Download 1 American Government Extended Standards Syllabus 2016

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American Government Extended Standards Syllabus 2016-2017
CHS Special Education Department
Contact Information: Parents may contact me by phone, email or visiting the school.
Teacher: Mr. Todd Seymour
Email Address: [email protected]
Phone Number: (740) 702-2287 ext. 16217
Online: http://www.ccsd.us/1/Home
CHS Vision Statement: Our vision is to be a caring learning center respected for its
comprehensive excellence.
CHS Mission Statement: Our mission is to prepare our students to serve their communities and to
commit to life-long learning
Course Description and Prerequisite(s) from Course Handbook:
American Government / Economics - 2385
State Course # 150308, Level I
Required Course Grade: 9-10
Graded Conventionally Credit: 1
Prerequisites: Passage of American History
The basis for this course is how the American people govern themselves and are governed at the
national, state, and local levels of government. This course studies government structures,
institutions, and processes through which decisions are made for the United States. This course
also examines how the United States government interacts with the economy to satisfy the desires
of its citizens.
Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit
taught during this course, and the Essential Questions to be answered to better understand the Big
Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he
or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define
whether or not a student scores well on assessments given for this course. (Teacher Note: The
Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea.
Each Unit will vary.)
 1st or 3rd 9 Weeks
o Unit I Title: Unit I Foundations of American Government
 Big Idea #1: Understanding the basic principles of government
 Essential Question #1: What are the basic ways governments
are formed, and how do they serve the people who live under
them?
 Essential Question #2: What are the major types of
government?
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 Essential Question #3: What is the role of economic systems?
 Big Idea #2:Understanding the origins of American government
 Essential Question #1: How did the critical period of the
Revolution and the early years of the republic define our basic
government institutions?
 Essential Question #2: What were the reasons the American
colonies sought independence from Great Britain?
 Essential Question #3: What were the weaknesses of the
Articles of Confederation and how were they resolved at the
Constitutional Convention?
o Unit II Basic Principles of the U.S. Constitution
 Big Idea #1: Understanding the US Constitution’s structure and principles
 Essential Question #1: What are the basic principles which help
define the government of the United States?
 Essential Question #2: What were the arguments for both the
Federalists and the Anti-Federalists over the new Constitution?
 Essential Question #3: What are the formal and informal practices
by which the US Constitution may be changed?
 Big Idea #2: Knowing the Bill of Rights and other key amendments
 Essential Question #1: What arguments were made by AntiFederalists for a Bill of Rights?
 Essential Question #2: What amendments addressed the aftermath
of slavery and the Civil War?
 Essential Question #3: What amendments addressed the calls for
reform during the Progressive Era?
 Essential Question #4: What amendments have provided extensions
of suffrage to disenfranchised groups?
 Essential Question #5: What 5 amendments have dealt with
presidential elections, terms, or succession?
o Unit III Structure & Functions of the Federal Government
 Big Idea #1: What is the role and organization of Congress?
 Essential Question #1: What is the basic structure and
organization of Congress?
 Essential Question #2: What key powers did the Constitution
give to Congress?
 Essential Question #3: What checks and balances does
Congress have over the other two branches?
 Essential Question #4: How does a bill become a law?
 Big Idea #2: Understanding the Executive Branch and the Presidency
 Essential Question #1: How is the Executive Branch organized?
 Essential Question #2: What are the key powers and
responsibilities of the President?
 Essential Question #3: What basic powers of the presidency
directly affect the other two branches of government?
 Big Idea #3: Understanding the Judicial Branch and the Supreme Court
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Essential Question #1: How is the federal court system
organized?
Essential Question #2: What are the key powers of the federal
courts established by the Constitution?
Essential Question #3: How do cases come before the Supreme
Court, and what factors influence the decisions the Court makes?
2nd or 4th 9 Weeks
o Unit IV Role of the People
 Big Idea #1: What are the Constitutional rights and responsibilities?
 Essential Question #1: What guarantees the rights of U.S. citizens?
 Essential Question #2: Are there limits to the basic freedoms we
enjoy under the Constitution?
 Big Idea #2: Understanding citizenship and equal justice
 Essential Question #1: How has the United States been shaped by
its immigrant history?
 Essential Question #2: How do we determine citizenship rights?
 Big Idea #3: Understanding law in America
 Essential Question #1: What are the major sources for American
law?
 Essential Question #2: What are key legal principles that guide our
legal system?
o Unit V Ohio’s State and Local Governments
 Big Idea #1: What are the characteristics of State Governments?
 Essential Question #1: How is the state government structured?
 Essential Question #2: How do state governments directly influence
citizen’s lives?
 Essential Question #3: What are key functions of state
governments?
 Big Idea #2: What are the characteristics of Local Governments?
 Essential Question #1: What are various ways in which local
governments are structured?
 Essential Question #2: What are the key functions of local
government?
