Advanced Placement United States Government and Politics Syllabus Wando High School

Advanced Placement United States Government and Politics Syllabus Wando High School 2017-2018 M. LeClerc misty_leclerc@charleston.k12.sc.us School Website: http://wandohigh.ccsdschools.com/ Course Website: https://ccsdschools.edmodo.com 843.856.5800 Ext. 27348 Teacher Office Hours: T 7:40-8:00 and Th 3:45-4:15 United States Government and Politics Advanced Placement United States Government and Politics is a one semester college level course designed to prepare the student to take the Advanced Placement examination, administered by the College Board and the Educational Testing Service in May. This college level course is a survey of United States Government and Politics, and the processes of government that help shape our public policies. Students will learn about the methods of studying political behavior and political institutions. Independent research and outside reading are course requirements. Each student must take the Advanced Placement examination for possible college credit. The course is designed to teach students something about how people behave politically, and about the design of the American political system; that is, how the system is structured and how it functions as a pluralistic system of various individual and group interests, all promoting their own agendas as to what they claim is important and beneficial for the country. The major purpose of this course is to help students gain and display an understanding of American politics, and the processes of government that help shape our public policies. Students should begin to learn about the methods of studying political behavior and political institutions. Future lawyers, journalists, public servants, or just plain citizens can begin to develop a more sophisticated and insightful understanding of majority rule democracy, constitutionalism, civil liberties, and other distinguishing characteristics of the American political system. Throughout the course we will examine and try to evaluate our institutions of government, those who run these institutions, the public policies made by these institutions, and the influences of the electorate on policies. Some say that democracy is a dream, an unattainable ideal which has led us to a government now incapable of action, run by unseen and unheard forces out of the public limelight, and responsible to no one. Others say politics is a con game, with leaders continually manipulating the people, which, in turn, had turned-off the electorate causing the United States to have one of the lowest voter turnouts of any industrial democracy in the world. Still others say there is too much political corruption in the system. Members of Congress have been indicted and convicted of breaking the law, representing special interests at the expense of their constituents, and a Congress which does not monitor its own members. The executive branch continually faces allegations of wrong doing. How valid are these complaints? Who runs things here? What about the average American? Is he or she really consulted and taken into account by the decision makers? The Course A well-designed AP course in U.S. Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. While there is no single approach that an AP United States Government and Politics course must follow, students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. Certain topics are usually covered in all college courses. The following is a discussion of these topics and some questions that should be explored in the course. Goals Students successfully completing this course will: Know important facts, concepts, and theories pertaining to U.S. government and politics Understand typical patterns of political processes and behavior and their consequences (including the component of political behavior; the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures) Be able to analyze and interpret basic data relevant to U.S. government and politics

To help students meet these goals, the course should cover the following topics: (Source:http://apcentral.collegeboard.com) Topics I. Constitutional Underpinnings of United States Government The study of modern politics in the United States requires students to examine the kind of government established by the Constitution, paying particular attention to federalism and the separation of powers. Understanding these developments involves both knowledge of the historical situation at the time of the Constitutional Convention and an awareness of the ideological and philosophical traditions on which the framers drew. Such understanding addresses specific concerns of the framers: e.g., why did Madison fear faction? What were the reasons for the swift adoption of the Bill of Rights? Familiarity with the Supreme Court s interpretation of key provisions of the Constitution will aid student understanding of theoretical and practical features of federalism and the separation of powers. Students should be familiar with a variety of theoretical perspectives relating to the Constitution, such as democratic theory, theories of republican government, pluralism, and elitism. II. Political Beliefs and Behaviors Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general; taken together, these beliefs form the foundation of U.S. political culture. It is important for students to understand how these beliefs are formed, how they evolve, and the processes by which they are transmitted. Students should know why U.S. citizens hold certain beliefs about politics, and how families, schools, and the media act to perpetuate or change these beliefs. Understanding the ways in which political culture affects and informs political participation is also critical. For example, students should know that individuals often engage in multiple forms of political participation, including voting, protest, and mass movements. Students should understand both why individuals engage in various forms of political participation and how that participation affects the political system. Finally, it is essential that students understand what leads citizens to differ from one another in their political beliefs and behaviors, and the political consequences of these differences. To understand these differences, students should focus on the different views of the political process held by people, the demographic features of the American population, and the belief and behavior systems held by specific ethnic, minority, and other groups. III. Political Parties, Interest Groups, and Mass Media Students should understand the mechanisms that allow citizens to organize and communicate their interests and concerns. Among these are political parties, elections, political action committees (PAC), interest groups, and the mass media. Students should examine the historical evolution of the U.S. party system, the functions and structures of political parties, and the effects they