AP US Government and Politics

AP US Government and Politics

Syllabus

2011-2012

Introduction:

An introductory college course in United States government and politics or in comparative government and politics is generally one semester in length. In both subject areas there is considerable variety among the courses offered by colleges. In terms of content, there is no specific college course curriculum that an AP course in United States Government and Politics or in Comparative Government and Politics must follow. Therefore, the aim of an AP course should be to provide the student with a learning experience equivalent to that obtained in most college introductory U.S. or comparative government and politics courses. (College Board Course Description, 2010)

Teaching Strategies

• Activities addressing a variety of learning styles and opportunities to demonstrate understanding

• Analytical Writing

• Speeches/Presentations and Simulations

• Research Papers and Projects

• Assessments (Tests, Quizzes, etc.)

• Nightly reading assignments

• Cooperative/Group projects

Description:

This course will allow students to gain a deeper understanding of the government and politics of the United States. Students will examine various general concepts and specific examples in order to analyze and synthesize the functions and outcomes of government and politics in the United States. Students will use critical thinking skills to evaluate a variety of theoretical perspectives, as well as political behaviors and their outcomes. Students will learn important facts, concepts, and theories pertaining to the U.S. government and understand typical patterns of political processes and behavior and their consequences. An emphasis will be placed on critical thinking skills, essay writing, primary source analysis, debating skills, presentations, and other activities. Students should bring to the course a basic understanding of the various vocabulary, institutions, and ideological beliefs involved with and relating to U.S. government and politics. This is a rigorous and demanding course requiring students to have a strong work ethic, to read at a rigorous pace, and to complete a variety of writing assignments. Students are expected to demonstrate strong writing and analytical skills and independent work habits. All Advanced Placement students are required to take the College Board AP exam.

Resources:

American Government and Politics today. 2011-2012 edition 15th, Stephen W. Schmidt, Mark C. Shelley II, Barbara A. Bardes, Lynne E. Ford

Lanahan Reader – Reed et al.

Course Objectives:

Students successfully completing this course will:

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

• 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)

• be able to analyze and interpret basic data relevant to U.S. government and politics (including data presented in charts, tables, and other formats)

• be able to critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across the curriculum

Expectations:
·  You are responsible for your own work, in class and make up. If you miss work due to absences, you are responsible for making it up in the required time. Always remember that you can get work or announcements from the web site.
·  You are expected to keep up with current events by daily watching the news or reading periodicals.
·  Come prepared each day with necessary materials.
·  Cheating and/or plagiarism are serious offenses and will be handled immediately by appropriate school authorities. Do not to tolerate cheating; it is unfair to you! You can notify me of any incident (anonymously if you wish) so I can deal with it.
·  You are tardy to class if you are not in your seat when the bell rings.
·  This is a college level class and will be taught as such. Expect more work, expect to work independently, expect questions on tests that are thinking questions and may not be in your text. I will give out a calendar at the beginning of each chapter and I will work hard to keep to it or update it. Therefore, you will know about all work in advance (i.e. no whining!).
·  The goal is to pass the National AP Exam at the end of the year (Tuesday, May 8th in the morning). This is an optional exam that costs about $80. If you pass it, you’ll probably receive college credit worth a one semester class. Different colleges may have different policies regarding A.P. scores. If you choose not to take the exam, you’ll be required to take and be graded on a comprehensive exam that I develop. But everyone will study together in the days leading up to the National A.P. US Government Exam.
Grading Policy
Quarter Grade
Classwork
Tests/Projects/FRQs
Homework
Quizzes / 35%
35%
15%
15%
Assessments
·  Unit Tests – These test follow most chapters or unit and are modeled on the AP Exam with approximately 30 multiple choice questions and an FRQ (free response question or essay), or some variation along those lines
·  Reading Quizzes – Quizzes will be given after reading assignments (students may use notes they take).
·  Quizzes – Quizzes will be announced and given on specific chunks of content in especially long chapters. The format for these quizzes will be open-ended factual and critical thinking type questions.
·  Classwork: Journals or Reflective Responses – Students will receive numerous articles and readings from books, newspapers, magazines, and journals assigned (see each unit calendar for specifics). After each reading students are to complete an analytical critique which includes the following components – summary of the main points of the article, analysis of how this issue effects the US or effect politics, a personal response to the article or newly learned information, and the article’s importance to the field of politics or government.
·  Final Project – Students will be expected the complete a final project. Assignment TBD.

