ࡱ> ] tbjbj:: 4Xd(\Xd(\l*****>>>>\>/:.....   9999999$;>9*     9**..9 R*.*.9 9 l5\7.^~~[6990/:&66%?<%?,\7\7^%?*7       99Q   /:    %?         > : Syllabus AP United States Government Instructor: Mr. Baker E-Mail: bakerjo@rcboe.org Course Description: The Advanced Placement US Government course is a year-long course with the primary goal of preparing students to take the College Board A.P. Exam in May. Students are graded on the exam on a scale from 1-5. Students who score a 3 or higher may be entitled to college credit, advance placement in college, or both depending on the University. The material and content in this class will be taught on a COLLEGE level! This is the equivalent of Intro to Political Science or POLS 1101. The workload will be much larger and more in depth than general government classes, therefore, the pace will significantly faster. Because of this, the teacher holds higher expectations of AP Students than of regular students. The first semester of the course meets the students requirements for a class in American Government. Therefore, the instructor will be sure to incorporate all of the state mandated components of the American Government Georgia Performance Standards. If desired, students can print a copy of the American Government Georgia Performance Standards (GPS) from http://www.georgiastandards.org/socialstudies.aspx Concepts dealt with in this course include, but are not limited to: the beginnings of American Government, major themes of the Constitution and government in general, the role of media in the government, an in-depth study of all of the major institutions of government, budget issues, and political opinions. A more detailed outline is provided at the end of the online syllabus on www.teachercannon.com. Required Materials: SOMETHING TO WRITE WITH EVERYDAY!!!!!!!! A folder for daily work with notebook paper. Textbook (as needed) Grading/Assignments: The grading for this class will be done on a point system. The exact number of points will be determined by the total number of assignments, 80% of your grade will be determined by dividing the total number of points earned by the total number of points possible. The other 20% will come from the final exam. Grades will be given on assignments in the following categories: Daily Work/Small Quizzes 5-25 points/assignment (Keep in a notebook!) Bellringers, in class assignments, activities, worksheets, pop-quizzes, etc. Tests Points varies/each Tests will be a mixture of multiple choice and free response. Performance Tasks 30-50 points/assignment . The Georgia Performance Standards were designed as a performance-based curriculum. To truly measure whether a student knows the curriculum, therefore, performance-based assessments are required. Performance tasks include large and small assignments that ask the students to USE the information in relevant, rigorous, and/or unconventional situations. Some of these tasks will be completed as part of group projects. RCBOE grading scale: 90 and above = A, 80-89 = B, 71-79=C, 70=D, 69 and below = F. Students in this course also receive 5 quality points added to their final semester average per Richmond County BOE policy. BRING YOUR OWN TECHNOLOGY Richmond County BOE allows you to use your own laptops, smart phones, tablets, or other devices for educational purposes. While I plan to try to use these devices as much as possible, please realize this is a PRIVILEGE and not a RIGHT! We will abide strictly by the policies found in the student code of conduct so please familiarize yourself with these policies. I will make it clear when technology is allowed, and when it is not. Re-take/Corrections/Revisions Policy I truly believe that learning occurs by making and correcting mistakes. Many assignments you complete in this class can be corrected, revised, or re-taken for full credit subject to the following stipulations: *The original assignment was turned in on time and a valid attempt at the assignment was made. *Less than 3 attempts at the same assignment have already been attempted. *Action has been taken to improve the score (tutoring, e-mails, acknowledgment of feedback etc) *Corrections/Revisions/Re-takes ARE ALWAYS AT TEACHER DISCRETION!!!!!!!! Other: LATE WORK: ALL late work will have AT LEAST 20% of the total point value deducted from the points earned. Any assignment that has already been returned is subject to a 30% late penalty. When students turn in work, they should expect (and rightfully so) to get it back in a timely manner with appropriate feedback. Assignments are scheduled in such a way that allows the instructor to do this. When work is turned in