AP US Government and Politics! Mr. Trotter - Room 404!

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1 AP US Government and Politics Mr. Trotter - Room 404 Course Overview: AP US Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the US. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interpret data to develop evidence-based arguments. 1 Prerequisite: There are no prerequisites for AP US Government and Politics. Students should be able to read a college-level textbook and write grammatically correct, complete sentences. Required Materials and Resources: Textbook: Edwards, Wattenberg, Lineberry. Government in America: People, Politics, and Policy, 15th Edition. (Pearson Education Inc, 2011). Supplementary Readings:` Woll, Peter. Readings and Cases in American Government 15 th & 16 th Edition. New York: Longman The Federalist Papers: Hamilton, Madison, Jay Original Documents (Handouts or attachments) Library and Internet Sources Newspaper and magazine ( varied articles, graphs, charts, statistics, political cartoons) Expectations: 1. Reading: Complete all assigned readings prior to class. In addition to the text, students will be reading from a supplemental reader and various other sources. The reading in addition to class discussions and lectures will be assessed through quizzes, tests, projects, and essays. 2. Writing: The first priority for students is to understand exactly what tasks a questions is asking them to perform. Students should then focus on writing a clear, concise, and wellsupported response. When appropriate, they should provide examples to support their responses. 2 We will use the ACE Rubric and will practice both in and out of class. 3. Group Work: Group work and presentations are course requirements and it is expected that all students contribute to the group effort. We will develop key critical thinking, communication, and decision making skills. 4. Research: Students will be required to choose a topic to research each semester. The format and due dates will be provided at that time. This will not be the only research as we are historians and historians research, analyze, interpret, and present the past by studying a variety of historical documents and sources. 1 2 media.collegeboard.com Ibid.

2 5. Data/Statistical Analysis: Students will be required to analyze data. This will include assignments involving the analysis of charts, graphs, political cartoons and use of the internet. Students will respond to questions on daily assignments and need to be prepared to complete data analysis on quizzes, tests, and essays. 6. Examinations: Formal evaluations will consist of a multiple choice section and at least one written response or essay. Tests will be comprehensive with a focus on the Unit being covered but all material is subject to testing. We will also practice for the AP examination with the use of AP practice test questions and examples from the PARCC examination. Quizzes will also be used to evaluate assigned readings and gather information on how well students are meeting the learning objectives. 7. Grading policies and procedures: Research papers, writing activities, and projects will be graded using a rubric designed for that topic or assignment. Assignments must be turned in on time. Late work will be accepted only when arrangements have been made with me. Effective communication skills are fundamental to success in many aspects of life and we will learn to communicate. 8. Academic Integrity: This means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to to show how fully this goal is attained. Therefore all work and all grades should result from the student s own understanding and effort. The grade penalty can range from a lower grade to a zero on the affected work. Strategic Learning Goal(s): Content area goals: To make our US Government and politics class challenging, beneficial, and fun while covering the content and improving our reading, writing, numeracy, public speaking, and analytical thinking skills. Literacy and ELL related goals: To build a classroom community where students feel free to share and participate in activities and projects throughout the year. We will also increase content connections by using the six-step vocabulary process to expand vocabulary and comprehension along with access to diverse resources and materials. Numeracy related goals: To integrate activities and assessments that make connections between Math and History in the past and in real life situations. Career related goals: The focus of this course provides students with a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.