Course Outline

To help students meet these goals, the course should cover the following topics.

I.  Constitutional Underpinnings of the United States Government

II.  Political Beliefs and behaviors

III.  Political parties, Interest Groups, and Mass Media

IV.  Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts

V.  Public Policy

VI.  Civil Rights and Civil Liberties

Unit / Topic(s) / Text Chp(s) / Paper(s)/Essay(s)/Outside Readings/Case Studies(s) / Text Readings / Dates
Summer Reading Assignment / Hardball by Chris Mathews
1.  / Introduction to government, Constitutional underpinnings, & Federalism / 1, 2, & 3 / §  Federalist Papers essay & presentations
§  Practice FRQ – Articles of Confederation v. Constitution (2000)
§  Time Magazine – “Does the Constitution Still Matter?”
§  Reading on McCulloch v. Maryland
§  Lanahan Reader: Federalist #10
§  Introduction to Policymaking – E-Congress by YLI
§  Practice FRQ - Federalism / Pgs. 3 – 29
Pgs. 32 – 82
Pgs. 84 – 59
Pgs. 90 – 112 / Sept 1-Oct 21
2.  / Public Opinion & Political Socialization, Political Parties, Interest Groups / 6, 7, & 8 / §  Political Ideology Quiz
§  Blue Truth, Red Truth – Time Magazine: http://www.time.com/time/magazine/article/0,9171,995193,00.html
§  The Problem of Divided Government in an Era of Polarized Parties – Jeffrey Fine: http://teachers.greenville.k12.sc.us/sites/ppowell/Government%20Documents/Presidential%20readings/problems%20of%20divided%20govern.pdf
§  Practice FRQ – Political Parties
§  Politicians Don’t Pander, Lawrence Jacobs, Robert Shapiro, Lanahan Reader pgs 433-439
§  So Damn Much Money, Robert Kaiser, Lanahan Reader, pgs 467-479
§  Is 2008 a Realigning Election? Numbers offer some clues, Stuart Rothenberg, Lanahan Reader, pgs 560-562 / Pgs. 212-238
Pgs. 244-270
Pgs. 276-308 / Oct 24-Nov 10
3.  / Voting, Campaign Processes, & the Media / 9, 10, & 11 / §  A Theory of Critical Elections by V.O. Key, Jr: http://faculty.smu.edu/jmwilson/Key1.pdf
§  Practice FRQ – Gerrymandering (2008)
§  Senate Confirmation of Cabinet Appointments – James King, and The Tensions of Judicial Appointments – Peter Yacobucci: (pages 41 and 51) http://apcentral.collegeboard.com/apc/public/repository/US_Gov_Balance_of_Power_SF.pdf
§  Electoral College Case Study
§  Stormy Weather, Dante Scalia, Lanahan Reader, pgs 489-495 / Pgs. 312-333
Pgs. 336-357
Pgs. 368-395 / Nov 14 -Dec 9
4.  / Congress &The Legislative Branch / 12 / §  Practice FRQ – Congressional Leadership (2003)
§  Practice FRQ – Campaign Finance Reform (2000)
§  Readings on Buckley v. Valeo & United Citizens v. FEC
§  Filibuster Gregory Wawro, Eric Schickler, Lanahan Reader, pages 163-170 / Pgs. 402-440 / Dec 12 – Jan 13
5.  / Presidency, Executive Branch, & the Bureaucracy / 13 & 14 / §  Practice FRQ – Congress v. President (2004)
§  Presidency Papers & Presentations
§  The Tensions of Judicial Appointment – Peter Yacobucci
§  Feeding Frenzy – Sabato
§  Bureaucracy, James Q. Wilson, Lanahan Reader pgs 302-307 / Pgs. 446 - 477
Pgs. 482 - 511 / Jan 23 – March 2
6.  / Judicial Branch, Civil Rights, & Civil Liberties / 15, 4, & 5 / §  Practice FRQ – Supreme Court (2011)
§  West Wing – The Supremes
§  Supreme Court Cases Project & Presentations
§  System Under Stress, Donald Kettl, Lanahan Reader pgs 360-370 / Pgs. 516 - 542
Pgs. 122 – 160
Pgs. 166 – 206 / March 5 – April 2
7.  / Public Policy / 16, 17 & 18 / §  Practice FRQ – Bureaucracy (2010)
§  Public Policy Project
§  Understanding Environmental Policy, Steven Cohen, Lanahan reader pgs 660-667 / Pgs. 548 - 583
Pgs. 590 - 615
Pgs. 620 – 650 / April 3 – April 29
8.  / Review / ALL / §  Practice FRQs – 2011 (3 & 4)
§  Practice MC – 2009 & 2000 / May 4 – May 14
Unit / Topic(s) / Skills/Understandings / Essential Questions
1.  / Introduction to government, Constitutional underpinnings, & Federalism
(Ch 1, 2, 3) / §  Explain the advantages/disadvantages of a federal system of government.
§  Evaluate how effectively the federal government fulfills its original purpose.
§  Identify benefits and challenges of diversity in American life.
§  Identify and explain the underlying principles of the Declaration of Independence.
