Chino High School Social Science Department ADVANCED PLACEMENT AMERICAN GOVERNMENT and POLITICS SYLLABUS Ms. Mitchell, Instructor 2015-2016 COURSE DESCRIPTION: This course will cover the nature of the American political system, its development over the past two hundred years, and how it works today under a living Constitution. We will primarily study the national government and national politics. We will also examine the process of each national institution, its functions, public policies and how those policies are established and implemented. This course will help you understand that various forces like social, political and economical, and how each shape our government and ultimately the world. COURSE OBJECTIVES: The goal of this course is to increase understanding of the American political system, its traditions, values, and framework, in order to understand how its components work together, at times smoothly and at times with substantial friction. This class is designed to prepare students to take and pass the Advanced Placement exam as well as provide students with the experience of a college level class, promoting Critical Thinking, Creativity, Communication and Collaboration (the 4 C s.) Students intending to remain in this class are making an intellectual and academic commitment to work with vigor, enthusiasm, energy and engagement in order to become educated and politically literate. REQUIRED TEXTS & READINGS: Wilson, James Q., et al American Government: Institutions and Policies, Wadsworth Cengage Learning, Boston, MA, c. 2013, Thirteenth Edition. Woll, Peter, editor, American Government: Readings and Cases, Pearson, Longman, c. 2006, Sixteenth Edition REQUIRED MATERIALS: 3x5 note-cards, metal rings (to hold cards together) Journal notebook Discipline, Enthusiasm and Perseverance SUPPLEMENTAL LEARNING: Newspapers, documents and reports, periodicals and other political science related materials throughout the year. Political Science is driven by current events and therefore necessary for all students to stay informed about national, local and international events that relate to politics, economics and social issues. Staying informed will teach you analytical skills. STATE STANDARDS AND ESLRs: This class is designed to teach all of the Grade Twelve American Government Standards as required by the State of California. The class is also designed to satisfy the Expected School wide Learning Results (ESLR), preparing students to be responsible citizens, skilled communicators, and effective problem solvers. Additionally, this class is authorized to satisfy the high standards of the College Board.
STUDY COMMITMENT: This course is a college level course. The rule of thumb in college is that students spend two hours preparing for every one hour of lecture. It is anticipated that students will spend from five to eight hours per week preparing for this class. The expectations of the instructor are that students are prepared to discuss the assigned readings and conversant with the major issues of the day. Therefore, students must keep up with nightly readings and current events by listening, watching, and reading various sources of news on a daily basis. Students will demonstrate their knowledge of contemporary events via class discussions and debate. GRADING SYSTEM: Grading in this class is based upon a point system and passing grade of classroom examinations. For every piece of work completed (outline, terms, L&D s projects etc.), students acquire points. In order to obtain the grade of A, students must earn 90% of the possible points and must pass a majority of the exams with a grade of 80% or better. Students who earn 90% of the points but who score 70% on exams will earn a grade of B. If a student is earning less than a C at any time, teacher, counselor, parent intervention will become necessary. TESTS: every Monday PRETESTS: every Friday ASSIGNMENTS: AP5 = A (100-90%) 10 = (100-95) 5= (74-70) 5 = A (100-90%) AP4 = B ( 89-80%) 9 = ( 94-90) 4= (69-65) 4 = B ( 89-80%) AP3 = C ( 79-70%) 8 = ( 89-85) 3= (64-60) 3 = C ( 79-70%) AP2 = D ( 69-60%) 7 = ( 84-80) 2= (59-55) 2 = D ( 69-60%) AP1 = F ( 59-50%) 6 = ( 79-75) 1= (54-50) 1 = F ( 59-below) REQUIRED WORK: The work in this class is carefully selected and is designed to enhance the study of government. The required work and effort is also meant to assist the student in the development of disciplined study skills necessary for success during the years of undergraduate and graduate study. We will cover the textbook in its entirety. Each chapter will be read, discussed and tested upon. Students must realize that each chapter is not mutually exclusive of another chapter. Another words every chapter is a link to another and not isolated or discrete units (e.g. relationship between the Legislative, Executive, and Judiciary.) INTEGRITY AND ACADEMIC HONESTY IS AN ABSOLUTE REQUIREMENT. Any work contrary to that is a demonstration of moral weakness for which there is no tolerance. During the year, students will complete various assignments utilizing the following skills: Analysis, Research, Synthesis, Evaluation, Interpretation a. Bi-weekly chapter outlines b. Bi-weekly definitions and sentences of chapter terms c. Bi-weekly learning and discussion (L&D) assignment d. Bi-weekly pretests, multiple choice and essay examinations (FRQs) e. Daily mandatory contribution to classroom discussions f. Group presentations and debates (second semester) g. Assignments from outside sources (periodicals, newspapers, news programs, etc.) h. California and/or local politics Government project (time permitting) i. Service learning project and presentation (time permitting) h. Probable field trips (College tour, Chino Civic Center, D.C. and N.Y.)
