Mr. Allemand Spring 2012 128A
Hancock High School Social Studies Department
AP United States Government and Politics Course Syllabus ½ Credit, Required
I. Course Description
Advanced Placement United States Government and Politics is a high school class with the aim of providing students with a learning experience equivalent to that obtained from an introductory U.S. government and politics course. This is a course designed to analyze the structure and function of American Government. We will begin with our constitutional foundations and look at how the structure of our government affects the body politic. Secondly, we will examine the institutions of our national government. After examining the structure, we move on to discuss political parties, interest groups, and mass media, which work to shape political beliefs and behaviors that shape American public policy. We will conclude the course with an analysis of American civil rights and liberties as defined by our constitution and our courts.
II. Course Topics (From AP Course Description)
Constitutional Underpinnings of United States Government
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, the
separation of powers, and checks and balances. 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: for example, why did Madison fear factions? What were the reasons for the swift adoption of the Bill of Rights? Familiarity with the United States Supreme Court’s interpretation of key provisions of the Constitution will aid student understanding of theoretical and practical
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. Checks and balances D. Federalism
E. Theories of democratic government
Political Beliefs and Behaviors
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 why individuals engage in various forms of political participation and how that participation may affect 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 demographic features of the American population and the different views that people hold of the political process. They should be aware of group differences in political beliefs and behavior. Students should also understand how changes in political participation affect the political system.
II. Political Beliefs and Behaviors. 10–20%
A. Beliefs that 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 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 significance of 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, forms 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 this difference in representation. 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 able to exert pressure on political institutions and actors in order to obtain favorable policies?
The media are 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
media as an industry and how those goals influence the nature of news coverage. They should also understand the consequences of the increasing concentration of major media outlets in fewer hands, as well as the growing role of the Internet.
III. Political Parties, Interest Groups, and Mass Media. 10–20% A. Political parties and elections
1. Functions 2. Organization
3. Development
4. Effects on the political process 5. Electoral laws and systems
B. Interest groups, including political action committees (PACs) 1. The range of interests 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 news media 2. The impacts of the news media on politics 3. The news media industry and its consequences
Institutions of National Government
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. Students should understand that
these are separate institutions sharing powers and the implications of that arrangement. 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 repeated struggles to adopt a national budget.
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 power
B. Relationships among these four institutions and varying balances of power C. Linkages between institutions and the following:
1. Public opinion and voters 2. Interest groups
3. Political parties
4. The media
5. State and local governments
Public Policy
courts are all stages in the policy process with which students should be familiar. Students should also investigate policy networks and issue networks 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 policymaking in the federal context. Students should be familiar with major public policies.
V. Public Policy. 5–15%
A. Policymaking in a federal system B. The formation of policy agendas
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. Political institutions and federalism
2. Political parties 3. Interest groups 4. Public opinion 5. Elections
6. Policy networks
Civil Rights and Civil Liberties
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 United States Supreme Court and familiarity with 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. Students should also be aware of how the Fourteenth Amendment and the doctrine of selective incorporation have been used to extend protection of rights and liberties. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change.
VI. Civil Rights and Civil Liberties . 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
Skill Objectives
1. Express ideas clearly in writing. 2. Write to persuade with evidence.
3. Evaluate and analyze primary and secondary sources. 4. Raise and explore questions about American politics.
IV. Nature of Course
V. Homework / Required Reading
Homework as well as required reading is generally assigned daily. This schedule will be posted on the whiteboard or detailed in the syllabus. All homework will be posted to the course website as well as posted in SAMS. Unless indicated otherwise, the student will turn in all homework on Friday or the day of the test or quiz.
VI. Tests / Quizzes / Projects / Other Assessments
Students are expected to complete all daily reading assignments. Tests will be administered on announced days. Due to the rigor of this course, all readings, whether discussed in class or not, are subject to be on evaluations. All tests and quizzes are NOT listed in the syllabus. The outline of scheduled assessments will be on the weekly agenda as well as the course website. Students should be prepared to be assessed at any given time. Pop quizzes are a possibility. Project instructions are generally provided in writing
VII. Materials Text
Government in America: People, Politics, and Policy, 13th Edition
George C. Edwards III, Martin P. Wattenberg, Robert L. Lineberry Addision-Wesley Educational Publisher, Inc., 2008. ISBN 0-13-134760-1
AP Government Resource Binder Course Website
https://sites.google.com/site/mrallemandsclass/home
Course Notifications- Text “@apgov” to 919-283-5127 Other Materials
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One 1-inch Binder or Larger
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Black Pens, Red Pens, and Pencils
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One Pack of Dividers
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Loose-Leaf Paper
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Index Cards
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Resource Binder
VIII. Grading Policy Grading Scale
Tests & Projects 45% A- Advanced (90-100)
Quizzes, HW, CW 25% B- Proficient (80-89)
Exam 20% C- Basic (70-79)
Writing Assignments 10% D- Minimal (69-65)
is not turned in on time. “NG” averages as a zero. An NM generally indicates that the assignment has been turned in, but it has not been graded and recorded.