late, however, a student can not keep the same expectation for timely return of their work. Turning in work late goes against the values and rigor associated with Advanced Placement courses. In some cases, if the assignment that is being turned in late has already been graded and returned to other students, an alternate assignment will be given or the assignment will not be accepted at all. DIFFERENTIATION: Students come to class with different learning styles, backgrounds, preferences, and life experiences. While everyone is responsible for the same curriculum, the way each student learns that curriculum may be different. I am a FIRM BELIEVER in differentiated instruction. To that end, please understand that throughout the year students may be given variations on assignments, extensions, different independent studies, etc. This is not done to single out students, rather to maximize every students potential for learning. Everyones finish line is the same, everyones course is not! READING ASSIGNMENTS: Readings will be given frequently. You are expected to have all readings done by the due date as they will facilitate our class discussions/notes. If everyone reads as they are supposed to we will be able to stay on schedule, therefore, better preparing you for the AP Exam. ACADEMIC INTEGRITY: Copying from another student is cheating, whether on quizzes, tests, exams or homework assignments. Plagiarism is a very serious form of academic dishonesty. The most common form (but not the only form) of plagiarism is using someone elses words without putting them in quotation marks and indicating the source of the information. ANY FORM of academic dishonesty is automatically subject to disciplinary action including, but not limited to reduced credit or NO credit for an assignment, teacher detention, or office referrals. ABSENCES: When you are absent it is YOUR responsibility to see Mr. Baker for the make-up work. Please be aware that make-up assignments may not take the same form as the missed work. PARTICIPATION: I ask a great deal of Class Participation. We will do many in-class activities that will require you to talk and offer opinions. This class will be an open environment where ideas can be freely shared and opinions openly discussed. Disrespect of others will NOT be tolerated and will result in progressive disciplinary action as posted. RESPECT IS PARAMOUNT!!! Parents/Guardians: Please review and sign the bottom of this syllabus. Feel FREE to contact me with any questions you may have at the above e-mail address or phone the school. Parent Date Parent Date ____________________________ / / ____________________________ / / Unit 1 Foundations of American Government/Underpinnings 3 weeks Themes: Doctrines and Historical background to the Constitution Key Principles (7)Federalism, Bicameralism, Separation of Powers, etc. Ideological Underpinningrepublicanism, pluralism, elitism, democracy The source and Foundation of American Political Beliefs [CR1-The course provides instruction in the Constitutional underpinnings of the U.S. government.] Content: Materials including the Articles of Confederation, the Constitution and The Federalist Papers. Hand out essay writing rubric. Collect summer reading project: Critical Book Review (assigned list) and Current Event Notebook. British Common LawPrinciples transplanted, Magna Carta Colonial Government Institutions & Experiences Bicameralism, Representation, Federalism, Local Participation Declaration of IndependencePurpose of Government State ConstitutionsBicameralism, Bill of Rights, republicanism Articles of ConfederationStructural strengths & weaknesses No Executive, Unicameral Legislature, Defense & Taxation issues Overhead projections chart the structural characteristics with a parallel column to indicate Constitutional responses to the weaknesses The Constitutional ConventionCompromises The Ratification ProcessThe Federalist PapersArticle VII Preamble to the Constitutionphilosophy & influence The Constitutionconcepts Foundations of American Political Beliefs and Values [CR1-the course provides instruction in the Constitutional underpinnings of the U.S. government.] Assignments and Assessments: Chart7 Basic Principles of American Governmentwith space for examples and Court cases where applicable. Foundations of Political Beliefs TestMultiple choice questions Essay-Trace the roots of ONE of the 7 basic principles of American government. Current Event Notebook assigned. The first episode of this assignment was a Summer project. This second assignment is projected for one month. 5 Articles cut, taped, summarized: Legislature, Executive, Judiciary, State Government, Local Government. 