Advanced Placement American Government/EWU Running Start Poli 100 Teacher: Mrs. Merkel, Room 124 (merkell@evsd.org) Texts: Government by the People/James MacGregor Burns... [et al]. - National, State and Local Version, 2001-2002 Edition. Prentice Hall, Publisher. American Government: Readings and Cases, Sixteenth Edition. Edited by Peter Woll. Pearson, publisher. Excellence: Always do your personal best. Inspire excellence in others. Value Everyone: Show consideration, respect, appreciation and acceptance toward others. Honor: Highest character and integrity are evident in the classroom, hallways, and activities. Safety: A positive learning environment which promotes service, security, and citizenship. AP American Government and Politics is a challenging, college-level course where students can earn college credit through EWU Running Start as well as with the successful completion of the Advanced Placement exam in May. In this course students will learn the analytical skills and factual knowledge necessary to critically approach the problems and materials of American Government. This is a year-long survey of the American Governmental system. Students will receive EVHS credit for American Government and Current World Affairs if they successfully complete the full year. Additionally, if students enroll in the Running Start option, they will receive credit through EWU for successful completion of the course. Since AP Government functions as a Running Start class through EWU, there is full application with the ADA as it pertains to students with disabilities see the attached link for further information: http://access.ewu.edu/disability- Support-Services.xml. Additionally, EVHS complies with EWU s academic integrity standards as outlined in the following link: http://access.ewu.edu/undergraduate-studies/curriculum-and-policies/academic-integrity.xml. CLASSROOM EXPECTATIONS: ATTENDANCE: You must maintain regular attendance if you hope to pass this course. You must be in your seat and working to not be considered tardy. MAKE-UP WORK: If you are absent it is YOUR responsibility to obtain the make-up work and this can only be done before or after school between 7:10 and 7:50 am or after 2:30 pm. If your absence was excused you may make-up work for the full credit and you will have one day for every day missed to complete the assignment(s). The exceptions to this are tests! If you knew about a test and are absent on the DAY OF THE TEST; you must make up the test THE DAY YOU RETURN; before or after school! There is no exception to this policy WORK EXPECTATIONS: All assignments, unless otherwise noted, are due at the beginning of the period. LATE WORK IS NOT ACCEPTED! Attempting to complete work at the beginning of class will result in a zero for the assignment. CLASS PARTICIPATION: Participation is an important component of this class. Attendance, punctuality and a positive attitude are essential for your success. Negative attitudes, whining and swearing are unacceptable in here! Class Work DAILY ENTRY TASK: You will be required to have a steno notebook for daily writing activities posted as you enter class. You will be expected to begin your responses immediately. These will then be shared with the class and collected every
Monday. If you are absent, you will be responsible for writing TWO current event questions (for everyday missed) that I can use in class. If you are absent on Monday (when stenos are collected) you must turn in your steno the day you return (with your make up questions already done). WEEKLY TOPIC ARTICLES: You will stay abreast of and analyze current affairs. This will be done through the use of assigned topic articles. You will be assigned a specific current issues topic that you will be responsible for reading about in current periodicals and/or the newspaper and completing a written analysis over (instruction and rubric to be provided). These will be due at the BEGINNING of the period EVERY Friday! Attempting to complete these at the beginning of class will result in a zero. Additionally, if you are absent Friday your written analysis will be due Monday upon your return. There are no exceptions to this! HOMEWORK AND READINGS: This is an Advanced Placement course, which equates to a freshman level Political Science course; therefore, you can anticipate a significant amount of outside reading. Class time is usually offered for study guides aligned with the text book; however, the supplemental reading will be done on your own time. FINAL EXAM: The AP American Government exam occurs in the spring before school is released. This does not mean our class is over! You will have a significant project and an oral final following the AP exam; THEN you will be done! We have read the above and understand the expectations for this course. Student Signature Parent/Guardian Signature Student name (printed) Yes, I plan to enroll through EWU Parent name (printed) No I do not plan on enrolling through EWU August 30, 2018 Parents and/or Guardians: Your son/daughter is enrolled in Advanced Placement Government for the 2018-2019 school year. East Valley High School has partnered with Eastern Washington University and aligned our AP Government curriculum with Eastern s college level Political Science course. Your son or daughter has the opportunity to enroll in this Running Start program and receive five college credits. There is $325 fee. If taken at EWU, these five credits would cost approximately $1500; so there is a financial benefit to taking this course in high school through EWU. I invite you and your son/daughter to seriously explore this opportunity and take advantage of this option if it something you can afford. Students will initiate the registration process in class, online, and then be provided an access code with instructions on completing the process, also online. Once received, I will send home the necessary paperwork from EWU with deadline for registering and payment information.
