AP Government and Politics: US and Comparative … · AP Government and Politics: US and Comparative (#3400) Description A thorough understanding of the history, philosophy,

AASD SOCIAL STUDIES CURRICULUM

Board Approved: October 2013 Page 1

*AP Government and Politics: US and Comparative (#3400)

Description A thorough understanding of the history, philosophy, and reality of American Government is crucial to our role as a citizen. Students will use the study of American Government to strengthen their understanding of six major political systems in the World as they study Comparative Politics. This course is designed to provide students the background and information to make informed political decisions as well as to understand the decision making process of other nations in the world. The focus on both American and Comparative Government is aligned with the AP program and will form the basis of a strong political science foundation.

Credits One

Prerequisites None

Textbooks/Resources Lowi, Ginsberg, et, al. American Government: Power and Purpose; (2013) Norton Publishers: New York, NY. ISBN # 978-0-393-92246-2 Almond, Gabriel A. Comparative Politics Today: A World View; (2003) Longman Publishers: New York, NY. ISBN # 0-321-08982-0

Required Assessments District-wide standards-based assessments identified

Board Approved June, 2006; October 2013

Revised

AASD Social Studies Goals for K-12 Students Develop a chronological sense of time, continuity and change and an awareness of geographic place.

Recognize that history and culture influence a society.

Develop an awareness of current affairs.

Recognize facts and vocabulary pertinent to the grade and/or discipline.

Discern cause and effect relationships.

Analyze and evaluate information/data.

Interpret visually-oriented content.

Recognize the rights and responsibilities of individuals and of society.

Understand reasons for conflicting ideas and develop possible resolutions.

Adopt a wider perspective.

Accept democratic beliefs.

AASD SOCIAL STUDIES CURRICULUM *AP Government and Politics: US and Comparative (3400)


AASD Social Studies Standards for Students in Grades 9-12

I. Geography Students in the Appleton Area School District will learn about geography through the study of the relationships among people, places and environment: A. Location, place and regions B. Movement C. Human-Environment Interaction D. Process-Investigation

II. History

Students in the Appleton Area School District will learn about the history of Wisconsin, the United States and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships and analyze issues that affect the present and the future: A. Time, continuity and change in U.S. history. B. U.S. cultures and cultural diversity C. People, places and events in U.S. history. D. Process and investigation

III. Political Science and Citizenship

Students in the Appleton Area School District will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance: A. World affairs. B. Basic concepts/purposes of government. C. American ideals and citizenship. D. Government structures and processes.

IV. Economics Students in the Appleton Area School District will learn about production, distribution, exchange and consumption so

that they can make informed economic decisions: A. Production, distribution, consumption and exchange. B. Science, technology, society and government. C. Global connections. D. Process, investigation and decision making.

V. Behavioral Sciences Students in the Appleton Area School District will learn about the behavioral sciences by exploring concepts from

the discipline of sociology, the discipline of psychology, and the discipline of anthropology: A. Human origins and cultural development. B. Individual human behavior. C. Interactions between and among individuals, groups and institutions. D. Cultural diversity.



Essential Learning Objectives Performance Indicators Classroom Assessments 1. Understand constitutional

principles Performance will be satisfactory when the student: a. identifies the core constitutional principles of the United States, b. distinguishes between the historical developments that contributed to

America’s constitutional development, c. cites specific features like Federalism, Separation of Powers, and

Checks and Balances, and d. understands the theoretical basis of the Constitution, such as

republicanism, federalism, democracy, and pluralism.

Reading comprehension

Group discussion

Essay exams

Projects

AP writing prompts

Current events discussion

Graded discussion

Primary source reading and discussion

AASD Social Studies Standards: IIA. History: Time, continuity, and change in U.S. history IIC. History: People, places and events in U.S. history IID. History: Process and investigation

2. Understand political beliefs

and behaviors

Performance will be satisfactory when the student: a. identifies a variety of forms of political participation, b. recognizes that we all have different political beliefs that are formed in

a variety of ways, c. discusses how political culture is formulated, d. applies the principles of political culture to their political practices, e. analyzes how political culture affects political participation, f. recognizes that people will engage in a variety of political behaviors, g. explains ways in which political socialization in the American

democracy occurs, h. explain the consequences of political beliefs and behaviors, i. analyzes demographic statistics to draw conclusions about political

behavior and political culture, j. cites examples of how various social and cultural groups develop

unique political behaviors and culture, and k. understands how political systems are impacted by political

participation.


