Course Title: AP US Government and Politics



Course Title: AP US Government and Politics

Meeting Times:

This is a 36 week course intended for 12th graders and will meet every other weekday for ninety minutes.

Course Description:

The course is constructed in accordance with the most current guidelines described on the AP College Board website.

U.S. Government is a yearlong course that is equivalent to a one-semester introductory college course in U.S. Government and Politics. This course should provide a learning experience that incorporates:

• Evaluating general concepts used to interpret U. S. politics

• Analyzing specific examples that explore the general concepts

• Understanding the various institutions, groups, beliefs, and ideas that form U.S. Politics

• Introducing a variety of theoretical viewpoints and explanations for behaviors and outcomes in the U. S. political arena

• Assessing a variety of theoretical viewpoints and explanations for behaviors and outcomes in the U. S. political arena

• Debating and critiquing contemporary articles and editorials as they relate to the present political climate.

For optimal success, you will have to stay on top of homework assignments and required readings. This means all assigned readings must be completed and analyzed prior to class. It is highly recommended that time is budgeted accordingly to succeed.

All students must be ready to contribute to classroom discussion each and every day. Also, it is strongly suggested that each chapter be analyzed and outlined while reading. This will prove invaluable as the course progresses. Those who will be most successful this year will evaluate all supplemental readings along with the required text readings. During class discussions we will critique, assess, debate, and evaluate current events as they relate to the various facets of the United States Government.

Course Purpose and Goals:

United States Government and Politics is designed to offer students an opportunity to take a rigorous and challenging class equivalent to an introductory college-level course. This course is open to students who are willing to accept the challenge and responsibility of engaging in a demanding curriculum. Unlike the standard U.S. government semester course, United States Government and Politics requires a yearlong commitment by the student. Each student enrolled in the class is expected to take the AP exam in May.

To organize and structure this course, I will ask several key questions which can only be answered with multi-faceted responses involving in-depth explanations. This course will investigate all of the vital components of government in depth. Jim Hoagland and David S. Broder will supplement our class text with several weekly editorial articles. Their observations of our government will be critiqued rather extensively. We will judge current trends, past patterns, and develop thoughtful analyses to make sense of the numerous connections in American government.

Goals:

Upon completion of the course students will be able to

• Assess and critique key concepts and theories relating to U.S. government and politics

• Evaluate and recognize typical patterns of political processes, behaviors and their consequences

• Analyze and interpret basic data relevant to U.S. government and politics

Course Format and Policies:

This school system calculates weighted grades for students who complete and take the requisite exam of an Advanced Placement (AP) Course.

I. Constitutional Underpinnings of United States Government (5%-15%)

Introduction & the roots of American Government: What are they and why are they important?

Class participation: Judge and critique the question, “What is power and how does it relate to governments?”

Read Chapter 1: The Political Landscape

Read and analyze to interpret: The Federalist Papers #10, 15, 39 & #51

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Why was the Constitution created?

Free-response essay: Formulate a documented argument answering “Why was the Constitution created?”

Read Chapter 2: The Constitution

Read and analyze to interpret: The Federalist Papers #46, 47, 78 & 79

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze political cartoon: “Framers or Troublemakers” on page 42 of textbook.

How is our government structured?

Class participation: Analyze the efficiency of government.

Read Chapter 3: Federalism

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze 3 charts/visuals: 1. “Number of Governments in the United States” (pg. 97) 2. “The Distribution of Governmental Power in the Federal System” (pg. 100) 3. ”The Rehnquist and Roberts Courts and Federalism” (pg. 118)

What is a municipality and how does a gubernatorial election influence me?

Read Chapter 4: State and Local Government

Examination I – Over chapters 1-4, current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials, chapters 1-3, and Federalist Papers (#10, 15, 39, 46, 47, 51, 78, & 79)

II. Political Beliefs and Behaviors (10%-20%)

How does political opinion affect our government?

Class participation: Simulate domestic crisis (terrorist attack) and respond accordingly. Metacognate and then discuss your initial reactions and eventual conclusions.

Read Chapter 11: Political Socialization and Public Opinion

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Evaluate chart: “Views of Whites and Blacks in Wake of Hurricane Katrina”

Analyze newspaper article: “Cell Phones Challenge Pollsters - Pollsters Face New Hurdles: Cell Phones” by Bill Lambrecht

Does the average American participate in government?

