ADVANCED PLACEMENT U.S. GOVERNMENT & POLITICS/economics

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1 ADVANCED PLACEMENT U.S. GOVERNMENT & POLITICS/economics Teacher: Mr. Dan Reiford Room: C-130 Contact info: school phone ext cell Course Overview: The goal of the AP U.S. Government and Politics course is to prepare students for success on the AP exam in U.S. Government and Politics. The course spans two semesters and is taught as a college level course, therefore is extremely demanding for students. Students are asked to develop an understanding that goes beyond the basics of how the U.S. political system operates. Students are expected to think analytically about the three branches of the U.S. government as well as the impact the participants in the political system play on public policy and the government as a whole. **It is my discretion to remove a student from AP if the student exhibits repeated sub-par effort in the course. It is a privilege to be here so I expect a certain work ethic. **Students are required to take the AP exam in May. If a student chooses not to take the exam, the Advanced Placement distinction will be removed from the student s transcript. Course Objectives: Students will Further their knowledge of U.S. History and Government and expand their understanding of politics. Interpret and apply historical data from a variety of documents, including graphs, cartoons, etc. Use historical data to support their argument or position on a given issue. Effectively use higher level thinking skills to analyze, synthesize, and evaluate data relating to U.S. Government and Politics.

2 Textbook and Materials: Edwards, George C. III, Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, & Policy, 15 th edition. New York: Longman Publishing Group, Serow, Ann G. and Everett C. Ladd. The Lanahan Readings in the American Polity, Fifth Edition. Baltimore, MD: Lanahan Publishers, Inc, Matthews, Chris. Hardball. NY: Free Press, Supplemental texts: Diulio, John J. Jr, and Meena Bose. Classic Ideas and Current Issues in American Government. Boston, MA: Houghton Mifflin, Brudney, Kent M. and Mark E. Weber. Critical Thinking & American Government, Third Edition. Belmont, CA. Wadsworth, Supplemental articles from The New York Times, The Huffington Post, The Economist, and Foreign Policy Magazine. Reading Requirement: Due to the level of the coursework, students will be required to complete a substantial amount of reading outside of class, in preparation for class discussion, and come to class on a consistent basis. Student engagement is dependent on completing required reading and assignments prior to each class. It is the student s responsibility to practice class concepts and vocabulary outside of class in order to successfully complete the AP U.S. Government and Politics course and score well on the AP exam. Writing Component: Students will also be required to answer a number of free-response questions by creating essays that demonstrate their interpretive and analytical abilities in explaining the structure and major players of American government and politics. The essay assignments are to prepare you for the essay section of the AP U.S. Government and Politics Exam. Essay assignments will vary between an in class and take-home format, and will be assigned approximately twice a month. Some example assignments include:

3 1. Structured (Timed) Writing: In The Federalist paper number 10, James Madison expressed concern over the possibility that both majority and minority factions would have too much power over government, and he presented ways of minimizing that danger. The United States Constitution established a democratic government but also contained several provisions that limited majority rule. Throughout the next two centuries, the role of majority rule in the United States government and politics continued to change. (a) Identify the part of the national government that was originally most closely tied to citizens and explain how it was tied to citizens. (b) Explain two ways the United States Constitution limited majority rule. (c) Choose two of the following twentieth-century developments and explain how each moved the United States from a less democratic system to a more democratic system. Primary elections The Seventeenth Amendment Expansion of suffrage 2. Transactive Writing: Write a letter to your senator or representative urging support or opposition to amending the tax code in the United States. A transactive piece is successful if it is clear, well organized, and is written in language appropriate for the intended audience. 3. Book Review: Each student is required to read one book on modern politics. Students with a conservative outlook must read a book written by a liberal author. Students with liberal leaning ideologies must choose an author who is more conservative. Your book review needs to be approximately two pages in length and should include the following: a. short summary of the book, include specific examples taken from the book b. your analysis of the author s purpose in writing the book, provide evidence you used to determine the author s intention c. evaluate the validity of the arguments presented in the book- are they convincing to you and does the author make a sound case for their argument? d. To whom would you recommend this book and why?

