Download Constitutional Underpinnings of United States Government

Talented and Gifted Magnet High School
AP United States Government and Politics Syllabus
Description and Course Activities:
Advanced Placement United States Government and Politics is designed to engage students in
intellectual, critical, and creative process of thinking skills from in class discussion, individual
projects, and hands on problem solving. Advanced Placement United States Government and
Politics requires extensive reading, research, and problem solving responsibility from the
student. The course explores the making of government policy involving political components
such as the executive, legislative, judicial branches, the bureaucracy, impact of interest groups,
political parties, federalism, news media, and the voting public. The goal is for students to be
prepared to take the college level examination and to make the student interested and excited
about learning United States Government.
Advanced Placement United States Government and Politics follows the curriculum of the
Advanced Placement Board and the Texas Education Agency. AP U. S. Government and Politics
taught at the TAG Magnet High School will include Gifted and Talented Strategies using real
world applications to problem solving skills and the importance of ethics will be emphasized.
Enrichment activities include:
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Current Events involving the United States Government will play a major role in class
discussion. Students are responsible with keeping up with daily events by web link sites
or TV station shows such as Meet the Press, This Week, Lehrer Report, CNN, Fox
News, BBC, or NPR Radio.
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Group Research Film Presentation: Students will work in groups of three to four
members to produce a political film. Topics can include surveys of political interest
groups, political parties, historical or current elections, the President, Congress, the
Judiciary, State and Local Governments, or Regulatory Agencies. Emphasis will be
placed on solving current problems facing government today.
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Student Visit: During the course students will be required to visit their United States
Congressional District Office and if possible meet their representative. Students will
give and oral un-biased report of their district in regards to gerrymandering, political
party in power, congressional committee membership, opposition in recent election, and
important issues concerning the most recent election.
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State and Local Government Problem Solving: In groups of three, students will be
presented a local government problem to solve involving a lack of funds for water and
sewer development, road repairs, fire and police protection. Students must work through
a process of developing a federal categorical matching or block grant and make creative
ideals for raising revenue. Student groups will present their project to and un-biased
board who will award the winning group the federal grant thus winning the contest.
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Federal Government Problem Solving: In groups of three, students will be assigned a
modern day problem within a government agency to solve in detail. Agencies will
include the Department of Agriculture, Commerce, Education, Labor, Interior, Justice
Department, and Veterans Affairs. An oral class presentation will be presented using
ethical public administration skills in improving services to an increasing and diverse
population.
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Student role play will be used in acting out Congressional Political Caucasus in picking
U. S. House and Senate leadership, acting out steps of making a bill a law from
committee to presidential signature, role play of the President and the National Security
Council with problem solving of a current event crisis facing the county.
Text Book(s):
Schmidt, Steffen W., Mack C. Shelley, Barbara A. Bardes, Lynne E. Ford, American
Government and Politics Today, Wadsworth Thomson Learning, 2013 – 2014 edition.
Reading Supplements
Woll, Peter, ed. American Government: Readings and Cases. 14th ed. New York: Longman,
2002.
Grading Policy - based on Dallas ISD school policy
Grading Scale for Six Weeks Average
Class work/Homework
40%
* Major Tests
25%
Projects/Products
20%
* Six Weeks Test Grade
15%
*Multiple choice exam questions and essays will be taken from released AP United States
Government and Politics exams from the Advanced Placement College Board.
If a Major Test is failed the student may retake and the higher score earned will be recorded as
the grade.
Late Homework assignments will receive a grade of 50 if turned in by the next two school days
after due date. After that date a grade of 0 will be recorded. Homework assignment policy is
determined by the TAG Social Studies Department.
Diagnostic Exam – 1999 Released Advanced Placement United States Government and
Politics exam.
I.
Constitutional Underpinnings of United States Government
Students will be required to understand the historical background that led to the United States
Constitution, the ideology the framers drew from, and the working order of government the U. S.
Constitution established. Students will be required to understand the separation of powers and
the concept of federalism derived from the U. S. Constitution.
Theories of Democratic Government – Required Reading: Chapter 1
Student Outcomes
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Students will identify theories of Representative Democracy: majoritarian, pluralist, and
elitism.
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Students will compare Pure (Direct) Democracy and Representative Democracy.
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Identify the concept of a republic and representative democracy.
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Identify and compare the ideology of liberalism and conservatism.
Considerations that influenced the formulation and adoption of the Constitution
Required Reading: Chapter 2
Supplemental Reading from Woll:
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Second Treatise, of Civil Government, John Locke, pp. 4 – 10.
