Advanced Placement United States Government Mr. Snyder School Year

Transcription

1 Advanced Placement United States Government Mr. Snyder School Year AP United States Government and Politics is an intensive study of the formal and informal structures of government and the processes of the American political system, with an emphasis on policy making and implementation. This course is designed to prepare students for the AP Exam; it explores the political theory and everyday practice that direct the daily operation of our government and shape our public policies. The 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 their rights and responsibilities as citizens. Teaching Strategies and Activities: This course is divided between lecture, project and Socratic Seminar. Students are responsible for keeping up with events in the news. Each class begins with a discussion of current events (public policy, international relations, etc.). The current events provide concrete connections for each lesson. TEXT: Lake County provides a U.S. Government and Politics textbook. Suggested additional Texts: Edwards, George C., Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, and Policy, 10th ed. New York: Long man, Supplemental Text Woll, Peter. American Government: Readings and Cases, 15th ed. New York: Long man, Other Materials Assigned and used in class: articles from current newspapers, such as The New York Times, The Washington Post or The Wall Street Journal; news magazine excerpts from Time, Newsweek, or The Economist; news footage and documentaries (Fox News, CNBC, CNN, caveat emptor); C-SPAN s coverage and current events materials; numerous websites.

2 STUDENT RESPONSIBILITES AND EXPECTATIONS The work done in this course is college level and it is expected that all students will treat it as such. A significant amount of coursework shall be done outside the classroom walls. Students are expected to participate fully, both in class and out, and to work diligently to get the most out of the course. The following are the basic expectations and responsibilities for all students: Regular attendance is imperative being in class guarantees that you will participate in an array of activities and discussion that cannot be done otherwise. If class is missed for any reason, students are responsible with keeping up with the course on days absent and must work diligently to keep up, especially in the notebooks which will be collected and graded every two weeks. All coursework will be submitted on the due date. If the late work is associated with an excused absence, all work is due the day the student returns to class; if unexcused, no credit will be given. Assigned readings, including chapter readings, will be completed on time and students will be prepared for substantive discussions upon entering the classroom. Since this is the beginning of a Presidential Election cycle the students will be expected to read and watch debates, commercials, editorials and perform original research on the candidates. Student work shall be done in conjunction with the notion that it benefits the whole. Much of what we do in this class is collaborative and will be shared. Consider what you do to be an integral component of your classmates education in addition to your own. Students will spend ample time outside of class preparing for the AP US Government and Politics Exam. This is done in supplementation to all coursework completed both in and out of the classroom and will invariably help in understanding the world in which you are soon to embark.

3 COURSEWORK AND REQUIREMENTS As stated above, all coursework is college-level. Below are descriptions of the overall coursework students can expect to engage in. Textbook readings: Students will be assigned textbook chapters in conjunction with the course of units of study. Students will be expected to complete all accompanying assignments in a timely manner and should be prepared to supplement our discussing with readings from other sources; i.e. Edwards and Woll texts. Supplemental readings: In addition to the textbook, students will frequently be assigned other reading relating to the current unit of study. Students will often be required to be prepared to discuss and/or apply the readings to other activities within the course. Vocabulary Flash Cards: vocabulary associated with American government and politics will be emphasized throughout the course. Students will be responsible through various assignments for incorporating and highlighting important vocabulary terms and applying them to real-world contexts. All students will create their own flashcards as we move through each unit. They must have their flashcards at all times for random checks/grades. Guidelines to follow. In-class discussions: Students will participate and contribute substantively to discussions carried out in class. Fundamentals of American government and politics and important and controversial issues will be among the discussion topics. Current events portfolio: all students are required to maintain a current event portfolio in their notebooks. The students must add a new story to their portfolio each week, providing commentary and making connections to the course and current unit of study. Once again, this will be randomly checked and graded guidelines to follow. Political data, graph, and cartoon analysis: a fundamental skill required in todays world is the ability to read and interpret various charts, graphs, and data relevant to the political system and process. Understanding and interpreting political cartoons has also become very important as more and more candidates are turning to these amusements to reach their audience. The students will be expected to develop these skills and evaluate the effectiveness of these devices. Essays: students will be required to write 1-3 page pieces analyzing relevant concepts, issues, and events. Some will be done in class, others outside. Projects/simulations: students will have the opportunity to engage in research projects, presentations, debates, and simulations on various topics related to the course. Some projects will be individual while others will require significant group collaboration. Research project and presentation: Once the AP Exam has concluded, students will work in pairs to research a timely topic or issue relevant to the course and create and deliver a presentation to the class. This is the culminating course project and will comprise, unless the County/State develops a required EOC, the Final Exam Grade. PLEASE be aware that this project usually makes up 60+% of the final marking period grade.