4 Current Event Connections You will learn to critically analyze the mainstream media in this course which is essential for success on the AP exam. You can accomplish this by watching a TV news program, skim major newspaper headlines, listen to NPR or another radio news program, or access reliable online sources. Throughout every unit of study, you will be responsible for keeping track of connections you make between information presented in class and events occurring in the world. Every time you hear of a current event that reminds you of an issue, event, or idea that we have studied in class, write it down, copy it, or cut it out (your list can include pictures, cartoons, podcasts, video clips, articles, blogs, etc.). You must thoroughly explain your connections. On each due date, you need to turn in 5 detailed and well-explained current event stories as well as how each article connection with class topics. Details of this component will be given out in class. Grading Policy: Grades are determined using a cumulative system where each test, quiz, homework assignment, project, etc., is worth a set number of points. At the end of a grading period, a grade is determined by dividing the total possible points by points earned. For example: Assignment Points possible Points earned In-class discussion Homework 10 9 Chapter quiz Current events Essay Group presentation Unit test Current events Totals Tests, Quizzes, and Projects: Tests will be given upon completion of specific units i.e. (Introducing Government in America & The Constitution, Federalism, etc.). Tests will include: free-response questions from past exams, multiple-choice questions, and data based questions. Quizzes will be given throughout the year and will focus on vocabulary and important topics presented in class. Some quizzes will be announced, some will cruelly be unannounced. Projects will be assigned throughout the course and will reflect major topics from class.

5 Course Calendar The course is divided into seven major topics, which are: I. Constitutional Underpinnings of United States Government (5-15%) II. Political Beliefs and Behaviors (10-20%) III. Political Parties, Interest Groups, and Mass Media (10-20%) IV. Institutions of National Government: The Three Branches and the Bureaucracy (35-45%) V. Public Policy (5-15%) VI. Civil Rights and Civil Liberties (5-15%) Percentage found on past exams WEEK ONE-TWO: I. CONSTITUTIONAL UNDERPINNINGS Introducing Government in America and The Constitution Fundamental Questions: What are the key functions of government and why do they matter? What was the founders view of the purpose of government? What were the issues at the Constitutional Convention and what resolutions were reached? Why did Madison fear factions? How can the Constitution be formally and informally amended? Readings: Edwards Ch. 1,2 Federalist #51 The United States Constitution WEEK THREE-FOUR: I. CONSTITUTIONAL UNDERPINNINGS Federalism Fundamental Questions: What is Federalism? Why is it so important? Why were the Anti-Federalists fearful of this new system? Does this new system strengthen or weaken the separation of powers between the State and Federal Government? What powers are delegated to state and local government? Readings: Edwards Ch. 3

6 WEEK FIVE-SIX: II. POLITICAL BELIEFS AND BEHAVIORS Public Opinion and Political Action Fundamental Questions: How are our political beliefs shaped? Are our beliefs shaped by where we grew up or is it an independent belief made on our own? What is public opinion? What is political culture? What role does the citizen play in a democratic society? Who votes more often and why? Readings: Edwards Ch. 6 WEEK SEVEN-EIGHT: III. POLITICAL PARTIES, INTEREST GROUPS, AND MASS MEDIA The Mass Media, the Political Agenda, and Political Parties Fundamental Questions: What are the core beliefs of Democrats and Republicans? What third parties exist and are they viable options? Political parties and interest groups are part of the unwritten Constitution, yet they play a vital role in decision making. How? Why? Are they positives for our democratic system or are they obstacles? What role do interest groups play in decision and policy making? Readings: Edwards Ch. 7-8 Federalist #10 WEEK NINE-TWELVE: III. POLITICAL PARTIES, INTEREST GROUPS, AND MASS MEDIA Nominations and Campaigns; Elections and Voting Behavior; Interest Groups Fundamental Questions: How does the nomination process work? Is there a better system to choose candidates? Are citizens voices heard in the current process? How has the electoral process changed over the history of the United States? Should the current campaign system be reformed? Why do citizens decide to vote for one candidate over another? What role is played by interest groups in the nomination and campaign process? Readings: Edwards Ch. 9-11