FORMAT OF THE CLASS: This course is a year-long course within which students will acquire knowledge and practice the science of understanding, application, analysis, synthesis and evaluation. Students are expected to take the Advanced Placement Examination in the Spring of the school year. It is essential that students manage their time wisely, plan effectively and always and often review covered material prior to the examination. CLASSROOM CONTRIBUTION: Enthusiasm, discipline, passion, courage and respect are the characteristics each student should exhibit throughout the year in discussions and in all academic work. We live in a verbal culture in which we will be called upon to voice our opinions, speak to groups of people, and to articulate our dissent, when necessary. When you don t speak for yourself, others will for you. Your contributions will enable you to become an active participant in the learning process. Furthermore, your contributions will enable others to learn through you. Courage is resistance to fear and mastery of fear not absence of fear. -Twain Often, students feel that they are not up to the challenge of verbalizing their disagreement with a teacher or with fellow students. Dissent is necessary if a balanced democracy is to survive. Each student is expected to be respectful towards others, including the teacher. GROUP PRESENTATION: Each student will play an essential role in a group project entailing an individual and collaborative effort to represent a presidential election and a unique area of government policy (chapters 17-21.) Presentations will consist of verbal, visual and a written component. FORMAT OF ASSIGNMENTS: A. Outlines are required for most chapters of the Wilson textbook. Chapter outlines must demonstrate thorough knowledge and understanding of the chapter. Outlines will teach you how to synthesize and evaluate information. Each outline must include: a. A typewritten cover sheet stating the chapter number, title, and chapter pages, name of student, the teacher, and the date (I advise making a template.) b. The outline must be handwritten and adhere to the strict guidelines of the instructor NOT the format of the publisher. c. Within the body of the outline all chapter terms must be included, defined and underlined (*Note: if strict outline format is not followed, outline will not be graded, consequently receiving an F). B. 3x5 index cards are also required for every chapter of the Wilson textbook. Each index card will contain a single term, definition and a sentence using and underlining the term. Metal rings will also be required to hold the multiple cards for each chapter safe and secure. Students will restrict their sentence reference only to school. Another words your sentence and use of each term can only be about school and its environment. Forming your own sentences will teach you interpretation skills. Example: Power- a person s ability to get another to act according to 1 st person s intentions Sentence: My teacher will exercise her power C. Graphic organizers (mind map) are required for each of the readings from the Woll Reader. Mind maps are an alternative method to present main points of the author in a graphically organized manner. At the bottom of each of the G.O. s students will provide a one paragraph summary of author s thesis. This summary is NOT a critique of the author s intended thesis/argument. Graphic organizers will teach you synthesis skills.
