AP US Government Syllabus Certificated Teacher: Date: 2017-2018 Course Title: AP United States Government Desired Results Credit: _X One Semester (0.5) Two Semesters (1.0) Estimate of hours per week engaged in learning activities: 7 hours of class work per week. Prerequisites: There are no prerequisites for this class Instructional Materials: All learning activity resources and folders are contained within the student online course. Online course is accessed via login and password assigned by student s school (web account) or emailed directly to student upon enrollment, with the login website address. Students will also access activities from the SAS Curriculum Pathways site; information needed to access this site will be provided by the course instructor. Course Overview: AP United States Government and Politics is a one semester course designed to give you an analytical perspective on government and politics in the United States. This course is equivalent to a one semester college-level introductory course and will include both the study of general concepts used to interpret US politics and the analysis of specific examples. Throughout the course of the semester, you will become familiar with the various institutions, groups, beliefs, and ideas that constitute US politics. You will also become familiar with the variety of theoretical perspectives and their explanations for various political behaviors and outcomes. The following goals will be addressed in the course: Upon successful completion of this course, you will have achieved the following goals: 1. To know important facts, concepts, and theories pertaining to US government and politics; 2. To understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures); 3. To analyze and interpret basic data relevant to US government and politics, including but not limited to charts, graphs, written documents, maps, demographic data, and visual sources. 4. To write high quality answers to analytical and interpretive free response questions. I. Underpinnings and Documents of American Government, Weeks 1-2 Historical, philosophical, and ideological considerations and What is the purpose of government? traditions that influenced the formulation and adoption of What was the founders' view of the purpose of the Constitution and the debates at the Constitutional government and the role of the citizen in the convention American Republic? Specific concerns of the framers of the Constitution Are these views still relevant at the close of the Separation of powers and Federalism millennium? Supreme Court interpretation of key provisions of the How does the constitution underpin U.S.
Constitution, especially in regard to theoretical and practical features of the separation of powers and federalism Theoretical perspectives relating to the Constitution, including theories of democratic government, theories of republican government, pluralism, and elitism II. Political Beliefs and Behaviors, Weeks 3-5 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? Beliefs that citizens hold about their government, its leaders, and the US political system US political culture Formation of political beliefs, processes by which citizens learn about politics Reasons why US citizens hold certain beliefs about politics Ways that families, schools, and the media act to perpetuate or change citizens' beliefs The nature, sources, and consequences of public opinion Ways that political culture affects and informs political participation The ways in which citizens vote and otherwise participate in political life and the reasons why individuals engage in various forms of political participation Factors that influence citizens to differ from one another in terms of political beliefs and behaviors, including demographic features of the American population, & beliefs and behavior systems held by specific ethnic, minority, or other groups in America Effects of citizens' political participation on the political system III. Political Parties, Interest Groups, and Mass Media, Weeks 6-8 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 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? Political parties and elections; their functions and structures, organization, historical development, and their effects on the political process Ideological and demographic differences between the two major parties and third parties Political party reform, campaign strategies, and campaign financing in the electronic age Elections, electoral laws and systems on the national and state levels Party and individual voting behavior Interest groups, including political action committees (PACs) The development and role of PACs in elections, activities of PACs and interest groups The effects of interest groups on the political process and public policy; roles played by a variety of lobbying and interest groups The unique characteristics and roles of PACs in the political process 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? What role is played by party organizations, PACs, 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? What role do the media play in elections and shaping public opinion? Is the media an impartial observer or an active
Reasons why some interests are represented by organized groups while others are not; consequences of this difference in representation; reasons why some interest groups have more power than others The mass media's role in the political system The functions and structures of the media The impact of media on public opinion, voter perceptions, campaign strategies, electoral outcomes, agenda development, and the images of officials and candidates Analysis of the often symbiotic and frequently conflicting relationship among candidates, elected officials, and the media participant in political elections and in the formation of public policy? IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts, Weeks 9-14 The organization of and the major formal and informal powers of political institutions in the US: the Congress, the Presidency, the Bureaucracy, and the Federal Court System Relationships among these four institutions, varying balances of power, and the ways that power balances and relationships between these institutions either evolve gradually or change dramatically as a result of crises Powers of each institution, functions performed by each, implications of this arrangement Conflicting interests and powers of the institutions Linkages between institutions and between the institutions and each of the following: Public opinion and voters Interest groups Political parties The media Sub-national governments V. Public Policy, Weeks 15-16 Policy making in a federal system The formation of policy agendas The role of Congress and the President in the enactment of public policy The role of the bureaucracy and the courts in policy implementation and interpretation Policy networks and issue networks in the domestic and How does Congress represent and reflect the interest and desires of the nation? Is Congress representative of the nation as a whole? Is the American legislative system 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? 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? What role do the courts play in interpreting the Constitution and implementing public policy? Are the courts "guilty," as some of critic charge, of supplanting the legislative and executive branches by legislating from 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"? What are the specific issues addressed in public policy making? Define an " Iron Triangle." Does it exist, and if so how does it influence policy implementation? Who controls the bureaucracy: The president? Congress? The people? Does a largely permanent professional bureaucracy