3 Class Expectations: Preparation - Be on Time - Know class rules - Bring needed supplies - Bring HW and assignments Respect - Listen - Respect others property and the classroom - Respect all staff and students Integrity - Be honest - Do your own work Dedication - Participate - Come regularly - Give best effort and complete work Empathy - Accept wrong answers - Be considerate of others feelings and ideas - Help others where applicable Have PRIDE in yourself and your work

4 Student Supplies: 3 ring binder with paper and 4 divided sections Something to write with Computer Grading and Evaluation: We will use the points system and weigh assignments accordingly. Grading: Estimate of how grades will be determined for the semester: Assignments/Quiz/Tests = 80% Final = 20% Total = 100% A= B= C= D= F = 0-59 See the FHS Student Handbook for a full description of the Grading Policy: fhs.fms.k12.nm.us/fhs-studenthandbook.pdf

5 Semester 1 *Adjustments will be made to this schedule throughout the course of this year but the objectives will remain the same. Unit I Introduction to Government in America and Constitutional Foundations August 19 September 13 Unit Objectives Examine the three contemporary theories of American democracy: pluralism, elite and class theory and hyperpluralism. Describe the influences that shaped the formulation of the Constitution. Demonstrate what is meant by the Madisonian Model Determine how federalism decentralizes power. Compare the contrasting forms of federalism. Analyze how federalism has a negative impact on democracy. Required Reading: Text- Chapter 1, Introducing Government in America; Ch. 2, The Constitution and Ch. 3, Federalism The Declaration of Independence (see Appendix in Text or Woll) Articles of Confederation class handout U.S. Constitution The Origins of the American Constitution Michael Kammen (class handout) *** John Locke, Second Treatise of Civil Government, Woll Group 1, 9/13/13 Federalist 51 Federalist Papers Federalist 47, 48 Woll *** Who Governs? and A Preface to Democratic Theory Robert Dahl (class handout) Group 2, 9/13/13 Unit II Civil Liberties and Civil Rights September 16 October 16 Unit Objectives Describe the institutional guarantees to political and civil rights. Examine how decisions of the Supreme Court have extended specific provisions of the Bill of Rights through key Supreme Court cases. Analyze the impact of the Fourteenth Amendment and incorporation. Identify the major public policy milestones in the movement toward equality for all Americans. Required Reading:

6 Text Chapter 4, Civil Liberties and Public Policy and Ch. 5, Civil Rights and Public Policy The Bill of Rights and the Fourteenth Amendment (see Appendix) *** Texas v. Johnson (1989), - class handout Group 3, 9/26/13 *** Adarand Constructors v. Pena (1995) Woll Group 4, 10/3/13 *** Shaw v. Reno (1993) class handout Group 5, 10/10/13 *** Rasul v Bush & Al Odah v US 2004 (class handout) Civil Liberties: The Tradeoff between Security and Freedom (class handout) Unit III Political Socialization, Parties and Interest Groups October 23 November 8 Unit Objectives Identify the processes by which citizens learn about their government. Describe the activities that encompass political participation. Examine how political parties function as linkage institutions in democracy. Examine the significance of divided government and explain how the recent pattern of divided government may explain party de-alignment. Determine the factors that tend to make an interest group successful. Explain how interest groups try to shape public policy. Required Reading: Text Chapter 6,Public Opinion and Political Action; Ch. 8,Political Parties and Ch. 11, Interest Groups *** David R. Mayhew, Divided We Govern, Woll Group 1, 10/24/13 *** David B. Truman, The Governmental Process, Woll Group 2, 10/31/13 Third Parties and the Presidential Race Berns (class handout) James Madison, Federalist 10, Federalist Papers Reaction Paper Due 11/3/13 Unit IV Campaigns, Elections and The Media November 11 December 13 Unit Objectives Describe and evaluate the caucus and primary methods of delegate selection. Identify the role of party identification in elections. Identify the characteristics of voters and nonvoters. Trace the development of mass media and its impact on policy, campaigns and elections. Required Reading: Text Chapter 9, Nominations and Campaigns; Ch. 10, Elections and Voting Behavior and Ch. 7, The Mass Media and the Political Agenda *** B. Berelson, Democratic Practice and Democratic Theory, Woll Group 3, 11/14/13 *** V.O. Key, The Responsible Electorate, Woll Group 4, 11/15/13 *** L. Sabato, The Misplaced Obsession With PACs, Woll Group 5, 11/18/13 The Presidency and the Press Charles Jones Toxic Media versus Toxic Censorship Massing and Kaminer (class handout0 Federalist 10, The Alleged Mischiefs of Faction - Truman, The Hyperpluralism Trap Rauch (class handout)