7 WEEK THIRTEEN-FOURTEEN: IV. INSTITUTIONS OF NATIONAL GOVERNMENT Congress Fundamental Questions: How are our laws created? Does the current system work well for the American people and does it reflect what the founders originally intended for the Legislative branch? How does Congress represent the interests of the American people? Is this the most effective way to make policy? Compare and Contrast the framework and procedures of the House and Senate. Readings: Edwards Ch. 12 WEEK FIFTEEN-SIXTEEN: IV. INSTITUTIONS OF NATIONAL GOVERNMENT The Presidency Fundamental Questions: What are the formal and informal powers of the presidency? How has Presidential power changed over time? How have past Presidents used and/or abused their power throughout history? How do the other branches check the power of the Executive Branch? Readings: Edwards Ch WEEK SEVENTEEN-EIGHTEEN: IV. INSTITUTIONS OF NATIONAL GOVERNMENT The Federal Bureaucracy Fundamental Questions: What are the specific issues addressed in creating public policy? What is an Iron Triangle? Does it exist and if so how does it influence policy? Who has the most influence on the bureaucracy: President? Congress? The people? Readings: Edwards Ch. 15

8 WEEK NINETEEN-TWENTY: IV. INSTITUTIONS OF NATIONAL GOVERNMENT The Federal Courts Fundamental Questions: What role do the courts play in interpreting the Constitution? What is the designed role for the Judicial Branch in the public policy process? How do cases travel through the system to the Supreme Court? Readings: Edwards Ch. 16 WEEK TWENTY ONE-TWENTY TWO: V. PUBLIC POLICY Case Studies in Public Policy Fundamental Questions: Who is responsible for creating policy agendas in the U.S.? How does federalism play a role in affecting public policy? Public policy topics will focus on: 1. Economic Policy: How is the federal budget created? What is the difference between fiscal and monetary policy? What is the global economy and how does it impact U.S. economic policy? 2. Social Welfare: What are entitlement programs and government subsidies? What is the role government should play in education, welfare, and crime? 3. National Security & Foreign Policy: What role should the U.S. play in the world? What should be our role in the United Nations? Readings: Edwards Ch WEEK TWENTY THREE-TWENTY FOUR: VI. CIVIL RIGHTS AND CIVIL LIBERTIES First Amendment Freedoms, application of The Bill of Rights in society Fundamental Questions: What is free speech? How does The Bill of Rights apply to the states? Do courts legislate from the bench? 1. First Amendment: What forms of speech are protected by the First Amendment? How has the First Amendment changed in times of national crises? Readings: Edwards Ch. 4

9 WEEK TWENTY FIVE-TWENTY SIX: VI. CIVIL RIGHTS AND CIVIL LIBERTIES Fourteenth Amendment Fundamental Questions: What constitutes equal protection under the law? What is procedural due process? What do property rights mean in relation to community interests? How has equal protection under the law changed over time? What impact has the Civil Rights Act of 1964, the Voting Rights Act of 1965, and affirmative action influenced the equal protection clause? Readings: Edwards Ch. 5, Ch. 21 WEEK TWENTY SEVEN-THIRTY Review for the AP U.S. Government & Politics Exam WEEK THIRTY AP U.S. GOVERNMENT & POLITICS EXAM I am happy you are challenging yourself senior year with this course. I look forward to a great year and getting to know you. Mr. Reiford

10 AP US GOVERNMENT AND POLITICS STUDENT CONTRACT We have read, understand, and agree to the policies listed in the above syllabus. Print Student name: Student Signature: Print Parent/Guardian name: Parent/guardian Signature: What s the best way to reach you? (circle one) phone Parents address/phone Additional comments: