HonorsCivics and Government

(Course #0141)

College PrepCivics and Government

(Course #0142)

“Traditional”Civics and Government

(Course #0143)

Course Syllabus

2016-17

Instructor - Mr. Slater

Room A132 - Warwick High School

What is Civics and Government?

To some people, government is a complex array of bureaucrats, agencies, and regulations. To others, it is an administrative organization set up to identify, define, and resolve problems. Still others see it as a major source of public goods and services while others complain that it as a massive inefficient bureaucracy. Whatever view you hold, it is important to know what government is, how it works, the principles upon which it was founded, how it affects lives, and how one can influence or change it. This is the essence of citizenship and civic duty.

Introduction

Welcome to Civics and Government. Over the next nine months we will examine the history, workings, influence, organization, and evolution of international, American, and Pennsylvanian political thought,governmental systems and political processes. During this course of study students will be instructed in content that is aligned with the Pennsylvania Department of Education academic standards for Civics and Government. Emphasis will also be place on focusing on information and skills established by Pennsylvania Department of Education.

Activities

Due to revisions of Pennsylvania’s academic standards and content anchors for Civics and Government,we will be coveringa large amount of content knowledge about international, national, and state governmental systems. A variety of instructional methods will be utilized to meet the state requirements. These methods and activities may include lecture, guided note taking, group discussions, debates, research projects /presentations, small group/team work, and simulations.

Academic Resources Utilized for Civics and Government

Primary
Textbook
(Honors & College Prep Students) /
  • Remy, Richard C. Ph.D. United State Government: Democracy in Action 10th Edition. Columbus, OH: Glenco/McGraw-Hill. 2010.

Primary Textbook
(“Traditional” Students) /
  • Remy, Richard C. Ph.D. Civics Today: Citizenship, Economics, & You. Columbus, OH:Glenco/McGraw-Hill. 2010

Supplemental Readings
(Honors & College Prep Students) /
  • Stinebrickner, Bruce Ed. Annual Editons: American Government.New York, NY: McGraw-Hill. 2013

Mandatory
Summer Reading / Activity Requirements
(Honors Only) /
  • Bowen, Catherine Drinker, Miracle at Philadelphia: The Story of the Constitutional Convention May to September 1787. New York: Little, Brown and Company. 1966.

Overview of the Course

We will not be following the chapter sequence as it is outlined in the textbook. Below is the following units/sequence we will be covering in class in order.

Unit # / Description / Textbook Chapters Covered
(Honors & College Prep) / Textbook Chapters
Covered
(Traditional)
Summer
Reading Assignment / Miracle at Philadelphia: The Story of the Constitutional Convention May to September 1787
By Catherine Drinker Bowen (Honors C&G Only) / N/A / N/A
Unit 1 / The Foundation of Citizenship:
The Origins, Purposes, and Functions of Government / 1, 14 / 1, 5, 26
Unit 2 / The Historical Origins of American Political Ideals and Democratic Rule:
Classical and European political history through colonial America to the framing of the U.S. Constitution / 2 / 2
Unit 3 / The U.S. Constitution & Federalism / 3, 4 / 3
Unit 4 / American Freedoms:
Civil Liberties and Civil Rights / 4, 13, 14, 15 / 4, 15, 16, 17
Unit 5 / The U.S. Electoral Process:
Ideologies & Political Socialization, Political Parties, Elections, and Campaign Finance. / 16, 17 / 9, 10
Unit 6 / Interest Groups, Public Opinion, and the Media / 18, 19 / 11
Unit 7 / The U.S. Presidency and the Federal Bureaucracy / 8, 9, 10 / 7
Unit 8 / International Politics, Foreign Policy, and National Defense / 22 / 27
Unit 9 / The U.S. Congress / 5, 6, 7 / 6
Unit 10 / Public Policies and Services:
Economic Policy / 20, 26 / 14, 18
Unit 11 / Public Policies and Services:
Social and Domestic Policy / 21 / 14
Unit 12 / American Law:
The Federal Judiciary and the U.S. Supreme Court / 11, 12, 15 / 8
Unit 13
Information for this unit will be integrated into the above units / Pennsylvania Government:
Origins, History, Evolution, Ideals, Structure, Institutions, Functions, and Responsibilities / TBD / 12, 13