Enrolling in this program avoids the AP Government test, unless they wish to take that also. If your son/daughter wishes to take advantage of this option, students register, pay the fee and in January they will be given EVHS credit for American Government and five Eastern Washington University credits for POLI 100. Even if your son/daughter is not necessarily interested in Political Science as a field of study, these credits can apply to their core required courses at college. Most colleges require, at minimum, five social science credits regardless of the field of study and this class would apply towards those credits. These credits are largely transferrable; however, you or your son/daughter will be responsible for verifying transferability with the college they select to attend. I look forward to working with your son/daughter in AP American Government and I encourage you to explore and take advantage of this amazing opportunity. If you have any questions please do not hesitate to contact me at 927-3200 or via email at merkell@evsd.org. Sincerely, Lori Merkel, National Board Certified Teacher, CWU, UW and EWU College in High School Teacher
Advanced Placement United States Government and Politics System Syllabus Course Overview/Description This course explores the political theory and everyday practice that direct the daily operation of our government and shape our public policies. The express purpose of this course is to prepare students to take the AP Exam for U.S. Government and Politics. 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. Reading Assignments and Course Calendar WEEK ONE Political Theory, Philosophy and Society according to John Locke: What is Locke's dedication to individual liberty? How does Locke define government by consent? Is the Social Contract theory still applicable today and do we still employ Locke's theory of the right to revolt? Locke, The Second Treaties on Civil Government pages 7-31[EV1] Lock pages 44-56 (stop at number 99) WEEK TWO Political Theory, Philosophy and Society according to Thomas Hobbes: What account for a civil society? What is "mans'" role within that society? What is the nature of fear and what role does it play in Hobbes' society? Is the role of fear still applicable today? How do we define selfpreservation and what is its place today? Why were agreements pivotal to Hobbes and how do they affect society today? Hobbes, On the Citizen pages 21-51 WEEK THREE Political Theory, Philosophy and Society according to Montesquieu: Was Montesquieu a relativist about law, government, and society? Or did he believe in a natural law of a sort which judges all human practices and institutions by the same standard of reason, the command of God, or the nature of things? What was Montesquieu's political position? Can he accurately be defined as liberal? Montesquieu, Spirit of the Laws pages 172-196
WEEK FOUR Political Theory, Philosophy and Society according to Locke, Hobbes and Montesquieu: How do the three philosophers compare and contrast? Which one is most applicable today? Venn Diagram of the three philosophers Panel Discussion between the three philosophers Take home essay[ev2] WEEKS FIVE AND SIX Foundations of American Government: What is the purpose of government? What was the founders' view of the purpose of government and the role of the citizen in the American Republic? Are these views still relevant today? How does the constitution underpin U.S. government? The concept of "checks and balances" was a novel idea in the 18th century. Why? How does Madison's concept of checks and balances challenge popular understanding of Montesquieu's theory of separation of powers? Define the following concepts: democratic theory, republicanism, pluralist theory, majoritianism, and the elitist theory. Due these Weeks: Burns, Chapters 1 and 2 with worksheets Woll, Federalist 47, 48, 51 pages 41-47 Woll, How not to Read the Constitution pages 47-49 Woll, Anti-Federalists Papers No. 17 pages 57-60 Woll, Marbury vs. Madison pages 432-35 Panel Discussion: Federalists and Anti-Federalists Timed in-class write: Purpose of Government[EV3] WEEK SEVEN The Constitution of the United States of American: What is the layout of the document? What are the roles, functions, duties and responsibilities of each branch of government? What is the relation of the