AP United States Government
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AP United States Government Mr. Chad Folkersma Sault Area High School
Course Overview: This course provides students with a comprehensive understanding of United States Government through the study of theoretical concepts, history, and practice, which is necessary for the interpretation and analysis of politics in the United States. The subjects for the course include but are not limited to The Constitution and The Bill of Rights along with the bureaucratic hierarchy of government and the landmark cases that have influenced the interpretation of the law. Of course, the development of political beliefs and behaviors, party development and practices, interest groups and PACs, mass media, public policy, and individual rights and freedoms as well as their effects are essential for a full understanding of U.S. Government. . The student workload includes but is not limited to the textbook (American Democracy and Public Good). The reading of articles from
Texts: Locke, John. The Second Treatise of Government. Indianapolis, IN: Hackett Publishing Company, Inc., 1980.
Lowi, Theodore J., Benjamin Ginsberg and Kenneth A Sheple. American Government. New York: W.W. Norton and Company, 2008.
Marx, Karl and Friedrich Engels. The Communist Manifesto. New York, New York: Signet Classics, 1998.
Riordon, William. Plunkitt of Tammany Hall: A Series of Very Plain Talks on Very Practical Politics. New York, New York: Signet Classics, 1995.
Sinclair, Upton. The Jungle. New York, New York: Signet Classics, 1980.
The Washington Post.
class work 25% quizzes 20% tests 40% outside reading 8% participation 7%
Total grade percentage must be 60 % or higher to earn credit. Grading Scale is as follows:
A 93 and above B 84—86 C 74—76 D 64—66 A- 90—92 B- 80—83 C-70—73 D- 60—63 B+ 87—89 C+77—79 D+67—69 E 59 and below
Extra Credit will be given out sparingly, and students will be informed of those opportunities in class when available, in the rare case that EC is given, all students in the class will have the same opportunity.
Classroom Policies:
1. Students will be not be allowed to retake assessments. If you know that you are going to be absent, please schedule make up with me before you go, so we can set you up for success.
2. Late work will not be accepted. Ample time is given, usually during class, to complete all work. Any work turned in after the due date will not be scored. Students with excused absences have an equal time to make up work. For example, if you are absent 2 days, you get 2 days to make up the work. Any work turned in after the 2 days will not be scored. Tests fall under the same rule and must be completed in class before or after school.
3. Cheating and plagiarism are serious offenses and will not be tolerated. Any student who is found to be cheating on an assignment or assessment shall receive a failing grade or zero on that task, and will forfeit the right to make-up the assignment or assessment, and a referral may be issued.
4. Attendance is expected. · Accordance with the student handbook, no more than 10 unexcused absences are allowed per semester (with no more than five in a marking period). Any work turned in on an unexcused absence after the 10th will not be scored. · Any student arriving more than ten minutes late will be marked ABSENT for that class. (Handbook)
5. Tardiness is not tolerated. Students arriving late disrupt class and may also lose valuable instruction that takes place. Each tardy will take 5pts of a student's participation grade. If a student is tardy, he/she can elect to stay after school with me for 10 minutes per tardy to avoid losing the five points. All after school make-ups must be done before Friday. After the fifth tardy a referral will be made.
6. Please note that a tardy over 10 minutes is usually regarded as an unexcused absence.
7. Students will only be allowed to leave the room on an emergency basis. Please use the bathroom before and after class. Extenuating circumstances are considered and if it is a dire emergency, students are advised to leave the room as quick as they need to. All I need to do is acknowledge their leaving.
8. No Movies are Schedule at this time for this course, Video clips from Discovery Education and the History Channel will be used occasionally to enhance the learning process. If it is decided a movie will be shown, a letter will go home to the parents, describing the movie and how it fits in to the curriculum. Students not allowed to watch a particular movie will be offered an alternate assignment.