Ability Levels Explained

(Differentiated Learning)

Honors, College Prep, and Traditional Requirements

“Honors” Civics and Government

  • Students who elect this honors course are required to have the ability to study at an accelerated pace, demonstrate a consistently strong work ethic, and have an ability to study independently including reading and responding to college level political science writings.
  • Extensive reading, writing, and research are required. These college level readings / articles will be used from Annual Editions: American Government 12/13 (edited by Bruce Stinebrickner).
  • A mandatory summer reading and writing assignment (50 reading questions / 2 essay constructive responses) that will be due the first week of school. Miracle at Philadelphia by Catherine Drinker Bowen will be used as the primary text.
  • Weekly political cartoon analysis (every Tuesday) and current event reports (every Thursday) are mandatory.
  • This course is designed for only serious students planning on pursuing a four-year college degree and who are prepared to handle strenuous course work.

“College Prep” Civics and Government

  • Some college level reading, writing, and research are required. These college level readings / articles will be used from Annual Editions: American Government 12/13(edited by Bruce Stinebrickner).
  • There is not a mandatory summer reading requirement for “College Prep” students.
  • Students will complete either a current event report or political cartoon analysis form each week (instructor’s discretion).
  • This course is designed for students interested in or considering pursuing post-secondary educational opportunities.

“Traditional” Civics and Government

  • Basic reading, writing, and research are required.
  • There is not a mandatory summer reading requirement for “Traditional” students.
  • Students will complete either a current event report or political cartoon analysis form on a bi-weekly basis (instructor’s discretion).
  • This course is designed for students interested in becoming college or career ready.

Quizzes & Tests

  • Each unit of study will include a study guide / unit summary, a vocabulary list, a PowerPoint notes packet, a unit outline, and a KWL (Know, Want to Know, and Learned) Chart of key terms and concepts.
  • Students will receive a five-point reading quiz at the beginning of a unit to check their reading comprehension and broad understanding of themes being covered in the chapter. These are not “pop” quizzes; they will be announced in advance.
  • At the end of each unit of study students will be tested. Test may be valued from 40 to 100 points (depending on the amount of content). The test will included multiple-choice questions and one to two essay responses. Tests will be scaled / modified according to ability level.
  • At the end of the first and third nine weeks all students will take a “common assessment” test regardless or ability level or instructor. This test will be valued at 30 to 40 points and will count as another grade for the given marking period.
  • Students are required to take a mid-term and final exam for this course. These two tests replace the previous Benchmark Tests. The mid-term test will count for 10% of your overall grade and will be administered at the end of the second marking period. It will cover all material that was covered during the first semester. The final exam will be administered in June and will cover all material covered from the second semester. Like the mid-term exam, it will count for 10% of your overall grade for the course.

1st 9 Weeks / 20% of Overall Score
2nd 9 Weeks / 20% of Overall Score
Mid-Term Exam / 10% of Overall Score
3rd 9 Weeks / 20% of Overall Score
4th 9 Weeks / 20% of Overall Score
Final Exam / 10% of Overall Score

Grading

Grades for Civics and Government are weighted based upon all work that you have completed in a marking period. You will be graded in a variety of ways during the semester. Grades will be update daily on Warwick’s Web Grades. Please note: The WSD administration has mandated that homework may not count more than 15% of your total grade.

