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Campbell High School 5265 Ward Street Smyrna, GA 30080 (678)842-6850 School Website: http://www.campellhs.com/ AP U.S. Government Learning today for tomorrow’s world Fall Semester 2013 Instructors: April Sandifer Room: 2208 Phone: (404)314-1646 Email: [email protected] Class Website: http://cobblearning.net/aprilsandifer Course Texts: O’Connor, Karen & Larry Sabato. American Government, Continuity & Change, 2008 ed. Pearson Education, Inc; New York, 2007. Canon, David T., John J. Coleman & Kenneth R. Mayer. Faultlines: Debating the Issues in American Politics, 2 ed. W.W. Norton & Company; New York, NY 2007. Additional materials including Primary Sources such as The Federalist Papers 10 & 51, The New York Times, Newsweek Magazine, and Supreme Court Cases will be used in this course for analysis of data and reinforcement of concepts. 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. Course Components & Outline (% = Average Coverage on the AP Exam and Time Allotted for this Course) I. Constitutional Underpinnings of United States Government (5-15%) A. Considerations that influenced the formulation and adoption of the Constitution B. Separation of powers C. Federalism D. Theories of democratic government Constitutional Underpinnings: The study of modern politics in the United States requires grounding in the Constitutional underpinnings of its government. Students examine the kind of government the Constitution established with 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 a grasp of the ideological and philosophical traditions on which the framers drew. We will also address specific concerns of the framers: for example, why Madison feared “factions” (The Federalist Papers) and reasons for the swift passage of the Bill of Rights. We might also choose to examine fundamental pluralism. II. Political Beliefs and Behaviors of Individuals (10-20%) A. Beliefs citizens hold about their government and its leaders B. Processes by which citizens learn about politics C. The nature, sources, and consequences of public opinion D. The ways in which citizens vote and otherwise participate in political life E. Factors that influence citizens to differ from one another in terms of political beliefs and behaviors Political Beliefs and Behaviors: Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general. It is important for students to understand how these beliefs evolve and the processes by which they are transmitted. Specifically, 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. The ways in which these beliefs affect and inform political participation are also critical. For example, students should know what voting and protest mean to those who engage in them. Finally, it is essential that students understand what leads citizens to differ from one another in their political beliefs and behaviors. A teacher may wish to examine the divergent views of the political process in the United States held by members of specific ethnic and racial groups and the political ramifications of these differences. III. Political Parties, Interest Groups, and Mass Media (10-20%) A. Political parties and elections (including their functions, organization, historical development, effects on the political process, & electoral laws and systems) B. Interest groups (including PACs) 1. The range of interests that are or are not represented 2. The activities of interest groups 3. The effects of interest groups on the political process 4. The unique characteristics and roles of PACs in the political process C. The mass media 1. The functions and structures of the media 2. The impacts of media on politics 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 (PACs), 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. 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 are also expected to understand the role of the media in the political system. IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts (35-45%) A. The major formal and informal institutional arrangements of powers B. Relationships among these four institutions C. Links between these institutions and political parties, interest groups, the media, sub-national governments, and public opinion & voters The Institutions of Government: Students must become familiar with the organizations and powers of the Congress, the presidency, the bureaucracy, and the federal courts. An understanding of both the formal and informal powers of these institutions, as well as the ways in which they relate to one another, is essential. Students are also expected to understand the ties between the various branches of national government and political parties, interest groups, public opinion, 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 the recent struggles to adopt a national budget. V. Public Policy (5-15%) A. Policy making in a federal system B. The formation of policy agenda C. The role of institutions in the enactment of policy D. The role of the bureaucracy and the courts in policy implementation and interpretation E. Linkages between policy processes and the following: a. Political institutions and federalism b. Political parties c. Interest groups d. Public opinion e. Elections f. Policy networks 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. VI. Civil Liberties and Civil Rights (5-15%) A. The development of civil liberties and civil rights by judicial interpretation B. Knowledge of substantive rights and liberties C. The impact of the Fourteenth Amendment on the constitutional development of rights and liberties Civil Liberties and Civil Rights: An understanding of United States politics includes the study of the development and defense of issues involving civil rights and civil liberties. Basic to this study is an analysis of the workings of the Supreme Court and an awareness of its most significant decisions. Students examine Constitutional interpretations of freedom of speech, assembly, and expression; the rights of the accused; and the civil rights of minority groups and women. For example, students should understand the legal and political evolution of the Supreme Court's decisions on segregation. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change. Course Breakdown with Primary Focus Topics Fall Semester: Unit I, Weeks 1-2: Introducing Government in America (chapters 1 and 11) Formations of Governments, The Articles of Confederation, Federalist Papers 10 & 51 Unit II, Weeks 3-6: Constitution and Federalism (chapters 2 and 3) The U.S. Constitution, National Supremacy, Modern Federalism, Block Grants & Mandates Unit III, Weeks 7-8: Political Beliefs and Behaviors (chapters 11 and 13) Political Socialization, Political Ideology, Public Opinion Unit IV, Weeks 9-11: Political Parties, Campaigns & Elections (chapters 12, 13 & 14) Major Parties, Minor Parties, Congressional v. Presidential Campaigns, Primaries & Elections, Electoral College Unit V, Weeks 12-18: Congress, Interest Groups, & Media (chapters 7, 16, & 15) Powers of Congress, The Legislative Process, Committee System, PACs & Interest Groups, Lobbyists, The Mass Media Winter Semester: Unit VI, Weeks 1-4: The Presidency & Federal Bureaucracy (chapters 8 & 9) Presidential Powers, WHO, Cabinet, Organization of the Bureaucracy, The Federal Budget, Implementation & Regulations Unit VII, Weeks 5-8: The Judiciary, Civil Rights & Civil Liberties (chapters 10, 5, & 6) Judicial Powers, Lower Federal Courts, The Supreme Court, Judicial Interpretation, Rights of the Accused, Privacy Issues, Landmark Cases including Gender – Race – Ethnicity – Organizations Unit VIII, Weeks 9-12: Public Policy (chapters 17, 18, 19) Foreign Policy, Defense Policy, Economic Policy, Environmental Policy, Health Care and Welfare Policies AP Exam Review, Weeks 13-18: Recommended Exam Prep-Book is Larry Krieger’s AP US Government & Politics Crash Course Assessments: Each Unit will be evaluated with both Formative and Summative assessments. Potential assessments will include the following: Exams, Analysis of Multiple Choice Questions, Quizzes, Free Response Questions, Student Projects and Written Assignments. Multiple Choice Analysis may take place after each unit for conceptual understanding. Free Response Questions will be given at each exam and students must answer these questions in a manner that reflects an understanding and analysis of the content being addressed. Support evidence, such as a court case or policy initiative, is expected for each FRQ. This is intended to help students prepare for the AP EXAM. In addition to exams, Free Response Questions may be assigned during the interim period between units, following the same criteria listed above. Vocabulary Quizzes & Projects may be assigned for each unit. Each topic will include a rubric and completion deadline. Grading Scale Unit Exams Classwork Midterm Exam Quizzes Final Exam 50% 20% 10% 10% 10% Expectations This course requires extensive out-of class reading. Preparation is essential for success. You will be tested over material from your readings that will not be addressed in depth during class. It is expected that adequate preparation time will take place that is assumed for AP courses. Tutoring We are available via email or text message outside of school hours, in Room 2208 until 4:00 p.m. daily, or you may schedule an appointment as necessary. Attendance & Missing Work Good attendance is one of the most important things for passing this class. Attendance is an important part of becoming academically successful, and it is very important that you show up to our class. We expect to see you in class every day. If you miss class, it is YOUR RESPONSIBILITY to retrieve missed work from the folders or the class website and to turn it in. It is YOUR RESPONSIBILITY to remember to turn in missed work. Furthermore, missed quizzes or exams must be made up outside of class time (that means before or after school). We strongly urge you: DON”T MISS CLASS ON A QUIZ OR TEST DAY. Absences from class prior to a scheduled exam DO NOT excuse you from taking the test on the day it is given. Cheating Cheating results in a zero on any assignment or exam. Cheating includes: Copying answers from another student. Looking onto another student’s paper during a test or quiz. Using notes during a test or quiz without teacher permission. Copying information from any source, including the Internet, without giving credit to the person who wrote the words. This includes rearranging the order of words and/or changing some words as written by the author and claiming the work as your own. This is called plagiarism, and in many situations it is illegal. Restroom and Hall Passes Restroom and hall passes will be limited and at our discretion. As a young adult, we trust that you know when you can’t wait and you really need to go to the restroom. However, if you abuse our trust, you will have to wait until after class even if it is intensely uncomfortable. Students that require frequent trips to the restroom for medical reasons must bring a doctor’s note. Dead time will be observed the first and last 15 minutes of every class period. Behavior Expectations Students are expected to adhere to all rules in the Student Handbook. Failure to do so will result in consequences as outlined in the Student Handbook. This syllabus may be amended throughout the year at the discretion of the instructor. CAMPBELL HIGH SCHOOL SYLLABUS ACKNOWLEDGEMENT TEACHER: COURSE: Fall 2013 April Sandifer AP U.S. Government Parents & Students, please read through and check (√) the boxes to the left indicating your agreement to the following: I have read the class syllabus. I understand the cheating policy and the grading policy. Prefiero ser contactado en Español. Please provide a translator if you wish to contact me. Language: ___________ I have access to the Internet and will access the online student & parent gradebooks to check on my student’s progress. I understand that teachers will make every effort to post grades promptly upon receipt of student work. ***** PLEASE PRINT CLEARLY***** (Print) Student Name Student Signature (Print) Parent Name Parent Signature (Cell) Parent telephone numbers (Work) (Parent e-mail) (Student e-mail—REQUIRED) COMMENTS: RETURN THIS FORM WITH BOTH SIGNATURES BY Monday, August 12, 2013. Please feel free to contact the teacher(s) if you have any additional questions or concerns.