50 point assignment each time. Institutions of American National Government Unit 2 Congress 4 weeks Constitution: Article I Themes: Bicameralism Checks and Balances/Power distribution Elastic Clause Making Laws Content: *Read the Constitution with running commentary Legislative Process How a Bill Becomes a Law Im Just a Bill, Gridlock Elastic Clausethe Powers of Congress HouseSenate : Power differences Current Congressional make-up Guest Speaker: Staffer or current office holder The Role of LeadershipSpeaker, Whips, Majority Leader, etc. Assignments and Assessments: Chartto be completed as the topic develops. 7 Principles of govt TestMultiple Choice questions EssayTake home Possible topicsthe role of Party and Party Discipline in the organization of Congress. Is the line Item Veto necessary to good government? Deal with ear marks and pork. [Cr4-The course provides instruction in the institutions of national government.] Class discussion on the function of the filibuster. Discussion of Initiative, Image and Coalition in Congress Unit 3 The Executive 4 weeks Article II Readings assigned; Textbook essays. Films: The American Presidentissues of compromise in policy making & special interest influence The Power GameHedrick Smithexcerpts West Wingepisode A Day in the Life of the President Themes: Chief of State/Chief Executive Executive Power The President as Policy Maker Commander in Chief Chief Legislator Content: * The Constitution: Article IIread aloud with running commentary The organization of the Executive Branch The Powers of the PresidencyBerger Court decisions, War Powers Act of 1973questions of Constitutionalityopen ended The Leadership Roleincluding historic change Challenges to the presidential leadership rolewar policy, Impeachment, War Powers Act of 1973 Executive Power Roles of the President The Executive Branch and Policy Development [CR5] Election Process; Primaries, Electoral College Leadership style: comparative study. Class Discussion from textbook essaysend of chapter topics. [CR5-The course provides instruction in public policy.] [CR8-the course includes supplemental readings, including primary source Materials (such as the Federalist Papers) and contemporary news analysis.] Assignments and Assessments: Internet ResearchCurrent Blogs on the Presidencyjournal entries Current Blogs on the state of ongoing campaigns Blog List Handout with updates on the board Test: multiple choice items Essay: Is the President a representative or a leader? Evaluate the conflict intrinsic to that question. Essay: Evaluate and write on charts tracing Presidential approval Ratings. Alternative assignment: poll the Seniors at school on approval ratings per policy, or generally on the current administration Discuss the Electoral College as an illiberal institution. [CR4-The course provides instruction in institutions of national government] Film: The American PresidentMichael Douglasprompting of compromise in policy making, and special interest considerations. Follow up discussion on these topics. Unit 4 The Judiciary 4 weeks The Constitution, Article III Films: Gideons Trumpet The Road to the Supreme Court: Webster v. the Health Clinic Themes: The Judicial Process The Function and Powers of the Federal Courts The Judiciary and its relationship to the other branches The Judiciary and Federalism Change and evolution of the Federal Court system in history Content: Read Article IIItaking notes to list & explain powers Federalist Paper on the Courts Structure of the Federal Court Systemchart it History of the CourtChart major cases and case points The Rehnquist Court & Judicial Restraint The Roberts Courta study in projections The Court and Public Policy Current issues before the Court & developing decisions or Appointments Assignments and Assessments: Chart the Structure of the Federal Court System Chart the landmark cases and points of law Organize and divide the class to debate judicial Activism v. Restraint Testmultiple choice questions. Essay on the Warren Court as an example of modern Judicial Activism Essay (short) take-home on the Supreme Court as an illiberal institution Current Event notebook includes one article per time on the Court. [CR4-The course provides instruction in institutions of national government.] [CR5-The course provides instruction in public policy.] [Cr8-The course includes supplemental readings, including primary source materialsand contemporary news analysis.] First Semester Final Examination required, no exemptions. Comprehensive in make-up and formatted by A.P. structure: Multiple choice questions and 4 essays over