Advanced Placement US Government and Politics Syllabus

Transcription

1 Mr. Eric Krause Coral Reef Senior High School Advanced Placement US Government and Politics Syllabus All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. Aristotle There can be no real individual freedom in the presence of economic insecurity Chester Bowles ( ) Course Description- US Government and Politics The AP U.S. Government and Politics course is designed to provide a traditional, college level course and will give students an analytical perspective on government and politics in the United States. This course will emulate the academic rigor of a college-level course, while including the study of both the general concepts used to interpret U.S. politics and the analysis of specific examples. Throughout this course, students will examine and analyze the Constitution of the United States, including federalism, political parties and the behavior of citizens, interest groups, and the mass media, as well as gaining a familiarity with the institutions, processes, beliefs, and policies that constitute U.S. politics. Students will use higher order thinking skills to formulate solid opinions and interpret the various trends throughout politics and our society, and the importance of participation in local, state, and national government. Upon completion of this course, it is expected that students will take the Advanced Placement examination. Course Requirements 1. Students are required to attend class prepared to participate in discussions. The course is discussion-based and is designed to promote analytical study of issues. This will require extra effort on the student s part to complete out of class reading and class assignments. AP courses tend to require more reading than most. 2. Keep a notebook containing class notes, study questions, and handouts. 3. Turn in all assignments on the due date. Failure to do so will result in a letter grade deduction per day the assignment is late. Attendance Attendance is very important to successful completion of the course. Students who miss class often will quickly jeopardize chances for both good grades in the course and successful AP Exam grades. Students should make a sincere commitment to be in class. Attendance is one of the items that a teacher is legally responsible for, so cutting or skipping while you are under my care is strictly enforced and will result in a referral immediately the next day.

2 Evaluation Academic Grades issued will be based on the following scale: Work = Frequency = Weighting Classwork Given as necessary 1 Grade Homework Every day 1 Grade Quizzes Appx. 1/week 1-2 Grades Tests Appx. 1/ Topic 4 grades Special Projects Appx. 1-2/year 5-6 grades Mid-Term 1/year 10% of Final Grade Final 1/year 10% of Final Grade Grading Scale A 100% to 90% 4.00 to 3.50 B 89% to 80% 3.49 to 2.50 C 79% to 70% 2.49 to 1.50 D 69% to 60% 1.49 to 1.00 F Below 60% below 1.00 Grading Procedures 1. Work not turned in will be given a zero in the gradebook and also impacts the effort grade. (Potential Senoritis Victims please pay attention) 2. If a student is absent, it is his/her responsibility to obtain the work missed and consult with the teacher regarding the due date of the missed assignment. 3. Unsatisfactory absences over the permitted amount (1 credit classes=10/year;.5 credit classes=5/year) will result in the student receiving a NC grade. I held up credits of 4 seniors last year, so pay attention to this part! 4. One letter grade will be deducted for each day an assignment is late. 5. Note that the Grading scale is subject to change pending a school board ruling on the application of plusses and minuses. Effort Grade: A student s effort grade will be based on the following: absences, tardiness, preparation for class, efficient use of class time, and making up work missed work. Conduct Grade: Adhere to the classroom rules of conduct at all times. Failure to do so will result in a lower conduct grade. Additional Testing Requirements Note that all chapter tests will contain an AP Essay or essay of equivalent difficulty. This essay will require the student to include a correct analysis of information regarding the structure and nature of the US Government, or correct interpretation of charts and data regarding political trends and voting trends in the United States. These essays are necessary as they comprise 50% of the AP US Government and Politics exam grade. These problems will require the student to emphasize the line of reasoning, facts, and logic to receive full credit.

3 Expectations for student behavior 1. Follow instructions the first time they are given. Insubordination, defiance, disrupting the class, or failure to comply with instructions is not acceptable. 2. Unless instructed, remain in your assigned seat at all times. If you need to do leave this seat for some reason, ask for permission. 3. Please finish all food and drinks during lunch, not in the classroom. 4. Stay on task at all times. If you finish the current task early, you are to find something productive to work on while the class catches up, or until the exercise is completed. (see rules 1 and 6) 5. Please refrain from talking while the instructor is talking or while a fellow student is trying to concentrate on work. 6. It is expected that grooming and sleeping is to be done at home or on your own time, not in class 7. Dishonesty or cheating will result in an automatic zero on an assignment. 8. Defacing, breaking, or stealing school equipment will result in a fine for the property or a referral to school administrators for disciplinary action. 9. Please do not use vulgar language or profanity. This will result in a referral as you are disturbing the learning environment of the class. 10. I have a Bring Your Own Device policy as does Coral Reef. DEVICES ARE TO BE USED FOR CLASS PURPOSES ONLY! If a student is caught using his cell phone/ tablet for other classes and or non academic purposes, the device will be immediately confiscated and returned only to the student s parent /guardian. (Note to parents: Please do not call or text your child during school hours as this sends a mixed message regarding this rule and will only result in wasted time for you and your child. If you must reach your child immediately, please contact the school office.) All other school expectations outlined in the student handbook apply. All other school expectations outlined in the student handbook apply. Procedures for non-instructional routines 1. Instructions will be given at the beginning of class daily. 2. Sharpen pencils at the beginning of class or after initial instruction. 3. Attendance will be checked daily. 4. Students must have a pass from the teacher to leave class. One person at a time is permitted. 5. The school tardy policy will be followed. 6. During fire drills, hurricane/tornado drills, bomb threats, or school lock-down, students will follow the school procedures accordingly and adhere to the instructions given by the teacher. (as outlined in the handbook). 7. Work areas should be left neat and clean. 8. Excessive restroom usage, or excessive time in the restroom will be considered skipping and result in a referral. 9. If a substitute is instructing all assignment grades and class penalties will be doubled. No late assignments will be accepted from anyone who did not have an excused absence from school (I went to Mr. Blah s room is not acceptable- only an excused absence or pre-approved school function is acceptable in this case.) Text: Patterson, Thomas E. The American Democracy. 10 th ed. New York: McGraw Hill, 2011.