Essay [minimum 1200 words]: Opposing viewpoints essay addressing one of the following: “What impact could regional primaries and front-loading have on the process of nominating the president?” Or write a persuasive letter to a politician making specific suggestions on how to engage younger citizens.

Read Chapter 13: Voting and Elections

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

General Review and addressing of questions

Analyze bar graph: “Percentage of Registered Voters by Age, Race/Ethnicity, and Gender, 2004”

Analyze 2 graphs: 1. “Voter Participation in Presidential Elections, 1860-2000” 2. “Voter Turnout in Presidential Elections, by Age, Schooling, and Race 1964-1996”

Examination II – Over chapter 11 and 13, current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials and chapters 11 and 13

III. Political Parties, Interest Groups, and Mass Media (10%-20%)

Paper due (opposing viewpoints essay)

How do political parties influence government?

Individual research for in-class analysis paper: Research the Populist Party, Libertarian Party, Democratic Party, and Republican Party. Assess each party and decide which party fits your beliefs/behavior. Be sure to provide specific reasons to support your reasoning.

Project: Create a “Political Parties for Dummies” book.

Read Chapter 12: Political Parties

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Evaluate 2 charts: 1. “Political Party Finances, 1993-2008” 2. “Party Identification, 1990-2008”

What makes a campaign successful?

Class participation: Judge the importance of perception in politics.

Read Chapter 14: The Campaign Process

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze bar graph: “The Cost of Winning”

Analyze pie charts: “Expenditures by PACs in the 2008 Election Cycle”

How powerful are journalists?

Class participation: Class debate journalists are powerful vs. journalists are not powerful.

Read Chapter 15: The Media

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

General Review and addressing of questions

Analyze 2 graphs: 1. “Young People Have Become Less Interested in Political News” 2. “Public Perception of Accuracy in the Media”

Analyze pie chart: “Decline in Public Trust of the Media”

Why are interest groups involved in the government?

Essay: Evaluate the availability of Congress to interest groups to answer “Why are interest groups involved in the government?”

Read Chapter 16: Interest Groups

Portions of Chapter 19: Foreign and Defense Policy (pgs. 696-704)

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze graph: “The Decline of Union Membership, 1940-2000”

Examination III – Over chapter 12 & 14-16, 19 current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials and chapters 12 & 14-16, 19

IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy and the Federal Courts (35%-45%)

What is Congress and how does it operate?

Free-response essay: Critically analyze 2008 election data from your home state and provide support to explain the figures.

Read Chapter 7: Congress

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Evaluate 2 graphs: 1. Changing Percentage of First-Term Members of Congress, 1791-2002 2. Percentage of Incumbents Reelected to Congress

Analyze flowchart: “How Things Work: How a Bill Becomes Law”

Analyze map: 1. “U.S. Map of 111th Congress”

Evaluate chart: “Approval Ratings of Congress and Individual Representatives”

What responsibilities does the president have?

Class participation: Create a 90 hour work week schedule, then compare and contrast your schedule with an actual itinerary of President Obama. Analyze your findings.

Read Chapter 8: The Presidency

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze map: “Electoral Votes per State”

Analyze 2 graphs: 1. “Growth of the White House Office, 1935-1985” 2. “Presidential Popularity”

Analyze 2 tables: “Presidential Approval Ratings Since 1981” 2. “Presidential Vetoes 1789-2007”

What makes our government ‘go’ and why is there so much ‘red tape’?

Free-response essay: Draw personal conclusion regarding the government’s bureaucracy and ‘rep tape.’

Read Chapter 9: The Executive Branch and the Federal Bureaucracy

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Interpret line graph: “Federal Employees in the Executive Branch, 1789-2005”

Analyze the significance of figure: “An Iron Triangle”

Why is the Supreme Court a political institution?

Class simulation: “You Are a Clerk to Supreme Court Justice Judith Gray”

Read Chapter 10: The Judiciary

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze 2 graphs: 1. “Supreme Court Caseload, 1950-2008” 2. Patterns of Public Confidence in Court”

Analyze bar graph: “Race, Ethnicity, and Gender of the Federal Court Appointees”

General Review and addressing of questions

Individual Paper due on Congressional Election Data

Examination IV – Over chapter 7-10, current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials and chapters 7-10

V. Public Policy (5%-15%)

Online activity for visual literacy: “Where the Money Goes”

How is government action influenced? Why does money create power?