Constitution to the states? [EV4] What has allowed the document to endure for over 200 years? To whom does the Constitution apply and from whom does it draw its powers? Articles I-II-III of the Constitution WEEKS EIGHT AND NINE Bill of Rights: What are the Bill of Rights? Who is responsible for getting them into the Constitution? What purpose did they serve in 1791? What purpose do they serve today? What was their original application to the states? At what point did they become applicable to the people? What sets the first amendment apart? Which of the five parts of the first amendment did the founders' deem most vital or can we separate them out? At what point should our first amendment rights be limited? Are our freedoms guaranteed int he Bill of Rights absolute? Due these Weeks: Woll, Engle vs. Vitale pages 146-155
Woll, Zelman v. Simmons-Harris pages 154-156 Woll, Freedom and Speech and Press pages 124-130 Zenger Trial skits WEEK TEN Bill of Rights beyond the First Amendment: Where hav e privacy rights been applied through the Bill of Rights? How does the fourth amendment protect personal privacy? How have privacy rights been protected in the public schools? How do state privacy rights align with federal legislation? Stein, Classrooms and Courtrooms pages 71-72 Woll, Roe v. Wade pages 156-166 WEEK ELEVEN Bill of Rights and Criminal Protections: How does the Constitution protect defendants? Why were the founders' so careful regarding these protections? Beyond "pleading the fifth" what protections are guaranteed in the Fifth Amendment? Does the "takings clause" in the Fifth Amendment eliminate a person owning their own property and is this potentially in conflict with the fourth amendment? Who determines the application of these amendments and what are recent interpretations addressing criminal defense, property ownership and the role of the federal government in relation to the states regarding the fifth and sixth amendments? Do the accused have too many "rights" and "protections"? [EV5] Woll, Affirmative Action pages 167-171 Kelo v. New London Mock Supreme Court Case WEEKS TWELVE AND THIRTEEN Bill of Rights and the Individual: At what point did the Bill of Rights become applicable to the individual? What does "incorporation" mean and how has it been applied? Why have some political scientists argued that the fourteenth amendment not only added to the constitution, but created an entirely new Constitution? What is the relationship of the fourteenth amendment to the thirteenth and the fifteenth? Due these Weeks: Woll, The Fourteenth Amendment pages 116-119 Woll, Gideon v. Wainwright pages 119-123 Woll, Plessy v. Ferguson pages 136-138 Stein, pages 40-41 and 95-96 Timed in-class write: Bill o f Rights [EV6] WEEKS FOURTEEN AND FIFTEEN
Federalism: Why did the Anti-Federalists fear this new system? Referring back to the questions from week seven, does this new system strengthen or weaken the concept of separation of powers? Why or why not? What are the powers of state and local governments in an era of "new federalism" and devolution? What influence should the federal government have over state and local issues such as education, abortion, immigration, drug laws and the environment? Due these Weeks: Burns, Chapter 3 with worksheet Woll, Federalist 39 pages 66-70 Woll, Merits of the Federal System pages 71-74 Woll, McCulloch v. Maryland pages 74-78 Woll, Federalism: Past and Future pages 83-87 Panel Discussion: What is the future of federalism? WEEK SIXTEEN Federalism in Action: What are current conflicts surrounding federalism and the role of the federal government? [EV7] How is the US Supreme Court ruling on these issues? ruling; present to the class Using current Supreme Court cases explore the conflict and the WEEKS SEVENTEEN AND EIGHTEEN Civil Rights: All Americans were not granted civil rights from the beginning of our history. What progress towards civil rights has been made for African Americans and Women? (While these are not the only groups who have sought civil rights, these two groups have been the largest, most vocal, and most successful in bringing public attention to their cause.) What impact have the thirteen, fourteenth, fifteenth and nineteenth amendments had on civil rights? What was the civil rights act of 1964 including its history and the application of federalism? The