4 Web Resources-Government CNN s Political Website NY Times Political Section The Economist Online Magazine C-Span Republican Homepage Democrat Homepage Federal Information Center Official Government Website Supreme Court Cases Supreme Court Homepage Supplemental Reading Materials: Newspapers and Magazines: Economist New York Times Time Magazine Civil Liberties Websites Civil Rights Websites Public Opinion Websites Interest Groups and the Policy Process The Senate The House The President The Federal Reserve Course Outline-Government I. WHAT ARE THE FOUNDATIONS OF THE U.S. GOVERNMENT AND CONSTITUTION? Course Time=Approximately Two Weeks Topics Covered 1. Shortcomings of the Articles of Confederation 2. Goals of the Constitutional Convention 3. Differentiate between the Federalists and Anti-Federalists 4. Parliamentary system of government versus Presidential Republic 5. Various forms of government in the world 6. Examine the political philosophers that influenced the framers of our government 7. Federalism 8. Differentiate between cooperative and dual federalism Corresponding Chapters in Wilson text: Chapter 2: The Constitution Chapter 3: Federalism Major Assignment-Primary Source Material Students are to break up into groups of four and are assigned two major Federalist or Anti-Federalist papers. They will then read the papers individually and put together a presentation to be given in front of the class teaching each other the defining points of their assigned Federalist papers. Federalist papers to be covered: 47, 48, 51, 16, 17, 10, 44, 45, 70, 53, 56, 57, 58, 62, 63, 78 Major Assignment-Constitution Constitutional Scavenger Hunt- Students are to look up the correct Article, Section and Clause of the US Constitution when given various scenarios, facts and rights. Students may also have to give an explanation regarding the specific scenario based on their reading of the constitution Example-

5 The Republican candidate for president wins the election but dies of a heart attack three days before inauguration day. Who becomes president? Why? Answer Amendment 20 Section 3- If, at the time fixed for the beginning of the term of the President, the President elect shall have died, the Vice President elect shall become President II. III. PUBLIC POLICY, POLITICAL BELIEFS AND BEHAVIORS OF INDIVIDUALS Course Time=Approximately Two Weeks Topics Covered: 1. Direct versus Representative Democracy 2. Theories of power distribution in a democracy 3. Examine who governs and to what ends 4. Decision making matrix 5. Differentiate between Majoritarian politics, Interest Group politics, Client Politics, and Entrepreneurial Politics 6. How business regulation relates to the decision making matrix 7. American political culture versus other nations 8. Describe the role of religion in American politics 9. Political Efficacy Corresponding Chapters in Wilson text: Chapter 1 : The Study of American Government Chapter 15: The Policy Making Process Chapter 4: American Political Culture Chapter 22: Who Governs, To What Ends? MASS MEDIA, POLITICAL PARTIES, INTERST GROUPS AND ELECTIONS Course Time=Approximately Two Weeks Topics Covered: 1. Political Socialization 2. Political divisions in society by class, race, religion, and region 3. Political Ideology- Examine the differences between liberalism and conservatism 4. Voting behaviors 5. Voter turnout and other forms of political participation 6. Purpose of political parties 7. History of the political party and party structure 8. Minor parties and why America has a two-party system 9. Party conventions and nominating a candidate 10. Presidential campaigning, versus congressional campaigning 11. Describe how primaries differ from general elections 12. Various sources of campaign funding and campaign finance rules 13. Purpose and history of interest groups 14. Examine different interest groups and why citizens join them 15. Discuss how interest groups relate to various social movements in history 16. Sources of funding for interest groups 17. Tactics interest groups use 18. History of the mass-media as it relates to politics 19. Rules governing the mass-media and its coverage of politics 20. Discuss the effects the mass media has on politics 21. Leaks, bias, sensationalism and other problems with the mass media Corresponding Chapters in Wilson text: Chapter 5: Public Opinion Chapter 6: Political Participation Chapter 7: Political Parties Chapter 8: Elections and Campaigns Chapter 9: Interest Groups Chapter 10: The Media

