Advanced Placement



Advanced Placement United States Government and Politics Third Quarter 2012/2013PurposeAdvanced Placement U.S. Government and Politics is a one semester college level course designed to help the student understand the structure, operation, and organization of government at the national level. The state of Alabama awards a half credit for the government requirement. This is a 9 week course that meets each day for 85 minutes. The course has a direct purpose of preparing students to take the Advanced Placement (AP) Exam in the spring. Passing this test with a score of 3, 4 or 5 will result in the awarding of college credit at participating colleges and universities. Students should commit to taking the AP Exam in the spring, as this is the purpose of the course offering. Passing this exam can give the student a head start on their college career by awarding credit hours worth several hundred dollars. A special focus in the course will be placed on political culture, which is the political behavior of people in the United States. The course will also help students acquire an appreciation and understanding of what being an active participating citizen means. The major focus is to gain understanding and knowledge of the structure and functions of the government and how it shapes policies that affect all people in the United States. Students will also improve their skills in research, writing and analyzing related to social sciences. RequirementsIt must be understood from the beginning of the course that there is extensive reading, and it should be completed in advance of the content being covered in class. Assessments will test for understanding of the material covered in and out of class. It is not possible to lecture and or discuss all the material required of the course. Class lectures and discussions are meant to bring understanding to the readings and not to repeat the material, although some repetition is likely and desirable from the student. The readings should promote thought and questions that the lecture and discussions can elaborate upon. Participation is class discussion is important to understanding the material. Again, it is very important to read the assigned text and supplemental readings. Vocabulary comprehension and proper use is important for success in the course. Students need to practice vocabulary in writing and discussion and it is expected as a part of class participation.FormatThe course will be taught using a variety of techniques and methods including: lecture, class discussion, group activities, Power Point presentations, documentary explorations and possibly guest lectures. An objective sheet and list of important terms will be assigned with each topic, and is on the AP GOPO file page on the instructor’s school web page. The objectives point out the main concepts you should know after completion of each section. The terms will help the student build a vocabulary that is necessary in understanding government and politics in the United States. It is expected that the student will utilize the vocabulary in discussion and writings. Text and other ReadingsThe textbook is property of the school system and therefore cannot be written in or highlighted. (In college you can buy your own and write in them) If students choose to write in the text the replacement they will be responsible for the cost for a new text. Please write name in the text in case it is misplaced.Text: Thomas E. Patterson The American Democracy 7th ed. New York: McGraw-Hill, 2007.Other readings:Peter Woll American Government Reading and Cases 16th ed. Ann G. Serow & Everett C. Ladd The Lanahan Readings in the American Polity 5th ed. R. Diclerico & A. Hammock Points of View: Readings in American Government and Politics, 9th ed.William Lasser, Perspectives on American Politics, 4th ed.G. M. Scott & L Gatch, 21 Debated Issues in American Politics 2nd ed. The Federalist PapersPresidential Elections Since 1789, Congressional Quarterly, Internet Sources: , , Frontline: , C-(see others under links on teacher’s school web page).Periodicals: Newsweek, Wall Street Journal, Local Newspaper, Christian Science Monitor, Time Magazine, The Week.AP United States Government and Politics Course OutlineCurrent Events: Students are responsible for keeping up with current political and U.S. government topics. Weekly periodicals, daily newspapers, such as Time, U.S. News, Newsweek, CNN, and National Public Radio are suggested sources.Data Analysis: Maps, charts and graphs will be used throughout the course to analyze U.S. government and politics. In addition to the text data from various other sources will be used.Court Cases:The study of key Supreme Court cases will be used to analyze