IX. Attendance and Participation
Students are expected to participate actively in class daily. A student cannot participate if he or she is not in class. Per the student handbook policy, a student is only allowed four absences.
X. Make-Up Work
Due to the rigor of this course, students should not miss class unnecessarily. Make-up work is the responsibility of the student. Students will have the number of days missed plus one to make up missed assignments. ALL MAKE-UP TESTS MUST BE MADE UP AFTER SCHOOL. NO LATE WORK WILL BE ACCEPTED. UP WORK STAYS IN THE MAKE-UP FOLDERS FOR ONE WEEK.
XI. Academic Honesty
Cheating in any form will not be tolerated. Any student suspected of cheating or caught cheating will receive a grade of ZERO.
XII. Course Chapter Outline
Day
Number Date Objective / Activity Reading Assignment Homework Assignment HW Turned In
1 4-Jan
Administrivia / Opening Remarks, Pre-Test, Citizenship Test
Edwards (2-27), The Declaration of Independence
2 5-Jan
Government, Politics, Public Policy, Policymaking Systems, Traditional Democratic Theory, Theories of American Democracy, Scope of
Government, Are We Safer Edwards 30-67, The Articles of Confederation
Chapter One Terms and Discussion Questions
3 6-Jan
**Chapter One Quiz**
Weaknesses of the Articles, Factions, Inequalities in the Constitution, Compromises of the Convention, Shay’s Rebellion, Economic Issues in the
Constitution, Madisonian Model
Framing the Constitution (Beard), How Not to Read the Const. (Dorf), Is the Const. Democratic (Dahl)
Articles of Confederation
Questions Today
4 9-Jan
The Constitution Continued, Movie A More Perfect Union, The Living Constitution Packet, Commerce Clause Cases
Merits of Federalism (Bryce), Marbury v. Madison, McCulloch v. Maryland
Constitution Packet and Commerce Clause Cases
5 10-Jan The Constitution Continued, Movie A More Perfect Union, The Living Constitution Packet, Commerce
Gibbons v. Ogden, US v.
Clause Cases Cases
6 11-Jan
The Constitution Continued, Movie A More Perfect Union, The Living Constitution Packet, Commerce Clause Cases
Gonzales v. Raich, A Republic Subverted (Broder) Constitution Packet and Commerce Clause Cases 7 12-Jan
**Branches of Govt. Quiz**,
Federalism Notes
Heart of Atlanta Motel v. US, US v. Lopez
Constitution Packet and Commerce Clause Cases
8 13-Jan
**Madisonian Model Quiz**,
Federalism Notes, Amendment
Illustrations Federalist 16,17,44, Anti-Federalist 17
Federalism Reading Questions Today CC Questions
Dr. Martin Luther King Holiday
9 17-Jan
**Chapter 2 Quiz**, Discuss Commerce Clause Cases, Amendment Illustrations, Constitution Study Guide
Federalist 10,51, Anti-Federalist 3 Finish Amendment Illustrations, Study Guide 10 18-Jan
Discuss Federalist Papers,
**Amendment Quiz** Edwards (68-97)
Chapter 2 Terms and Discussion Questions
11 19-Jan**Constitution Test**Discussion Questions, Chapter 3
CH 3 Terms and Discussion Questions
12 20-Jan**Chapter 3 Quiz**, Discussion,Exam ReviewFederalism Take-Home Exam Today
13 23-Jan **Unit I Exam**
Chapter 6 & 7 Terms
14 24-Jan
Political Socialization, Public Opinion Polls, Liberals v. Conservatives, Political
Participation Edwards (176-209)
15 25-Jan
Political Socialization, Public Opinion Polls, Liberals v. Conservatives, Political Participation, Public Opinion
Project Public Opinion Project
16 26-Jan
**Chapter 6 Quiz**, Reliance on Media in Politics, Historical Use of Media, Profit Motive in Media, Bias, Functions of Media
Edwards (210-239), NY Times v. US, New Media (Mayer and Cornfield), Bias
2002 (Goldberg) Media Questions Today
17 27-Jan
Reliance on Media in Politics, Historical Use of Media, Profit Motive in Media, Bias, Functions of Media
Victim Politics (2002) (Chait), My Plame Problem and Yours (2006) (Phelps),
Spin Cycle (1992) (Kurtz) Media Questions, Media Portfolio
Public Opinion Project Due
18 30-JanMedia Blitz, The Media Continued, Discuss Media Questions
The NY Times, USA Today, Sun Herald News,CNN, ABC, Colbert
Report, Daily Show, Etc. Media Portfolio 19 31-Jan**Chapter 6 & 7 Test,** Federalist 10, Party
Government
(Schattchneider), Towards A More Responsible Two Party System, Toward A Responsible Party System
Political Party Reading
(Paulson)
20 1-Feb
Political Parties, Down’s Rational Choice Theory, Party Eras, Critical Elections, Party Realignment, Party Dealignment, Dem. v. Rep., Winner-Take-All, Third Parties
Edwards (240-267), Theory of Critical Elections (VO Key Jr.), Dynamics of the Party System... (Sundquist)
Political Party Reading
Response Papers
21 2-FebPolitical Parties Cont. / Party Project, Political Compass Internet Project Websites Political Party Project Today
22 3-FebPolitical Parties Cont. / Party Project, Comparing Parties Chapter 8 Take-Home Test
23 6-Feb
Nominations and Campaigns, PACS, Primary v. Caucus, Technology and Openness in
Campaigns Edwards (268-295) Chapter 9-11 Questions
24 7-Feb Nominations and Campaigns Cont.