material covered. Second Semester Semester Break included reading book on contemporary American government and writing a critical analysis. Book Lists are provided. Unit 6 Civil Rights and Civil Liberties 3 weeks Amendments 110, 14th Amendment Film clips: newsreels from the 1950s and 1960s Themes: The Bill of Rights Institutional guarantees of Civil Rights and Civil Liberties Landmark Supreme Court Decisions The Impact of the 14th Amendment as a support & guarantor Federalism and the revolving changes on Civil Rights & Liberties Content: The Bill of Rightsorigins Major cases and reversals, i.e. Plessy and Brown Miranda, Koramatsu, Gideon The Warren Court & Judicial Activism The Berger CourtRoe v. Wade v. current erosions The Rehnquist Court The Roberts Court Assignments and Assessments: Test with multiple choice questionsday 1 Test with 4 essaysday 2 Topics from Civil Rights & Public Policy Attend Court locallypreferably 11th Circuit Court of Appeals as a class with preliminary briefs read ahead Attend local Criminal Court with a follow-up guest lecture and Discussion from a local lawyerwe have several volunteers listed [CR4-The course provides instruction in institutions of national government.] [CR6-The course provides instruction in civil rights and civil liberties.] Unit 7 Congressional Committee System 1 week Readings: Text pp. 366-382 Current news, press coverage Films and Viewing opportunities: C-Span and open hearings, contemporary. Themes: 90% of the work of Congress is in the Committees Contemporary issues and controversies Leadership and Organizationseniority issue Impact of Mass Media on the conduct and pace of Congress Influence of Election Season on the conduct and pace of Congress Content: Chart the Committeesnoting Chairman and current issues Caucusesthe informal organization of Congress The Role of Party in Congressional Organization & Discipline Assignments and Assessments: Assign Committee and expect oral class presentation Roundtable discussion on the current state of Congress and its Committeesnoting news updates QuizShort list of content-based questions Essaytake home on the make-up of Congress with internet research on age, gender and ethnic background points. Does Congress look like America? Internet research on approval polls of Congress following a Short discussion on pollsters and accuracy rates. [CR4-the course provides instruction in institutions of national government.] [CR7-The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. government and politics.] [CR8-Contemporary news analysis.] Unit 8 The Cabinet 2 weeks News coverage of Cabinet action and appointments Themes: The Structure of the Cabinet as Executive organization of Government Cabinet Responsibilities and Power The Cabinet and Current Politics Cabinet Leadership and AppointmentsRevolving Door? Content: Chart the overall structure of the current Cabinet The Cabinet as Corporate StructurePresident as CEO Cabinet Appointmentsclass project Historic development/expansion of the Cabinet The Cabinet and Public Policy The Cabinet and the Bureaucracy Assignments and Assessments: Each student is assigned one Cabinet position to research and make an oral presentation to the class. Charts are handed out for systematic note taking from each report indicating Cabinet member, responsibilities, budget, size and scope Quiz15 questions, content based. [CR4-The course provides instruction in institutions of national government.] Unit 9 The Bureaucracy and the Federal Budget 2 weeks Internet research on the ongoing Budget Development Bloggers and Pork Films or viewing opportunities: C-Span when open hearings or interviews are Available Themes: The Bureaucracythe fastest growing division of government Structure-Substructure under the Cabinet The Budget as Public Policy The Budget as Political Combat Content: Bureaucracy Political appointees and Civil Service Charts on Size and scope Accountability factor Bureaucracy and the Budget Process Budget processbegins within the Bureaucracy Budget as intergovernmental processturf wars v. co-operation Balanced Budget v. Deficits Influence of Special interest Groups on the Budget Assignments and Assessments: EssayBudgetary Barriers Chart Interpretationshifts in the budgets of the last 12 years Chart war expenditures for the Iraq War-text & internet research [CR4-the course provides instruction in institutions of national government.] [Cr7-The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. [CR5-The course provides instruction in public policy. government and politics.] Unit 10 Political Parties 1-2 weeks Themes: The historic development of American Political Parties Political beliefs and behaviors Rise of Political Parties Third Parties in American Politics Parties and Elections Parties as Linkage Institutions Content: Lecture from chart on the development of American Parties Ideologyinternet quizzes and labels Third Party Movementspurpose/impact Political Party Purpose; to win Parties and the organization of elections: Caucuses, Primaries, Conventions voting and political behavior Presidential Debates and the role of Party leadership Congressional Campaign organizers and Fund Raising Soft Money DNC and RNC Assignments and Assessments: Quiz15 questions, content-based. [CR2-The course provides instruction in political beliefs and behaviors.]