4 COURSE PLAN Unit I: Foundations of American Government Content Goals: Students should understand the doctrines and historical background to the Constitution; key principles, such as federalism and separation of powers; the ideological and philosophical underpinnings of American government; and theories informing interpretations of the Constitution, including democratic theory, republicanism, pluralism, and elitism. Materials: Sections of the Articles of Confederation, the Constitution, and the Federalist Papers; modern commentary on federalism; essay writing rubrics handout. Assignment 1 Introduction and Methods (data analysis, maps, and charts) 2 Rebels with a Cause 3 Articles of Confederation 4 Hot Days in Philly Essay #1 5 Essay Work Day 6 The Constitution 7 Essays Due/Discussion 8 Peer Reviews 9 Feds and Anti Feds Federalist #10 and #51 10 Federalist Papers 11 The Living Document 12 The Big Summary and Timed Writing 14 Federal, Federalist, Federalism 15 Don t Tax the Bank!!!!!! 16 National Supremacy Timed Writing 17 Modern Federalism 18 Modern Federalism; a changing plan 19 Review of Foundations and Methods 20 Unit I Exam multiple choice and free response questions 21 Discussion/Justification of Exam

5 Unit II: Civil Liberties and Civil Rights Content Goals: Students should understand the institutional guarantees to political and civil rights granted under the Constitution; the rights conferred by the American government system; key Supreme Court cases and arguments regarding constitutional protections; the impact of the Fourteenth Amendment on civil rights at the state level; and the impact of judicial decisions on American society. Materials Supreme Court decisions on civil rights and civil liberties Plessy v. Ferguson; Brown v. Board of Education I & II; Roe v. Wade; Adarand Constructors, Inc. v. Pena; Engle v. Vitale; Zelman v. Simmons-Harris Current news debates on terrorism and civil liberties Special Assignment Civil Liberties and Civil Rights Land mark Cases. Each student is assigned two land mark Supreme Court cases. For each assigned case, the student must prepare a written and oral brief of the case, including the background of the case, points of law, the decision and rationale of the court, and subsequent related cases. Assignment 1 Intro/Court Project Assigned case research 2 Portfolio Assignment 3 Portfolio, Cont. 4 Project Work Day 5 Amendment 1 6 Amendment 1 7 Amendments Amendments Rights of the Accused 10 Rights of the Accused 11 Privacy Issues: Outside reading assignment 12 Privacy Issues 13 Intro to Civil Rights 14 Education 15 Civil Rights Act of Race and Ethnicity 17 Gender 18 Affirmative Action 19 Summary and Review 20 U nit II Exam multiple choice questions 21 U nit II Exam free response questions 22 Discussion/Justification of Exam

6 Unit III: Political Parties and the Public Students should understand the mechanisms of transmitting interests to government action, including interest groups, political action committees, and mass media; the role of media coverage and the press on elections and government actions; the different historical and ideological beliefs of political parties; demographic groups in the U.S. and their political beliefs; and ways of understanding political beliefs and behavior. Materials: Supreme Court decisions governing elections; charts on political party formation and process; the impact of money on politics; graphs and charts on poll design and construction. Assignment 1 Political Socialization 2 Political Socialization 3 Public Opinion and Spin Public Opinion and Spin Political Ideology: New York Times v. Sullivan Woll 6 Class Discussion of Woll 7 Media 8 Media and Politics 9 Political Parties 10 Political Parties 11 Beliefs and Behavior 12 Demographic and Group Behavior 13 Summary and Review 14 U nit III Exam multiple choice questions 15 U nit III Exam free response questions 16 Discussion/Justification of Exam