Course Outline: The following is the sequence of topics covered in AP Government. For each category of information there are study guides that help the student focus on the most important aspects of the category and because we have all year, we cover all of this in depth. In each of the nine week periods, students (within their respective reading groups) are to read the selected outside reading and complete the tasks established for each text. Some texts are shorter than others and, thus, require less time. However, all students will read and discuss each of the four texts.
Constitutional Underpinings—6 weeks Time spent here makes work with federalism and powers of branches easier I. Introduction: what is government? A. Can government reach goals that most people see as valuable? B. Can government accomplish what it sets out to accomplish? C. Principles of Government and theories of development. 1. Democracy vs. autocracy and oligarchy 2. Formations of government D. Evaluation criteria of government 1. Majority vs. minority interests 2. Individual rights and fairness C. Politics, expression of ideas and implementation D. Social Values that form political ideologies E. Decision making—majoritarianism vs. pluralism F. Questions and cynicisms about U.S. democracy
II. The Constitution A. Challenges of the Colonial Period B. Colonial politics and social philosophers 1. Locke—social contract—authentic document (all students read The Second Treatise of Government. This is not completed within the first three weeks. ) 2. Montesqieu—separation of powers C. Need for a stronger national government (i.e. Shay’s Rebellion) 1. Articles of Confederation 2. Documents—Federalist #10 and #51 D. Constitutional Convention 1. Madison—the Virginia Plan 2. New Jersey Plan 3. Connecticut Compromise E. Struggle for ratification F. Document—Article I, II, III, and VII of The Constitution (from book then interpreted through PowerPoint)—Article IV will be read with section on federalism, V with Amendments, VI with law cases G. Separation of powers and checks and balances (handout)
III. Amendments and Interpretation A. How amendments have served the public good B. Amendment process (two different charts used and Article V of The Constitution used) C. The Bill of Rights—Civil liberties vs. civil rights 1. Document--Amendments 2. Classroom drills using clauses and powers—a bit like “Catch Phrase” D. Original Understanding vs. Living Constitution D. Judicial Review and implications (law cases begin here…prepare yourself to know law cases inside and out) 1. Document Article VI of The Constitution 2. Cases: Marbury, McCulloch, Gibbons, Hammer E. Substantive Due Process F: First Amendment rights and political freedoms 1. Speech a. Prior restraint and seditious libel—John Stubbs, Alien Sedition Acts b. Modern doctrines—law cases such as: Schenck, Yates, Brandenburg, Doe v. U of M, UMW Post, Madsen, US v Eichman, NY Times v. Sullivan, US v. Nixon, Branzburg, Heffron, Tinker, Hazelwood, Bethel, Buckley)—Students must know the case, the outcome, and the constitutional implications of each case—classroom drills used to retain information (we study well over 75 cases)
IV: Federalism—2weeks A. Growth of national powers 1. Federal aid 2. Federal restrictions B. Governmental systems—unitary, federal, confederal C. Powers 1. Enumeration, reserved, concurrent 2. Article IV of the Constitution D. Cultural differences in early U.S. history to Civil War E. Increase in National power and intergovernmental grants 1. Development of grants and cooperative federalism 2. Categorical grants, rules, and restrictions (formula, project, open-ended reimbursement) 3. Block grants 4. Partial preemption 5. Regulatory federalism 6. Mandates 7. Discretionary spending vs. mandatory spending F. Policy similarities and variations G. Centralization vs. de-centralization
