AP/U.S. Government and Politics Syllabus

“My son, if you wish, you can be taught,

if you apply yourself, you will be shrewd.

If you are willing to listen, you will learn,

if you give heed, you will be wise.”

(Sirach)

Course description:

U.S. Government and Politics is a yearlong study of the American Governmental

systems with emphasis on the Constitution, its roots and relationships,

governmental structure at all levels of government and the political process. This

course is also a study of the more important political issues, which face our nation

today. Discussion and analysis of these issues will constitute an integral segment of

the course. The course will cover the AP curriculum and it is assumed that the

students are planning on taking the AP U.S. Government and Politics exam in the

second semester.

I firmly believe that the most important class you are taking at Moeller is your

religion class. The development of our personal faith life should be the number one

area of emphasis in our lives. One hundred years from now it won’t matter how

well you understood American Government or American society.

The second most important class you are taking this year at Moeller is your

Government class. The development of your understanding of this great nation’s

government and society, how it developed, and where it is going will be the number

one emphasis in this class. For the next 50+ years it will matter how well you

understand American Government so that you can be a responsible, contributing

member of this great land.

Text/Materials:

Most of the day to day readings will be website locations and/or class handouts

We will also use the AP edition of American Government by O’Connor, Sabato, and

Yanus.

Laptop Policy:

Your laptop should be with you in class every day. Material online or in my

teacher folder will be a regular part of the class. Often there will be activities

where the laptop is not needed. It should not be out then. When the laptop is being

used it should be used for activities related to this class only.

Grading policy:

A. 70% of your quarter grade will come from tests, quizzes, and exams. The

number of each will vary per class. Unit tests will be comprised of 50-75

multiple choice/T/F questions and at least one Free Response Essay.

B. 30% of your quarter grade will come from homework and class

participation. The research paper will be considered part of the

homework grade. Many of the homework grades will be quizzes on the

reading assignments.

Units of Study:

I. Background and Introduction to the Constitution (4 weeks)

A. Explore the roots and relationships of the U.S. constitution to that of a

variety of influences including English, and other Enlightenment works,

Renaissance, Roman, and Greek influences as well.

B. Discuss the colonial influence on shaping the U.S. Government.

C. Explain the principles behind the American constitution such as “checks

and balances”, “separation of powers”, “popular sovereignty”, and others.

D. Explain the difference between Politics and Government.

E. Discuss and explain the different articles of the constitution.

F. Explain the system of federalism.

II. Civil Rights and Civil Liberties: (4 weeks)

A. Discuss the Bill of Rights, and the remaining 17 amendments.

B. Trace the evolution of the civil rights and liberties through our country’s

history.

C. Identify and explore the landmark court cases that have affected the

interpretation of the Constitution.

III. Legislative Branch (4 weeks)

A. Study Article I of the Constitution and how it established the congress.

B. Explain the evolution of the congress as the rules of procedure were

developed and the 2-party system influenced the development of

Congress.

C. Understand the process of how a bill becomes a law.

IV. Executive Branch (4 weeks)

A. Study Article II of the Constitution and how it established the presidency.

B. Explain the evolution of the presidency from 1788 through current times.

C. Emphasize the growth of the executive branch and the expansion of

power and influence gained by the executive branch.

V. Judicial Branch (3 weeks)

A. Study Article III of the Constitution and how it established the federal

judiciary system.

B. Explain the evolution of the judicial branch throughout our country’s

history.

VI. American Politics (4 weeks)

A. Explain the role of the party system in the nomination, campaign, and

election process.

B. Explain the role and influence the party system has on the operations of

government at the federal, state, and local level.

C. Understand the role that PAC’s, the media, individual citizens, and other

special interest groups play in the governmental process.

VII. Watergate and Post-Watergate: (3 weeks)

A. Students will learn how Watergate reflects the balance of powers within

our government.

B. Lessons of Watergate will be discussed using events occurring after 1974.

VIII. State and Local Government (2 weeks)

A. Have an understanding regarding the workings of state and local

government.

B. Understand how the system of federalism affects state and local

government.

IX. E-congress, Research Paper, Free Response Essay writing, current events

classes/quizzes, and multiple book tests. These activities will occur

throughout the school year between Units I-VIII. The total class time will

approximate 3 weeks.

X. AP Exam Review (1 week)

Course Outline: (Actual course work may vary)

Unit I: Origins and Introduction to the U.S. Constitution. (Constitutional

Underpinnings) Students should understand the roots of the American political

system and the struggles our founders went through to establish our Constitution.