voter rights act of 1965? And Brown v. Board of Education? Due these Weeks: Civil Rights Timeline Project in groups[ev8] Civil Rights research paper - individually[ev9] WEEK NINETEEN Political Socialization and Identity: How do we come by our political beliefs? What are the sources of public opinion? What is "political culture." and is there a unique American political culture? What is the "political spectrum"? How do these political beliefs define who we are as citizens? What does it mean to be a citizen? What is the role of the citizen in a civil society? Which citizens vote and why? What is the relationship between individual rights and the needs of the larger community? Is democracy in America healthy and viable today? Burns, Chapter 4 with worksheet Woll, Theory of Critical Elections pages 201-211
Woll, Democracy in Practice and Democracy in Theory pages 218-225 Timed in-class writing: Is democracy viable today?[ev10] Burns, Chapter 6 with worksheet WEEKS TWENTY AND TWENTY-ONE Mass Movement Politics: Political Parties, Interest Groups and Mass Movement Politics: What is the difference between a Democrat and a Republican? Are there other options beyond these two choices? Political parties and interest groups are not mentioned in the Constitution yet they play a critical role. How? Why? Do they serve our democracy or are they an obstacle? How do interest groups influence government decisions and policy making?[ev11] Due these Weeks: Politics: their relationship?[ev12] Burns, Chapter 7 with worksheet Woll, Federalist No. 10 pages 176-180 Woll, Misplaced Obsessions with PAC's pages 277-284 Take home essay: Political Parties, Interest Groups and Mass Movement WEEK TWENTY-TWO Campaigns and Elections: Is this the best system to develop and select leaders? Are citizens well served by the current process? How are candidates selected to run for office? What role is played by party organizations, PAC's and money generally in campaigns? What roles do these groups play in the electoral process? What role should they play? Should the present campaign system be overhauled and reformed? electoral process? Burns, Chapter 8 with worksheet Woll, Madison's Dilemma pages 253-258 Timed in-class essay: Are the citizens well served by the current WEEK TWENTY-THREE Supreme Court Cases Activity: How have past courts and our current court ruled on issues ranging from Federalism to Due Process, Education, to the conflict between the Free Exercise and the Establishment Clauses, Minority Rights to Majority rule? In groups research cases based upon assigned topics; create a brief of each case and a summation of the ruling and any dissent. [EV13] Include your personal analysis. WEEK TWENTY-FOUR
Campaigns and Elections: Is this the best system to develop and select leaders? Are citizens well served by the current process? What role does the media play in elections and shaping public opinion? Is the media an impartial observer or an active participant in political elections and in the formation of public policy? Burns, Chapter 9 with worksheet Woll, NY Times v. Sullivan pages 130-135 Burns, Chapter 10 with worksheet Take home essay: Politics and the media: compatible or at odds?[ev14] WEEKS TWENTY-FIVE AND TWENTY-SIX Public Policy and the Institutions of National Governance:[EV15] Congress: How is public policy made? Does the "system" work as intended? Does the "system" work for citizens today? How does Congress represent and reflect the interest and desires of the nation? Is Congress representative of the nation as a whole? Is this the most efficient and effective way to make policy? Compare and contrast the makeup and operations of the House and Senate. How has Congress's role in policy formulation changed over time in relation to the other branches? Burns, Chapter 11 with worksheet Woll, Constitutional Background pages 264-371 Woll, Congress and WA Political Establishment pages 372-384 Woll, Congress and the Electoral Connection pages 397-425 Timed in-class write over Woll, Chapter 8[EV16] Video: Mrs. Smith Goes to Washington WEEK TWENTY-SEVEN Public Policy and Institutions of National Governance: Presidency: How is public policy made? Does the "system" work as intended? Does the "system" work for citizens today? What are the formal and informal powers of the presidency? How does the President use these powers to influence policy? Is the President too powerful or not powerful enough vis-a-vis the legislative and judicial branches? Character pages 296-312 enough Burns, Chapter 12 with worksheet Woll, Federalist No. 70 pages 287-289 Woll, Presidential Power, Presidential Paradoxes; Presidential Panel Discussion: President: Too powerful vs. not powerful [EV17] WEEK TWENTY-EIGHT