V. Public Opinion and Voting Behavior A. How interested are Americans in politics? B. How are political opinions formed? C. American knowledge about politics D. Public opinions 1. Salience and face of issues 2. Ideology vs. Self-interest E. Polling 1. Development 2. Types 3. Sampling 4. Pitfalls F. Political issues—economic vs. social vs. foreign (interpretation of graphs and statistics) G. Political socialization H. Political participation 1. African Americans and the vote and rights (data through charts) 2. Women and the vote and rights 3. Eighteen year olds and the vote and rights I. Voter turnout and its decline (Internet used to examine numbers and demographics for presidential turnout). J. Voting Behavior 1. Michigan Model 2. Re-evaluation of Michigan Model K. Realignment vs. Dealignment L. Specific elections ('92, '94, 2000, '04, '08)
VI. Political Parties, Interest Groups, and Mass Media—6 weeks A. Organized groups 1. The problem of free-riders 2. The benefits of organized groups B. Participation and direct-mail fundraising C. Categories of interest groups D. Historical changes in groups 1. Increases in participants 2. New organization E. Influence in electoral politics and contributions 1. PACs 2. Restrictions via the Federal Elections Campaign Act 3. Use of Internet to view current trends in PACs and contributions through flow charts, graphs, and dollar amount collection. F. Lobbying (inside and outside) G. Litigation (who, what, when, and why) H. Influence of organized groups I. Iron triangles (specific examples used and delineated on the board and handouts) J. Profiles of Organized groups (student presentations) 1. Business organizations 2. Labor unions 3. Environmental organizations 4. Civil Rights Organizations 5. Feminist Organizations 6. Christian Organizations. K. Political Parties 1. Functions 2. Comparison with other democracies 3. Strength vs. weakness L. Development of party systems 1. Federalists and Republicans 2. Democrats and Whigs 3. Republicans and Democrats 4. Republicans and Democrats (2) 5. Republicans and Democrats (3) 6. Influence of minor parties M. Party Organization 1. Local party machines and reforms 2. State structures in modern era 3. National party and historical changes N. Responsible parties O. Campaigning and elections 1. Primaries and the nomination process a. Frontloading and momentum b. process and delegates 2. Party vs. candidate centered election campaigns 3. Changes in campaigns—state laws and development of the National Convention a. Finance b. Media c. Negative campaigning P. Influence of Media (View numerous campaign commercials including the LBJ Daisy ad, the Willie Horton ad, the Dukakis tank ad, the Reagan morning-in-America ad) Q. The role of media in politics R. Media structures (print vs. electronic) S. Historical development of media 1. Partisan and mass circulation 2. Major contributors (World, Herald, Times, Post) T. Gathering the news: sources and reporters U. Media coverage and campaigns (agenda setters, objectivity, negativism) V. Media influence and the law of minimal effects
VII. Legislative Branch A. Congress 1. Constitutional powers of Congress 2. Roles of Congress 3. Historical development B. Committees 1. Kinds, jurisdiction and jobs 2. Leadership and shifts in power and committee assignments 3. Minority status 4. Power of certain committees as opposed to others C. Demographics of congress people D. Organization 1. Apportionment and gerrymandering 2. Congressional leadership and powers E. Legislation 1. Process of bill to law/process of amending the Constitution 2. House vs. Senate 3. Floor consideration and filibusters 4. Factors that influence congress people on policy decisions F. Oversight 1. Methods and reauthorization 2. Investigations G. Constituent services and representation H. Congressional staff (personal hands on examples from people on the Hill) 1. Personal staff 2. Committee staff I. Permanent Congress 1. Pork Barrel spending (examples from the Internet) 2. Possible reforms
POWERPOINT IS USED HERE TO REITERATE AND BRING IN INFORMATION FROM OTHER SOURCES ABOUT THE LEGISLATIVE BRANCH
VIII. Executive Branch A. Presidency 1. Responsibilities 2. Foreign Relations and Power B. Historical development of the Presidency (individuals and changes: numerous presidents and administrations highlighted) C. Characteristics of a president D. Rhetorical president: Speeches, appearances, and media E. Power and roles of the president 1. Tools for legislation (agenda, lobbying, media) 2. Tools for overseeing agencies (clearance powers) F. Institutional Presidency—Executive Office and White House Office (all parts delineated both though text and PowerPoint, which later goes through all the major positions, not listed here, using