Chapter readings will be assigned to the appropriate units of study.

Assignment 1:Read Gordon Wood’s “Intellectual Origins of the American

Constitution.” (Handout)

Assignment 2: Read the Declaration of Independence and the Articles of

Confederation

The Declaration of Independence:

http://www.archives.gov/national-archives-

experience/charters/declaration.html

Articles of Confederation:

http://www.loc.gov/rr/program/bib/ourdocs/articles.html

http://www.socialstudieshelp.com/Lesson_10_Notes.htm

http://www.usconstitution.net/consttop_arti.html

Complete the discussion sheet summarizing the key points of both.

Assignment 3: Read the Constitution, Articles I-VII. Know the order and

main points of each Article. Memorize and be able to recite the

Preamble. http://www.yale.edu/lawweb/avalon/usconst.htm

Assignment 4: The Federalist and Anti-Federalists. Read #’s 10 and 51 and

review the websites that discuss the papers. (Websites found in

teacher folder.)

Unit I Test

Unit II: Civil Liberties and Civil Rights

Assignment 1: Read the Bill of Rights and all other amendments

http://www.billofrightsinstitute.org/billofrights.php

Assignment 2: Read the English Bill of Rights:

http://www.yale.edu/lawweb/avalon/england.htm Compare and

contrast the two documents as per the discussion sheet provided.

Assignment 3: Research and report on landmark cases that have affected the

evolution of American civil liberties and civil rights.

http://www.billofrightsinstitute.org (Instructional resources to Free

Materials to Landmark cases section among others)

http://findlaw.com/

http://oyez.org/justices/justices.cgi?justice_id=100&page=resource

http://www.govspot.com/judicial/

http://www.aclu.org/

http://supct.law.cornell.edu/supct/

http://www.landmarkcases.org/

Unit II Test

Unit III: The Legislative Branch

Assignment 1: Read Article I and Amendments 17, 20, 23, and 27

http://www.yale.edu/lawweb/avalon/art1.htm

Assignment 2: The following are sites that help explain the national process

of the law-making process. Use these to understand the process. Identify the

key vocabulary words as well as the stages a bill must go through. Prepare a

flow chart that shows the various stages a bill must go through. Make sure it

is also properly labeled. Also be prepared to be called to the board to explain

the next stage in the process.

http://congress.com/

http://bensguide.gpo.gov/9-12/lawmaking/index.html

http://www.house.gov/house/Tying_it_all.html

http://www.usconstitution.net/consttop_law.html

Assignment 3: U.S. Census, Representation, and Reapportionment. Using

the following websites students should understand the importance of

the U.S. Census and its role in reapportioning the House of

Representatives.

http://www.census.gov/population/www/censusdata/apportionment.ht

ml

http://www.nationalatlas.gov/articles/boundaries/a_conApport.html

http://www.answers.com/topic/reapportionment-cases

Assignment 4: Read Tip O’Neill’s “Congress: The First 200 Years.”

Unit III Test

(During the 2nd

semester students will participate in the E-Congress

(http://www.youthleadership.net/index.jsp). Students will be expected to go

through all phases of the program which will culminate in researching a

topic, writing and submitting a bill relating to that topic, serving on

committees to review bills and finally voting on bills in the E-Congress.

Unit IV: The Executive Branch

Assignment 1: Read Article II and Amendments 12, 20, 22, 23, 24, 25.

http://www.yale.edu/lawweb/avalon/art2.htm

Assignment 2: Using the following websites students should summarize the

major changes in the American presidency and growth in the

executive branch.

http://hnn.us/articles/443.html

http://www.learner.org/channel/courses/democracyinamerica/support/dia_7_

readings.pdf (Includes Federalist #69)

http://www.millercenter.virginia.edu/academic/americanpresident/policy/ind

ex

http://www.usa.gov/Agencies/Federal/Executive.shtml

http://www.gpoaccess.gov/executive.html

http://www.govspot.com/executive/

Assignment 3: Read Ronald Reagan’s “The Presidency: Roles and

Responsibilities”

Assignment 4: Read the inaugural address of the president that has been

assigned to you. What are the major issues and/or goals of his

administration? (if your president served more than 1 term you must

read any and all addresses.) Try to be specific. Use quotes to refer to

the major issues. (1 page summary, 10 pts)

http://www.bartleby.com/124/index.html

Using the C-span, POTUS, PBS websites, evaluate how well you think

your president carried out his plan. What can you find in these

websites that pertains to the inaugural address(es) of your president?