Free-response essay: Essay: Judge the value of formal and informal (media, public, etc.) checks and balances.

Read Chapter 17: Domestic Policy

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Interpret flowchart: “A Model of the Policy-Making Process”

Online timeline: “Growth of the Budget and Federal Spending”

Class participation: Debate: Farm Subsidies; Economic Stimulus Payments; How important is the chair of the Federal Reserve to the nation’s economic well-being?”

Read Chapter 18: Economic Policy

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Evaluate newspaper article: “Is Globalization to Blame for America’s Economic Woes” by David Brooks (May 2, 2008)

Analyze bar graph: “Projecting Federal Budget Deficits”

How has American foreign policy adapted and/or changed?

Class participation: Discuss and analyze the military-industrial complex.

Read Chapter 19: Foreign and Defense Policy

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Analyze charts: “U.S. Defense Spending, 1940-2012” 2. “The Most Important Problem: Domestic or Foreign, 1947-2007”

General Review and addressing of questions

Examination V – Over chapter 17-19; current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials and chapters 17-19

VI. Civil Liberties and Civil Rights (5%-15%)

What are your rights as an American citizen?

Free-response essay: Create a final thesis arguing the need to “Fight for your right.” Juxtapose your rights with the rights of law enforcement through a critical analysis.

Read Chapter 5: Civil Liberties

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Interpret and analyze political cartoon: “Intelligent Design: Separation of Church and State”

Editorial Debate: “The Death Penalty”

How are African Americans and women addressed in the Constitution?

Free-response essay: Analyze Brown vs. Board of Education and judge the significance of the 19th amendment.

Read Chapter 6: Civil Rights

General Review and addressing of questions

Evaluate soundness and significance: editorials by Jim Hoagland and Davis S. Broder

Interpret and analyze picture: “Police Confront Civil Rights Demonstrators in Birmingham”

Analyze pie charts: “Public Opinion on Affirmative Action”

Examination VI – Over chapter 5-6, current events, Hoagland & Broder

Examination will include analytical free responses to Hoagland & Broder editorials and chapters 5-6

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Textbooks, Materials and other Resources:

Required Readings:

1. Broder, David S. " > Columns." The Washington Post.

.

2. Chicago Tribune. .

3. Hoagland, Jim. " > Columns." The Washington Post.

.

4. Lost Angeles Times. .

5. Madison, James, and Alexander Hamilton. "Federalist Papers." . 19 Jan. 2007 .

6. Matthews, Christopher. Hardball: How Politics Is Played - Told by One Who Knows the Game the

Game. New York: Free, 2004. Print.

7. Newsweek. .

8. O’Connor, Karen, and Larry J. Sabato. American Government: Roots and Reform. AP Edition, 10th ed. Pearson Education Inc., 2009.

9. Real Clear Politics. .

10. . .

11. The Boston Globe. .

12. The Economist. .

13. The New York Times. .

14. The Washington Post. .

15. The White House: President Barrack Obama. .

16. Time. .

17. Trachtman, Michael G. The Supremes' Greatest Hits: The 34 Supreme Court Cases That Most

Directly Affect Your Life. New York: Sterling Pub., 2006. Print.

18. U.S.. .

19. U.S. News and World Report. .

20. United States Courts The Federal Judiciary. .

21. United States House of Representatives. .

22. United States Senate. .

Note:

You are expected to utilize online news resources to fully grasp the dynamic current events covered in class. Computers with internet service are available in the school’s information center.

Course Content:

|Percent |Timeframe |Topic/Subtopics |Readings -Textbook and Supplemental (Cases, |

| | | |Primary Documents, etc.) |

| | | |IN ORDER OR APPEARANCE |

|5-15% |Weeks |1. Constitutional Underpinnings of the US Government |Read and analyze to interpret: The Federalist |

| |1-3 |Considerations that influenced the formulation and Adoption of |Papers #10, 15, 39 & #51 |

| | |Constitution |Read Chapter 1: The Political Landscape |

| | |Separation of Powers |Evaluate soundness and significance: editorials |

| | |Checks and balances |by Jim Hoagland and Davis S. Broder |

| | |Federalism | |

| | |Theories of democratic government |Read Chapter 2: The Constitution |

| | | |Read and analyze to interpret: The Federalist |

| | |September 17: Constitution Day – “Power Grab” cooperative activity |Papers #46, 47, 78 & 79 |