7 Unit IV: Campaigning and Elections Students should become familiar with the workings of the electoral process; the role of money and interest groups on campaigns; the laws governing elections; and the way individual campaigns operate on the local, state, and national level. Materials: Maps, charts, and graphs of electoral outcomes and political participation; charts showing the role of money in politics; contemporary news and Internet coverage and analysis of elections and campaigns; discussion of exit poll data. Special Assignment Elections: The class will divide into Democrats and Republicans. Those who choose to identify with neither party will choose one for the sake of the project. Each party will plan a campaign for a mock presidential election. Each party should choose its candidate and running mate. Each party should also use some combination of the following campaign positions: campaign manager, policy advisors, media consultants, ad specialists, speechwriters, logistics managers, and any other positions deemed necessary by the campaign manager. This project will be given both a group and an individual grade. Individual grades will be given by the instructor after reading evaluations completed by the campaign manager. The group grade depends upon winning the election. In every election, there is a winner and a loser. Unfortunately, the best campaign does not always win. Welcome to politics! Assignment 1 Intro/Election Project 2 Campaigning 3 Campaign Finance 4 Project Work Day 5 Project Work Day 6 Election Process 7 Presidential Elections 8 Presidential Elections ( ) 9 Presidential Elections ( ) 10 Project Work Day 11 Project Work Day 12 Voting Behavior 13 Project: Election Day 14 Election Analysis 15 Interest Groups Roles and Theories 16 Interest Groups Action 17 Summary and Review 18 Unit IV Exam multiple choice questions 19 U nit IV Exam free response questions 20 Discussion/Justification of Exam

8 Unit V: Institutions of National Government: Students should understand the workings of the legislative process; the functions and powers of Congress; the relationship to other branches of government under the Constitution; and the change and evolution of congressional powers as a result of specific events in American history. Materials: Maps and charts of votes in Congress and party strength; charts on the legislative process and lobbyists. Assignment 1 Intro to Congress Article I the Constitution 2 Powers of 3 A Day in the Life 4 Congressional Elections 5 The Party s On 6 Legislative Process 7 I m Just a Bill 8 An Amazing Team Activity 9 Congressional Cha Cha (the Politics of Legislation) 10 Outside Reading and Portfolio 11 Reading and Portfolio, Cont. 12 Peer Review 13 Portfolio Analysis 14 If It Ain t Broke Worksheets current Congress 15 Current Congress 16 Current Legislative Outlook 17 Guest Speaker Panel Congressional Staff 18 Review 19 U nit V Exam multiple choice questions 20 U nit V Exam free response questions 21 Discussion/Justification of Exam

9 Unit VI: Institutions of National Government: Presidency, Bureaucracy, and Federal Budget Students should understand the functions and powers of the executive branch; its relationship to other branches of government under the Constitution; the change and evolution of the executive branch and the bureaucracy as a result of specific events in American history; the relationship between the national government and state and local government bureaucracies; and the role of the bureaucracy in formulating the federal budget. Materials: Federalist 70; chart of major departments and responsibilities; data on federal budget spending and projected spending; The Federal Budget Project. Assignment 1 Presidential Powers 2 Organization of the Presidency 3 Will the Real President Please Stand Up? 4 PR, outside reading 5 The Numbers Game 6 Federal Budget 7 So You Think You Can Do a Better Job? 8 Organization of the Bureaucracy 9 Implementation/Regulation 10 Review 11 Unit VI Exam multiple choice questions 12 Unit VI Exam free response questions 13 Discussion/Justification of Exam 14 Federal Budget Presentation and Discussion