6 IV. THE CONGRESS, THE PRESIDENCY, THE BUREAUCRACY, THE FEDERAL COURTS: INSTITUTIONS AND POLICY PROCESS Course Time=Approximately Eight Weeks A. THE CONGRESS 1. Congress versus parliament 2. Examine the makeup of congress by race, gender, and party 3. Various ways a member represents his/ her constituents 4. Parties and Caucuses 5. Committees 6. Discuss how a bill becomes a law 7. Rules of the Senate and the House 8. Ethics reform Corresponding Chapters in Wilson text: Chapter 11: Congress B. THE PRESIDENCY 1. Presidential systems versus Prime Ministers 2. Divided government and gridlock 3. Presidential powers 4. White house staff and the executive office 5. The Cabinet 6. Discuss Presidential appointments 7. Examine the various audiences that the President speaks to during speeches 8. Examine Presidential approval ratings 9. Veto power 10. Presidential transition and Impeachment 11. Examine Presidential power over time Corresponding Chapters in Wilson text: Chapter 12: The Presidency C. THE BUREAUCRACY 1. Discuss how the American bureaucracy differs from others 2. History and growth of the bureaucracy 3. Congressional oversight of the bureaucracy 4. Efforts to reform the bureaucracy 5. Discuss Iron Triangles, what they are and how they work 6. Power of the bureaucracy Corresponding Chapters in Wilson text: Chapter 13: The Bureaucracy D. THE COURTS 1. Discuss the organization of the Federal Court system 2. Examine the appointment process and whether the courts are non-partisan 3. Judicial restraint versus Judicial Activism 4. Discuss the limits of public influence of the court system 5. Policy making and the courts Corresponding Chapters in Wilson text: Chapter 14: The Judiciary Major Assignment: Case Law- The American legal system is based on precedent, as such students should know what cases established the rights we have today. Students are to look up 55 of the most important cases in US legal history. The cases established precedent in the following areas: free speech, right to privacy, religious freedom, due process, free speech, religion and the state, equal protection, federalism, checks and balances, and civil rights. Students are to research the cases and for each provide a brief history/background

7 and the result of the decision on US jurisprudence. V. CIVIL LIBERTIES & CIVIL RIGHTS Course Time=Approximately Two Weeks 1. Civil liberties protected in the Bill of Rights 2. Freedom of speech versus national security 3. Libel, Obscenity, and Symbolic Speech 4. Define Person with regard to speech 5. Examine the Establishment Clause 6. Due-Process and Crime 7. Separate but Equal and the Courts 8. Affirmative Action 9. Women and Equal Rights Corresponding Chapters in Wilson text: Chapter 18: Civil Liberties Chapter 19: Civil Rights End Government 4 Important notes: 1. We are practicing all year for students to have a chance to pass the Advanced Placement test. If a proctor reports to me that a student puts their head down without making a legitimate attempt on any section of this exam this is treated as the most important assignment of the year and will affect their ACADEMIC grade. It is grounds for a GRADE OVERRIDE to an F for that 9 weeks regardless of where that student currently stands academically. 2. During the review month right before the AP exams there will be multiple test weight assignments given in any given week. This has the potential to impact a student s grade significantly, both positively and negatively, as the tests are geared toward a student s ability to get a 3 on the AP exam. As we will be reviewing for 2 AP tests, any test given whether Government or Macroeconomics will count toward their current semester grade regardless of the subject. 3. Essays and free response questions are a major component of the AP exam. One of the best practices given by the college board is for students to exchange papers and grade each other so they are prepared for the procedures that the college board uses when grading their test at the end of the year. This will increase the likelihood of them passing the exam. I use this strategy extensively in my class, however if a student ever disputes the grade they received they can appeal to me and I will reexamine the paper and revise the grade up or down accordingly. 4. As a former coach, I realize that extracurricular activities and academy activities are important. However, your PRIMARY responsibility is to be in class at all times. If there is a school approved field trip and we get an from activities saying to release you, you must go. PLEASE do not ask to be released for anything other than an official school administration (not teacher) sanctioned activity for which your sponsor has submitted the proper paperwork. my sponsor says we need to practice because such and such activity is coming up is unacceptable. IF YOU ARE ABSENT FROM CLASS WITHOUT PRIOR PERMISSION FROM ME, YOU WILL BE GIVEN A REFERRAL.

8 AP US Government and Politics Exam- Monday May 6 th am *This Syllabus is subject to change* *Your signature indicates that you have reviewed the Syllabus, classroom policies and procedures and the POINTS SYSTEM* Students Name- Print Students Signature Parent/Guardian Name Parent/Guardian Signature Parent/Guardian Phone num

9 Syllabus addendum: Mr. Krause Testing Grade override policy. All, In an effort to allow each student every opportunity to demonstrate their knowledge, we will be immediately instituting an AP testing override policy. This can possibly apply to any student who gets a grade that did not accurately reflect their ability on the test based upon the results of the AP exam. This policy will apply to all students in every grade in my class. Note This can only help you The opposite is not true where a student comes in with an A and fails the AP test as long as they put in a legitimate effort. (As per my syllabus, a students can be failed for the 9 weeks regardless of grade if they fall asleep without putting forth a legitimate effort on the exam) The policy is as follows. Student who has a B and gets a 5 can be overridden to an A Student who has a C and gets a 3 or 4 can be overridden to a B if they get a 5 to an A Student who has a D or an F and gets a 3 can be overridden to a C 4 can be overridden to a B 5 can be overridden to an A. I am excited about this new policy as it will provide an incentive for students to work and study all the way through the test regardless of academic standing, and enables those students who possibly slacked off at any point during the year to recover academically through hard work and effort. I think it also perfectly aligns all parties (school, parent, teacher, and student) to pursue the same ultimate goal, which is to pass the advanced placement tests and receive college credit. Thank you very much for reading this addendum to the syllabus. Parent Student Date Parent/Guardian (if applicable)