Examples of Summative Assessments (85% of total grade value)

Chapter Reading Quizzes5 points

Unit / Chapter Tests40 to 100 points

Mid-Term & Finals100 to 120 points

Research Projects/Oral PresentationsVaries

Work SheetsVaries

Group ActivitiesVaries

Portfolio Reflections10 points

Example of Homework Assessments (15% of total grade value)

Weekly Current Event Reports10 points

Weekly Political Cartoons10 points

Vocabulary / DefinitionsVaries

Homework / Class Work

  • All homework / class work assignments and due dates will be posted in advance on the Room A132 chalkboard. I will email weekly reminders of upcoming homework assignments each Friday / Saturday for the upcoming week to all students and to those parents who choose to sign up for this service.
  • I DO NOT use Moodle for assignments. Please see me if you have additional questions. It is your responsibility to be aware of due dates and individual assignment requirements while completing those assignments on time.Failure to submit a homework assignment on time may result in deduction of points or the assignment not be accepted.
  • Unless you are ill or absent for an extended amount of time, please DO NOT email your homework. Part of your responsibility is to ensure your work is prepared in advance of the turn in time. If you need to print out your homework in the library or computer lab please see me for a pass.

Mandatory Summer Reading and Assignments(Honors C&GONLY)

Prior to the start of the school year, eleven grade students are required to readMiracle at Philadelphia by Catherine Drinker Bowen. This book will enhance the students’ learning experience as they relate directly to the foundation of American democracy and the cornerstone principles of U.S. Government that emerged during drafting of the U.S. Constitution.

Students are required to complete two assignments as they read the book.

Assignment #1

Complete the fifty questions (two questions per chapter) that have been assigned. These questions are included with this letter and are available in a word document format from Mr. Slater’s Teachweb Website ( These typed / printed responses will be due by the end of the first week of school.

Assignment #2

Select any two essay questions in the reading packet and write three responses. Responses must be formatted using MLA guidelines (1-inch margins, double spaced, proper titling, and be no less than 200 words per response). These responses will be due by the end of the first week of school.

Mandatory Unit Supplemental Readings & Questions

(Honors & College Prep Students)

Resource - Annual Editions: American Government 12/13 Edition or articles supplied via the WHS Library Data base

Ability Level Requirements:

Honors Civics and Government (0141) students must read all articles related to the unit of study and the question or questions related to each reading.

College Prep Civics and Government (0142) must read one article for each unit of study (the articles with an asterisk) and answer one question pertaining to that reading.

Assignment Requirements:

1)Students must read the entire article before responding to the question(s).

2)As students read the article they need to highlight or underline key information from the article. This will enable the students to refer back to the article when responding to the question(s). The highlighted / underlined articles will be attached to the submitted responses.

3)Students will complete the graphic organizer for each article that is read. This will also be attached / submitted with the questions.

4)Students will select one question per reading assigned. The question(s) that students selects to respond to will be formatted according to the attached guidelines. It is strongly recommended that students type their assignments and run a spelling / grammar check of their responses. All responses need to be double-spaced.

5)Minimum response length per question: Honors – 100 to 150 words. College Prep – 75 to 100 words.

Civics & Government Annual Editions Article Reading Organizer

(Must be completed and attached to your questions)

Your Name:

Due Date:

Article Title:

Author(s):

All responses must be in complete sentences and be written in bullets.

1) Overall Theme / Subject of the Article:

2) Assertion(s) / Argument(s) made by the author(s):

3) Supporting Evidence offered by the author(s):

4) Identify / Define Key Terms and Individuals:

Your Full Name

Mr. Slater

Honors Civics & Government

September 26, 2013

Unit 1: Article #21, Question2

Explain why the Founding Fathers chose to create a Federal Republic at the Constitutional Convention.

By 1787 it had become evident that the national government created under the Articles of Confederation was failing to achieve political and economic stability. State governments were also dysfunctional entities incapable of governing effectively with the best example being Shay’s Rebellion in Massachusetts. Animosity, and in some cases open conflict, between the states continue to grow as a weak national government was unable to compel local governments to compromise with each other. The nation, in essence, was tittering on anarchy as the public’s confidence in the national and state governments waned.

