Ap United States History s7

Mrs. A. Bisson AP U.S. Government Fall, 2016 AP United States Government

Instructor: Mrs. Amy Bisson, Santa Monica HS 310-395-3204, Ext. 71150 [email protected]

Course Description AP United States Government is a challenging course that is equivalent of a freshman college course and can earn students college credit. This year long course will give students an analytical perspective on government and politics in the United States. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, and interpretation of original documents. A college textbook is used in the course. Students will also be expected to take extensive note-taking as most of the classes are lectures. Throughout the year, students will be introduced to typical questions used on the AP Exam, which is administered in May. All students enrolled in the course are required to take the AP Exam.

Examination The AP U.S. Government Examination is a two-hour and 25-minute exam. It includes a 45-minute multiple-choice section and a 100-minute free-response section, in which students will be asked to write four essays. Each essay is weighted equally toward your final score. May 10, 2017 It is the expectation that everyone will participate.

Course Goals  Know important facts, concepts, and theories pertaining to U.S. government and politics.  Understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to configure or justify various government structures and procedures, and the political effects of these structures and procedures)  To be able to analyze and interpret basic data relevant to U.S. government and politics  Work effectively with others to produce products and solve problems  Prepare for and successfully pass the AP US Government Exam

Text: Edwards, George C. III, Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, and policy, 10th ed. New York:Longman, 2002.

Syllabus 15-16 Page 1 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016

Supplemental Text and Readings:  Articles from the Los Angeles Times or the New York Times; news magazine excerpts from Newsweek or Time; news footage and documentaries; numerous Web sites, and radiobroadcasts for NPR. To be distributed or placed on my website. Sunday News Programs: Students are expected to watch Meet the Press with Chuck Todd on Sunday mornings at 8am. (I believe it is channel 4) They will be quizzed every Tuesday on major current events from the week.

My web-site: www.santamonicasocialstudies.pbworks.com

You will always be able to find important information such as handouts, assignments, weekly updates, future assignments and due dates on the website.

Grading system: Academic grades are based on class work, homework, current event research paper, class participation, projects, cooperative group activities, oral presentations, exams and quizzes. A point value will be assigned based on time, effort and difficulty to complete the assignment. Grades will be given based on the following breakdown- Multiple Choice Tests 30% Free Response 20% Classwork/Homework 25% Participation 15% Final Exam 10%

You are expected to have a printed copy of the Constitution with you at all times. There will be periodical checks for points throughout the year. (Easy, free points!)

ATTENDANCE It is crucial that you are in class everyday. If you are absent, it is your responsibility to collect any work you missed while you were absent. You may see me during my office hours or before school to obtain any work you missed for excused absences. Only work from excused absences will be graded. Additionally, work must be submitted within two weeks of its due date for it to be accepted and graded.

An absence policy has been reinstated to participate in graduation ceremonies. Senior students are allowed no more than 120 cumulative class period absences in order to participate in the Samohi graduation ceremony. This number is for both excused and unexcused absences and includes college visits.

Syllabus 15-16 Page 2 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 UNIT I: Constitution Underpinnings The study of modern politics in the United States requires students to examine the kind of government established by the Constitution. Understanding these developments involves both knowledge of the historical situation at the time of the Constitutional Convention and an awareness of the ideological and philosophical traditions on which the framers drew. Such understanding addresses specific concerns of the framers: e.g., Why did Madison fear factions? What were the reasons for the swift adoption of the Bill of Rights? Familiarity with the Supreme Court's interpretation of key provisions of the Constitution will aid student understanding of theoretical and practical features of federalism and the separation of powers. Students should be familiar with a variety of theoretical perspectives relating to the Constitution, such as democratic theory, theories of republican government, pluralism, and elitism.  Considerations that influenced the formulation and adoption of the Constitution  Separation of powers  Federalism  Theories of democratic government