Public Policy and the Instruments of national Governance: Judiciary: How is public policy made?[ev18] Does the "system" work as intended? Does the "system" work for citizens today? What role do the courts play in interpreting the Constitution and implementing public policy? Are the courts "guilty," as some of the critics charge, of supplanting the legislative and executive branches by legislating form the bench? What is the proper role for the judicial branch in the public policy process? What is the evolving relationship between the courts and "civil rights"? Burns, Chapter 14 with worksheet Woll, Federalist No. 78 pages 426-431 Woll, Judicial Restraint pages 435-442 Woll, Elk Grove School District... pages 442-447 Panel Discussion: Activist Judges vs. Judicial Restraint[EV19] WEEK TWENTY-NINE Case Studies in Public Policy: Who sets policy agendas for our nation? How does federalism affect public policy? We will examine and debate several areas of public policy. [EV20] Topics include: 1. The Economy: How is the federal budget made? How is monetary policy different from fiscal policy? What is the "global economy?" How does the global economy influence U.S. policy generally and you specifically? 2. Social Policy: What are subsidies and entitlements? What is the proper role for government in social issues such as education, welfare, immigration and crime? 3. U.S. Foreign Policy: What role should the United States play in the world? What is, and what should be, our relationship with the United Nations? above. Group projects and presentations over your assigned topic from WEEK THIRTY Review for AP U.S. Government and Politics Exam WEEK THIRTY-ONE AP U.S. Government and Politics Exam
American Government General Information Excellence: Always do your personal best. Inspire excellence in others. Value Everyone: Show consideration, respect, appreciation, and acceptance towards others. Honor: Highest character and integrity are evident in the classroom, hallways, and activities. Safety: A positive learning environment which promotes service, security, and citizenship. Teacher: Mrs. Merkel Length: One Semester Grades: 90-100 A Grade Categories: Daily Work 40% 80-89 B Homework 20% 70-79 C Quizzes 10% 60-69 D Tests 30% There is no rounding up! ATTENDANCE: You must maintain regular attendance if you wish to pass this class. Tardiness is not accepted and will result in loss of participation points (see below). After three tardies detention will follow. MAKE-UP WORK: If you are absent it is your responsibility to obtain the make-up. I will post most work on google classroom; however upon your return you will want to find the file folder for your class period and the assignment(s) with your name. If you missed a quiz or a test you must make that up before or after school. You have however many days you were gone to complete the work. WORK EXPECTATIONS: Your job is to be in school and do your best at being a student. All assignments, unless otherwise noted, are due the beginning of class. Late work is NOT accepted! Attempting to complete work at the beginning of class will result in a zero for the assignment. IEP Students: If your son or daughter has and IEP, please be aware that I adhere to the requirements of their IEP. I differentiate instruction, working with their case manager to tailor instruction and/or assignments to their learning level. CELL PHONES: Cell phones MUST be turned completely off in this class! See below for the effects of cell phone use on participation points. CLASS PARTICIPATION: Participation is an important component of this class and part of your class grade; five points daily. Entry and Exit tasks will be completed daily and entered as a grade at the end of each week. These are your participation points. If you are absent these can be made up. Points are lost for tardiness, being on your phone, eating in class, sleeping in class, using profanity in class and at the discretion of the teacher.