 Essential Question #3: What are the greatest challenges local
governments face today?
o Unit VI: Civic Involvement and Economy
 Big Idea #1: What are political parties and their role?
 Essential Question #1: How do political parties play a large role in
the decisions made by the government?
 Big Idea #2: Understanding elections and voting
 Essential Question #1: What are the basic mechanisms of our
electoral system?
 Big Idea #3:Understanding taxing and spending
 Essential Question #1: How does the government spend the taxes
you pay?
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Essential Question #2: How does government spending affect the
economy?
 Essential Question #3: How does the federal government use fiscal
policy to maintain economic stability and foster economic growth?
END OF COURSE EXAM
Course Material:
1. Google Chromebook
2. 3 ring binder (1 ½” or bigger) with dividers
3. Paper and pencil on a daily basis
4. Agenda
5. Headset with microphone for listening and speaking activities (Upon request, a headset
may be provided by the teacher).
Textbook: Pacemaker American Government
Supplemental Textbook(s): Fearon’s Economics
Electronic Resources:
1. www.docs.google.com
2. https://classroom.google.com/h
3. www.socrative.com
4. www.quizlet.com
5. www.youtube.com
6. The instructor will use other secondary resources that are deemed appropriate to meet the
course objectives and reserves the right to incorporate other electronic resources not listed
above.
Course Expectations:
 This is not an online course, thus students are expected to comply with the teacher’s
request with regard to the use of technology only at certain times during the class. When
technology is not required, it is expected to be put away so it is not a distraction.
 Each student will be expected to keep all papers in the file inside the classroom. This
includes graded work and work in progress.
 Students are expected to have materials every day: Chromebook, textbook, paper,
notebook, pencil or pen.
 Students are expected to come to class on time. Be seated when the bell rings and work
on the bell ringer.
 Students will be expected to complete all assignments on time.
 Students will participate in classroom discussion/activities.
 Respect other people in the class as well as the property of others.
 Students will check their individual Progress Book grades regularly.
 It is the student’s responsibility to ask for work they missed while they were absent.
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Grading:
Unit Exams
Assessments (Including: Quizzes, Essays, Labs, and Projects)
Class work/Homework
 End of Course Exam is 20% of a student’s final grade.
50%
30%
20%
Grading Scale:
The grading scale for Chillicothe High School can be found in the student handbook or online at
http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook
Late Work: Late work will be subject to the board adopted policy on assignments that are turned in
late (to be reviewed in class). Information can be viewed on-line at
http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook
CHS TENTATIVE Course Schedule
This is an overview of what will be covered in this course at CHS for this school year. Although, I
would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the
teachers’ discretion).
1st or 3rd 9 Weeks:
Week 1: Beginning of the Year Pre-Assessment Exam
Unit I : Foundations of American Government
Week 1: 1 day—Beginning of year preassessment/Foundations of American
Government
Week 2/3: Principles of American government, Origins of American Government
 Formative Assessments
Week 4: 1 day--Unit I Summative Assessment
Unit II Title: Basic Principles of the U.S. Constitution
Week 4-6: US Constitution’s Structure & Principles, The Bill of Rights and Other Key
Amendments
 Formative Assessment
Week 7: 1 day- Unit II Summative Assessment
Unit III Title: Structure & Functions of the Federal Government
Week 7-9: The Role and Organization of Congress, The Executive Branch and the
Presidency, The Judicial Branch and the Supreme Court
 Formative Assessment
 Unit III Summative Assessment
2nd or 4th 9 Weeks:
Unit IV Title: Role of the People
Week 1-3: Constitutional Rights and Responsibilities, Citizenship and Equal Justice, Law
in America
 Formative Assessment
 Unit IV Summative Assessment
Unit V Title: Ohio’s State and Local Governments
Week 4-6: Characteristics of State Governments, Characteristics of Local Governments
 Formative Assessment
 Unit V Summative Assessment
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Unit VI Title: Civic Involvement and Economy
Week 7-9: Political Parties, Elections and Voting, Taxing and Spending
 Formative Assessment
 Unit VI Summative Assessment
END OF COURSE EXAM
Performance Based Section: Writing Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the Ohio
Department of Education, “Performance Based Assessments (PBA) provides authentic ways for
students to demonstrate and apply their understanding of the content and skills within the
standards. The performance based assessments will provide formative and summative information
to inform instructional decision-making and help students move forward on their trajectory of
learning.” Some examples of Performance Based Assessments include but are not limited to
portfolios, experiments, group projects, demonstrations, essays, and presentations.
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CHS American Government Extended Standards Course Syllabus 2016-2017
After you have reviewed the preceding packet of information with your parent(s) or guardian(s),
please sign this sheet and return it to me so that I can verify you understand what I expect out of
each and every one of my students.
Student Name (please print): ______________________________________________
Student Signature: ______________________________________________________
Parent/Guardian Name (please print): _______________________________________
Parent/Guardian Signature: _______________________________________________
Date: ________________________________________________________________