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Declaration of Independence, Thomas Jefferson, pg 454.
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Federalist Papers # 51, James Madison, pp. 44 – 46.
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Federalist Papers # 10, James Madison, pp. 171 – 176.
Online Reading Requirement
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Mayflower Compact
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Articles of Confederation
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Student Outcomes
Students will identify the concept of Natural Rights and compare the Declaration of
Independence with Second Treatise on Civil Government.
Identify the Strengths and Weaknesses of the Articles of Confederation.
Discuss Shays Rebellion and its importance.
Identify the Compromises required for the establishment of the U. S. Constitution
Contrast ideals and who represented the Federalist and Anti-Federalist.
Identify Ratification of the United States Constitution.
Discuss the adding of the Bill of Rights and how to amend the Constitution.
Separation of Powers and Federalism
Required Reading: Chapter 3
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United States Constitution, pp. 64 – 81 from text.
Required Supplemental Reading from Woll:
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McCulloch v. Maryland, pp. 65 – 68.
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Student Outcomes
Students will identify the Legislative, Executive, and Judicial Branch.
Students will identify Writ of Habeas Corpus, Ex post Facto Laws, and Bill of Attainder
from U. S. Constitution.
Understand Expressed, Implied, and Inherent Powers.
Identify and know examples of checks and balances.
Review how to amend the Constitution.
Identify the Necessary and Proper Clause, Supremacy Clause, Commerce Clause.
Identify court cases: McCulloch v. Maryland and Gibbons v. Ogden.
Understand Federalism: Powers divided between Central and Regional Governments.
Understand the tenth amendment.
Contrast Categorical and Block grants, identify duel and layer cake federalism,
cooperative and marble cake federalism, and identify mandates.
Use quantitative charts and maps in analyzing and interpreting data in the area of
federalism and mandates.
Student Project – Grant Writing
II.
Civil Rights and Civil Liberties
Students will be required to understand and identify political and civil rights guaranteed by
the U. S. Constitution. Students will be able to identify provisions in the Bill of Rights and
the 14th Amendment such as freedom of speech, assembly, expression, rights of the accused,
equal protection and due process under the law.
Students will review major Supreme Court Cases concerning racial segregation, privacy
rights, and social changes.
The development of civil liberties and civil rights by judicial interpretation.
Knowledge of substantive rights and liberties.
The impact of the Fourteenth Amendment on the constitutional development of rights
and liberties.
Reading Requirements: Chapters 4 – 6
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Review the Bill of Rights and Read the 13, 14, 15, 19, 24 & 26th Amendments,
pp. 75 – 81.
Required Supplemental Reading from Woll:
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Gideon v. Wainwright, pp. 93 – 98.
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Brown v. Board of Education of Topeka, pp. 125 – 130.
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Engel v. Vitale, pp. 133 – 138.
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Roe v. Wade, pp. 144 – 152.
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Student Outcomes
Students will identify and understand the Free Exercise Clause, Establishment Clause of
the 1st Amendment.
Understand the Exclusionary Rule of the 4th Amendment.
Understand and Identify Double, Jeopardy, Self-Incrimination, and Eminent Domain of
the 5th Amendment.
Identify Speedy Trial, Impartial Jury, and Representation by Attorney in Criminal Cases
of the 6th Amendment.
Identify the 8th Amendment that prohibits excessive bail, fines, and cruel & unusual
punishment.
Identity Equal Protection of the Law and Due Process under the 14th Amendment.
Identify voting rights to minorities and women in the 15, 19, and 26 amendments and
historic values such as Seneca Falls and failed Equal Rights Amendment.
Identify the Anti-Poll Tax Amendment and use of poll tax and literacy test.
Understand racial segregation from court cases: Dred Scott v. Sanford, Plessy v.
Ferguson, and Brown v. Board of Education.
Identify the Civil Rights Act of 1964, and Voting Rights Act of 1968
Identify Affirmative Action and Reverse Discrimination such as Regents of University
of California v. Bakke.
Identify Court Cases, examples such as; Mapp v. Ohio, Miranda v. Arizona, Gideon v.
Wainright, Griswold v. Connecticut, Roe v. Wade, Engel v. Vital, and
Texas v. Johnson.
Identify Clear and Present Danger Test – Schenck v. United States.
Use quantitative charts to analyze and interpret minority voting patterns in the United
States
Review for Six Weeks Final
Six Weeks Final – Released AP Multiple Choice Questions & 2 AP Released Essay’s
III.