Syllabus: American Government is a state required course for graduation. Focus is on the federal level of government including the following: *federal form of government *history of our democracy *the Constitution *the Bill of Rights (amendments: 1,2,4,5,6,7,8) *political parties *the Legislative Branch *the Executive Branch We have read and understand the expectations for this course. Student Name (print) Student Signature Date Parent Name (print) Parent Signature Date
Teacher: Mrs. Merkel, Room 124 Email address: merkell@evsd.org Psychology Expectations Excellence: always do your personal best. Inspire excellence in others. Value Everyone: show consideration, respect, appreciation and acceptance toward others. Honor: highest character and integrity are evident in the classroom, hallways and activities. Safety: a positive learning environment which promotes service, security and citizenship. Psychology is challenging course where students will learn the analytic skills and factual knowledge necessary to critically approach the field of psychology. This is a semester long survey course. The content of the course is expansive. Topics include but are not limited to: *research methods and psychologists behind those *classical and operant conditioning *the lifecycle: birth to death (human development) *personality theories *memory *learning theories *states of consciousness *applied psychology *motivation and emotion *sensation and perception *psychological disorders and methods of treatment Grading: 90-100: A Grade Categories: 80-89: B Daily Work: 35% 70-79: C Homework: 20% 60-69: D Quizzes: 10% Below 60: F Tests: 35% Classroom Expectations: ATTENDANCE: Regular attendance is critical! Because of the caliber of work it is essential that students enrolled in psychology are classroom learners and consistent in their attendance. MAKE-UP WORK: If a student is absent it is their responsibility to obtain the makeup work. This can only be done before or after school. Students have one day for every day absent to complete said work.
WORK EXPECTATIONS: All assignments, unless otherwise noted, are due at the beginning of the period. Late work is NOT accepted. This is a flipped classroom. I will upload the power point lectures to google classroom and students will be expected to listen to those and complete the fill in outline/powerpoint. They will then complete a quiz in class over the lecture/powerpoint and can use the completed outline on those quizzes. CLASS PARTICIPATION: Participation is an important component of this class and will be calculated into the final grade. Homework and Readings: This is a challenging course; therefore students can anticipate a significant amount of homework. Time will be allowed in class to begin reading and assignments, but if students fail to use said time or to complete the work, the expectation is that they will complete the work on their own time. We have read and understand the expectations for this course. Student name (printed) Parent name (printed) Student signature Parent Signature Please note for my information: Yes I am definitely interested in taking this course for UW credit. No I am definitely not interested in the UW credit. Maybe I will consider taking the course for UW credit.
September 4, 2018 Parents and/or Guardians: Your son/daughter is enrolled in Psychology fall semester of the 2018-2019 school year. East Valley High School has partnered with the University of Washington in order for our high school Psychology course to be completely aligned with University of Washington s college level Psychology course. For the cost of minimal tuition, Psychology can be taken for five UW credits. This is an exciting opportunity for our students! I invite you and your son/daughter to seriously explore this opportunity and take advantage of this option. I am attaching a flyer further explaining the program and the cost of earning these credits. The benefits to students are remarkable; including the fact that in the high school setting failure will not be an option. Additionally, please note that while $352 may seem like a high price to pay, this course at UW is three times that amount! Thus, this is a deal on many levels. There is no high stakes test involved as there is with the AP courses. If your son/daughter wishes to take advantage of this option, students register online with the UW by October 23, 2018, pay the fee and in January they will be given EVHS credit for Psychology and five University of Washington credits for Psychology 101. Even if your son/daughter is not necessarily interested in Psychology as a field of study, these credits can apply to their core required courses at college. Most colleges require, at minimum, five social science credits regardless of the field of study and this class would apply towards those credits. These credits are largely transferrable; however, you or your son/daughter will be responsible for verifying transferability with the college they select to attend. I do know that the only two Washington state colleges that do not accept UW credits are Whitman University and University of Puget Sound. I look forward to working with your son/daughter in Psychology and I encourage you to explore and take advantage of this amazing opportunity. If you have any questions please do not hesitate to contact me at 927-3200 or via email at merkell@evsd.org. Sincerely, Lori Merkel, National Board Certified Teacher, UW College in High School Teacher