and evaluate U.S. government topics. Students will be expected to cite outcomes of cases and relate the impact in government and policy making. Students’ should dedicate a section of their notes to knowing the following about key cases: Constitutional question, Ruling, Impact of ruling.Legislation: Knowing key pieces of legislation and the impact on policy making is very important in making connections in how government performs its duty of managing the nation. Being able to recognize and cite legislation as it relates to policy is an essential skill for success in the ics, Readings, Assignments and Assessments**First 4.5 WeeksConstitutional Underpinnings of United States GovernmentContent GoalsCharacteristics of a StatePurposes of GovernmentTheories of Democratic GovernmentEarly DocumentsPrinciples of GovernmentInfluential PhilosophersArticles of ConfederationColonial GovernmentsConstitutional ConventionFederalists and AntifederalistsSeparation of PowersFederalism Essential QuestionsWhat 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? Why is the concept of “checks and balances” a novel idea in the 18th century? How does Madison’s concept of checks and balances challenge popular understanding of Montesquieu’s theory of separation of powers?Readings: Lanahan 6, People of Paradox, p. 30Lanahan, 9, The Federalist 10, p. 49Lanahan 10, A Machine That Would Go of Itself, p. 62Lanahan, 11, The Tyranny of the Majority, p. 62Lanahan 15, The Federalist 51, p. 135Chapter 1: American Political Culture: Seeking a More Perfect Union Identify key termsPatterson pp 5-25, pp 25-33Map: Political culture and level of education Activity/Handout: American Political Culture TraitsArticles of Confederation and the ConstitutionQuiz Key Terms Test Ch 1 Multiple Choice and Free Response Questions Chapter 2: Constitutional Democracy: Promoting Liberty and Self-GovernmentIdentify key termsPatterson pp 37-45, pp. 45- 58, 58-67Activity: Constitution Scavenger HuntQuiz key terms Chapter 3: Federalism: Forging a NationIdentify key termsPatterson pp 71-79, pp 79 – 101 Patterson: Debating the Issues p 98Case: McCoulloch v. MarylandGraph: Federal GrantsFederalist Papers # 51Quiz Key TermsTest Chapters 2 & 3 Multiple Choice and Free Response Questions Civil Rights and Civil Liberties Content GoalFreedom of Speech, press, and assemblyLife, liberty and propertyEqual protection and the 14th amendment Essential QuestionsWhat constitutes free speech? How does the national Bill of Rights apply to states? Do the courts “legislate from the bench”? What forms of speech are protected? How is the 1st amendment affected in times of crisis? What constitutes “establishment”? What are the limits of “free exercise”? What is “equal protection” under the law? What is procedural due process? 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?Readings: Lanahan, 47, Gideon’s Trumpet, p. 317Lanahan, 48, Miranda v. Arizona, p. 326Lanahan, 49, System under Stress, p. 331Lanahan, 53, In Our Defense,p. 366Lanahan, 87, Jihad v. McWorld, p. 631 Chapter 4 Civil Liberties: Protecting Individual RightsIdentify key termsPatterson pp 105- 120, 120 – 139Table: Selective Incorporation of Rights of Free ExpressionTable: Selective Incorporation of Rights of the AccusedActivity: Becoming a U.S. Citizen, Citizenship TestFree Response Question (2005 AP Exam)Quiz key terms Chapter 5 Equal Rights: Struggling toward FairnessIdentify key termsPatterson pp 143- 162, pp 162 – 177Graph: The Gender Gap in Congressional VotingChart: U.S. per capital income by race and ethnicityLasser: Affirmative Action pp 121-127Free Response Question Quiz Key TermsTest Chapters 4 and 5 Multiple Choice and Free Response QuestionPolitical Beliefs and BehaviorsContent GoalsCitizens and their beliefs about governmentLearning about politicsNature, sources, and consequences of public opinionWays citizens voteWays citizens participate in public lifeFactors that influence political beliefs and behaviorsEssential QuestionsHow 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 the 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?Readings:Lanahan, 55, The Phantom Public, p. 383Lanahan, 56, Public Opinion and American Democracy, p. 387Lanahan, 57, Direct Democracy, p. 393Lanahan, 58, Politicians Don’t Pander, p. 401 Chapter 6: Public Opinion and Political Socialization: Shaping the People’s voice. Identify key termsIdeology Handout Patterson pp 183 – 196, pp 196- 209Graph: Partisanship and Issue OpinionsMap: Conservatives and LiberalsDiclerico: Vox Populi in Cyberspace, The Promise and Perils of Cyberdemocracy, pp 78-86Writing Assignment: Position Paper Internet and VotingOnline Assignment: Political CompassQuiz Key Terms Chapter 7: Political Participation and