Be specific. Relate the info to the address. (2 pages, footnoted, 20 pts)

http://www.potus.com/

http://gi.grolier.com/presidents/preshome.html

http://www.americanpresident.org/home6.htm

http://www.americanpresidents.org/survey/historians/

http://odur.let.rug.nl/~usa/P/index.htm

http://www.opinionjournal.com/hail/rankings.html

http://www.pbs.org/wgbh/amex/presidents/

http://www.siena.edu/sri/

Overall, how has your president been remembered? Why? Do you

think the ratings or rankings will change over time? How do you

think this president has affected the presidency? How do you think

this president has affected the country. Use the websites from above

along with at least one other website and bring in a hard copy of a

book that discusses your president. (3-4 pages, footnoted and sources

listed, 40 pts.)

Unit IV Test

Unit V: The Judicial Branch

Assignment 1: Read Article III and the Amendment 11.

http://www.yale.edu/lawweb/avalon/art3.htm

Assignment 2: Use the following websites to study the history of the Supreme

Court and the process a case goes through to reach the Supreme

Court.

http://www.supremecourtus.gov/ Home page of US Supreme Ct.

http://www.supremecourthistory.org/02_history/02.html FDR’s court-

packing. (Watch the video on the website.)

http://edition.cnn.com/2005/POLITICS/09/29/roberts.nomination/inde

x.html Roberts confirmation.

http://www.supremecourtus.gov/about/members.pdf List of all CJ’s

and Justices

Assignment 3: Use the following websites to study the Brown decision and its

aftermath.

http://www.nationalcenter.org/brown.html

http://brownvboard.org/index.htm

http://www.pbs.org/jefferson/enlight/brown.htm

http://www.landmarkcases.org/brown/home.html

Assignment 4: Read Federalist #78

http://www.yale.edu/lawweb/avalon/federal/fed78.htm

How does the Brown case support Hamilton’s claim that the

“judiciary is least dangerous because it has neither force nor will but

merely judgment”?

Unit V Test

Unit VI: Political Parties, Campaigns, and Elections.

Assignment 1: Use the following website to identify the major political

parties in the United States, the history of the parties and the issues

that the characterize the party philosophy.

http://www.politics1.com/parties.htm

http://www.lib.umich.edu/govdocs/psusp.html

http://www.vote-

smart.org/resource_political_resources.php?category=Political%20Pa

rties

http://americanhistory.about.com/od/politicalparties/The_History_of_

Political_Parties.htm

http://www.edgate.com/elections/inactive/the_parties/

http://www.senate.gov/reference/reference_index_subjects/Political_P

arties_vrd.htm

http://hnn.us/articles/12832.html

Assignment 2: Students will be assigned a specific issue and will research and

report on how that issue was dealt with in recent national elections

and how the issue is being dealt with in upcoming elections.

Assignment 3: Read and report on Campaign Finance Legislation

Assignment 4: Read and report on the history/evolution of elections from

1788-2006.

Use the following websites to complete Assignments 2-4.

http://www.pbs.org/newshour/vote2004/primaries/sr_primary_overview.html

http://www.fec.gov/

http://livingroomcandidate.movingimage.us/index.php

http://www.campaignline.com/

http://www.c-span.org/classroom/govt/campaigns.asp

http://www.uselectionatlas.org/

http://www.socialstudieshelp.com/APGOV_Campaigns_Elections.htm

http://www.campaignmoney.com/

http://www.columbia.edu/cu/lweb/indiv/usgd/campaign.html#Parties

Unit VI Test

Unit VII: Watergate:

Assignment 1: Create a Watergate timeline.

Assignment 2: Complete the worksheet identifying the major personalities

and events of the Watergate era.

Assignment 3: Prepare outlines for essay/discussion questions regarding

Watergate and its legacy.

Use the following websites to complete Assignments 1-3.

http://www.americancivilrightsreview.com/govlieswatergate.html

http://www.chron.com/content/interactive/special/watergate/index.html

http://www.washingtonpost.com/wp-

srv/national/longterm/watergate/splash2a.htm

http://www.msnbc.com/onair/msnbc/timeandagain/archive/watergate/timelin

e.asp

http://www.chron.com/content/interactive/special/watergate/quiz/index.html

http://www.pbs.org/newshour/bb/white_house/jan-june97/watergate_6-

17.html

http://ap.grolier.com/browse?type=pep#scandals

http://www.watergate.info/ Australian site

http://mediamatters.org/items/200506030001 Colson and Liddy on Felt’s

revelation.