§  Evaluate the weaknesses of the Articles of Confederation
§  Identify and explain the advantages/ disadvantages of a federal system of government.
§  Evaluate the weaknesses of the Articles of Confederation
§  Analyze the Founding Fathers original concepts of separation of powers, federalism, and checks and balances and how well they work in modern-day society.
§  Analyze the political and economic circumstances at the time of the framing of the Constitution. / §  Were the founding fathers elitists or pragmatists?
§  Why did the framers create a Republican form of government?
§  What is the underlying reasoning behind the creation of a federal system of government?
§  Why did the Constitution create a system of checks and balances, federalism, and a separation of powers?
§  How is the Constitution a “living document”?
2.  / Political Parties, Political Opinion & Socialization
(Ch 12 & 11) / §  Identify and explain different political thoughts and ideologies that exist in the US today.
§  Classify the ideological beliefs people maintain about their government.
§  Analyze public opinion and the impact it has on policy.
§  Evaluate the reasoning behind each student’s political beliefs.
§  Explain the metacognitive process of how and why citizens vote as they do.
§  Evaluate current and historical proposals for reform of the political system.
§  Explain why there is a divide in this country between core democratic principles and the application of these principles to specific situations.
§  Define political parties
§  Reflect on how parties operate, are organized, serve as intermediaries between citizens and government and the impact of parties on the electoral process. / §  What fundamental beliefs bind together each of the two main political parties in the US?
§  Why do third parties so often fail in US politics?
§  What is public opinion? How does it impact policy decisions?
§  What is the public agenda and how is the agenda shaped?
§  How do political parties, the media, and special interest groups influence the way Americans vote?
§  Why are political parties, the media and special interest groups an important influence on both voters and elected officials?
3.  / Voting, & Campaign Process
(Ch 13 & 14) / §  Describe the nomination and election process.
§  Examine campaign funding and spending.
§  Describe how can American citizens participate in the American political process / §  How is civic participation affected by rule of law?
§  How are rules or laws that govern the election process beneficial to the citizens of America?
§  Why is being an informed voter important to society?
§  How do political parties, the media, and special interest groups influence the way Americans vote?
4.  / Congress & Special Interest Groups
(Ch 7 & 16) / §  Know the structure and importance of congressional committees.
§  Evaluate the process a bill goes through on its legislative journey.
§  Analyze the relevance and effectiveness of reapportionment today.
§  Know the powers granted and prohibited by the Constitution.
§  Understand the organization and function of the Congress and its leaders.
§  Understand the influence of interest groups and mass media on the political process.
§  Evaluate the impact of PAC’s on the political process. / §  How does the Constitution control special interests?
§  How have interest groups helped to democratize the US political system?
§  Why are interest groups a threat to democracy?
§  Why are soft money contributions considered a threat to the election process?
§  Why did the Supreme Court have a problem with the imposition of spending limits on PAC’s?
§  Why do congressional incumbents have an advantage?
§  Why does Congress continue to maintain the seniority system?
§  Why has it been argued that Congress contributes to the fragmentation of policy-making?
§  How do presidents use their informal powers to get their legislative agenda passed?
§  What techniques can presidents use to promote their legislative agenda in the face of divided government?
§  What impact does the White House staff have on policymaking
5.  / Presidency, Executive Branch, & the Media