*** Unit 11 Campaigning, Elections, and Voting Behavior 1 week Contemporary news and internet coverage Themes: The Electoral Process Money and Interest Groups in Campaigns Campaign Laws and their Controversy (1st amendment issue) Local, State and national Campaigning Mass mediacommunication, persuasion, measurement Content: CampaigningProject assignment: Watchdog Committee Pairs stay current on one campaign and update the class Campaign FinanceLaws and Current Contributions Pollingimpact and/or reflection Interest Groups and ElectionsPACs, 527s etc. Voting Behaviorpolitical socialization Amendments and Votingforces of democratization Assignments and Assessments: Committee ProjectWatchdog Committees Pairs are assigned a Campaign which they will chronicle, give periodic updates to the class on issues, polls, finances and surprises. The project will culminate with a brief oral summary and a written report that includes election outcome if time parameters allow & polls. Quiz15 questions, content based. EssayVoting behavior and changes with emphasis on7 amendments EssayMass media as an instrument of communication and persuasion [CR7-The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. government and politics.] [CR2-the course provides instruction in political beliefs and behaviors.] [CR9-Course requires students to answer analytical and interpretive free response questions on a frequent basis.] Unit 12 Federalism 1 week ConstitutionArticle IV, Amendment 10, Article VI Themes: Constitutional Basis of Federalism Historic TransitionsMarshall Court, Nixon Bloc Grants, etc. Federalism and Civil Rights Federalism and the national budget Content: Read and comment on applicable Constitution points Major Court Cases that have shifted power Intergovernmental Relations today Lobbying to accomplish policy goals on 3 levels Assignments and Assessments: Testcontent based Interview an elected official on the State or Local relationship To Federal money and/or Priorities Attend a session of the state legislature Essay: Immigration as a Federalism QuandryFederal, State or Local. Current Event Notebooks include articles on State and Local governments Unit 13 Public Policy 3 weeks Themes: Public Policydefined Public Policy and intergovernmental action Public Policy and the Mass Media Public Policy and the Public Content: Setting the Agenda Public policy Theories: Majoritarian Politics, Client Politics, Entrepreneurial Politics, Interest Group Politics [CR5-Course requirement: the course provides instruction in public policy] Environmental Policy and the Mass media Current Event Notebook: Point/Counterpoint on 5 current issues, i.e. immigration, campaign finance, war as policy, etc. Followed by 2 days of class discussion on content found. Assignments and Assessment: Current Event NotebookPoint/Counterpoint on 5 major issues that are current forces in policy making. Oral Roundtable Discussion of the assigned topics. Film: An Inconvenient TruthEssay on Environmental Policy and the influence of the Mass Media. Quiz on the Wilson 4- points of Public Policy. 10 Day Review for the A.P. Exam. Post-ExamContinued open discussion on Public Policy. Open discussion on outside readingbooks from the assigned list of current political topics.  &'134=EFOVW`aij|}~= F X [ ȺxmbmTFmh3gh656CJaJh3gh\56CJaJh3gh6CJaJh3gh\CJaJh3ghW;CJaJh3gh5>*CJaJh3ghT@\CJaJhhCJaJh3ghCJaJh3gh>]CJaJh3gh>]5>*CJaJh3ghY=5>*CJaJh3gh5>*CJaJh3gh\5>*CJaJh3ghW;5>*CJaJ'>aj~ K &@`gd>]gd>]h^hgdT@\ & Fgd>]`gd6`gd3^_gd\$a$gdW}[ e K M U ] l H I T ] a u + ;{|Ѻ皏фф܄vk`h3ghHY.CJaJh3gh>]CJaJh3gh>]5>*CJaJh3ghJCJaJh3ghgGCJaJh3gh8CJaJhh5CJaJh3gh65CJaJh3gh85CJaJh3ghW;CJaJh3gh6CJaJh3gh3^_CJaJh3gh\CJaJh3gh\56CJaJ! +@JK"%ԾԚ~p~eZOh3ghtL{CJaJh3ghsCJaJh3ghkPCJaJh3gh2 56CJaJh3gh>]56CJaJh3ghf56CJaJh3ghT@\56CJaJh3gh6CJaJh3gh9|CJaJhhCJaJh3gh>]5>*CJaJh3gh>]CJaJh3ghJCJaJh3ghJCJaJh3gh;CJaJ%&-3:@kp}RTUVsshhh]RGh3gh.CJaJh3gh_CJaJh3gh8CJaJh3gh? 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