| | |Introduction & what is power? |Evaluate soundness and significance: editorials |

| | |Class participation: Judge and critique the question, “What is power?” |by Jim Hoagland and Davis S. Broder |

| | | |Analyze political cartoon “Framers or |

| | |Why was the Constitution created? |Troublemakers” (pg. 42) |

| | |Free-response essay: Formulate a documented argument answering “Why was | |

| | |the Constitution created?” |Read Chapter 3: Federalism |

| | | |Evaluate soundness and significance: editorials |

| | |How is our government structured? |by Jim Hoagland and Davis S. Broder |

| | |Class participation: Analyze the efficiency of government. |Analyze 3 charts/visuals: 1. “Number of |

| | | |Governments in the United States” (pg. 97) 2. |

| | |What is Political Culture, and how does it formulate? |“The Distribution of Governmental Power in the |

| | |Free-response essay: Evaluate the clarity and broadness of political |Federal System” (pg. 100) 3. ”The Rehnquist and|

| | |culture and its formulation. |Roberts Courts and |

| | |General Review and addressing of questions |Federalism” (pg. 118) |

| | |Examination I – Over chapters 1-3, current events, Hoagland & Broder. |Read Chapter 4: State and Local Government |

| | |Examination will include analytical free responses to Hoagland & Broder |Evaluate Figure 4.1 “Political Party and State |

| | |editorials, chapters 1-3, and Federalist Papers (#10, 15, 39, 46, 47, 51,|Governors, 2009” |

| | |78, & 79) | |

|10-20% |Weeks |2. Political Beliefs and Behaviors |Read Chapter 11: Political Socialization and |

| |4-6 |Beliefs that citizens hold about their government and leaders |Public Opinion |

| | |Processes by which citizens learn about politics |Evaluate soundness and significance: editorials by|

| | |The nature, sources and consequences of public opinion |Jim Hoagland and Davis S. Broder |

| | |The ways in which citizens vote and otherwise participate in political |Evaluate chart: “Views of Whites and Blacks in |

| | |life |Wake of Hurricane Katrina” |

| | |Factors that influence citizens vote and otherwise participate in |Analyze newspaper article: “Cell Phones Challenge|

| | |political life |Pollsters – Pollsters Face New Hurdles: Cell |

| | |Factors that influence citizens to differ from one another in terms of |Phones” by Bill Lambrecht |

| | |Political Beliefs |Read Chapter 13: Voting and Elections |

| | | |Evaluate soundness and significance: editorials by|

| | |How does political opinion affect our government? |Jim Hoagland and Davis S. Broder |

| | |Class participation: Simulate domestic crisis (terrorist attack) and |General Review and addressing of questions |

| | |respond accordingly. Metacognate and then discuss your initial reactions|Analyze bar graph: “Percentage of Registered |

| | |and conclusions. |Voters by Age, Race/Ethnicity, and Gender, 2004” |

| | |Read Chapter 11: Political Socialization and Public Opinion |Analyze 2 graphs: 1. “Voter Participation in |

| | |Evaluate soundness and significance: editorials by Jim Hoagland and Davis|Presidential Elections, 1860-2000” 2. “Voter |

| | |S. Broder |Turnout in Presidential Elections, by Age, |

| | | |Schooling, and Race 1964-1996” |

| | |Does the average American participate in government? | |

| | |Essay [minimum 1200 words]: Opposing viewpoints essay addressing one of | |

| | |the following: “What impact could regional primaries and front-loading | |

| | |have on the process of nominating the president?” Or write a persuasive | |

| | |letter to a politician making specific suggestions on how to engage | |

| | |younger citizens. | |

| | |Examination II – Over chapter 11 & 13, current events, Hoagland & Broder | |

| | |Examination will include analytical free responses to Hoagland & Broder | |

| | |editorials and chapters 11 & 13 | |

|10-20% |Weeks |3. Political Parties, Interest Groups and Mass Media |Political Parties: A Brief Synopsis (PowerPoint |

| |7-10 |Political Parties and elections (Functions, Organization, Development, |Presentation) |

| | |Effects on the political process, Electoral laws and systems) |Read Chapter 12: Political Parties |

| | |Interests groups, including political action committees [PACs] (Range of |Evaluate soundness and significance: editorials by|