Political Beliefs and Behaviors
Students will understand how political beliefs are formed and how families, schools, and the
media play a role in developing such beliefs. Students will study demographic regions of
different political beliefs and voting patterns. Ethnic groups, minorities, and interest groups, will
be studied understanding different beliefs and behaviors. Participation in the political process
such as voting, protesting, initiative, donations, volunteering to campaigns and other ways will
be examined.
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.
Reading Requirements: Chapter 7, Review Chapter 1
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Analyze and interpret graphs, charts, and maps from text on political socialization
Online Research Requirement:
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Current events showing recent voting patterns, demographic regions and beliefs.
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Electoral College voting patterns among states, interpreting map data.
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Research current public opinion polls by various news, political, and independent
organizations.
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Student Outcomes
Students will identify political socialization and political attitudes formed from family
and the educational system.
Identify influences of political socialization by the news media, political events,
occupations, leader’s opinion, and peer groups.
Identify changes facing America, such as an aging population and percentage of
population that is foreign born.
Understand public opinion, consensus, and divisive opinion.
Identify public opinion polling techniques
Identify recent problems encountered by public opinion polls.
Identify trends in political trust in government.
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IV.
Chart Electoral College voting trends by states and understand how system works.
Chart congressional re-election trends and identify incumbency.
Political Beliefs and Behaviors will be reviewed throughout the semester with daily
current events discussions.
Political Parties, Interest Groups and Mass Media
Students will study political parties, different interest groups, political action committees,
elections, and the mass media. Students will identify current elections laws, financial reforms,
and the election system at both the state and federal level. Students will identify lobbying
techniques by interest groups on the political process and impact on public policy. A review of
the news media and their impact on political socialization and public opinion will be discussed.
Interest groups, including political action committees (PAC’s).
Political parties and elections.
The mass media.
Reading Requirement: Chapters 8 – 11.
Online Research:
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Research an interest group such as NAACP, AARP, or NRA and present findings.
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Research political parties and read their web site.
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Research the news media such as the White House Press Corps and their importance.
Supplemental Reading Requirements from Woll:
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Buckley v. Valeo, 263 – 267.
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Campaign Finance Reform, pp. 268 – 273.
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Interest Groups and the American Political System, pp. 251 – 254.
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Politics by Other Means, pp. 208 – 213.
Student Outcomes
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Students will identify interest groups and government influence they seek
Identify areas interest groups target, examples such AARP and social security and
NAACP and civil rights legislation.
Identify dependency relations created by interest groups, bureaucracy, and elected
officials, Iron Triangles.
Identify the formation of Political Action Committees (PAC’s) and contribution
limitations.
Distinguish between soft money and hard money in election contributions and current
trends such as Senator McCain and Campaign Finance Reform
Identify matching funds for presidential elections and the court case Buckley v. Valeo.
Identify National Voter Registration Act and Motor Voter.
Contrast closed, open, and blanket primary elections and their importance.
Identify political conventions and party platforms plus historical importance.
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V.
Review the Electoral College and “winner take all” concept.
Review Political Socialization: the voter – income, gender, race, age, influences and
other variables.
Identify national wire services such as Associated Press and identify C-Span and their
influence on the U. S. Congress
Identify the Federal Communication Commission and their responsibility.
Understand meaning of terms such as horserace journalism and political agenda.
Be able to analyze and interpret charts, and graphs involving interest groups and
political party trends.
Institutions of National Government: The Congress, the Presidency, the
Bureaucracy, and the Federal Courts
Students study the political institutions of the United States: the Congress, the presidency, the
federal courts and the bureaucracy. Students will identify their separate powers and
responsibilities and how they are influenced by state and local governments, interest groups, the
media, political parties, and how each federal political institution are influenced by the other.
Students will study current events involving political decisions by the institutions of national
government and how they respond to crisis and political developments.
The Congress
Required Readings: Chapter 12
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Re-read the U.S. Constitution: Article I. (Legislative Branch) pp. 64 – 70.
Online Research
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Students will Research their U. S. House Congressional District and identify their
congress person, committees served on, map district and identify gerrymandering, visit
their congressional office and report findings to the class.
Supplemental Reading from Woll:
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If, as Ralph Nader Says, Congress Is “The Broken Branch,” How Come We Love Our
Congressmen So Much? pp. 384 – 391
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Student Outcomes
Students will contrast the U. S. House and U. S. Senate, their membership, terms,
current salary, and leadership positions.
Identify Gerrymandering, Reapportionment of Representatives, safe and marginal
districts.
Identify disciplinary action against members.
Understand the responsibilities of the party caucus.
Understand the lengthy process of making a bill become.