Group discussion

Essay exams

Projects

AP writing prompts


Graded discussion


AASD Social Studies Standards: IIIA. Political Science: Basic concepts/purposes of government IIIB. Political Science: American ideals and citizenship IIIC. Political Science: Government structures and processes VB. Behavioral Sciences: Individual Human Behavior VC. Behavioral Sciences: Interactions: Individuals, Groups, Institutions



Essential Learning Objectives Performance Indicators Classroom Assessments

3. Understand political parties, interest groups, and mass media

Performance will be satisfactory when the student: a. identifies methods that allow people to organize in and communicate

in a democracy, b. recognizes the differences between political parties, PACs, interest

groups, and the mass media, c. distinguishes between the functions of aforementioned institutions, d. understands the historical basis of the aforementioned institutions, e. understands the importance of these institutions in the American

democracy, and f. analyzes the various outcomes produced by the aforementioned

institutions.


Group discussion

Essay exams

Projects

AP writing prompts


Graded discussion


AASD Social Studies Standards: IIIB. Political Science: Basic concepts/purposes of government IIIC. Political Science: American ideals and citizenship IIID. Political Science: Government structures and processes VB. Behavioral Sciences: Individual Human Behavior VC. Behavioral Sciences: Interactions: Individuals, Groups, Institutions

4. Understand the history, form,

and function of the institutions of national government

Performance will be satisfactory when the student: a. analyzes the function of each of the three branches of the government, b. understands the significance of the nation’s bureaucracy and NGOs, c. analyzes the various checks and balances between the institutions,

and d. understands the complex relationship between the institutions and

political parties, interest groups, and mass media.


Group discussion

Essay exams

Projects

AP writing prompts


Graded discussion


AASD Social Studies Standards: IVA. Economics: Production, Distribution, Consumption, Exchange IVB. Economics: Science, Technology, Society and Government IVC. Economics: Global Connections VB. Behavioral Sciences: Individual Human Behavior VC. Behavioral Sciences: Interactions: Individuals, Groups, Institutions




5. Understand public policy formation in the United States

Performance will be satisfactory when the student: a. understands that public policy is the result of interactions amongst the

institutions and players in American government, b. analyzes the factors that factor into the enactment of public policy, c. understands the roles of the institutions of the national government in

public policy, d. analyzes how public policy is formed by interest groups, political

parties, and the mass media, and e. explains how inputs into the political system produce outputs from the

political system.


Group discussion

Essay exams

Projects

AP writing prompts


Graded discussion


AASD Social Studies Standards: IIIB. Political Science: Basic concepts/purposes of government IIIC. Political Science: American ideals and citizenship IIID. Political Science: Government structures and processes VB. Behavioral Sciences: Individual Human Behavior VC. Behavioral Sciences: Interactions: Individuals, Groups, Institutions

6. Understand civil rights and civil liberties

Performance will be satisfactory when the student: a. understands the relationship between civil rights and civil liberties, b. analyzes the historic development of Americas civil rights and civil

liberties, c. explain the impact of constitutional changes such as the 14

th

Amendment, d. analyzes the importance of specific civil liberties, and e. cites how landmark court cases have impacted the development of

American Civil Liberties.


Group discussion

Essay exams

Projects

AP writing prompts


Graded discussion


AASD Social Studies Standards: IIA. History: Time, continuity, and change in U.S. history IIC. History: People, places and events in U.S. history IID. History: Process and investigation IIIB. Political Science: Basic concepts/purposes of government IIIC. Political Science: American ideals and citizenship IIID. Political Science: Government structures and processes




7. Analyze comparative politics methods

Performance will be satisfactory when the student: a. compares and contrasts statistics, b. discusses normative (or value related) questions, c. defines state, country, nations, regime, nation-state supranationals, d. explains the purposes and functions of governments, e. identifies common policy challenges facing governments, f. recognizes that states face similar challenges including environment,

racial and ethnic diversity, economic performance, and health care for citizens,

g. identifies political inputs and outputs, and h. recognizes that states face political cleavages: ethnicity, region,

class, and religion.

Quizzes and tests on comprehension for: types of government, authoritarianism, economic models, state, nations, nation-state, supranationals, democracy, democratization, rent seeking, sovereignty, and legitimacy

Map quiz: Iran, Russia, China, India, Mexico, Nigeria, United Kingdom

Read and comprehend Huntington’s The Clash of Civilizations

Debate Locke’s ideas versus Hobbes

Describe in an essay Rousseau’s political ideas

Compare and contrast in an essay various statistics from data sources

identify and explain in an essay the following normative terms for analysis: democratization, sovereignty, civil society

Construct a timeline of key events leading to democratization

Analyze rent seeking in an essay

In an essay compare and contrast the concept of state with the concept of nation

Report on current events

AASD Social Studies Standards: IA. Geography: Location, place, and region IIA. History: Time, continuity, and change IIIA. Political Science: World Affairs IIIB. Political Science: Basic concepts/purposes of government IIID. Political Science: Government structures and processes IVA. Economics: Production, distribution, consumption, and exchange




8. Analyze sovereignty, Authority, and power

Performance will be satisfactory when the student: a. identifies the aspects of political culture: system, process and policy, b. analyzes the differences between participants, subjects, and

parochials, c. applies the concept of direct and indirect political socialization to the

workings of political systems, d. compares and contrasts conflictual and consensual political cultures, e. traces the development of state power prior to founding of the

modern state, f. analyzes the various aspects of constitutions, g. analyzes the various aspects of economics models, and h. analyzes the importance of political culture core values and beliefs.

