100 POINTS)

Class Activities 30 Points

Notes: 40 Points

At the end of the unit, you will be asked to turn in your notes/anticipatory guide from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material. Choose ONE of the following.

a. Write an opinion essay (2 to 2 ½ pages typed and double-spaced) about what you perceive to be the biggest issue facing our national government. In your essay, present the planks of the two major parties/candidates and, if applicable, any “third” party and their stance on the issue that you have chosen. Please state a clear opinion and use examples to support your thoughts! When you use someone else’s thoughts, please cite with in-text citations. Attach copies of at least one “outside” source that you use.

b. Design and produce a broadcast media campaign commercial for one of the Democrat or Republican candidates for the 2008 Presidential Election. The commercial should explain why your candidate is most qualified and what makes him/her more qualified than the other candidates. The commercial shouldpresent the factual information about your candidate in addition to being creative in your presentation about your candidate. The commercial should be approximately one minute in length. This can be achieved by producing a one-minute commercial or two 30-second commercials. The commercial must be broadcast media (television, radio, or internet). The final product needs to be presented in hard copy (VHS/DVD tape, audio tape) or digital form (flash drive download or website link). You may work in teams of two for this project.

c. Research a contemporary interest group and present your findings in an overview brief. The brief should be typed and approximately 1 ½ to 2 pages in length. Attach copies of at least one “outside source that you use. Your overview should include information on policy area, size, membership, funds received, political contributions to parties/candidates, techniques, tactics, etc.

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Unit 6Structure: Local and State Government (Chapters 23-24)

DayTopicPages/Assignment

10/11State ConstitutionsHOME: Textbook 637-640/Notes

CLASS: “Ohio Constitution” Questions

12Three BranchesHOME: Textbook 641-647/Notes

13State Government PolicyHOME: Textbook 648-654/Notes

14FinancingState GovernmentHOME: Textbook 656-658/Notes

CLASS: “Ohio Budget” Questions

15Structure of Local GovernmentHOME: Textbook 663-668/Notes

16/17Serving LocalitiesHOME: Textbook 669-675/Notes

CLASS: “City of Lebanon Budget” Questions

18/19Challenges of Urban GrowthHOME: Textbook 667-682/Notes

CLASS: “Local Problem and Proposals” Activity

UNIT 6 GRADES (100 POINTS)

Class Activities 30 Points

Notes: 40 Points

At the end of the unit, you will be asked to turn in your notes from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Projects: 30 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material. Choose ONE of the following.

Read a newspaper article about a local or state issue/problem. The Western Star and Middletown

Journal would be good sources for a local problem while the Cincinnati Enquirer, Dayton Daily News, and Columbus Dispatch would be good sources for both state and local problems. Use the facts given in the article plus any additional research to come up with what you feel is an effective solution(s) to the problem. Communicate your opinion by writing a letter-to-the-editor of the newspaper that you used as your source. Your letter should be constructed in a business format, proofread, and spell-checked. Also, include facts and information in your letter (from the original article and any other research that you did). The letter should not just be based upon opinion. You must turn in a copy of your letter and proof that you sent your letter (print-off of the e-mail confirmation, receipt from the post office, photocopy of the stamped envelope, etc.). REMEMBER: YOU ARE TURNING IN A LETTER THAT MAY BE PRINTED AND WOULD INCLUDE YOUR NAME WITH YOUR THOUGHTS AND OPINIONS. BE SURE TO PROOFREAD AND CHECK FOR ACCURACY. NO ONE WANTS TO BE EMBARASSED IF THEIR LETTER ENDS UP IN THE PAPER!

Write an opinion essay (2 to 2 ½ pages typed and double-spaced) about what you perceive to be

the biggest issue facing our local government (city, township, county) or our state government. Please state a clear opinion and use examples to support your thoughts! When you use someone else’s thoughts, please cite with in-text citations. Attach copies of at least one “outside” source that you use.

c.Imagine you are an urban planner and have been assigned the task of planning a new city on undeveloped land. It is up to you to decide how the design of the city will meet the needs of its residents. What does an ideal community look like? What services will you provide? What values and ideals will your design represent? What buildings and institutions will you plan for? Will you include commercial and industrial areas? Prepare a map or schematic of your urban plan. In addition, you will present an overview brief of your plan and answer the questions above. The brief should be typed and approximately 1 ½ to 2 pages in length. Among the things you are required to consider in your plan and include in your brief are the following: values/ideals, economics, culture, government policy, and human needs. You will need to plan for specialized buildings, neighborhoods, commercial centers, urban centers, industrial parks, etc.

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UNIT TEST (UNIT 5/6): 100 PointsTest: Day 20/21

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Unit 7Structure: The Three Branches of Government (Chapter 5-12)

DayTopicPages/Assignment

22CongressHOME: Textbook: 123-130/Notes

CLASS: “What Do You Know” Worksheet

23The House of RepresentativesHOME: Textbook: 132-137/Notes

CLASS: “Gerrymandering” Worksheet

24The SenateHOME: Textbook: 138-140/Notes

25Congressional CommitteesHOME: Textbook: 141-145/Notes

CLASS: “Committees” Worksheet

26Constitutional PowersHOME: Textbook: 157-165/Notes

CLASS: “War Powers Resolution” Questions

27How a Bill Becomes a LawHOME: Textbook: 181-188/Notes

28President and Vice-PresidentHOME: Textbook 213-219/Notes

CLASS: “Presidential Qualifications” Worksheet

29Electing the PresidentHOME: Textbook 220-226/Notes

CLASS: “Electoral College” Worksheet

30Presidential PowersHOME: Textbook 245-250/Notes

31Roles of the PresidentHOME: Textbook 252-259/Notes

CLASS: “Hats of the Presidency” Worksheet

32Bureaucratic OrganizationHOME: Textbook 275-283/Notes

33The Civil Service SystemHOME: Textbook 284-289/Notes

CLASS: “Civil Service Exam”

34Court Structure and PowerHOME: Textbook 305-310/Anticipatory Guide

35Federal Court StructureHOME: Textbook 312-317/Anticipatory Guide

CLASS: “Federal Court System” Worksheet

36The Supreme CourtHOME: Textbook 320-326/Anticipatory Guide

CLASS: ‘What Makes a Good Justice” Worksheet

37The Supreme Court at WorkHOME: Textbook 331-335/Anticipatory Guide

38-40“Three Branches” SimulationHOME: Simulation Preparation/Work

*(ONLY 1st SEMESTER)

UNIT 7 GRADES (200 POINTS)

Class Activities 60 Points

Notes/Anticipatory Guide: 80 Points

At the end of the unit, you will be asked to turn in your notes/anticipatory guide from your text reading and from class. This will check to see if you are reading and also taking notes in class.

Project: 60 Points

At the end of the unit, you will be asked to turn in a project. This will check for your understanding of the material.

*Your simulation preparation and performance will count for a project grade. If you miss multiple days of the simulation or do not participate fully, your grade will be impacted.

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UNIT TEST (UNIT 7): 100 PointsTest: Day 41/42

(Day 38/39 2nd Semester)

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QUARTER GRADES: Big Dog Part #2

Policy Paper or Action Research Project: 100 Points

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TOTAL POINTS: 700 Points