Unit VII Test

Unit VIII: State and Local Government:

Assignment 1: Compare and contrast the U.S. Constitution with the

constitution of your assigned state. Write a 2-3 page paper describing

the similarities and differences. Use the websites listed below or other

sources.

The U.S. Constitution:

http://www.yale.edu/lawweb/avalon/usconst.htm

The State Constitutions: http://www.govspot.com/

(look under your individual state.)

Assignment 2: Local Government Project:

Part I. Write a paper describing your local government. It should

include a brief history of the community government. Most of the

paper should cover a description of the current form of government:

city, township, village, etc. Describe all levels or areas of local

government. How many elected officials? When are elections?

What services are provided? Police? Fire Department? Water?

Schools? Budget – Where does their money come from? What is the

tax base for income? How is the money spent? On a day-to-day basis,

how does the local government affect you and/or your Neighborhood?

This part of the paper should be a four paged, typed paper with

sources listed and properly cited.

Part II.

Attend one meeting of some area of local government. (Council, Board

of Education, Zoning commission, etc.) Bring back an agenda and

write up a summary of what was discussed at the meeting.

The summary should be one typed page.

Unit IX: Research Paper:

Topic: A bill still active in the Congress but not passed yet. (A bill either

introduced in 2012/13 or still active in 2012/13)

Requirement: 10 page paper with documentation and bibliography. (10

pages of text.)

Paper should include:

A. Name of the bill and brief summary of what the bill is about. (Include at

least a cover page of the bill itself.)

B. Status of the bill: When was it introduced? What happened to it? Where

is it now? What is coming up for the bill?

C. Impact: How will this bill affect the country if it is passed or not passed?

D. Political Interest: How do the parties feel about this bill? The President?

What other special interest groups have a vested interest in this bill and

the issues that deal with this bill? Will it be an issue in an upcoming

election?

E. MLA format required. (Moeller Library links have the information.)

F. Sources: 10-12

http://thomas.loc.gov/ This site can get you into the Congressional Record

and other sites related to the Congress.

Unit X: AP Exam review

Make Up Work: (As per the Moeller handbook)

Short Term Absences (1 or 2 days)

For all types of short term absences (expected, unexpected, field trips, etc), upon return to

school, Moeller students are responsible for contacting their teacher to arrange make-up

assignments and assessments for work that was assigned during their absence. When a

student returns from an absence due to illness, family need, or other reported reason, he

must acquire any missed assignment upon his return and submit it at the next class. This

gives the student 1 extra day to make up work that was assigned during his absence.

For work that was assigned prior to a student’s absence, and was posted on NetMoeller

prior to the absence, the student is expected to have the work ready upon his return. In

cases where the illness or cause of the absence was severe, and the student was unable to

complete the work for the day of his return, students are expected to email their teachers

to inform them that they will be unable to have the work completed upon their return. If

this is unable to happen, then students and teachers will use common sense in these

situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days

Additional day can be given for make-up work, at the teacher’s discretion, for any

consecutive absences between 3 to 9 school days. It is at the teacher’s discretion, but

students should expect pre-scheduled tests and/or quizzes to be administered the class

following the student’s return. If a student feels he needs more time to prepare, then he

must communicate this to the teacher earlier than the day the test/quiz is to be

administered.

Consistent Absence on Days with Assessments:

Based on teacher input and absence data, students who are reported to be consistently

absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to

determine the cause of such patterns. Academic action will be based the results of such

inquiries. Teacher will work with the administration to determine an appropriate course

of action. It is at the teacher’s discretion as to whether a student can make up a missed

assessment opportunities after 3 absences on assessment days, unless the absences are

excused or there is a clinically diagnosed condition of anxiety.

Extended Absences (applies to absences over 10 days)

Any situations in which there is an extended absence of 10 days or more should be

coordinated through the student’s guidance counselor.

KAIROS POLICY - ABSENCES

KAIROS and other retreats should treated as holistic enhancements to the academic load

and done in pursuit of ‘educating for formation in faith’. Students have at least as many

schools days spent on retreat to make up work for their classes, provided that is goes no

further than the Friday of the week following Kairos. For assignments and assessments,

even those scheduled well in advance of departure for Kairos, students are not expected

to take quizzes and tests the day of their return to class. As a general rule, the teacher and

student need to negotiate an appropriate schedule of due dates during the week following

Kairos. It is the responsibility of the student to initiate such an arrangement with his

teacher.