Identify the Committee System and their responsibilities such as: Rules, Ways and
Means. Identify Standing, Select, Joint, and Conference Committees
Understand terms such as pork barreling, log rolling, reciprocity and filibuster.
Review re-elections of incumbents: their advantages such as the Franking Privilege and
disadvantages such as scandals and redistricting.
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Identify support agencies of the U. S. Congress such as the General Accounting Office
and the Congressional Budget Office.
Be able to analyze and interpret charts and graphs concerning the U. S. Congress
Review for Six Weeks Final
Six Weeks Final - Released AP Multiple Choice Questions & 2 AP Released Essay’s
The Presidency
Reading Requirements: Chapter 13.
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Re-read the U. S. Constitution: Article II. (Executive Branch)
Online Research
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Identify the White House Staff, their positions, importance, and responsibility, and free
of Senate approval.
Supplemental Reading from Woll:
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The Two Presidencies, pp. 312- 319
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Student Outcomes
Students will identify presidential compensation and benefits, terms limitation,
succession of.
Understand limits of powers such as Budget & Impoundment Control Act of 1974 and
the War Powers Resolution of 1973.
Contrast and understand presidential executive orders, executive agreements, and
executive privilege and give historical examples.
Understand, identify, and contrast presidential powers: statutory power, expressed
power, inherent power, and constitutional power with current examples.
Identify Clinton v. New York and the line item veto used at the state level.
Identify the responsibilities of the White House Staff.
Identify the National Security Council, and Office of Management and Budget.
Understand the impeachment process of the president.
Identify the Cabinet and their responsibilities.
Be able to read charts and graphs about presidential trends and elections.
The Bureaucracy
Reading Requirements: Chapter 14
Online Research
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Students in groups will research their favorite bureaucracy: the service they perform,
current employment levels, and current problems their agency faces. Students will look
for solutions of the problems facing their agency.
Supplemental Reading from Woll:
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The Rise of the Bureaucratic State, pp. 336 – 343.
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Student Outcomes
Students will identify agencies responsible for implementation of Government policy.
Understand factors that effect policy making such as presidential popularity, news
media, or veto threat.
Identify problems with the Bureaucracy: poor coordination, red tape, interpretation of
laws.
Compare the Bureaucracies relationships with the Congress, President, Courts, and
Interest Groups.
Understand the Freedom of Information Act, Sunshine Act, Privacy Act, Hatch Act,
Pendleton Act and Civil Service Reform
Identify mandates, entitlements, and discretionary spending and be able to analyze and
interpret graphs and charts related to.
The Courts
Reading Requirements: Chapter 15.
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Re-Read the U. S. Constitution, Article III. (Judicial Branch), pp. 72 – 73.
Supplemental Reading from Woll:
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Federalist 78, Alexander Hamilton, pp. 418 – 422.
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Marbury v. Madison, pp. 423 – 426.
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How the Supreme Court Arrives at Decisions, William J. Brennan, Jr., pp. 437 – 444
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Student Outcomes
Students will identify the Judiciary Act of 1789, Congressional Act of 1869, and the
failed Judiciary Reorganization Act of 1937 (FDR Court Packing).
Understand Judicial Appointment Considerations such as ideology, opinions of interest
groups (American Bar Association) and term in office.
Understand Supreme Court Powers and Judicial Review: Federalist 78, and Marbury v.
Madison.
Identify written opinions; majority, concurring, and dissenting.
Contrast Judicial Activism and Judicial Restraint and give historical case examples such
as Brown v. Board of Education.
Contrast Supreme Court Chief Justices such as the Warren Court, Burger Court, and
Rehnquist Court plus give case examples.
Identify Senate Courtesy in appointment of lower court justices.
Identify terms such as Amicus Curiae Briefs, Stare Decisis, Precedent,
Public Policies
Students will understand the formation of public policies enacted by the United States Congress
and the President and also understand how the bureaucracy courts implements and interprets said
policy. Students will research current domestic and foreign policy and involvement of state and
local governments, interest groups, political parties, elections and other that impact the policy
making process.
Reading Requirement: Chapters 16 – 18
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Student Outcomes
Students will identify models of the policy making process.
Compare domestic public policy implementations in areas such as Poverty and Welfare,
Crime, Environment, Social Security.
Understand current economic policy: Fiscal and Monetary Policy.
Identify national security issues and the military-industrial complex.
Identify the global economy: such as World Trade Organization and NAFTA.
Understand current trends in public policy such as privatization and outsourcing.
Be able to analyze charts and graphs concerning public policy.
Review for Semester Final
Final – AP Released Exam
Review for the Advanced Placement Exam