10 Unit VII: Institutions of National Government: The Judiciary Students should understand the workings of the judicial process; the functions and powers of the federal court system; the relationship of the Supreme Court to other branches of government under the Constitution; and the change and evolution of the judiciary as a result of specific events in American history. Materials: review of major cases; chart on rulings of the court. Assignment 1 Intro, Powers of the Judiciary 2 Structure of the Courts 3 Judicial Selection/Decision Making 4 History of the Court 5 The Taney Court 6 The Rehnquist Court 7 Summary and Review 8 Unit VII Exam multiple choice questions 9 Unit VII Exam free response questions 10 Discussion/Justification of Exam

11 Unit VIII: Public Policy This unit consists of group presentations on several areas of public policy, including: Foreign and Defense Policy Health Care Economic Policy Environ mental Policy Social Welfare Policy Students should understand the major policy areas and debates in American Government today. Groups prepare a written and oral presentation of the assigned policy area. Presentations must include: Background information Major players in this policy arena Major policy initiatives Current issues in the policy area

12 Writing Component Students must answer numerous free response questions with essays that demonstrate their ability to analyze and interpret the structure and actors within American government and politics. These essays prepare you for the essay section of the A P U.S. Government and Politics Exam. Essays are given in class and in take home format, and they are due approximately every one to two weeks. Dates and point values will be announced when the assignment is given. I would begin working on the third example, especially the last book review, immediately. Some example assignments: 1. On demand (Timed) Writing: Using the following court cases as examples, explain the evolution of federalism in the United States. Be sure to explain the facts of each case as they apply to federalism. McCulloch v. Maryland Gibbons v. Ogden Brown v. Board of Education Printz v. U.S., Mack v. U.S. 2. Trans-active writing: Write a letter to your senator or representative urging support or opposition to the Patriot Act. A successful trans-active piece must show a clear and timely purpose and be written in appropriate language for the intended audience. 3. Book Review(s): Each student must read one book on modern politics. Students with conservative ideologies must read a book written by a more liberal author. Students with liberal ideologies must read a book written by a more conservative author. Your book review should be three to five pages in length and should include the following: A brief summary of the book, including specific examples taken from the book An analysis of the author s purpose in writing the book, including evidence used by the author to support his or her position An evaluation of the validity of the arguments are they logical? Are they convincing? A recommendation of this book to who m would you recommend this book and why *Your second book review will also be one of modern politics, this time one with the same ideology as you in which you include the same materials. *Your third book will be one of great importance. The book must deal with the interrelationships of The Four Institutions of Federal Government. Not only must you discuss their working relationships but also their relationships to: Public opinion and the voters Interest groups o Political parties The media State and local government

13 CURRENT EVENT PROCEDURE Current events are an integral component to studying and applying the fundamental concepts of United States Government and the political system. The idea behind this assignment is to afford students the opportunity to follow important events and issues arising in the United States and provide commentary and insight, making connections to AP US Government and Politics course content. DIRECTIONS (first, let me say, if Lake County allows, I will have you set up a wikispaces (preferred) or google blogger site rather than a page in your notebooks but we will cross that bridge as the school year proceeds). Create a section dedicated to this assignment, titling it AP United States Government Current Events Portfolio. A minimum of one current event per week is required and must be in place each and every Monday beginning August 25 th. You must include the following information in each post. 1. The date of your post 2. Current unit of study 3. A general headline or topic title (it can be the headline of the news story). 4. If found on line, the link to the article; if in print, the precise location. Please properly cite the reference (I suggest using Knightcite.com.) 5. A brief synopsis of the story or issue (at least a paragraph giving the basic: who, what, where, when, how, and why of the story, including its importance. 6. A more detail analysis providing your own insight into the story or issue, including connections to what we re learning in class. 7. Any vocabulary from the current or previous units used in the synopsis and analysis should be bolded and highlighted. Spend some time personalizing and tailoring the section to your own tastes. A minimum of six (6) entries are required for each marking period.