Voting: Expressing the Popular WillIdentify key termsPatterson pp 213- 231, pp 231- 237Graph: Voter Turnout 1960-2004Test Chapters 6 and 7 MC & FR QuestionsPolitical Parties, Interest Groups, and Mass MediaContent GoalsMajor and minor political partiesMethods of nominationVoting requirement and methodsSources of public opinion and which is most effectiveElections at the national, state, and local levelParticipation of citizens in political lifeAnalysis of voting behavior by age, race, etc.Electoral maps and charts are used in analyzing the Presidential elections and shifts in regional voting patternsInterest groups and their role in electionsFunctions and structures of the mediaImpact of media on politicsEssential QuestionsWhat is the difference between a Democrat and a Republican? Are there other options beyond these two choices? Political parties and interest groups ae 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?Readings:Lanahan, 59, Democracy in America, p. 411Lanahan, 61, The End of Liberalism, p. 418Lanahan, 68, Government 2.0, p. 473Lanahan, 70, Going Negative, p. 487Lanahan, 71, Red Over Blue, p. 494Lanahan, 72, Why Americans Still Don’t Vote, p. 500 Chapter 8: Political Parties, Candidates, and Campaigns: Defining the Voter’s ChoiceIdentify key termsPatterson pp 241- 273Graph: Partisan IdentificationGraph: National Party Fund-raising 1993-2004Woll: Political Parties and Campaign Finance, Buckley v. Valeo, pp 230 – 236Web site: Quiz key terms Chapter 9: Interest Groups: Organizing For Influence, Identify key termsPatterson pp 277 – 293, 295 – 303Diagram: Iron Triangle Graphs/Chart: PACS, Growth and CategoriesActivity: Interest group input on congressional decision makingIron Triangle Internet assignment Woll: pp 230-231, 232-237, 237-241Quiz Key TermsTest Chapter 8 and 9 Free ResponseChapter 10 The News Media: Communicating Political Images, Identify key termsPatterson pp 307- 328Graph: Negative coverage of Presidential Nominees 1960- 2004Activity: Looking for Bias and Balance in the News Quiz Key TermsTest Chapter 10 Multiple Choice and Free Response Questions Second 4.5 WeeksInstitutions of National Government: The Congress, the Presidency, the Bureaucracy and the Federal CourtsContent GoalsQualifications of President and Vice PresidentTenure, salary, and benefitsAnalysis of past executives by region, age, education, religion, etc.Duties and powers of the PresidentPresidential succession and disabilityDuties and roles of the Vice PresidentQualifications of members of CongressLegislative and non-legislative powersOrganization and roles of members in the SenateOrganization and roles of members in the HouseThe legislative processSimilarities and difference of the House and SenateSalary, benefits, and penaltiesTerms of office and term limitsQualifications of Justices and tenureSources of American lawOrganization of courtsTypes of courtsSelection of judgesFactors which influence the court to hear a case and the opinionIdeology of the court and the politics of the courtJudicial Review (Marbury v. Madison and McCulloch v. Maryland)Judicial Activism vs. Judicial RestraintImportant Supreme Court casesState and local governmentsEssential QuestionHow 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 Congress representative of the nation as a whole? Is this the most efficient and effective ways to make policy? Compare and contrast the makeup and operations of the House and Senate. How has Congress’ 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 fo not powerful enough vis-a’-fix 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 the critics 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 the “civil rights”? What are the specific issues address in public policy maiking? 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 serve democracy?ReadingsLanahan, 31, Presidential Power and the Modern Presidents, p. 199Lanahan, 32, The Imperial Presidency, p. 205Lanahan, 33, The Paradoxes of the American Presidency, p. 212Lanahan, 37, A Government of Strangers, p. 249Lanahan, 41, The Federalrist 78, p. 283Lanahan, 44, Brennan vs. Rehnquist, p. 296Activity: Who’s Who Government Officials Search Chapter 11 Congress: Balancing National Goals and Local Interests, Identify key termsPatterson pp 335- 351, pp 351- 358, 358 – 369Graph: Reelection rates of House and Senate, Congressional Campaign ExpendituresDiclerico: Legislative Process: the Fillibuster: pp174- 184Woll # 61Writing Assignment: Should the filibuster be changed?Quiz Key TermsTest Chapter 11 Multiple Choice Chapter 12 The Presidency Leading the NationIdentify key termsPatterson pp 373 – 391, pp 391 – 397, 397 – 409Graph: Percentage of Bills passed by Congress where President announced position 