foreign policy Major public policies Linkages between policy processes/policy making at the federal level and the following: Political institutions and federalism Political parties Interest groups Public opinion Elections VI. Civil Rights and Civil Liberties, Weeks 17-18 The development of individual rights and liberties and their impact on citizens The development of civil liberties and civil rights by judicial interpretation, such as freedom of speech, assembly, and expression, the rights of the accused, rights of minority groups and women Understanding of the workings of the US Supreme Court and familiarity with its most significant decisions; legal, social, and political evolutions as a result of court decisions Knowledge of substantive rights and liberties The impact of the Fourteenth Amendment on the constitutional development of rights and liberties Assessment of the strengths and weaknesses of Supreme Court decisions as tools of social change All Coursework is aligned with Washington State EALRS serve democracy? Who sets policy agendas for our nation? What constitutes free speech? How does the national Bill of Rights apply to states? Do the courts "legislate from the bench"? What is "equal protection" under the law? How does the national Bill of Rights apply to states? What is procedural due process? Is there a right to privacy? What do property rights mean in relation to community interests? How has the interpretation of the equal protection clause changed over time? How have laws like the Civil Rights Act of 1964, the Voting Rights Act of 1965, and affirmative action influenced our understanding of the clause? Grade Level Expectations: Civics: 1.1.1: Analyzes and evaluates the ways in which the US Constitution and other fundamental documents promote key ideals and principles 1.1.2 (11): Evaluates how well court decisions and government policies have upheld key ideals and principles in the United States 1.1.2 (12): Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights. 1.2.2: Evaluates the effectiveness of the system of checks and balances during a particular administration, court, Congress, or legislature. 1.2.3: Compares and contrasts different forms of government. 1.2.4: Analyzes the political system of the United States. 1.3.1: Evaluates the impact of international agreements. 1.4.1: Analyzes and evaluates ways of influencing local, state, and national governments to preserve individual rights and promote the common good. Economics: 2.2.1: Analyzes and evaluates different economic systems. 2.2.2: Analyzes and evaluates global trade. 2.3.1: Evaluates the role of the US government in regulating a market economy in the past or present History: 4.2.2: Analyzes unity and division through cultural identity. 4.2.3: Analyzes the impact of technology both past and present. 4.4.1: Uses history to evaluate current issues. Social Studies Skills: 5.2.2: Evaluates breadth of research to determine the need for new or additional information when researching an issue or event. 5.3.1: Analyzes one s own position on an issue. 5.4.1: Analyzes point of view and writes/presents materials. Geography:
3.2.2: Analyzes and evaluates cultural interaction. Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] Performance Tasks: Unit 1 Assessment Unit 2 Assessment Unit 3 Assessment Unit 4 Assessment Unit 5 Assessment Unit 6 Assessment Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Students will complete work samples, blogs, discussion boards and other formative assessments that will build for the summative assessments for each unit. Other evidence that will be collected to show student understanding will be individual self-assessments for each unit as well as reflections on discussion board dialogue/questions with the class. There will be in-person proctoring for end of unit tests. Types of Learning Activities: Direct Instruction Indirect Experiential Independent Interactive X_ Structured Overview X Mini presentati on X Drill & Practice Demonstrations _X _Other (List) Debates Discussions Blog Sharing Group Projects Instruction X Problem-based _X Case Studies X Inqui ry _X Reflective Practice X Project X Paper X Concept Mapping Other (List) Learning Virt. Field Trip Experimen ts X Simulations X Observ. Games Field R oleplaying Model Bldg. Surveys X_Other (List) SAS In-School Simulations Learning Activities: Unit 1: Underpinnings and Documents of American Government Constitutional Convention Search Locke s Influence on Jefferson Cornell Notes on Federalist Paper #51 Federalist #51 Response National Archives Free Response Separation of Powers Search Checks and Balances Search Structure of Government Constitutional Slideshow Jigsaw Study X Essays _X Selfpaced computer Journals Learning Logs X Rep orts X Directed Study X Research Projects Other (List) Instruction X Discussion X Debates X_Role Playing Panels X Peer Partner Learning X Project team Laboratory Groups Think, Pair, Share Cooperative Learning Tutorial Groups X Interviewing Conferencing Other (List)
Federalism Search Current Events Analysis for Federalism Current Events Analysis for Theories of Democratic Government Federalist Paper #10 Unit 1 Assessment Unit 2: Political Beliefs and Behaviors Current Events Analysis for Beliefs that Citizens Hold About Their Leaders Political Socialization Interview Project Margin of Error: Polls and Public Opinion Current Events Analysis on the Ways Citizens Vote Fairness in Voting Beyond Red and Blue: Political Ideology Typology Unit 2 Assessment Unit 3: Political Parties, Interest Groups, and the Mass Media Create Your Own Political Party Political Party Scramble Political Party Cornell Notes Platform Issues Chart History of Political Parties Project Effects of Political Parties Discussion Electoral College Investigation and Quiz Electoral College Interactivity Sotomayor Confirmation PAC Current Event Create Your Own PAC Political Advertisement Analysis Unit 3 Assessment Unit 4: Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts Legislative Process Chart Congressional Leadership 2009 FRQ #3 Presidential Roles Current Events and the Presidency Reforming the Bureaucracy The Executive Departments Choosing a Cabinet The Supreme Court Unit 4 Assessment Unit 5: Public Policy Policymaking Article and Analysis Heat Global Warming Policy Analysis Farm Subsidies Income Taxes and Fairness Discussion Ten Trillion and Counting National Debt Policy Analysis Unit 5 Assessment
Unit 6: Civil Rights and Civil Liberties Changing Court Views Civil Rights PowerPoint Civil Rights Position Paper Smith v. United States Frontline: Spying on the Homefront 14 th Amendment Analysis Unit 6 Assessment