10 AP U.S. Government and Politics Honors Economics Coral Reef Senior High School Course Overview- AP U.S. Government and Politics This course explores the political theory and everyday practice that directs the daily operation of our government and shapes our public policies. The express purpose of this course is to prepare students to take the Advanced Placement Exam for United States Government and Politics. This course is for all intents and purposes taught on a college level and it requires a substantial amount of reading and preparation for every class. The objectives of this course go beyond a basic analysis of how our government works. Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as a new outlook on their rights and responsibilities as citizens. Textbook: Patterson, Thomas E. The American Democracy. 10 th ed. New York: McGraw-Hill, REQUIRED Text for Purchase: REA Crash Course: AP United States Government & Politics by Larry Krieger < ISBN-13 : > I affectionately refer to it as the Magic Book. You will receive 1 grade for showing me your copy. Due last class of week 2. Course Overview- Honors Economics This class is designed to provide you with insight into the American free enterprise system and practical application of key concepts in macro and micro-economics. The course includes investment strategies, the economic way of thinking, trade, exchange and interdependence, banking services, consumer credit, and the role of government. Expectations and Goals For AP-Honors Students AP and honors courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the 16 curriculum requirements (CR) listed in the margin. Teaching Strategies Material for this course is presented in a lecture/discussion format; however, it is important to note that students are also required to complete a substantial amount of u Instructor: Jena Snow snow.jena@coralreefhigh.org Assignments: classroom.google.com Reminders: Sent through gmail Room 107 AP Exam: Mon. May 6th, 8 a.m. Required Materials pencils, blue or black pens, highlighters binder and notebook filler paper You will be required to print the lesson summaries and bring them to class. Bring the Magic Book to every class Curricular Requirements 1 st and 2 nd Nine-Week Terms--AP Government and Politics CR-1 Unit 1 Foundations of American Democracy 5-15% of course Weeks 1-2 Patterson Chapters 2-3 CR-2 Unit 2 Interactions Among Branches of Government 35-45% of course Weeks 8-12 Patterson Chapters CR-3 Unit 3 Civil Rights & Civil Liberties 5-15% of course Weeks 3 Patterson Chapters CR-4 Unit 4 American Political Ideologies and Beliefs 10-20% of course Weeks 3-4 Patterson Chapters 1, 6-7 AP U.S. Government and Honors Economics 1

11 self-directed study outside of the classroom. Outside reading and research will be the focus of classroom application, instruction and discussion. Class Preparation and Participation Daily Current Events This requires students to familiarize themselves with breaking political news coming out of Washington DC every single day. AP Practice and AP Exam Review On a regular basis, students will be given new testing strategies for approaching the AP Exam, along with opportunities to practice taking the AP Exam in the form of Multiple Choice Questions (MCQ) and Free-response questions (FRQ) based on the material presented in class and current events. These practice questions will come from retired AP exams. All exams given in this class will resemble the AP exam in format, structure and grading. During review month right before the AP exams, there will be multiple test-weight assignments given (1-2 per week) and these have the potential to impact a student s grade significantly, both positively and negatively. Tests are geared toward a student s ability to get a 3 or higher on the AP exam. Grade Opportunities You Can Expect IDs, Readings, Case Briefs Weight per quarter Quizzes and FRQs Weight per quarter Research Project Weight 5 1st & 3rd quarters Unit Tests Weight per quarter AP Grade Override Warning Your grade in this course is contingent upon a legitimate attempt on all sections of the AP exam. The express purpose of this course is to prepare students to take the Advanced Placement Exam for United States Government and Politics. I reserve the right as instructor to override a student s final course grade to an F if an AP exam proctor reports that a student falls asleep or otherwise does not make a legitimate attempt to pass the exam. Class Policies and Procedures Adherence to the following policies will be reflected in your class effort and conduct grades. 1. Attendance Policy: This policy is explained in the student handbook and will be followed in this class. Daily, on-time attendance is mandatory. Please be aware these are one-semester courses. Credits will be withheld from students with unsatisfactory attendance (more than 3 unexcused on block schedule). If you are on campus, you must be in class. Only school sanctioned fieltrips or activities excuse your absence, otherwise, you re skipping. 2. Make-Up Work Policy: CR-5 Unit 5 Political Participation 10-20% of course Weeks 5-7 Patterson Chapters 8-10 CR-6 Public policy is integrated into each unit. CR-7 Address big ideas by connecting enduring understandings CR-8 Analyze and compare political concepts CR-9 Analyze and interpret quantitative data CR-10 Analyze and interpret qualitative sources including nine required foundational documents The Declaration of Independence The Articles of Confederation Federalist No. 10 Brutus No. 1 Federalist No. 51 The Constitution of the United States Federalist No. 70 Federalist No. 78 Letter from a Birmingham Jail CR-11 Analyze and interpret visual information and relate to course content CR-12 Apply course concepts and SCOTUS decisions in real-world contexts or scenarios CR-13 Develop argumentative essays supported by relevant evidence such as foundational docs CR-14 Applied civics research project CR-15 Analyze 15 required SCOTUS cases and connect them to other non-required landmark cases Marbury v. Madison (1803) McCulloch v. Maryland (1819) Schenck v. United States (1919) Brown v. Board of Education (I) (1954) Baker v. Carr (1961) Engel v. Vitale (1962) Gideon v. Wainwright (1963) Tinker v. Des Moines ICSD (1969) New York Times v. United States (1971 Wisconsin v. Yoder (1972) Roe v. Wade (1973) Shaw v. Reno (1993) United States v. Lopez (1995) McDonald v. Chicago (2010) Citizens United v. FEC (2010) CR-16 Access to a college-level textbook AP Practice and Exam Review FRQs (Essays) MCQs (Multiple Choice) Intermittently scheduled first semester, approximately every four weeks or at the close of a unit A weekly reviews second semester 2 AP U.S. Government and Honors Economics