14 FLASHCARDS ASSIGNMENT An important component of understanding our government and the political process is to be familiar with and be able to apply an array of vocabulary terms and concepts. This is also fundamental to doing well on the AP Exam and going forward in the great big old world that is beckoning. DIRECTIONS: You are charged with creating your own flashcards for each unit of study. You will create them on your own time and follow your own organizational style. You must carry these flashcards with you in a baggy or zip-lock bag at all times. Obviously, your stack of flashcards and the bag in which they are carried will grow significantly as the semester progresses. The following are the basic requirements for this assignment: Your flashcards are subject to random checks in class, each check being worth 10 points which CANNOT be made up, unless it is an excused absence, at which point they are due the first day in class. There is an associated Midterm and pre-final grade that will be associated with the cards. The Midterm will be the day before Christmas break, the pre-final, and the day after the AP Exam. May be replaced by Journal/Notebook Vocabulary we will decide the first week of school.

15 Below is an outline of the AP US Government and Politics Exam with corresponding approximate percentages for the multiple choice section of the exam. Please note I have designated where in our course you should pay special attention to: your assignments, my presentations, and your areas of interest. Please note that although I only list Unit 1 once, its impact on the entire US government should be known without any question. The free response (essay) portion of the exam will cover all areas. Constitutional Underpinnings (Unit 1) 5 15% Considerations that influenced the formulation and adoption of the Constitution Separation of Powers Checks and balances Federalism Theories of democratic government Democracy vs. Republic Political Beliefs and behaviors (Unit 3 & 5) 10 20% Beliefs citizens hold about their government and its leaders Process by which citizens learn about politics The nature, sources and consequences of public opinion The ways in which citizens vote and otherwise participate in political life Factors the influence citizens to differ from one another in terms of political beliefs and behaviors Political Parties, Interest Groups, and Mass Media (Unit 2) 10 20% Political parties and elections Functions, organization, development, effects on the political system, and electoral laws and systems Interest groups, including Political Action Committees (PACs) Range of interests represented, activities of interest groups, effects of interest groups on the political process, and the unique characteristics and roles of PACS The mass media Function and structures of the news media, impact of the news media on politics, the news media industry and its consequences

16 Institutions of National Government (Unit 3, 4, 5, 6, 7) 35 45% Major formal and informal institutional arrangements of government Relationships among the four institutions (Congress, Presidency, Bureaucracy, and the Federal Court, and varying balances of power Linkages to public opinion and voters, interest groups, political parties, the media, state and local governments Public Policy (Unit 6, 7 & 8) 5 15% Policymakers in a federal system Formation of policy agendas Role of institutions in the enactment of policy Role of bureaucracy and the court in policy implementation and interpretations Linkages between policy and political institutions and federalism, political parties, interest groups, public opinion, elections, policy networks Civil Rights and Civil Liberties (Unit 2) 5 15% The development of civil liberties and civil rights by judicial interpretation Knowledge of substantive rights and liberties Impact of the Fourteenth Amendment on the constitutional development of rights and liberties.

17 POLITICAL ISSUES FINAL PROJECT PURPOSE: To afford AP United States Government and Politics students the opportunity to examine in-depth a particular political issue that is both timely and relevant and to lead fellow students in an in-depth discussion on that issue. DIRECTIONS: You will work with a partner or two to research, analyze, and lead a discussion on a significant political issue. You will spend a week researching and putting your discussion together. The final time will be allocated for each group to present their materials, lead a discussion on their presentation, and then debate the merits of their findings. Each group/individual will select one of the following on a first-come-first-served basis. Only one group will be allowed to work on a topic. Remember that you must elicit whole-class conversations. You should plan your presentation to meet the following required inclusions, who you choose to lead the discussion and debate is up to your group. Please feel free to use any supplemental material you feel necessary. You presentation must include: A strong way of introducing your topic Background information on the issue (a brief history, relevant statistics, etc.) Arguments/debate over the issue Relevance of the issue to American government and society (the connection to any relevant course concepts) Well-developed questions to ask the class as a way of leading the discussion in the direction(s) you want to go Be prepared to debate your finds; remember, no matter your take, I will be the devilsadvocate in each and every debate. We will establish the time limits once the AP Exam is over. The issues you will examine, you must develop your own focus question and present on the first day of preparation. 1. Should America adopt public financing of political campaigns? 2. Does Affirmative Action advance racial equality? 3. Do we need national health insurance? 4. Are Americans overtaxed? 5. Should border security come first in stopping illegal immigration? 6. Is indefinite detention of suspected terrorists justified? 7. Is the use of torture against terrorist suspects justified? 8. Does the Tea Party represent a revival of America s revolutionary ideals? 9. Should the United States pull out of the Middle East?