Text Reading Lineberry, chapters 1-3

Possible Additional Readings Federalist Paper #51, 10 Assigned and used in class; articles from current newspapers, such as the Los Angeles Times or the New York Times; a new magazine excerpts from Newsweek or Time; news footage and documentaries; numerous Web sites. Various charts, maps, graphs, political cartoons, drawings, paintings, videos and photos

Content:  What is the purpose of government?  What was the founders’ view of the purpose of government and the role of the citizen in the American Republic?  Are these views still relevant at the close of the millennium?  How does the constitution strengthen U.S. government?  The concept of “checks and balances” was a novel idea in the 18th century. Why?  How does Madison’s concept of checks and balances challenge popular understanding of Montesquieu’s theory of separation of powers?  Define the following concepts: democratic theory, republicanism, pluralist theory, majoritarianism, and the elitist theory  Why did the Anti-Federalists fear this new system?  Does this new system strengthen or weaken the concept of separation of powers? Why or why not?  What are the powers of state and local governments in an era of “new federalism” and devolution?  What influence should the federal government have over state and local issues such as education, affirmative action, abortion, and the environment?

II. Political Beliefs and Behaviors (10-20%) Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general; taken together, these beliefs form the foundation of U.S. political culture. It is important for students to understand how these beliefs are formed, how they evolve, and the processes by which they are transmitted. Students should know why U.S. citizens hold certain beliefs about politics, and how families, schools, and the media act to perpetuate or change these beliefs. Understanding the ways in which political culture affects and informs political participation is also critical. For example, students should know that individuals often engage in multiple forms of political participation, including voting, protest, and mass movements. Students should

Syllabus 15-16 Page 3 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 understand both why individuals engage in various forms of political participation and how that participation affects the political system. It is essential that students understand what leads citizens to differ from one another in their political beliefs and behaviors, and the political consequences of these differences. To understand these differences, students should focus on the different views that people hold of the political process, the demographic features of the American population, and the belief and behavior systems held by specific ethnic, minority, and other groups.  Beliefs that citizens hold about their government and its leaders  Processes by which citizens learn about politics and what factors influence citizens to differ from one another in terms of political beliefs and behaviors  The nature, sources, and consequences of public opinion  The ways in which citizens vote and otherwise participate in political life

Text Reading Lineberry; chapters 6, 9, & 10

Content:  How do we come by our political beliefs? Comparison of then and now.  What are the sources of public opinion?  What is “political culture,” and is there a unique American political culture?  What is the “political spectrum” in America?  How do these political beliefs define who we are as citizens?  What does it mean to be a citizen?  What is the role of the citizen in a civil society, ideally and in reality?  Which citizens vote and why?  What is the relationship between individual rights and the needs of the larger community?  Is democracy in America healthy and viable today?

III. Political Parties, Interest Groups, and Mass Media (10-20%) Students should understand the mechanisms that allow citizens to organize and communicate their interests and concerns. Among these are political parties, elections, political action committees (PACs), interest groups, and the mass media. Students should examine the historical evolution of the U.S. party system, the functions and structures of political parties, and the effects they have on the political process. Examination of issues of party reform and of campaign strategies and financing in the electronic age provides students with important perspectives. A study of elections, election laws, and election systems on the national and state levels will help students understand the nature of both party and individual voting behavior. Students must also consider the political roles played by a variety of lobbying and interest groups. Important features of this section of the course include an explanation for why some interests are represented by organized groups while others are not, and the consequences of these differences. Students study what interest groups do, how they do it, and how this affects both the political process and public policy. Why are certain segments of the population, such as farmers and the elderly, able to exert pressure on political institutions and actors in order to obtain favorable policies? The media has become a major force in U.S. politics. Students are expected to understand the role of the media in the political system. In addition, the impact of the media on public opinion, voter perceptions, campaign strategies, electoral outcomes, agenda development, and the images of officials and candidates should be explored and understood by students. Understanding the often symbiotic, and frequently conflict, relationship between candidates, elected officials, and the media is also important.