12 As per the student handbook, when a student is absent from school he/she shall be responsible for all work and assignments missed during the absence. Step 1: Check the google classroom for assignments. Do not wait until the next class meeting to ask me about work-- you are already behind pace. Step 2: Zeroes will automatically be recorded in the grade book for missed work and assignments and will be noted as a Z. Step 3: Students will receive a grade when an admit and the work are presented. The student remains responsible for assignments and tests where an advanced due date has been assigned. No extension will be granted since students are given ample time to complete the work. Assessments must be made up by appointment only. 3. Tardy Policy: Students are considered tardy to class when they are not in the classroom when the tardy bell rings. Out of respect for the instructor, please be in your assigned seat with materials out and ready to start when the bell rings. Students will be allowed to be tardy to this class TWO times during each nine-week period without consequence. Each subsequent tardy will result in a classroom detention. Please do not risk exclusion from Senior Class activities. 4. Late Work: Late work will only be accepted in extenuating circumstances and will require you to speak to me outside of class. If you are approved to submit work late, the grade will be lowered one letter grade per calendar day (not per class day). Text alerts and website postings will are a courtesy and are not to be expected. 5. Missing Assignments: Please do not expect to earn an "A" in the course with "Z's" in the gradebook. Missing assignments negatively impact your academic average and effort grade. 6. Participation in Class Discussions and Preparedness: You will get the most out of this class if you watch the news and know what's going on in your world. You absolutely MUST complete the reading assignments. 7. Hall Passess: Students should limit their time out of class to emergency restroom visits. Students will be required to complete a hall pass log with their time out and time in along with their destination. The instructor reserves the right to revoke a student s hall pass privilege if abuse is evident. Classroom Rules 1. No gum, candy, food or drinks in class. These cause damage to property in the classroom. 2. Be courteous. Do not distract others from learning. Sharpen pencils before tardy bell. 3. Show respect. Practice respect for others and their property, the learning environment, textbooks, classroom materials, and public property. No sleeping. 4. Have integrity. There is zero tolerance for cheating and academic dishonesty. 5. Be safe. Always be in uniform and conduct yourself safely. Always be seated ALWAYS! Behavioral Consequences 1. Verbal warning. Redirection during class, individual counsel with teacher 2. Parent contact. Notation in agenda, , or telephone contact with parent. Review Month immediately prior to exam Third Nine-Week Term ECONOMICS Government and the Economy Taxes and Government Spending Progressive, Proportional, Regressive Taxes Fiscal Policy, The Federal Budget and Deficits Monetary Policy, Organization and Function of the Federal Reserve System Public Policy Analysis Introduction to Economics Scarcity, Opportunity Cost, Trade-offs Circular Flow of Money Factors of Production Production Possibilities Model Economic Systems Market, Command, Traditional and Mixed Economies Role of Government Economic Goals of the United States Basic Economic Questions Economic Philosophers Supply and Demand Law of Supply and Demand Determinants of Supply and Demand Price Elasticity Market Equilibrium Cost of Production Price Controls Marginal Cost Analysis Business Organizations and Institutions Sole Proprietorships, Partnerships, Corporations Mergers Non-price Competition Stocks and Bonds Entrepreneurship in the US Economy Fourth Nine-Week Term ECONOMICS Market Structures Perfect Competition, Monopolistic Competition, Monopoly, Oligopoly Natural Monopoly Regulation and Deregulation AP U.S. Government and Honors Economics 3