1953-2003Scott: The Electoral College, pp 123- 136Writing Assignment: To keep or not to keep the Electoral CollegeQuiz Key TermsTest Chapter 12 Multiple ChoiceChapter 13 The Federal Bureaucracy: Administering the GovernmentIdentify key termsPatterson pp 413 – 426, pp 426 – 441Activity: Federal Budget: A look at SpendingDeclerico: Bureaucracy pp 200- 209Writing Assignment: Fixing Civil ServiceWoll #53Quiz Key TermsTest Chapter 13 Multiple Choice and Free Response Questions Chapter 14 The Federal Judicial System: Applying the LawIdentify key termsOn going AssignmentPatterson pp 445 – 460, pp 461 – 467, 467 – 475Woll: Federalist Papers #78, Marbury vs. Madison, Judicial Self Restraint, The Pledge of Allegiance Case, pp 435-442Quiz Key TermsTest Chapter 14 Multiple Choice & Free Reponse QuestionsPublic PolicyContent GoalsCabinet DepartmentsIndependent executive agenciesIndependent regulatory agenciesGovernment corporationsStaffing agencies and political appointmentsFinancing the governmentSpending and the budgetForeign policyBureaucracyEssential QuestionsHow is public policy made? Does the “system” work for citizens today? Who sets policy agendas for our nation? How does federalism work for citizens today? Who sets policy agenda for our nation? How does federalism affect public policy? How is the federalism affect public policy? How is the federal budget made? How is monetary policy different from fiscal policy? What is the “global economy”? How does the global economy ingluence U.S. policy generally and you specifically? What are subsidies and entitlements? What is the proper role for government in social issues such as education, welfare, and crime? What role should the United States play in the world? What is, and what should be, our relationship with the United Nations? Chapter 15 Economic and Environmental Policy; Contributing to ProsperityIdentify key terms Patterson pp 481 – 494, pp 494 – 511Graph: The Federal Budget Dollar Iron Triangle p 293Lasser: Domestic Policy Making p 377- 382Lasser: America and the World pp 389-396Quiz Key Terms Chapter 16 Welfare and Education Policy: Providing for the Personal Security and needIdentify key termsPatterson pp 515 – 525, pp 525 – 543Chart: Income InequalityLasser: Nine Misconceptions about Social Security pp. 382-388Quiz Key TermsTest Chapters 15 and 16 Free Response Questions** Readings and assignments are tentative. Students must keep up with any changes discussed in class, noted on assignment board or posted on instructor’s web page.VII. Court Cases CASE LAW LISTESTABLISHMENT: UNDERPINNINGSMarbury v MadisonFEDERALISMMcCullogh v MarylandGibbons v OgdenCHECKS AND BALANCESUS v NixonCIVIL RIGHTSPlessy v FergusonBrown v Board of EducationShelley v KramerFREE SPEECHSchenck v USGitlow v NYBradenburg v OhioHazelwood v KuhlmeierTinker v DesMoines School DistrictRIGHT TO PRIVACYRoe v WadeRELIGIOUS FREEDOM (ESTABLISHMENT AND FREE EXCECISE CLAUSES)Lemon v KurtzmanEngle v VitaliDUE PROCESSMiranda v ArizonaMapp v OhioGideon v WainrightFurman v GeorgiaSmith v AllwrightVIII. Review and Final ExamAssessmentStudents will be quizzed from assigned readings and terms. Students will be tested at the completion of each chapter. Tests will be similar to the structure of the AP exam consisting of multiple choice and free response questions. Students will also be assigned various essay assignments. A comprehensive exam will be given at the end of the course.GradingGrades are based on percents in the following categoriesChapter Tests: 60%Quizzes/Essays/Short Papers:30%Class Participation/Homework:10%Final Exam:20% * 1/5 of overall course grade ATTENTION!!! One of the differences between a college class and a high school class is that high school students depend on the class for all the learning. It is not possible to cover all the material that is going to be tested. Students will have to read and learn material on your own very much like a college class. Material that is NOT covered in class will be tested. Students will need to obtain this information on your own from reading and other inquiries. Honor CodeIt is expected and should be understood that all work is to be accomplished by the student without the aid of others. Students will not be allowed to harm the integrity of the course or for that matter their own integrity as students by allowing such behavior. Students who engage in such activity will not receive credit for tests or papers that have been produced by ill-gotten means.RulesAll rules of ________ High School and ________ County Public Schools are expected to be honored by the students in the class. The classroom rules posted in the classroom must be adhered to as well. ................
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