Democratic Theory and Democratic Practice
(Berleson et. al), Chapter 9-11 Questions
25 8-Feb Nominations and Campaigns Cont. Edwards (296-321) Chapter 9-11 Questions
26 9-Feb
**Chapter 9 Quiz**, Elections, Direct Legislation, Voter
Registration, Policy Voting The Responsible Electorate (VO Key Jr.
Media Portfolio Due
27 10-FebChapter 10 Cont. Campaign Finance www.opensecrets.org The Nader Calculation (Schneider)
28 13-Feb
**Chapter 10 Quiz**, Interest Groups v. Political Parties, Lobbying, Honest Lobbying v.
Dishonest Lobbying Madison’s Dilemma (Berry), Buckley v. Valeo Reading Questions
29 14-Feb Interest Groups Continued
The Misplaced Obsession with PACS (Sabato), Potholes on K Street 2006 (Vaida et al), Showdown at Gulchi Gulch (Birnbaum et al)
30 15-Feb Review, CongressChapter 9-11 Quiz, Begin Edwards (352-389) Today
31 16-Feb
Congress (qualifications, structure, function), Theories of
Representation, Influences on Congress
Federalist Excerpts 53, 56,57,58,62,63, Congressional Govt. (Wilson), If as Ralph Nader Says…(Fenno),
Congress Internet Assignment
32 17-Feb Congress Continued
Congress Bashing for Beginners (Polsby), Congress the Electoral Connection (Mayhew), Home Style and
Washington Career (Fenno Jr.) Filibuster (Binder and Frenzel)
Mardi Gras Holidays
35 27-FebThe Presidency, Electoral College Video
Edwards (390-433), In Defense of the Electoral
College (Stoner) Chapter 13 & 14 Terms
36 28-Feb
**Chapter 13 Quiz**, The President and Congress and the Budget
Edwards (434-465) Presidential Power and the Modern Presidents (Neustadt)
37 29-Feb Presidency ExamBureaucracy, Obama’s War, The Federal Edwards (466-501), Chapter 15 Study Guide
38 1-MarThe Federal Judiciary, Thomas Nomination Video
Edwards (502-539, Judicial Self Restraint (Roche), Federalist 78
Civil Rights / Civil Liberties Terms Due
39 2-MarThe Federal Judiciary, Supreme Court Justice Bio Poster
How the Supreme Court Arrives at Decisions
(Brennan), Case Brief
40 5-Mar The Federal Judiciary
Should the Constitution Be Interpreted to Its Original Meaning (Stevens & Thomas) A Novice Confronts the Supreme
Court (McGough) Judiciary Take-Home Exam
41 6-Mar
Economic, Social Welfare, Healthcare, Environment, and
National Security Policy Making Edwards (540-653) Policy Making Study Guide
42 7-Mar
Economic, Social Welfare, Healthcare, Environment, and
National Security Policy Making Edwards (540-63)
43 8-Mar Third Quarter Exams
44 9-Mar Third Quarter Exams
45 12-Mar Civil Rights and Civil Liberties Review
XIII. Flexibility Clause
The aforementioned requirements, assignments, policies, evaluation procedures, etc., are subject to change. Students’ experiences and needs, as well as emerging knowledge will be considered in modifying this course syllabus.
XIV. Contact Info
Time 2:30 PM – 3:30 PM