Quizzes and tests on terms such as: political culture, system, process policy, participants, subjects and parochials, conflictual political cultures, and consensual political cultures, legitimacy, power, and authority.

In an essay compare and contrast economic models choosing from free market, command, or mixed economy

graph the per cent of participants, subjects and parochials in each of these systems: democratic industrial, authoritarian industrial, authoritarian transitional, democratic pre-industrial

read and comprehend Barber’s “Jihad vs. McWorld”

Simulations

Construct a constitution for an authoritarian transitional state

Report on current events

AASD Social Studies Standards: IIA. History: Time, Continuity and change IIIA. Political Science: World Affairs IIIB. Political Science: Basic concepts/purposes of Government IIID. Political Science: Government structures and processes IVA. Economics: Production, distribution, consumption, and exchange VC. Behavioral Sciences: Interactions between and among Individuals, groups, and institutions



Essential Learning Objectives

Performance Indicators Classroom Assessments

9. Compare and contrast the structure and function of political institutions

Performance will be satisfactory when the student: a. identifies the levels of government (supranational, national,

regional, local) and the authority inherent within each structure, b. compare and contrasts unitary vs. federal and centralization vs.

decentralization, c. traces the authority of supranational governmental structures, d. analyzes the branches of government in different countries. e. analyzes the structural differences of the executive branch: single

or dual, presidential or parliamentary (also functional differences: head of state, head of government, cabinets),

f. analyzes the structure of the legislative branch: unicameral or bicameral as well as symmetric or asymmetric,

g. analyzes legislative – executive relations in each country in parliamentary and presidential structures,

h. traces the roots of judicial authority and legitimacy in the different countries,

i. compares and contrasts presidential and parliamentary systems. j. analyzes informal political authority such as recruitment of

political elites and how political preferences are aggregated, k. determines if judicial review operates in the national judiciary,

from theocratic oversight, or within supranational government, l. analyzes the different purposes of elections: presidential,

parliamentary, referendums and non-competitive, m. compares and contrasts electoral systems: single member

districts vs. proportional representation, n. analyzes political parties with a focus on organization,

membership, institutionalization, ideological position, o. identifies the different kinds of party systems, p. analyzes how single interest groups influence politics in single

party, pluralist, and corporatist systems. q. analyzes the roles of the military, the intelligence community and

the secret police, and r. analyzes the role of bureaucracy.

• Quizzes and tests on terms • Generate a lists of demands from an

ascriptive representative and a list of demands from a representative who belongs to the elite

• Answer: Is the vice presidential role in the U.S. ceremonial ad the presidential role—head of government?

• Explain how impeachment controls elites.

Analysis Paper: The advantages/limitations of unitary legislatures over bicameral

Analysis Paper: The advantages/ limitations of parliamentary over presidential regimes

Read and comprehend Howard’s “After September 11: Chances for a Left Foreign Policy”

• Evaluate competitive party systems and determine if structurally they could turn into authoritarian party systems

• Decide and write if Wisconsin should change its constitution to proportional representation replacing single member districts. Consider Duverger’s Law.

• Using the CIA Fact Book, decide if the six countries are multi-party, consensual, or conflictual party systems

• Do an interest aggregation assessment of six countries on their government and politics around the issues stability, revolution, participation, welfare, equality, liberty and security using a data base

• Read and comprehend Tarrow’s “A Movement Society”

• Current events reports

AASD Social Studies Standards: VB. Behavioral Sciences: Individual human behavior VC. Behavioral Sciences: Interactions between and among Individuals, groups, and institutions IIIB. Political Science: Basic Concepts/purposes of Government




10. Analyze the interaction between citizens, society, and the state

Performance will be satisfactory when the student: a. defines cleavages and applies to ethnic, racial, class,

gender, religious, regional quarrels, b. shows how the demands of a population determine a

country’s political patterns, c. analyzes questions about how states manage and respond

to deeply held divisions, d. analyzes the concept of civil society and how it mediates the

power of the state, e. analyzes the interaction between types of regimes and the

patterns of civil society, f. traces the effects of the development of global civil society

and its effects on government-citizens relations, g. analyzes the role of media in its relations with the state and

in how it shapes public perceptions, beliefs, and practices, h. analyzes the forms, modes and trends for political

participation including violence, i. analyzes social movements, including: anti-globalization,

civil rights, environmental and enfranchisement, and j. analyzes citizenship and social representation.