13 3. Detention. Before or after school classroom detention, or the coup de grâce lunch detention. 4. Administrative referral. Students and Parents Learning Contracts Adherence to the following in addition to class rules and student code of conduct will be reflected in your class effort grade. 1. Academic Integrity Pledge On my honor as a Coral Reef Senior High School student, I pledge not to engage in any of the following forms of academic dishonesty or academic misconduct. Academic dishonesty or academic misconduct is any type of cheating that occurs in relation to a formal academic exercise. It can include plagiarism, fabrication, deception, cheating, bribery, sabotage, and impersonation. Academic integrity issues will be reported to your academy lead teacher and counselor. 2. Acceptable Use of Personally Owned Digital Devices (District BYOD Initiative) Students are responsible for the following while using their own devices for educational purposes in the classroom. Any device being used for a non-educational purpose which is not duly noted in the instructor s lesson plans may be confiscated and turned over to school administration. YES! This includes cell phones. Cell phones are to be placed in the phone charging valet until you exit the classroom. Instructor will not be held responsible for damage or loss or any device. 3. Acceptable Use of District-Owned WiFi and Technology Students will adhere to the district s Acceptable Use policy found in the Student Code of Conduct. Students will be held responsible for any damage or misuse of district technology and wifi. When appropriate, some violations of the student code of conduct and student dress code will be directed to the office and addressed by an administrator or school security. Download the Google Classroom App A-Day: vy7lbb B-Day: lmsk29 CLASS CODES Labor Labor Force, Labor Unions, Unemployment, Employment Trends Wage Determination Financial Institutions Money and Banking Functions of Money, Characteristics of Money, Composition of Money Financial Literacy***, Financial Markets Measuring Economic Performance Gross Domestic Product/ Gross National Product Aggregate Demand and Aggregate Supply Consumer Price Index Business Cycle Economic Growth Full Employment Productivity Capital Investment Personal Finance / Financial Literacy Viewing Grades In Portal Scale Input in Pinnacle Grade Viewer: A (90-100) B (80-89) C (70-79) D (60-69) F (0-59) Z Student is missing the assignment X Assignment omitted by the teacher Welcome SEN19RS! Senioritis a crippling disease that strikes high school seniors. Symptoms include: laziness, an over-excessive wearing of track pants, old athletic shirts, sweatpants, athletic shorts, and sweatshirts. Also features a lack of studying, repeated absences, and a generally dismissive attitude. The only known cure is a phenomenon known as GRADUATION. seventeen magazine Everyday I fight a war against the mirror. I can t take the person starin back at me. I m a hazard to myself. Don t let me get me. I m my own worst enemy. P!NK 4 AP U.S. Government and Honors Economics

14 AP Government and Politics Honors Economics Mrs. Jena Snow Room 107 Signatures of Acknowledgment Please sign and date below stating that you have read this syllabus and understand the expectations for students. Return this signature page. Keep the syllabus for your records. The syllabus is also posted on the google classroom. Learning Contract Submission For Bonus Points All students must return the signatures of acknowledgment. Earn 5 bonus points for returning it by Friday of the first week. Bonus points will be applied to your first unit test. Print Student Name Circle Class Period: Student Signature Date Parent Signature Date AP U.S. Government and Honors Economics 5

15 AP United States Government and Politics Curricular Requirements CR1 CR2 CR3 CR4 CR5 CR6 CR7 CR8 CR9 CR10 CR11 The course includes the Foundations of American Democracy Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). See page 3 The course includes the Interactions Among Branches of Government Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). See page 5 The course includes the Civil Liberties and Civil Rights Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). See page 7 The course includes the American Political Ideologies and Beliefs Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). See page 9 The course includes the Political Participation Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). See page 10 The course integrates public policy within each unit. See pages 4, 8, 9, 10, 11, 12 The course addresses the big ideas by connecting enduring understandings across one or more units. See pages 2, 6, 8, 11, 12 The course provides opportunities to analyze and compare political concepts. See pages 4, 6, 8, 11, 12 The course provides opportunities to analyze and interpret quantitative data to explain what the data implies or illustrates about political principles, institutions, processes, and behaviors. See pages 5, 6, 9, 11, 12 The course provides opportunities to analyze and interpret qualitative sources (primary and secondary sources including the nine required foundational documents) to explain how they relate to political concepts. See pages 1, 3, 4, 6, 9 The course provides opportunities to analyze and interpret visual information to explain how the elements of the visual illustrate or relate to political principles, institutions, processes, and behaviors. See pages 1, 2, 5 ii

16 AP United States Government and Politics CR12 CR13 CR14 CR15 CR16 The course provides opportunities to apply course concepts and Supreme Court decisions in real-world See pages 2, 3, 4, 5, 6, 8, 9, 11 The course provides opportunities to develop an argument in the form of an essay, supported by relevant evidence, about a concept described in the AP U.S. Government and Politics Curriculum Framework. See pages 8, 9, 11, 12 Students are provided with an opportunity to engage in a political science research or applied civics project tied to the AP U.S. Government and Politics Curriculum Framework that culminates in a presentation of findings. See page 12 Students are provided opportunities to analyze the 15 required Supreme Court cases as described in the AP U.S. Government and Politics Curriculum Framework and connect them to other non-required landmark cases. See pages 1, 2, 8 Students and teachers have access to a college-level U.S. government and politics textbook. See page 1 iii