| | |interests represented, activities of interest groups, effects of interest|Jim Hoagland and Davis S. Broder |

| | |groups on the political process, unique characteristics and roles of |Evaluate 2 charts: 1. “Political Party Finances, |

| | |PAC’s in the political process) |1993-2008” 2. “Party Identification, 1990-2008”|

| | |Mass Media (Functions and Structures of the media, Impacts of media on |Read Chapter 14: The Campaign Process |

| | |politics, the news media industry and its consequences) |Evaluate soundness and significance: editorials by|

| | | |Jim Hoagland and Davis S. Broder |

| | |Paper due (opposing viewpoints essay) |Analyze bar graph: “The Cost of Winning” |

| | |How do political parties influence government? |Analyze graph: “Expenditures by PACs in the 2008 |

| | |Individual research for in-class analysis paper: Research the Populist |Election Cycle” |

| | |Party, Libertarian Party, Democratic Party, and Republican Party. Assess|Read Chapter 15: The Media |

| | |each party and decide which party fits your beliefs/behavior. Be sure to|Evaluate soundness and significance: editorials by|

| | |provide specific reasons to support your reasoning. |Jim Hoagland and Davis S. Broder |

| | | |Analyze 2 graphs: 1. “Young People Have Become |

| | |What makes a campaign successful? |Less Interested in Political News” 2. “Public |

| | |Class participation: Judge the importance of perception in politics. |Perception of Accuracy in the Media” |

| | | |Analyze pie chart: “Decline in Public Trust of |

| | |Project: Create a “Political Parties for Dummies” book. |the Media” |

| | |Why are interest groups involved in the government? |Read Chapter 16: Interest Groups |

| | |Essay: Evaluate the availability of Congress to interest groups to |Evaluate soundness and significance: editorials by|

| | |answer: “Why are interest groups involved in the government?” |Jim Hoagland and Davis S. Broder |

| | | |Analyze graph: “The Decline of Union Membership, |

| | |How powerful are journalists? |1940-2000” |

| | |Class participation: Class debate journalists are powerful vs. |Portion of Chapter 19: Foreign and Defense Policy |

| | |journalists are not powerful. |(pgs. 696-704) |

| | |General Review and addressing of questions |Analyze line graph: “The Most Important Problem: |

| | |Examination III – Over chapter 12, 14-16 & 19, current events, Hoagland &|Domestic or Foreign, 1947-2007” |

| | |Broder. | |

| | |Examination will include analytical free responses to Hoagland & Broder | |

| | |editorials and chapters 12, 14-16 & 19. | |

|35-45% |Weeks |4. Institutions of National Government: The Congress, the Presidency, the|Supplemental Reading: Classic Statement: "The |

| |11-21 |Bureaucracy and the Federal Courts |Omnipotence of the Majority in the United States |

| | |The major formal and informal institutional arrangements of power |and Its Effects," from Democracy in America, by |

| | |Relationships among these four institutions and varying balances of power|Alexis de Tocqueville. |

| | |Linkages between institutions and the following: Public opinion and |Read Chapter 7: Congress |

| | |voters, interest groups, political parties, the media, state and local |Evaluate soundness and significance: editorials by|

| | |governments |Jim Hoagland and Davis S. Broder |

| | | |Evaluate several graphs, among them: 1. Changing |

| | |What is Congress and how does it operate? |Percentage of First-Term Members of Congress, |

| | |Free-response essay: Critically analyze 2008 election data from your |1791-2002 2. Percentage of Incumbents Reelected|

| | |home state and provide support to explain the figures. |to Congress |

| | | |Analyze flowchart: “How Things Work: How a Bill |

| | |What responsibilities does the president have? |Becomes Law” |

| | |Class participation: Create a 90 hour work week schedule, then compare |Analyze map: 1. “U.S. Map of 111th Congress” |

| | |and contrast your schedule with an actual itinerary of President Obama. |Evaluate chart: “Approval Ratings of Congress and|

| | |Analyze your findings. |Individual Representatives” |

| | | | |

| | |What makes our government ‘go’ and why is there so much ‘red tape’? |Read Chapter 8: The Presidency |

| | |Free-response essay: Draw personal conclusion regarding the government’s|Evaluate soundness and significance: editorials by|