have on the political process. Examination of issues of party reform and of campaign strategies and financing in the electronic age provides students with important perspectives. A study of election on the national and state levels will help students understand the nature of both party and individual voting behavior. Treatment of the development and the role of PACs in elections, and ideological and demographic differences between the two major parties, as well as third parties, form an important segment of this material. Students must also consider the political roles played by a variety of lobbying and interest groups. Important features of this section of the course include an explanation for why some interests are represented by organized groups while others are not, and the consequences of these differences. Students study what interest groups do, how they do it, and how this affects both the political process and public policy. Why are certain segments of the population, such as farmers and the elderly, able to exert pressure on political institutions and actors in order to obtain favorable policies? The media have become a major force in U.S. politics. Students are expected to understand the role of the media in the political system. In addition, the impact of the media on public opinion, voter perceptions, campaign strategies, electoral outcomes, agenda development, and the images of officials and candidates should be explored and understood by students. Understanding the often symbiotic, and frequently conflictual, relationship between candidates, elected officials, and the media is also important. IV. Institutions of National Government Students must become familiar with the organization and powers, both formal and informal, of the major political institutions in the United States the Congress, the presidency, the bureaucracy, and the federal courts. The functions these institutions perform and do not perform, as well as the powers that they do and do not possess, are important. It is necessary for students to understand that power balances and relationships between these institutions may evolve gradually or change dramatically as a result of crises. Students are also expected to understand ties between the various branches of national government and political parties, interest groups, the media, and state and local governments. For example, a study of the conflicting interests and powers of the President and Congress may help explain recent and repeated struggles to adopt a national budget.

V. Public Policy Public policy is the result of interactions and dynamics among actors, interests, institutions, and processes. The formation of policy agendas, the enactment of public policies by Congress and the President, and the implementation and interpretation of policies by the bureaucracy and the courts, are all stages in the policy process with which students should be familiar. Students should also investigate policy networks, iron triangles, and other forms of policy sub governments in the domestic and foreign policy areas. The study of these will give students a clear understanding of the impact of federalism, interest groups, parties, and elections on policy processes and policy making in the federal context. VI. Civil Rights and Civil Liberties An understanding of United States politics includes the study of the development of individual rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings of the United States Supreme Court and familiarity with its most significant decisions. Students should examine judicial interpretations of various civil rights and liberties such as freedom of speech, assembly, and expression; the rights of the accused; and the rights of minority groups and women. For example, students should understand the legal, social, and political evolution following the Supreme Court s decisions regarding racial segregation. Students should be aware of how the Fourteenth Amendment has been used to extend protection of rights and liberties. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change. Requirements Understand from the beginning that there is extensive reading; you must complete it in advance of the material presented in class!!!!!! By reading each day s assignment before coming to class, the presentation and discussion for that day will mean more to you, and you will find it easier to take notes and ask questions. To insure success and understanding, you must go beyond simply reading the assignment; you must own the material, be able to explain it to a classmate or your parents. Time constraints and college course preparation strategy will not allow for classroom explanation of all major points, themes, concepts, and ideas contained within the materials you will read. Because of this, I suggest that you take notes from your reading and/or graphically organize your learning. There may be daily quizzes before we start class to check on your reading. Typically, there will be tests after every two to three chapters of study. There will be an extra credit homework assignment available for most chapters. Every test will be written in the same format as the AP exam: multiple choice sections will consist of 30-45 questions in 45 minutes. You will have one to three free response questions (FRQS) to be composed in 30 minutes for each test. You will have a final comprehensive examination to conclude the course and complete the Naturalization Test as required by SC state law. Modifications may occur as necessary. Occasionally, you should reference AP or Honors U.S. History notes on the political events in our history. Though AP Government essay writing is quite different from history, your essays are expected to reflect an understanding of our political past, especially, at least back to the Depression era, and you will be expected to support AP essay prompts with brief reference to historical fact. Reading Materials Textbook: Harris, Brigid C., and Jean W. Harrison, and Michelle D. Deardorff. American Democracy Now. 4 th ed. New York, NY: McGraw-Hill Education. 2105 Supplemental texts: Edwards, George C. et al. Government in America: People, Politics, and Policy. 11 th ed. New York: Pearson Longman, 2004. Serow, Ann G., and Everett C. Ladd. The Lanahan Readings in the American Polity. 5 th ed. Baltimore, MD: Lanahan Publishers Inc., 2011 This course reader covers many topics we will be covering in AP US Government class. It is an essential part of your reading designed to make you think critically about the topics covered in class. Lasser, William. Perspectives on American Politics. 4 th ed. Boston, MA: Houghton Mifflin Co., 2004. This course reader contains primary sources as well as contemporary commentary. These readings add to the content we are learning, taking you, as Lasser puts it, beyond the nuts and bolts. These readings are designed to make you think critically on the course material and are a prime source for our class discussions.