17 AP United States Government and Politics Instructional Schedule AP United States Government and Politics Syllabus This AP U.S. Government and Politics class is taught in one semester using a traditional school day schedule. Each class period is 47 minutes long. There are approximately 79 instructional days in each semester. Unit 1: Foundations of American Democracy (15 days) Unit 2: Interactions Among Branches of Government (22 days) Unit 3: Civil Liberties and Civil Rights (10 days) Unit 4: American Political Ideologies and Beliefs (10 days) Unit 5: Political Participation (17 days) Five days are left unaccounted for to allow for flexibility. Primary Textbook This course utilizes a college-level textbook. The AP Program does not endorse any one textbook for this course. However, students and teachers must have access to a college-level U.S. government and politics textbook. While the College Board has not listed a textbook here, you must identify the text you will use in your class to satisfy this curricular requirement. You may choose a text from the sample textbook list or identify another appropriate college-level textbook. [CR16] [CR16] Students and teachers have access to a college-level U.S. government and politics textbook. Supplemental Readings The primary text will be heavily supplemented by outside readings, including the 15 required Supreme Court cases and nine foundational documents which will all be assigned during the course. [CR10: foundational documents] [CR15: Supreme Court cases] In addition to the required cases and documents, recent articles regarding political science concepts and current political issues will be provided to students to supplement the primary text. Links to the supplemental readings will be posted on the course website or provided to students in hard copy. [CR10] The course provides opportunities to analyze and interpret qualitative sources (primary and secondary sources including the nine required foundational documents) to explain how they relate to political concepts. [CR15] Students are provided opportunities to analyze the 15 required Supreme Court cases as described in the AP U.S. Government and Politics Curriculum Framework and connect them to other non-required landmark cases. Major Class Activities Current events presentations: Students, individually or as a pair, will prepare a current events presentation that they will share with the class at the start of their assigned week. The presentation must include at least one story that links one or more of the big ideas to each of the five units in the AP U.S. Government and Politics Curriculum Framework. The current events presentation also must include at least one relevant visual source (photo, political cartoon, or infographic) for each story with a caption that explains its connection to the big idea and/or unit that story covers. [CR11] 1

18 AP United States Government and Politics [CR11] The course provides opportunities to analyze and interpret visual information to explain how the elements of the visual illustrate or relate to political principles, institutions, processes, and behaviors. Analytical paper assignment: Students will be required to write three analytical papers about important topics in United States government and politics. These papers will be due on varying dates during the semester. Each paper must be no more than four pages in length. In each paper, the students must briefly summarize the assigned readings, connect the readings to the current unit of study (how they do this will vary depending on the resources provided for each paper and the unit of study in which it is due), and make a connection between the readings and a current political issue. One to two analytical paper assignments will require students to also examine how the assigned article and a required case/foundational document corroborate or contradict one another. [CR7] [CR12] [CR7] The course addresses the big ideas by connecting enduring understandings across one or more units. [CR12] The course provides opportunities to apply course concepts and Supreme Court decisions in real-world Debates: Students, in teams of three, will participate in a debate about a current public policy or issue in American government and politics. Each team will get a five-minute opening statement, a five-minute cross examination period, and a five-minute closing statement. Students must also have a visual that helps support their main arguments. This visual can be a chart, graph, table, political cartoon, or infographic. Students will analyze the visuals presented by other teams as part of the debate. Finally, each team is responsible for providing an annotated works cited page of the resources used to develop their arguments and questions. [CR11] [CR11] The course provides opportunities to analyze and interpret visual information to explain how the elements of the visual illustrate or relate to political principles, institutions, processes, and behaviors. Thinglink assignment for required court cases: In pairs, students will create a Thinglink interactive presentation for one of the 15 required Supreme Court cases using Thinglink.com. Their interactive presentation must include a summary of the constitutional issue involved in the case, a summary of the holding of the case, and connections to at least two non-required, contemporary cases (acting as precedent or overturning the original decision). In addition to the previous requirements, each student s Thinglink should contain relevant visuals, such as political cartoons, photographs, or tables/charts and a caption that explains their relevance to the case. [CR11] [CR12] [CR15: activity] [CR11] The course provides opportunities to analyze and interpret visual information to explain how the elements of the visual illustrate or relate to political principles, institutions, processes, and behaviors. [CR12] The course provides opportunities to apply course concepts and Supreme Court decisions in real-world [CR15] Students are provided opportunities to analyze the 15 required Supreme Court cases as described in the AP U.S. Government and Politics Curriculum Framework and connect them to other non-required landmark cases. 2

19 AP United States Government and Politics AP U.S. Government and Politics Course Plan Unit 1: Foundations of American Democracy (15 days) Essential Questions How did the founders of the U.S. Constitution attempt to protect individual liberty, while also promoting public order and safety? How have theory, debate, and compromise influenced the U.S. constitutional system? How does development and interpretation of the Constitution influence policies that impact U.S. citizens? Readings The Declaration of Independence Federalist No. 10 Brutus No. 1 Federalist No. 51 The Articles of Confederation The Constitution of the United States (Articles I-VII, 10th and 14th Amendments) McCulloch v. Maryland (1819) Lopez v. United States (1995) Rauch, Jonathan. How American Politics Went Insane. The Atlantic, July/August Toobin, Jeffrey. "Our Broken Constitution." The New Yorker, December 9, Primary Unit Focus [CR1] The philosophical foundations and documents of American democracy, including the Declaration of Independence, social contract theory, republicanism, types of democracy, and the tension between individual liberty and order/safety. (EU LOR-1) How the Articles of Confederation failed to adequately balance individual liberty and public order/safety, and how the framers wrestled with these questions in drafting the Constitution. (EU LOR-1) The compromises reached at the Constitutional Convention and the debate between the Federalists and Anti-Federalists during the ratification debate. (EU CON-1) The evolving relationship between the national and state governments, including the grant process, policy issues (ADA, Medicaid, marijuana), and the idea of devolution. (EU CON-1) [CR1] The course includes the Foundations of American Democracy Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). Instructional Activities for Unit Activity/Seminar. Using the seminar protocol, students discuss the How American Politics Went Insane article from The Atlantic. This will allow students to connect the current state of politics to important Unit 1 concepts such as popular sovereignty, republicanism, and social contract theory of government. This is a high interest article that will help hook students at the start of the semester. [CR10: activity] [CR12] [CR10] The course provides opportunities to analyze and interpret qualitative sources (primary and secondary sources including the nine required foundational documents) to explain how they relate to political concepts. 3