18 10. Should the death penalty be abolished? 11. Should gays and lesbians be allowed to marry? 12. Is bigger government better government? 13. Does the President have unilateral war powers? 14. Should the Courts seek the Original Meaning of the Constitution? 15. Is Congress a dysfunctional institution? 16. Should the President be allowed Executive Privilege? 17. Should abortion be restricted? 18. Is the Welfare State obsolete? 19. Is America becoming more unequal? 20. Should same-sex marriages be a Constitutional right? 21. Should there be a wall of separation between Church and State? 22. Do corporations have the same Free Speech Rights as persons? 23. Should recreational drugs be legalized? 24. Do we need to curb global warming? 25. Are Entitlement Programs creating a culture of dependency? 26. Should the United States launch a preemptive strike against Iran?

19 PARENTAL ACKNOWLEDGEMENT The students will need to provide their own: 1. A notebook that can be divided into three sections and some method for maintaining handouts, returned assignments. I suggest a Loose Leaf Binder with pockets to store their work. 2. Paper 3. Pens (black or blue only) 4. 3 x 5 index cards The student is EXPECTED to be in class and have their assignments complete. This course is taught as if to college freshmen and I will not tolerate students neglecting their assignments nor conducting themselves in a manner unacceptable in a college classroom. The student is EXPECTED to be prepared. The quality of education begins and ends with the student as the center of the educational experience. Improvement on ALL levels helps to establish a sense of pride in who we are, and I expect every AP student to assist their fellow Panthers in achieving great heights. In today s world we are looked at, not as an individual, but as what we have achieved. College Admission offices look at what you have achieved, not so much clubs or sports, as everyone applying lists the same things, but what you have attempted to do! Have you bravely gone where no one has gone before? (Forgive this old Star Trek fan s fancy) I hope you will help us to develop a love of country, something that should be cherished, enjoyed, and preserved, not just for our lifetime, but all generations to come. As everyone who has ever been in my class or known me, please remember THE POWER IS (Y)OURS! I, the parent(s)/guardian(s) have reviewed this syllabus and have a general understanding of what is required of my/our child. If I have any questions at any time, I will contact Mr. Snyder personally at the school at , via at snyderp@lake.k12.fl.us. Student Signature Parent/Custodian Signature Parent/Custodian Signature Date Date Date

20 AP U.S. Government and Politics Syllabus/Course Policies DIRECTIONS: (1) Read the course syllabus carefully. (2) Ask questions if there is anything you do not understand. (3) Sign it. (4) Return it to your teacher. I have read the course syllabus and have asked for clarification for any points of which I am unsure. I understand that I be held accountable for all course requirements and policies. Student Name (Print Legibly): Date (Signature) I have read the course syllabus and have asked for clarification for any points of which I am unsure. I understand that my child will be held accountable for all course requirements and policies. I will encourage my child to complete course assignments in a timely manner and to ask questions when he or she needs help. Parent/Guardian Name (Print Legibly): Date (Signature) Parent Preferred Contact Information: Mailing Address: Phone Number: Address: Parental Acknowledgement and Syllabus/Course Policy signed by student and parent is due by Aug. 24, 2015.