Center for Civic Education. We the People... the Citizen and Constitution, Level III. Calabasas, CA: Center for Civic Education, 1995. (Abbreviated as WTP) This text is a supplementary textbook for the first and last units of study. It will be of key importance to those students who have not studied an in-depth study of U.S. History. Supplemental Readings: Woolley, Peter J. and Albert R. Papa. American Politics: Core Argument/Current Controversy. 2 nd ed. New Jersey: Prentice Hall, 2002. Woll, Peter. American Government: Readings and Cases. 12 th ed. Brandeis University: Harper Collins College Publishers, 1996. Prentice Hall, 2002. Hall, Kermit L. Major Problems in American Constitutional History, Volumes I and II. Lexington, MA: D.C. Heath, 1992. Useful Websites: https://apstudent.collegeboard.org/apcourse/ap-united-states-government-and-politics https://www.c-span.org/ https//www.citizenu.org Edgenuity website https://www.albert.io/blog/ap-us-government-tips/ Suggested review books for the AP exam: Cracking the AP U.S. Government and Politics Exam,, Princeton Review, Tom Meltzer, Paul Levy ***Note: Any edition will work since the editors change very little of the material. 5 Steps to A 5 McGraw-Hill, Pamela K. Lamb 2016 th edition Supplemental Materials to be used in the classroom: Additional college level textbooks i.e. Edwards, Wilson, Burns, and Schmidt available for student and teacher use TV Series The West Wing brief clips from episodes Videos on elections and the media Various Internet sites (accessed by the teacher or by students) Timely and current supplementary readings will be selected from various print sources to include The Economist, New York Times, Washington Post and our local newspaper, The State. Other appropriate periodicals may also be used. Copies will be provided or students may access these via school online resources Various appropriate, experienced and knowledgeable guest speakers Any other reading deemed appropriate and meaningful for this course. Technology For this course, students will be asked to utilize Edmodo to learn more about assignments, access additional materials, and network with peers. To access the course Edmodo page, follow the below procedure: 1. Go to webpage: https://ccsdschools.edmodo.com/ 2. Click login with Google 3. Enter code: 2ptz7h AP US Government and Politics classes will also be asked to use the Remind 101 application which can be accessed by phone or other device. Remind is a texting service that allows me to text students reminders of upcoming assignments, assessments, and to bring in class supplies. It does not require an exchange of phone numbers. Students will receive their class code during the first week of school, and I will have it available at Open House, on my classroom website, and/or if you request it via e-mail. Wando High School has adopted a Bring Your Own Device policy for the 2017-2018 school year. You will be encouraged to use your own device for research purposes, participate in online dialogue, and on occasion you will use the device for review in the classroom. However if the device is being used inappropriately, it will be confiscated by the teacher. During all testing/quizzing situations, all cell phones must be face down on the student desks until time is called.