Note: At times, some of the work may seem laborious. Its purpose is to reinforce learning and to assist in developing effective study habits in order to get a head start on college-level work. For your benefit, keep all graded work, especially note cards, as it all will be used for tests and quizzes and the final examination in May. Most students acquire information, Advanced Placement students will be expected to acquire KNOWLEDGE, and base opinions on serious reflection and critical thinking. APG COURSE OUTLINE AND READING ASSIGNMENTS WEEK ONE and TWO Objectives: 1) What is the Purpose of government 2) What is the Philosophical Foundations of Western Government 3) The Founders view of the purpose of government and the role of the citizen in the American Republic 4) Which of the Founder s views are still relevant and how is the case for a Republic free of tyranny made? 5) How does the Constitution authenticate the U.S. government Reading: Woll Reader articles: John Locke, Second Treatise, John P. Roche, The Founding Fathers, Charles A. Beard, Framing the Constitution, James Madison, Federalist 47, 48, and 51, and Laurence H. Tribe and Michael C. Dorf, How Not to Read the Constitution STANDARD: 12.1, 12.3.1 & 12.4 WEEK THREE and FOUR objectives: 1) Three Systems of Government 2) Constitutional Division of Powers 3) Milestones in Establishing National Supremacy 4) Intergovernmental Relations 5) Advantages and Disadvantages of Federalism Reading: Wilson, Chapter 1, The Study of American Government, and Chapter 3, Federalism. Case Study McCulloch v MD STANDARD: 12.1.5, 12.1.6, 12.2, 12.3, 12.7.3, 12.7.4, 12.9.1, and 12.9.2 WEEK FIVE and SIX objectives: 1) Intellectual Origins of the Constitution 2) Articles of Confederation 3) The Framers 4) Constitutional Convention: Compromise and Consensus 5) Three Branches of Government 6) Checks and Balances 7) Limitations on Majority Rule 8) The Fight for Ratification 9) Constitutional Change Reading: Wilson, Chapter 2, The Constitution. STANDARD: 12.1.2, 12.1.3, 12.1.4, 12.9.3, 12.9.8
WEEK SEVEN and EIGHT objectives: 1) American Political Culture 2) Political Socialization 3) Political Ideology 4) Science of Public Opinion Measurement 5) Polls and Democracy Reading: Wilson, Chapter 4, American Political Culture, and Chapter 7, Public Opinion, Woll Reader: E.E. Schattschneider on Party Government and Berelson, et.al. on Democratic Practice and Democratic Theory. STANDARD: 12.1.5, 12.1.6, 12.5.1, 12.7.3 and 12.7.4 WEEK NINE and TEN objectives: 1) The Expansion of Voting Rights 2) Factors that Influence Turnout and Voter Choices 3) Nonvoting Reading: Wilson, Chapter 8, Political Participation, Woll: James Madison, Federalist 39. STANDARD: 12.2, 12.5 and 12.7 WEEK ELEVEN and TWELVE objectives: 1) How do American elections determine who governs us 2) What matters most in deciding who wins presidential and Congressional elections 3) Do elections make a difference when it comes to legislation Reading: Wilson, Chapter 10 Elections and Campaigns, Woll Reader: Larry J. Sabato, The Misplaced Obsession with PACs, David R. Mayhew, Divided We Govern. STANDARD: 12.10 and 12.7.6 WEEK THIRTEEN and FOURTEEN objectives: 1) What is a Political Party 2) Reasons why America has a Two-Party System 3) Party Eras in American History 4) Minor Parties Reading: Wilson, Chapter 9 Political Parties. STANDARD: 12.5.1 WEEK FIFTEEN and SIXTEEN objectives: 1) Birth and Definition of Interest Groups 2) Types of Interest Groups 3) Interest Group Goals and Strategies 4) Factors that Contribute to the Success of an Interest Group 5) Interest Groups and American Democracy Reading: Wilson, Chapter 11 Interest Groups. Woll Reader: James Madison, Federalist 10, V.O. Key, The Responsible Electorate, Case Study - Buckley v. Valeo STANDARD: 12.6.2