POWERPOINT USED TO REITERATE ARTICLE II AND TEXTBOOK AND TO GET STUDENTS THROUGH CABINET, WHITE HOUSE OFFICE, AND STAFF
I. Bureaucracy 1. Organization of Executive Branch (Cabinet, Agencies, and government corporations) 2. Political appointees and civil servants 3. Historical Development of government agencies 4. Twentieth century power J. Role in policy, administration, and rule making 1. Management and SOPs 2. Changes in civil service exams and reforms (stories from people currently working in the executive branch) 3. Performance measures and privatization
IX. Judicial Branch A. Judiciary 1. Sources of law in the American system 2. Basic features of courts and federal breakdown and hierarchy of courts a. Jurisdiction b. Roles of judges and justices 3. Selection of Federal judges and Supreme Court justices a. Senatorial courtesy b. What presidents look for c. What presidents get B. Breakdown of major historically important Chief Justices and their decisions and power C. Civil liberties and the courts (Many law cases discussed—twenty within the ideals of civil liberties) D. Operation of the Supreme Court 1. Hearing cases 2. Arguing cases 3. Deciding cases a. Judicial restraint vs. judicial activism b. Political ideology vs. judicial ideology 4. Outside influences 5. Overruling the Supreme Court
X. Public Policy A. Economic Policy 1. Free market and/or government intervention 2. Making economic policy a. Discretionary vs. mandatory spending b. Productivity and deindustrialization c. Monetary vs. fiscal policy d. Budgetary process (organizations and institutions involved in the process) 3. Tax policy and its effects on the standard of living 4. Stabilization and the Federal Reserve Board 5. Industrial Policy 6. International Trade policy—GATT, NAFTA, and the role of the USTR B. Domestic Policy 1. Role of the bureaucracy 2. Role of the courts 3. Role of legislation 4. Role of interest groups 5. Role of the people through public opinion, activism, and elections
MOST OF THE ITEMS IN LETTER B ARE REVIEW AS WE HAVE DISCUSSED THESE ROLES THROUGHOUT THEIR RESPECTIVE SECTIONS COINCIDING WITH THE TEXT
6. Education and roles of the state vs. the federal government a. Reform b. Funding 7. Poverty and assistance programs 8. Environment and regulations via agencies
AS WITH PUBLIC POLICY, WE BEGIN DISCUSSIONS OF CIVIL RIGHTS AT CHAPTER FOUR AND THEY COME INTO AND OUT OF DIALOGUE IN MANY PLACES THROUGHOUT THEYEAR. C. Civil Rights 1. Judicial review and court decisions 2. Historical actions by specific presidents 3. Taney Court, Warren Court, Burger decisions and the changes in policy they brought 4. Substantive due process and the rights of citizens to control their lives 5. Incorporation (1st, 5th, 9th , and 14 th amendments) D. Diversity 1. Immigration policy 2. Multi-culturalism 3. Treatment and statistics about minority groups (Internet used for modern data) 4. Discrimination AP United States Government Mr. Chad Folkersma Sault Area High School
PLEASE RETURN TO MR. FOLKERSMA
Because this is an intensive college-level course, a high-level of commitment is expected from students —you will put forth your best effort. If, at the end of the first 9 weeks, your grade is lower than a 60%, you will enter a probationary period. During this time, I will speak with your parents to apprise them of your situation, you will meet with me weekly to discuss your course work, and you will receive weekly grade reports to take home. If at the end of the semester your grade has not improved, you will be removed from the class. This policy is not intended to hurt you, but rather to assure that you set yourself up for success in the appropriate positive outcome.
This course will require you do complete some assignments, and a multitude of reading outside of the daily class period. A great example of the level of commitment needed to succeed is 30 minutes of studying for every hour of class. Thus you should be spending 2.5 hours per week minimum on course work outside of the class.
By signing your name below, you are stating that you the student and the parent/guardian agreed that you have read and understand the expectations of this class.
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