Composition book Notebook paper and 3 ring binder Blue and/or black pens #2 pencils School Materials Quarter Grading Matrix Tests and Projects 50% Reviews (Homework, Classwork, and Quizzes) 50% End of the Year Grading Matrix 1 st quarter 20% 2 nd quarter 20% 3 rd quarter 20% 4 th quarter 20% Final Exam 20% Grading South Carolina Grading 10 point grading scale (please see attached scale for further explanation) 90-100 A 80-89 B 70-79 C 60-69 D 51-59 F Assignments Tests and Projects 50% Tests Students will be tested at the conclusion of each unit of study. The testing will consist of one day for FRQs to be followed by a second day for multiple choice. Students can expect 1-3 FRQs and 30-45 multiple choice questions per test. For Unit 4, students can expect a multiple choice only test consisting of 45 multiple choice questions at the conclusion of each chapter of study. Remember, you will have only five days to make up a test following an absence. However, I encourage you to make the test up ASAP to help you from following behind. If you are out of school preceding a test, you still must take the test on the test day. Projects We may undertake two major projects this year. In the fall, all students will participate in the We the People Competition. Students will research and write three opening statements for a simulated congressional hearing. This project requires collaboration in assigned groups. The top two classes will compete at the state competition in January. During the second semester students will be researching and presenting a public policy project. Each project will be calculated as a test grade. Reviews 50% Homework Expect two to three hours of reading each week. Reading questions will be given to accompany chapters of study. These questions are not required, but it is encouraged that all students use the questions to study for the class. Completed reading questions may be turned in and graded for extra credit. Throughout the year, students will be assigned additional reading assignments, and research to prepare for debates and class activities. These homework assignments may have a required written assignment. Any assignment not turned in on the due date will be deducted 20 points for every day said assignment is late. All assignments must be done individually unless otherwise stated. Quizzes Expect reading quizzes to be given on a regular basis. The quizzes may cover the textbook, or any assigned outside readings. Quizzes may be given before class discussions on the topic(s). Quizzes may be multiple choice, short answer, or short essay. Terminology is extremely important for the AP exam. Students can expect vocabulary lists for most chapters. They are expected to define the words using textbooks and additional online research. Vocabulary quizzes will be administered. Performance Assessments (DBQs and other argumentative essays/assignments) In order to monitor your mastery of the skills needed to be successful in this course, you will be assigned 2-4 argumentative writing assignments. These assignments may be assigned in class or for homework and they will be used to evaluate your ability to support claims using appropriate evidence. These assignments may be based on writing prompts, document based questions, or point/counter point readings. All assignments will be graded using the Charleston County Rubric for Social Studies Argument Essays.

Naturalization Test All South Carolina government students are required by state law to complete the US Naturalization test. The test will be given as a pretest before students begin their study of government, and the test will be given after students complete the AP Exam. The test will be administered in multiple choice form. Procedures Make-Up Work Make-up work is the student s responsibility. Students will be permitted to 1-5 days to make up assignments contingent upon the circumstances surrounding the absence. The teacher has the discretion to set hard deadlines. It is expected that the student will promptly make an appointment with the teacher for missed assessments. Attendance is crucial to academic success; therefore, any make-up work from an unexcused absence will earn a zero in the gradebook. Exam Policy as taken from the CCSD Policy Handbook: Purpose: To establish the board's vision and the basic structure for evaluating students in the district's schools. The superintendent may exempt from final examinations only seniors enrolled in courses earning a full Carnegie unit both first and second semesters for high school diploma credit who have an average of 90 or above for the second semester course, effective August 19, 2016. All underclassmen students will take final examinations. The superintendent may not exempt students from final advanced placement examinations, state end of course examinations, or one-semester