Download AP US Government - Lake County Schools

Dr. McKenzie’s 12TH GRADE
AP U.S. Government and Politics Syllabus 2016-2017
Dr. McKenzie
Office: P-32
(352) 242-2080
Email: [email protected]
The Course
AP U.S. Government is a college-level political science course that requires students to apply an understanding of our
political system to contemporary events. It is about the development of the American political system, political ideology,
and our democratic institutions. Through lectures and discussions, students will understand the changing political culture
of contemporary American society and its effect on voting patterns, socio-political trends, and the processes of
government.
The topic outline below summarizes the major content areas covered by the U.S. Government & Politics Exam.
The multiple-choice portion of the exam is devoted to each content area in the approximate percentages
indicated. The free-response portion of the exam will test students in some combination of the six major
categories outlined below. The outline is a guide and is by no means an exhaustive list of topics or the preferred
order of topics.
I. Constitutional Underpinnings of United States Government (5-15%)
II. Political Beliefs and Behaviors (10-20%)
III. Political Parties, Interest Groups, and Mass Media (10-20%)
IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal
Courts (35-45%)
V. Public Policy (5-15%)
VI. Civil Rights and Civil Liberties (5-15%)
I. Constitutional Underpinnings of United States Government (5-15%)
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
factions? 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.
A.
B.
C.
D.
Considerations that influenced the formulation and adoption of the Constitution
Separation of powers
Federalism
Theories of democratic government
II. Political Beliefs and Behaviors (10-20%)
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 that people hold of the political process, the demographic features
of the American population, and the belief and behavior systems held by specific ethnic, minority, and other
groups.
A.
B.
C.
D.
E.
Beliefs that citizens hold about their government and its leaders
Processes by which citizens learn about politics
The nature, sources, and consequences of public opinion
The ways in which citizens vote and otherwise participate in political life
Factors that influence citizens to differ from one another in terms of political beliefs and behaviors
III. Political Parties, Interest Groups, and Mass Media (10-20%)
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. Examination of issues of party
reform and of campaign strategies and financing in the electronic age provides students with important
perspectives. A study of elections, election laws, and election systems 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 the 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 has 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.
A.
Political parties and elections
1.
2.
3.
4.
5.
Functions
Organization
Development
Effects on the political process
Electoral laws and systems
2
B.
Interest groups, including political action committees (PACs)
1.
2.
3.
4.
C.
The range of interests represented
The activities of interest groups
The effects of interest groups on the political process
The unique characteristics and roles of PACs in the political process
The mass media
1. The functions and structures of the media
2. The impact of media on politics
IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and
the Federal Courts (35-45%)
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.
A.
The major formal and informal institutional arrangements of power
B.
Relationships among these four institutions, and varying balances of power
C.
Linkages between institutions and the following:
1.
2.
3.
4.
5.
Public opinion and voters
Interest groups
Political parties
The media
Sub-national governments
V. Public Policy (5-15%)
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.
A.
Policy making in a federal system
B.
The formation of policy agendas
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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:
1.
2.
3.
4.
5.
6.
Political institutions and federalism
Political parties
Interest groups
Public opinion
Elections
Policy networks
VI. Civil Rights and Civil Liberties (5-15%)
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 Supreme Court
and an understanding of 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. Finally, it is important
that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social
change.
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
Expectations
Since this is a college-level course, there are corresponding expectations for both in-class and out-of-class work.
Due to the short time allotted for this course, and the vast amount of material, it is impossible to teach all of the class
content within the confines of a classroom setting. I will conduct the class in a way that best exemplifies a college course
and, as such, I expect students to act accordingly. It is important for students to be prepared to do the majority of the
coursework outside of class. Class time will be spent on elaboration, discussion, and clarification of individual readings.
Class notes will not be a substitute for independent, assigned reading.
This course demands informed participants. This means weekly reading of a national newspaper, such as the New York
Times or Washington Post on a daily basis.
News Sources
CBS News
CNN News
C-Span
Fox News
MSNBC
New York Times
Newsweek Magazine
Time Magazine
USA Today
U.S. News and World Report
Washington Post
Washington Times
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Policy Portfolio
Students are required to compile a portfolio dedicated to current issues and their coverage in the media. This three-ring
binder will be kept in addition to the binder kept for class. Students must collect articles from each on the topics listed
below and write a brief explanation of the article.
You will want to begin this as soon as possible, and continually work on it each week!
Policy Portfolio Requirements
Collect news articles that discuss US policy, political events, policy formulation, political action or any subject
we discuss in regard to the issue topics listed below.
Acquire a three-ring binder, and divide it into the following sections:
1) Taxes
2) Health Care
3) Economy
4) Gun Control
5) Homeland Security
6) Federal Budget / Government
Spending
7) Social Security
8) Military Spending
9) Interest Groups and PACS
10) Foreign Policy
11) Environment
12) Political Party Support and
Actions
Collect 24 articles, two for each topic, from the Washington Post, New York Times, U.S. News and World
Report, Time, or other qualified publications. Categorize your clippings into each section and place them in
chronological order. Only 50% of the articles may be exclusively from the Internet.
Neatly paste, tape or insert each article into a clear plastic sheet protector. On the back, include a summary sheet
containing the following information:



Publication
Date
Author


Page Number
Topic
Brief Summary - Make sure you discuss the article’s relevance to American politics. (150-200 words)
DUE DATE: Policy Portfolio Binders are due Tuesday, March 21, 2017. Late portfolios will not be
accepted unless you have an excused absence; in that event, I enforce Lake County School Board Policy
regarding assignment due dates when absences occur in the Student Code of Conduct.
Position Papers
In addition, you will be required to write position papers on 5 of the 12 issues listed above. These will be 2 double-spaced
pages (500-750 words, 12 point font) submitted electronically (Email them to me at [email protected]. Note: I stop
reading at 750 words, so plan accordingly when writing. You select 5 of the 12 topics. Whether I remind you or not, they
are due every 2-3 weeks; see the course calendar at the end of this syllabus for due dates.
Position papers must include the following:

1 page that explains the issue, including the current presidential administration’s standpoint and actions
regarding the issue. DO NOT EDITORIALIZE, be factual.
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
1 page that explains each of the following: a. The nature of the issue, b. Why the citizens would support or agree
with the standpoint and actions of the administration, c. Why citizens would disagree, and d. Your opinion on the
issue.
All research and reading on each topic must be explicitly cited. Each position paper must have AT LEAST 2 sources.
Include a Works cited page at the end of each paper. All position papers must utilize APA format, see the course website
for a sample paper written in APA format. Position papers submitted that have been plagiarized shall receive a grade of “0”
zero.
Grading
Class Participation:
5 Position Papers:
Portfolio:
Weekly Quizzes:
Unit Examinations:
Final Exam:
10%
10%
10%
20%
25%
25%
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Content Calendar
Below is an outline of the college-level workload you will complete while in this class. Some due dates are
subject to change, but unless otherwise stated, this is the plan for each week.
WHETHER I REMIND YOU OR NOT, YOU ARE ACCOUNTABLE FOR THE
ASSIGNMENTS AND DUE DATES BELOW!
Weeks
1
Dates
Topics
Assignments
Introduction: Study of Government
1). Read/Outline Chapter
Wilson Ch. 1
1). Read/Outline Chapter
2). Policy Paper #1 Due
3). Exam # 1 (1-3)
Wilson Ch. 2 & 3
Civil Liberties & Civil Rights
1). Principles of Civil Liberties and Civil
Rights.
2). 1st Amendment (Religion/Speech/Press).
3). Struggle for Equal Rights.
4). Equal Protection Under the Law.
5). Due Process of Law.
1). Read/Outline Chapter
2). Policy Paper #2 Due
Wilson Ch. 4, 5, & 6
Political Behavior & Political Beliefs
1). Political Culture, Public Opinion.
2). Analyzing public opinion polls.
3). Political Attitudes and Ideology.
4). Political Participation & Factors
Impacting Voter Turnout.
5). Political Socialization.
1). Read/Outline Chapter
2). Exam # 2 (4-9)
Wilson Ch. 7, 8, & 9
1). Read/Outline Chapter
2). Policy Paper #3 Due
3). Exam #3 (13)
Wilson Ch. 13
Feb. 21Mar. 3
Institutions
1). Evolution of Congress.
2). Legislative Process & Structure.
3). Leadership and the Committee System.
4). Congress vs. the President.
1). Read/Outline Chapter
2). Policy Paper #4 Due
3). Exam #4 (14-15)
4). Policy Portfolio Due:
(5/21/17)
Wilson Ch. 14 & 15
Mar. 6 Mar. 24
1). Overview: Presidential Power.
2). Growth of Presidential Power.
3). The Presidency: Leading the nation.
4). The Bureaucracy: Running the nation.
5). Bureaucratic Structure & its Growth.
1). Read/Outline Chapter
2). Exam # 5
Wilson Ch. 16
Mar. 27 Apr. 7
1). Introduction to Federal Courts
2). Judicial Branch: Structure and Functions
of the court system.
3). Judges: Activism vs. Restraint.
4). The Judiciary as a Political Institution.
Jan. 4 Jan. 6
1). Introduction, syllabus, textbook
distribution
2). What is government? Political
science, Theories of Democratic
Government
3). Constructing Governments
Jan. 9 Jan. 20
1). Framework: Checks & Balances,
Separation of Powers, Articles I – IV.
2). Federalism and Anti-Federalism
3). Federal Grants, Mandates, and Relations
with the States
Constitutional Underpinnings
2-3
4-5
6-7
8-9
10-11
12-13
Jan. 23 Feb. 3
Feb. 6 Feb. 17
Readings
7
14-15
Apr. 10 Apr. 21
Interest Groups/Elections/Media
1). Development of Political Parties and
Lobby Groups.
2). Tactics of Parties and Lobbies.
3). Effect of Media on Political Process.
4). Media and Public Opinion
Public Policy
16-18
Apr. 24 May 12
1). Public Policy Process
2). Fiscal & Monetary Policy
3). Environmental Policy
4). Regulation/Deregulation
5). Foreign Policy
6). REVIEW for Final EXAM
1). Read/Outline Chapter
2). Policy Paper #5 Due
Wilson Ch. 10, 11 &
12
1). Read/Outline Chapter
2). Final Exam
Wilson Ch. 17, 18, &
19
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I have read the above syllabus and understand both the behavioral and academic attitude and
activities expected of my student. I will support and encourage my student to accept the
challenges and rigors of AP U.S. Government & Politics and complete this course to the best of
his/her ability.
Student’s Name _____________________________________ Date ______________
Signature _______________________________________________
Parent/Guardian Name _____________________________________ Date ______________
Signature _______________________________________________
Daytime phone number _______________________
Evening phone number _______________________
E-mail address _____________________________________
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