20 AP United States Government and Politics [CR12] The course provides opportunities to apply course concepts and Supreme Court decisions in real-world Students brainstorm a list of things they believe government should do by asking the question, What should government do? Make a list of student responses on the board. Use this list to facilitate a discussion about order, liberty, and equality. Then share the Preamble to the Constitution and have students link their list to the language in the Preamble. (EU LOR-1) ThingLink Court cases assignment. See description in the major class activities section above. Debate. Two teams of three students each debate the resolution, States have exceeded their authority in legalizing recreational marijuana use, and the federal government should reassert its national supremacy over drug policy. (EU CON-2) [CR6] [CR12] [CR6] The course integrates public policy within each unit. [CR12] The course provides opportunities to apply course concepts and Supreme Court decisions in real-world Analytical paper Our Broken Constitution due. The purpose of this analytical paper is to allow the students to examine criticisms of how the U.S. Constitution operates in modern America. Student papers must connect the issues the author explores to arguments made by the Anti-Federalists, in particular, Brutus No. 1. (EU CON-1, CON-3, CON-4) [CR10: activity] [CR10] The course provides opportunities to analyze and interpret qualitative sources (primary and secondary sources including the nine required foundational documents) to explain how they relate to political concepts. Students engage in a Deliberative Discussion using Federalist No. 51 and Brutus No. 1. (EU CON-1) [CR10: activity] [CR10] The course provides opportunities to analyze and interpret qualitative sources (primary and secondary sources including the nine required foundational documents) to explain how they relate to political concepts. Checks and balances graphic organizer. During class lessons and their reading of the Constitution, students create a graphic organizer detailing the system of checks and balances. In addition to the basic checks and balances system, students annotate their organizer with a list of Supreme Court cases and public policies that gave one or more branches the opportunity to check another. (EU PMI-1) Free-Response Question (FRQ). Students respond to a textual, qualitative-based FRQ comparing the McCulloch and the Lopez decisions. The FRQ will include an excerpt from the McCulloch and/or the Lopez decision. The FRQ will require the students to understand and make connections to the concepts of enumerated, implied powers, and federalism. (EU CON-2) [CR8] [CR8] The course provides opportunities to analyze and compare political concepts. 4

21 AP United States Government and Politics Unit 2: Interactions Among Branches of Government (22 days) Essential Questions How do the branches of the national government compete and cooperate in order to govern? To what extent have changes in the powers of each branch affected how responsive and accountable the national government is in the 21st century? Readings The Constitution of the United States (Articles I-III) Baker v. Carr (1962) Shaw v. Reno (1993) Federalist No. 70 Federalist No. 78 Marbury v. Madison Moe, Terry M., and William G. Howell. "Unilateral Action and Presidential Power: A Theory." Presidential Studies Quarterly 29, no. 4 (December 1999): Primary Unit Focus [CR2] Structure of Congress, including significant differences between the chambers regarding organization, leadership, incumbency, and powers. (EU CON-3) Congressional representation and gerrymandering. (EU CON-3) The president s formal and informal powers. (EU CON-4) Judicial independence, Federalist No. 78, Marbury v. Madison, and judicial decision-making. (EU CON-5) How the bureaucracy operates and its place in the checks and balances system. (EU PMI-1, PMI-2) The future of entitlement spending in the United States. (EU CON-3) [CR2] The course includes the Interactions Among Branches of Government Unit and addresses all related big ideas (BIs) and enduring understandings (EUs). Instructional Activities for Unit 2 Budget simulation and class discussion. Using the Committee for a Responsible Federal Budget s The Debt Fixer website and the quantitative data therein, students try to reduce the debt as a percentage of GDP. After completing the online simulation, students discuss the difficulties they encountered in reducing the size of the national debt. During this discussion students should link the budget process to important concepts such as entitlement spending and the political nature of the budget. (EU CON-3) [CR9] [CR11] [CR12] [CR9] The course provides opportunities to analyze and interpret quantitative data to explain what the data implies or illustrates about political principles, institutions, processes, and behaviors. [CR11] The course provides opportunities to analyze and interpret visual information to explain how the elements of the visual illustrate or relate to political principles, institutions, processes, and behaviors. [CR12] The course provides opportunities to apply course concepts and Supreme Court decisions in real-world 5