one-half Carnegie unit course examinations. See administrative regulations for additional implementation information. Adopted 2/26/96; Revised 8/14/00, 9/12/05, 5/23/16 Late Assignments Late work is any work turned in after the time it is requested by the teacher. It may be turned in the day after it is due for 20 points off. In the event a missed assignment is reviewed in class, the teacher may give an alternative assignment. No credit will be given for work more than one day late. Class Rules Come to class on time, prepared, and ready to work when the bell rings. Follow directions the first time they are given. Keep the classroom clean. Raise hand and wait to be recognized before speaking. Wear student ID at all times. All technology will be used only to enhance the learning environment. Consequences Disciplinary Infractions: 1 st offense = warning 2 nd offense = 30 minute before/after school detention, teacher/student conference 3 rd offense = 30 minute before/after school detention, parent contacted 4 th offense = referral to assistant principal Severe offense = immediate referral to assistant principal, removal from class Procedural Infractions: No identification card Student must purchase a new card from ID office. Tardy to class Tardy policy will be enforced. Internet Infraction Student will not be allowed to complete assignment. Academic Infractions: Cheating/Plagiarism 1 st offense = 0 grade, parent and assistant principal notification 2 nd offense = 0 grade, referral to assistant principal

Attendance Policy Government is a required course for graduation in the state of South Carolina. Credit for the course shall be denied if a student does not meet the attendance requirement. Refer to the Student Agenda. **Students are expected to follow all school and school district policies. Calendar Outline Unit 1: Foundations of American Government 22 days Key Topics: Government, Politics, Political Participation, Policy making System, Linkage Institution, Policy Agenda, Public Policy, Democracy, Minority Rights, Individualism, Natural Rights, Consent of the Governed, Limited Government, Separation of Powers, Checks and Balances, Republic, Judicial Review, Federalism, Intergovernmental Relations, Fiscal Federalism Readings: Harrison, American Democracy Now, Chapters 1-3 Unit 1 test: September 19 & 20, 2017 Unit 2: Political Parties and the Public 20 days Key Topics: Public Opinion, Political Culture, Political Socialization, Political Ideology, Party Era, Winner-Take-All, Democrat, Republican, Third Party Readings: Harrison, American Democracy Now, Chapters 6-8 Unit 2 test: October 17 & 18, 2017 Unit 3: Campaigning, Elections, Media and Technology 26 days Key Topics: Nominations, Campaign Finance, Mandate Theory of Elections, Electoral College, Retrospective Voting, Interest Groups, Lobbying, Electioneering, Litigation, Mass Media, Public Agenda, Narrowcasting, Infotainment, Digital Divide, Hactivism, Net Neutrality, Remarketing Readings: Harrison, American Democracy Now, Chapter 9, 10 & 11 Unit 4 test: (Friday) November 30 th & (Monday) December 1st, 2017 Unit 4: Institutions of National Government 48 days Key Topics: Congress, Incumbency, Bicameralism, Committee System, Bill-making Process, Presidential Powers and Roles, Budget, Debt, Deficit, Entitlement, Discretionary Spending, Bureaucracy, Civil Service, Standard Operating Procedures, Regulation, Iron Triangles, Issue Networks, Federal Courts, Jurisdiction, U.S. Supreme Court, Judicial Implementation, Judicial Review, Judicial Restraint/Activism Readings: Harrison, American Democracy Now, Chapters 12-15 Unit 4 test: February 22 & 23, 2018 (This is an important unit of study. You will be given a major quiz at the conclusion of each chapter).

Unit 5: Civil Liberties and Civil Rights 25 days Key Topics: Selective Incorporation, Establishment Clause, Free Exercise Clause, Prior Restraint, Symbolic Speech, Defendants Rights, Equal Protection Clause, Due Process Clause, Civil Rights based on Age, Disability, Sex, and Other Factors Readings: Harrison, American Democracy Now, Chapters 4-5 Unit 5 test: March 26 th & 27t h, 2018 Unit 6: Public Policy 10 days Key Topics: Capitalism, Keynesian Economic Theory, Supply-side Economics, Consumer Policy, National Labor Relations Act, Entitlement Programs, Means-tested Programs, Feminization of Poverty, Welfare Reform, Medicare, Medicaid, Environmental Policy, Foreign Policy, Global Economy Readings: Harrison, American Democracy Now, Chapters 16-18 Unit 6 Presentations: April 12 th & 13 th, 2018 Review for AP Exam 13 days Exam date: Thursday May 10 th, 2018 (8 a.m.) Post AP Exam: State and Local Politics Key Topics: Subnational Governments, Merit Plan, Direct Democracy, Dillon s Rule, Home Rule, Town Meeting, City Manager Naturalization Test Final Exam: TBA ****Calendar subject to change****