7 Semester 2 Unit V Institutions of Government Congress, The Presidency and The Bureaucracy, and the Judiciary January 7 February 24 Unit Objectives Congress: Describe the essential roles and functions of senators and representatives. Evaluate the major formal and informal institutional arrangements of power. Appraise the influence of lobbyists and interest groups on the legislative process. Required Reading: Congress Text Chapter 12, Congress *** M. Fiorina, The Rise of the Washington Establishment, Woll Group 1, 1/15/14 *** R. Fenno, If, How Come We Love Our Congressmen So Much, Woll Group 2, 1/17/14 *** T. Cook, Media Power and Congressional Power, Woll Group 3, 1/22/14 *** L. Dodd, Congress and the Quest for Power, Woll Group 4, 1/24/14 A Nation at War: Paying for the War; Senate Rolls a Pork Barrel into War Bill Firestone (class handout) Unit Objectives Presidency and Bureaucracy Trace the evolution of the presidency from the limited office envisioned by the framers to the more powerful contemporary office. Determine the role that public opinion plays in setting and implementing the president s agenda. Describe the development of the American bureaucracy. Investigate the importance of iron triangles in American government. Required Reading: The Presidency and The Bureaucracy Text Chapter 13, The Presidency and Ch. 15, The Federal Bureaucracy Alexander Hamilton, Federalist 70, Federalist Papers Richard E. Neustadt, Presidential Power, Woll *** C. Rossiter, The Presidency-Focus of Leadership, Woll Group 5, 2/6/14 *** P. Woll, Constitutional Democracy and Bureaucratic Power, Woll Group 1, 2/11/14 The Search for the Perfect President The Economist (class handout) Unit Objectives Identify the major actors in the judicial system and explain their functions and responsibilities. Summarize procedure in the U.S. Supreme Court. Analyze the contrasting positions of judicial restraint and judicial activism. Required Reading: The Judiciary Text Chapter 16, The Federal Courts Alexander Hamilton, Federalist 78, Federalist Papers *** W. Brennan, How the Supreme Court Arrives at Decision Woll Group 2, 2/18/14

8 *** Justice Sandra Day O Connor, Constitutional Liberty and the Right to Abortion Group 3, 2/21/14 *** Justice William Rehnquist Liberty, Privacy and the Right to Abortion, and Justice Antonin Scalia, Liberty and Abortion: A Strict Constructionist s View Woll Group 4, 2/24/14 *** Rasul v. Bush (2004) (class handout) Group 5, 2/26/14 P. Irons Brennan v. Rehnquist (class handout) The Right s Judicial Juggernaut Newfield (class handout) Unit VI Public Policy Economic, Social Welfare, Health Care and Environment, National Security, and Foreign Policymaking February 25 April 11 Unit Objectives Describe the role of institutions in policymaking and the formation of the policy agenda. Explain the role of institutions in the implementation of policy. Required Reading: Chapter 17, Economic Policymaking; Ch. 18, Social Welfare Policymaking; Ch. 19, Policymaking for Healthcare, the Environment, and Energy and Ch. 20, National Security Policymaking. J.K. Galbraith The Affluent Society (class handout) M. Friedman Free to Choose (class handout) T. Thompson Power to the People (class handout) T. Funicello Tyranny of Kindness (class handout) B. Barber Jihad vs. McWorld (class handout) M.Ottaway Nation Building (class handout) Unit VII State and Local Government April 14 April 25 Unit Objectives Summarize recent patterns in partisan competition in state elections and party control in state government. Assess the democratic elements and the problems of state and local government. Required Reading: Chapter 21, The New face of State and Local Government.

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