The Founders, most notable James Madison, realized that a more powerful national government was essential to provide leadership and a degree of governing uniformity for all states that was not permissible under the Articles of Confederation. So with that realization by the leading political figures of the day why didn’t the Founders adopt an efficient unitary structure of government along the lines of the British parliament? Under this system, a strong, unified national government would replace the role of state governments and establish uniformed law and order throughout the nation. All power would flow from the top down.

The Founders were fully aware of the geographic vastness of the new nation along with distinct regional economies and diverse populations. For a single central government to operate all governmental functions was both impractical and unacceptable. Individual states had a long history of independence and self-determination and were not willing to surrender all of their power to a centralized government structure.

Instead of adopting the unitary model of government, the Founders embraced a federal system of governing that would permit the sharing of power between the various levels of government while at the same time empowering the national government to create and enforce rules essential in the governing of the nation. Under the U.S. Constitution the national government would be the supreme governing body but would also permit states to create governments and laws best suited to their individual wants and needs. In essence both a national and state government would have sovereignty to governor, but their areas of concern would be different. The national government would concentrate on issues that affected the nation as a whole such as national defense, foreign relations, interstate trade, and treaties. State governments would concern themselves with state issues such as the establishment of schools, marriage licenses, and road construction and maintenance.

Under this arrangement the national government would have power and jurisdiction over the states but would leave issues of a primarily local concern to state and local government. This was the essential agreement reached in Philadelphia in 1787 with the adoption of the “Great Compromise” as the framework of the U.S. government.

Political Cartoon Analysis Form (See level requirements)

1. Each week students will be required to submit a political cartoon and an accompanying analysis form that will identify the author’s message, his bias, his audience, and an evaluation of how effective the author was in accomplishing his or her goal.

2. An excellent source for political cartoons is at A hard copy of the cartoon must be printed out and stapled to the analysis form.

3. Students will use the prescribed Political Cartoon Analysis form to complete this assignment. The final product must be set up in the following format:

Civics & Government

Weekly Current Event Reports

(An analysis of government activity as reported by the media)

  • Students are responsible each week to complete a current events article review form.
  • This activity is worth 10 points and will be collected every Thursday throughout the term unless otherwise announced.
  • Students must use the required format; the current event formmust be completed in either navy blue or black ink (pencil is never permitted) or typed. Pre-formattedformsare downloadable from my teacher web site.
  • Current events reports must focus on governmental / policy issues at the local, state, national, or international level. Examples may include issues concerning elections, the economy, foreign affairs, or the workings of a government agency).
  • Hard copies of this form are available in the classroom however most students choose to download this form and type.
  • Do not email me your work! You need to produce a hard copy of it for grading / evaluation. You do not have to attach the article to the form.
  • It is strongly recommended that students always back up their work on a flash drive / data key for every assignment.

(Sample) Civics and Government Current Events Form (10 Pts.)

(This form must be typed or filled out using blue or black ink pen)

YOUR FULL NAME: Joseph Smith

FULL DATE: September 26, 2015

PERIOD: 1st

1) SOURE OF INFORMATION (2 pts.)

MLA FORMATTED CITATION (Please use and cut and past the proper citation below):

“Obama Signs Expanded Violence Against Women Act.” Obama Signs Expanded Violence Against Women Act. n.p., n.d. Web. 07 March 2013.

2) STATE THE OVERALL THEME OR SUBJECT OF THE ARTICLE (1 pt.):

President Obama signed an act (law), which expands upon the Violence Against Women act that previously existed.

3) LIST AT LEAST THREE IMPORTANT FACTS HIGHLIGHTED IN THE STORY (3 pts.)

(This may include data, specific events, statements, etc.):

A) President Obama signed the act today with much fanfare.

B) Many Republicans were opposed to the Act on ideological grounds; nonetheless the expansion was enacted into law.