| | |bureaucracy and ‘rep tape.’ |Jim Hoagland and Davis S. Broder |

| | | |Analyze map: “Electoral Votes per State” |

| | |Why is the Supreme Court a political institution? |Analyze 2 graphs: 1. “Growth of the White House |

| | |Class participation: Hypothetical court case: Critically analyze |Office, 1935-1985” 2. “Presidential Popularity”|

| | |McCulloch vs. Maryland. Students will be broken into 3 groups (defense, |Analyze 2 tables: 1. “Presidential Approval |

| | |prosecution, and jury). Analyze arguments and come to a definite |Ratings Since 1981” 2. “Presidential Vetoes |

| | |conclusion. |1789-2007” |

| | |General Review and addressing of questions | |

| | | |Read Chapter 9: The Executive Branch and the |

| | |Individual Paper due |Federal Bureaucracy |

| | |Examination IV – Over chapter 7-10, current events, Hoagland & Broder |Evaluate soundness and significance: editorials by|

| | |Examination will include analytical free responses to Hoagland & Broder |Jim Hoagland and Davis S. Broder |

| | |editorials and chapters 7-10 |Interpret line graph: “Federal Employees in the |

| | | |Executive Branch, 1789-2005” |

| | | |Analyze the significance of figure: “An Iron |

| | | |Triangle” |

| | | |Read Chapter 10: The Judiciary |

| | | |Evaluate soundness and significance: editorials by|

| | | |Jim Hoagland and Davis S. Broder |

| | | |Analyze 2 graphs: 1. “Supreme Court Caseload, |

| | | |1950-2008” 2. Patterns of Public Confidence in |

| | | |Court” |

| | | |Analyze bar graph: “Race, Ethnicity, and Gender |

| | | |of the Federal Court Appointees” |

|5-15% |Weeks |5. Public Policy |Read Chapter 17: Domestic Policy |

| |22-24 |Policymaking in a federal system |Evaluate soundness and significance: editorials by|

| | |Formation of policy agendas |Jim Hoagland and Davis S. Broder |

| | |The role of institutions in the enactment of policy |Interpret flowchart: “A Model of the |

| | |The role of bureaucracy and the courts in policy implementation and |Policy-Making Process” |

| | |interpretation |Read Chapter 18: Economic Policy |

| | |Linkages between policy processes and the following: Political |Evaluate soundness and significance: editorials by|

| | |institutions and federalism, political parties, interest groups, public |Jim Hoagland and Davis S. Broder |

| | |opinion, elections, policy networks. |Evaluate newspaper article: “Is Globalization to |

| | | |Blame for America’s Economic Woes” by David Brooks|

| | |How is government action influenced? |(May 2, 2008) |

| | |Free-response essay: Essay: Judge the value of formal and informal |Analyze bar graph: “Projecting Federal Budget |

| | |(media, public, etc.) checks and balances. |Deficits” |

| | | |Read Chapter 19: Foreign and Defense Policy |

| | |Does money create power? |Evaluate soundness and significance: editorials by|

| | | |Jim Hoagland and Davis S. Broder |

| | |What makes social welfare programs major political agendas? |Analyze charts: 1. “U.S. Defense Spending, |

| | |Essay: Evaluate the various degrees of influence among the young, |1940-2012” 2. Revisit “The Most Important |

| | |middle-aged, and older. “Which do you feel is most powerful and why? |Problem: Domestic or Foreign, 1947-2007” |

| | | | |

| | |Class participation: Debate topics: Farm Subsidies; Economic Stimulus | |

| | |Payments; How important is the chair of the Federal Reserve to the | |

| | |nation’s economic well-being? | |

| | |Class participation: Discuss and analyze neo-imperialism and | |

| | |military-industrial complex. “Does the United States neo-imperialize?” | |

| | | | |

| | |General Review and addressing of questions | |

| | |Examination V – Over chapter 17-19, current events, Hoagland & Broder | |

| | |Examination will include analytical free responses to Hoagland & Broder | |

| | |editorials and chapters 17-19 | |

|5-15% |Weeks |6. Civil Rights and Civil Liberties |Supplemental Reading: Casebook: 20 Landmark Cases |

| |25-27 |The development of civil liberties and civil rights by judicial |in American History |

| | |interpretation |Read Chapter 5: Civil Liberties |

| | |Knowledge of substantive rights and liberties |Evaluate soundness and significance: editorials by|

| | |The impact of the 14th Amendment on the constitutional development of |Jim Hoagland and Davis S. Broder |