Quizzes and tests on terms: ethnic, racial, class, gender, religious and regional cleavages, global society, social movements, anti-globalization movement, international human rights movement, environmental movements, social representation

Current events reports

Read and comprehend Przeworski and Wallerstein’s “Democratic Capitalism at the Crossroads”

Read and comprehend Putnam’s “Bowling Alone: America’s Declining Social Capital”

Read and comprehend Norris and

Inglehart’s “cultural Obstacles to Equal Representation”

Read and comprehend Fareed Zakaria’s “the Future of Freedom: Illiberal Democracy at Home and Abroad”

AASD Social Studies Standards: IIA. History: Time, continuity and change VC. Behavioral Sciences: Interactions between and among Individuals, groups, and institutions IIIB. Political Science: Basic concepts/purposes of government IIIC. Political Science: American ideals and citizenship IIID. Political Science: Government structures and processes IVD. Economics: Process, investigation, and decision making




11. Analyze political and economic change

Performance will be satisfactory when the student: a. analyzes revolutions, coups and wars, b. analyzes trends of political change (democratization) for

components, inhibiting factors and consequences, c. analyzes the preconditions, processes and outcome of

democratization, d. analyzes political changes required for democratization

success: new elite pacts, constitutional arrangements against conflict acceptance by key social groups, et cetera,

e. analyzes how authoritarianism breaks down: cleavages within the regime, diminishing state capacity, international pressure, mobilization of opponents, et cetera,

f. analyzes trends of economic change (privatization) for components, inhibiting factors and consequences,

g. traces outcomes such as income gaps, rising standards of living, differential access to social services and education,

h. analyzes the relationship between political and economic change,

i. surveys globalization and fragmentation for interlinked economies, global culture, regionalist and reactions, and

j. analyzes how domestic and global forces interact.

• Quizzes and tests on terms: revolutions, coups, wars, democratization, authoritarianism the establishment, the power elite, cleavages within, opponent mobilization, globalization, fragmentation, regionalism

• Read and comprehend Stiglitz’s “Globalism’s Discontents”

• Current events reports • Compare and contrast data on a data

base for a democratizing nation to determine if there is economic change

• Develop a report card for economic development and check data bases to see how various governments score

• Analyze privatization in a formerly Communist state and note what changed

Read Friedman’s The World is Flat

AASD Social Studies Standards: IIA. History: Time, continuity, and change IIIA. Political Science: World Affairs IIID. Political Science: Government structures and processes IVC. Economics: Global Connections IVD. Economics: Process, investigation, and decision making

12. Analyze public policy issues

Performance will be satisfactory when the student: a. differentiate the various policy issues: economic performance

social welfare (education, wealth, poverty), civil liberties, right, freedoms, environment, population and migration, economic development.

Quizzes and tests on terms

AASD Social Studies Standards: VB. Behavioral Sciences: Individual human behavior VC. Behavioral Sciences: Interactions between and among Individuals, groups, and institutions VD. Behavioral Sciences: Cultural diversity




13. Explain the changing nature of society

Performance will be satisfactory when the student: a. analyzes social processes as change agents, b. analyzes social mobility, c. analyzes interactions between in-groups and out-groups, d. analyzes how traditions change, e. analyzes power and authority, f. analyzes how beliefs change, g. analyzes that change happens through invention, assimilation,

accommodation, revitalization or diffusion, and h. analyzes the role of rewards and expectation.

Tests

Observation

Conference

Papers

Portfolios

Speeches

Projects

Diagrams

Discussion


14. Analyze a range of social problems in today’s world

Performance will be satisfactory when the student: a. analyzes structural break down, b. analyzes dysfunction, and c. analyzes interaction problems.

Tests

Observation

Conference

Papers

Portfolios

Speeches

Projects

Diagrams

Discussion





15. Explore the process of socialization

Performance will be satisfactory when the student: a. defines socialization, b. analyzes the transmission of culture, c. explores language acquisition, d. analyzes the emergence of self-concept, and e. applies various theories of human development.

Tests

Observation

Conference

Papers

Portfolios

Speeches

Projects

Diagrams

Discussion


Resources and learning activities that address essential learning objectives:

Documents

*AP Government and Politics: US and Comparative … · *AP Government and Politics: US and Comparative (#3400) Description A thorough understanding of the history, philosophy,

AP Government and Politics: US and Comparative … · AP Government and Politics: US and Comparative (#3400) Description A thorough understanding of the history, philosophy,