WEEK SEVENTEEN and EIGHTEEN objectives: 1) Birth and Definition of Media 2) Types of Mass Media 3) Media and Politics Reading: Wilson, Chapter 12, The Media. Woll Reader: Oliver Wendell Holmes, The Need to Maintain a Free Marketplace of Ideas, Case Study - New York Times co. v. Sullivan STANDARD: 12.7.6 and 12.8 WEEK NNETEEN through TWENTY-ONE objectives: 1) A Bicameral Congress 2) Differences between The House and The Senate 3) The House of Representatives 4) The Senate 5) Congressional Elections 6) How Congress is Organized 7) The Legislative Process 8) Congress and the Executive Branch Reading: Wilson, Chapter 13 Congress. Woll Reader: Federalist 53, 56, 57, 58, 62 and 63, Morris P. Fiorina, The Rise of the Washington Establishment, Lawrence C. Dodd, Congress and the Quest for Power, David R. Mayhew, Congress: The Electoral Connection and Richard F. Fenno Jr., Home Style and Washington Career STANDARD: 12.4.1, 12.4.2, 12.4.3, 12.6.6, and 12.7.2 WEEK TWENTY-TWO and TWENTY-THREE objectives: 1) The Road to the Presidency 2) President as Chief Executive 3) President as Chief Legislator 4) President and National Security 5) President s Judicial Powers 6) President and the Media Reading: Wilson, Chapter 14 The Presidency, Woll Reader: Richard Neustadt, Presidential Power, James David Barber, The Presidential Character. STANDARD: 12.4.4 and 12.7.8 WEEK TWENTY-FOUR and TWENTY-FIVE objectives: 1) The fourth branch of American government 2) Definition and Features of Bureaucracy 3) Growth of the Federal Bureaucracy 4) Organization and Key Functions 5) Implementation and Regulation 6) President and the Bureaucracy 7) Congress and the Bureaucracy 8) Interest Groups and the Bureaucracy Reading: Wilson, Chapter 15 The Bureaucracy, STANDARD: 12.7.5
WEEK TWENTY-SIX and TWENTY-SEVEN objectives: 1) Characteristics of the Federal Court System 2) The Federal Court System 3) Selection of Judges 4) How the Supreme Court Works 5) Factors that Influence Supreme Court Decisions Reading: Wilson, Chapter 16 The Judiciary. Woll Reader: Federalist 78, and William J. Brennan, Jr., How the Supreme Court Arrives at Decisions, Justice Sandra Day O Connor, Constitutional Liberty and the Right to Abortion, Chief Justice William H. Rehnquist, Liberty, Privacy, and the Right to Abortion, Justice Antonin Scalia, Liberty and Abortion: A Strict Constructionist s View. STANDARD: 12.4.5, 12.4.6, 12.7.1 and 12.7.7 WEEK TWENTY-EIGHT through THIRTY objectives: student presentations 1) The Federal Budget and Social Security 2) Policy Tools for Influencing the Economy 3) Sources of Federal Income 4) Federal Expenditures 5) The Budgetary Process 6) Social Security Reading: Wilson, Chapters 17-21, The Policy Making Process, Economic Policy, Social Welfare, Foreign and Military Policy, and Environmental Policy. STANDARD: 12.7.5 WEEK THIRTY-ONE through THIRTY-THREE objectives: 1) Introduction to Civil Liberties 2) Bill of Rights and the States 3) Freedom of Religion 4) Freedom of Speech and Press 5) Rights of the Accused 6) Right to Privacy and Abortion Rights 7) Introduction to Civil Rights 8) Conceptions of Equality 9) Struggle for Racial Equality 10) Struggle for African American Voting Rights 11) Women s Struggle for Civil Rights 12) Affirmative Action Reading: Wilson, Chapters 5-6, Civil Liberties and Civil Rights STANDARD: 12.5 and 12.10
WEEK THIRTY-FOUR and THIRTY FIVE: AP Review: In class and weekend sessions (mandatory attendance and active participation) WEEK THIRTY-SIX: AP EXAMINATION, Tuesday May 10 @ 8:00 a.m. CHS Library There are two sections to the AP Government Test Section I: 60 multiple questions and 45 minute duration Section II: Four Free Response Questions (FRQ) and allows for one hour and 40 minutes AP exam covers: Constitutional Underpinnings (Ch 1-3) 5-15% (4, 7, 8, 10) Political Beliefs and Political Behaviors 10-20% (9, 11, 12, 17) Political Parties, Interest Groups, Mass Media 10-20% ***Institutions of the National Government & Policy Process (Congress, Presidency, Courts & Bureaucracy) 35-45% (Chapters 2, 13-16 & 18-21) POST AP EXAMINATION: WEEK THIRTY-SEVEN through THIRTY-NINE: You will be congratulated for braving the APG Exam. Please do not be under the impression that your work is now done. During these weeks we will learn and participate in the following: 1) Relaxation and Reflection 2) discussion of current events 3) competitive debate 4) study of state and local government By the conclusion of this course you will acquire a vast amount of Knowledge, Understanding, Application, Analysis, Synthesis, and Evaluation. My hope is that you continue to perfect these skills as you continue to be successful outside of this classroom. It is my pleasure to provide you with a great learning experience as you conclude the last chapter of your high school career!