| | |rights and liberties |Analyze and interpret political cartoon: |

| | | |“Intelligent Design: Separation of Church and |

| | |What are your rights as an American citizen? |State” |

| | |Free-response essay: Create a final thesis arguing the need to “Fight |Editorial debate: “The Death Penalty” |

| | |for your right.” Juxtapose your rights with the rights of law |Read Chapter 6: Civil Rights |

| | |enforcement through a critical analysis. |General Review and addressing of questions |

| | | |Evaluate soundness and significance: editorials by|

| | |How are African Americans and women addressed in the Constitution? |Jim Hoagland and Davis S. Broder |

| | |Free-response essay: Analyze Brown vs. Board of Education and judge the |Interpret and analyze picture: “Police Confront |

| | |significance of the 19th amendment. |Civil Rights Demonstrators in Birmingham” |

| | |Examination VI – Over chapter 5-6, current events, Hoagland & Broder |Analyze multiple pie charts: “Public Opinion and |

| | |Examination will include analytical free responses to Hoagland & Broder |Affirmative Action” |

| | |editorials and chapters 5-6 | |

|Study |Weeks |7. Review for Final Exam |Free-response packet with clear rubric for |

| |28-31 |Utilize notes, exams, presentations and projects to review for the Final |grading. Students will grade essays and assign |

| | |exam. |scores based on rubric. |

| | |Review data analysis as it pertains to U.S. Government & Politics. | |

|Mastery |Weeks |8. Final Project | |

| |32-34 |Demonstrate mastery of U.S. Government & Politics through the creation of| |

| | |an evaluative and critical essay and presentation. Essay should be at | |

| | |least 1200 words. | |

|Application |Week |9. Visit U.S. Institution | |

| |35 |Students will have an opportunity to see government at work. Several | |

| | |government employees will address questions about their job and its | |

| | |responsibilities. | |

Assignments and assessments:

Students will be assessed using: quizzes, tests, projects, presentations, debates and exams. Students will be assessed through a variety of assignments.

Assessment type breakdown:

• Tests and Quizzes:

o All tests and quizzes will be based from classroom lectures and assigned readings. Information will relate to the six key components of the U.S. Government & Politics course. Please see table above for a more complete breakdown.

o Tests will be a combination of multiple choice, short answer and essay.

• Homework, class participation and class work:

o At home assignments will be completed to foster further practice of key objectives and components. Homework will be given each class and collected accordingly.

o Class participation will be taken through an anecdotal assessment strategy. Students will be expected to thoughtfully take part in classroom discussions and mandatory online postings via the classroom website. Students must show evidence of higher order thinking skills (evaluation, analysis, and synthesis) in order to receive optimal credit.

o All editorials (2) by Jim Hoagland and David S. Broder must be read and adequately analyzed weekly.

o Each chapter we will analyze, interpret, and/or evaluate graphs or tables to further understand the U.S. government.

• Projects and Presentations:

o Projects will primarily be completed through written papers and essays ranging anywhere from 600 to 1600 words and oral presentations* (5-15 minutes in length).

*Group oral presentations are expected to run 25-45 minutes in length

Grading Scale: 90-100= A 80-89= B 70-79= C 60-69= D 59 or below= F

Weighted grade policy: Weighted grades are calculated for students completing and taking the requisite exam of the course.

Non-weighted Scale A=4 Weighted Scale A=5

Non-weighted Scale B=3 Weighted Scale B=4

Non-weighted Scale C=2 Weighted Scale C=3

Non-weighted Scale D=1 Weighted Scale D=2

Non-weighted Scale F=0 Weighted Scale F=0

Special Information relevant to specific AP Courses:

:

Field trip: We will visit a government institution to get a hands-on experience with the American bureaucratic structure.

Voting = Students will be expected to join the Youth Leadership Initiative through the University of Virginia for Politics. Everyone will be expected to research candidates from their district and cast votes for their favorites in the various races.

Support Services:

Students have the option of enrolling in:

• AVID

• Online discussion board via classroom website

• Email instructor

• Peer tutoring sessions during seminar

• Extra instructor attention during seminar

• Online tutoring services (Smartthinking – please check references for website)

Resource used for the creation of this syllabus:

AP Course Descriptions: United States Government and Politics. apcentral., 2010. 28 Aug.

2011 <

description.pdf>.

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