US Government/Applied Social Studies Syllabus Course Description The purpose of this course is to introduce students to both the theory and practice of American government. This is a course designed for students to schedule during their junior year of study at Springfield High School. It is a requirement for graduation. We will begin by outlining the broad logic underlying the formation of governments as a solution to collective action problems and then move to a specific focus on the formation and development of American democracy. First we will examine the founding principles and texts from both historical and contemporary perspectives. Next we will turn our attention to the formal institutions of American government with the aim of understanding the complex web of relationships among these institutions. During the second half of the course attention will shift away from the formal institutions to the avenues for public influence on policy. We will conclude with a study of the continuing struggle over both the definition and the extension of civil liberties and rights. It is our hope that this course will provide students with a structured opportunity to struggle with many of the issues challenging both scholars of American politics and concerned citizens. What roles do the rules of the game play in determining outcomes? Who participates and why? How should individual rights and liberties and the needs/desires of the community be balanced? How have both formal and informal institutions of government developed over time, and how well are they responding to the changing needs of the American polity? The attempt to address these and other questions will provide the foundations for course readings, lectures and discussions. Instructional Philosophy This course requires student participation involving various educational practices taking notes, discussions, auxiliary readings and research. Students will work independently and in groups on various assignments and will be required to complete at least one major project for the semester. Major project will involve using computer- assisted research to utilize current information on projects. Assignments will require students to draw upon academic skills in social sciences and language arts. Student assessment will be based on group work, individual completion of project presentations, written reports and tests of students knowledge of important governmental concepts. High quality work is expected and students will be given opportunities to redo work until it meets standards specified during instruction. Multimedia tools will be utilized for the completion of projects, presentations and written assignments. All evaluation tools or devices are designed to effectively measure the written objectives of the course.
Course Goals Students will be able to analyze the principles related to representative democracy as reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States. Allow students to investigate how the government of the United States protects the freedoms of its people and provides opportunities for them to participate in the political process. They will analyze how democratic government is enhanced when individuals exercise their rights and skills to effectively participate in civic affairs. Students will be able to devise methods to engage societal problems and to participate in opportunities to contribute to the common good through governmental and nongovernmental channels. Students will discuss how the three branches of our federal government signify the basic structure of our government and how public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws Students will examine how the actions of federal, state and local governments play a major role addressing the problems and issues of the United States by making decisions, creating laws, enforcing regulations and taking action. Also, students will discuss how these actions make the government a major facilitator of economic activity through its consumption and production of goods and services. Students will judge how government plays a major role in the flow of economic activity because governments consume and produce goods and services. They will evaluate fiscal and monetary policies, as well as economic regulations, which provides a means for government intervention in the economy. Students will be able to verify that the State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments. Major Assignments Journal consisting of 5- minute bell ringers o A journal will be kept daily where the students will answer a question, in writing, posed to them that has to deal with a range of topics current objectives, current event, personal topic, etc. Questions based upon reading o Students will be asked to formulate questions for class discussion based on their reading. o Questions will be provided to students to enhance their reading comprehension. Conceptual questions will be posed to students based upon the reading which will need to be answered and turned in for assessment purposes
Weekly current event topics reading and writing o To fully understand the role of government in their lives, students will be required to read a current event article and evaluate how government plays a role in everyday life. Major Projects and Assessments Preamble collage o Creation of a picture collage that exemplifies the meaning of the Preamble of the Constitution to the student they will include an explanation of their creation. Ideology survey online o Using online sites, the students will determine their political ideology and discover others who have similar political beliefs. Design and produce an election commercial. o Using multimedia tools at their disposal, students will design and produce a commercial based upon the techniques we have discussed and examples they have observed in class and at home. Interest group/lobbying project o Techniques used by lobbyists need to be evident in this group presentation (skit) demonstrating a group of lobbyist trying to convince a decision maker to support the group goal. E- Congress: Formulation of a bill for passage o A simulation of how a bill becomes a law will be performed by the students through the E- Congress program that allows students to interact with students across the country to create their own bill and also be part of the committee and budget process involved in making a bill. Create a pamphlet or booklet on a cabinet department o Each student examines the members and duties of an executive department and produces a pamphlet or booklet that informs the public of the role of this executive department. Preparing a court brief o Student will gain insight to the role of the Supreme Court in establishing policy by preparing a court brief based upon a case that has been presented to the Supreme Court. Stock market simulation o Use of an interactive sight will allow students to buy and sell stocks to attempt to profit from their economic decisions. Research into companies will allow them to make good decisions with their transactions.
Presentation on a policy issue o Students groups will be assigned a major policy area of American study and will be expected to make a presentation to the class on the importance of this issue in the United States and how it is carried out. Shadow and/or intern with a local government official o Spending time with a government official and interviewing them will enlighten the student as to the role that local government officials play and how many of their duties may parallel another official at the federal level. The student will compose a report based upon their experience. Unit tests on each goal o A cumulative test over each goal covered will consist of multiple- choice questions and at least one essay question. There will be at least two of these per grading period. End of course exam o An exam that consists of both multiple choice questions and essay questions. Portfolio o A semester ending assignment that includes journal entries and all major assignments. Grading Plan A 93 100% B 85 92% C 77 84% D 70 76% To earn and A, the student must: indicate that they have done excellent work and has mastered course objectives, consistently does excellent work with skill and thoroughness; and consistently has applied knowledge gained to new situations To earn a B, the student must: indicate that they have done above average work, mastered almost all of the course objectives; and has applied knowledge gained to new situations. Mastery will be determined through the use of rubrics on the major projects and assessments. These rubrics will be made available to the student at the beginning of each assignment so they will be aware of what is expected to achieve the standards listed above. Breakdown of grades will be as follows: 40% - tests and quizzes given 60% - projects, presentations, homework and completion of assignments
Re- Do Policy Students are allowed to correct tests, quizzes, projects and essays. The procedure for successfully completing a redo is as follows: 1. The original test, quiz, project, or essay must be handed in with the corrections. 2. The corrections must be done on a separate sheet of paper. 3. Answers must be done in complete sentences. 4. Student must write a summary explaining what they have learned what mistake(s) were made the first time around? What did you have to do to correct the mistake(s)? How can you avoid the same mistake(s) in the future? 5. If the student receives a 70 or below, the redo must be arranged with the teacher. If the student receives a 71 or higher, he/she may redo on his/her own. 6. Student has 3 days to do the redo. 7. Staple the corrections and summary BEHIND the original. The redo must be handed directly to me. 8. Student is encouraged to use the following resources to help him/her with a redo: notes, textbook, another teacher, parents and teacher. Be sure to get help before the redo is handed in. 9. New grade will be the original score plus one- half the number of points missed, provided all mistakes are corrected. 10. You may redo once. Late or Missing Work Policy Late work is late, but it must be completed for the teacher to determine if a student understands the standards being taught. An incomplete (I) will be assigned on any assignment not turned in, and ONE or more I s will result in an I grade for any grading period. Work is expected to be done at a C level when work is turned in late. Retakes/redo s are required to enable the student to achieve at least a C level of work. Extra- Help Students may request extra- help from the teacher if scheduled ahead of time to meet the schedules of both the teacher and the student. Student may also ask for work to be sent to Study Table sessions conducted after school. March 23, 2011