Syllabus 15-16 Page 4 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 Political parties and elections  Functions  Organization  Development  Effects on the political process  Electoral laws and systems  Interest groups, including political action committees (PACs)  The range of interests represented  The activities of interest groups  The effects of interest groups on the political process  The unique characteristics and roles of PACs in the political process  The mass media  The functions and structures of the media  The impact of media on politics Text Reading Lineberry; chapters 7, 8, and 11

Content:  What is the difference between a Democrat and a Republican?  Are there other options beyond these two choices?  Political parties and interest groups are not mentioned in the constitution yet they play a critical role. How? Why?  Do they serve our democracy or are they an obstacle?  How do interest groups influence government decisions and policy making?  How are candidates selected to run for office?  What role is played by party organizations, PACs, and money generally in campaigns?  What roles do these groups play in the electoral process?  What role should they play?  Should the present campaign system be overhauled and reformed?  Is this the best system to develop and select leaders?  Are citizens well served by the current process?  Media: What role do the media play in elections and shaping public opinion?  Is the media an impartial observer or an active participant in political elections and in the formation of public policy?

IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts (35-45%) Students must become familiar with the organization and powers, both formal and informal, of the major political institutions in the United States- the Congress, the presidency, the bureaucracy, and the federal courts. The functions these institutions perform and do not perform, as well as the powers that they do and do not possess, are important. It is necessary for students to understand that power balances and relationships between these institutions may evolve gradually or change dramatically as a result of crises. Students are also expected to understand ties between the various branches of national government and political parties, interest groups, the media, and state and local governments. For example, a study of the conflicting interests and powers of the President and Congress may help explain recent and repeated struggles to adopt a national budget.  The major formal and informal institutional arrangements of power  Relationships among these four institutions, and varying balances of power  Linkages between institutions and the following:

Syllabus 15-16 Page 5 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 o Public opinion and voters o Interest groups o Political parties o The media o Sub national governments

Text Reading Lineberry; chapters 12-16

Content: Public Policy and the Institutions of National Governance: Congress  How is public policy made?  Does the “system” work as intended?  Does the “system” work for citizens today?  How does Congress represent and reflect the interest and desires of the nation?  Is Congress representative of the nation as a whole?  Is this the most efficient and effective way to make policy?  Compare and contrast the makeup and operations of the House and Senate.  How has Congress’s role in policy formulation changed over time in relation to the other branches?  How is public policy made?  Does the “system” work as intended?  Does the “system” work for citizens today?  Public Policy and the Institutions of National Governance: Executive  What are the formal and informal powers of the presidency?  How does the president use these powers to influence policy?  Is the president too powerful or not powerful enough vis-à-vis the legislative and judicial branches?  Public Policy and the Institutions of National Governance: Judiciary  How is public policy made?  Does the “system” work as intended?  Does the “system” work for citizens today?  What role do the courts play in interpreting the Constitution and implementing public policy?  Are the courts “guilty,” as some of critic charge, of supplanting the legislative and executive branches by legislating from the bench?  What is the proper role for the judicial branch in the public policy process?  What is the evolving relationship between the courts and “civil rights”?  Public Policy and the Institutions of National Governance: Bureaucracy  How is public policy made?  Does the “system” work as intended?  Does the “system” work for citizens today?  What are the specific issues addressed in public policy making?  Define an “Iron Triangle,” does it exist and if so how does it influence policy implementation?  Who controls the bureaucracy: The president? Congress? The people?  Does a largely permanent professional bureaucracy serve democracy?

V. Public Policy (5-15%) Public policy is the result of interactions and dynamics among actors, interests, institutions, and processes. The formation of policy agendas, the enactment of public policies by Congress and the President, and the implementation and interpretation of policies by the bureaucracy and the courts are all stages in the policy

Syllabus 15-16 Page 6 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 process with which students should be familiar. Students should also investigate policy networks, iron triangles, and other forms of policy sub governments in the domestic and foreign policy areas. The study of these will give students a clear understanding of the impact of federalism, interest groups, parties, and elections on policy processes and policy making in the federal context.  Policy making in a federal system  The formation of policy agendas  The role of institutions in the enactment of policy  The role of the bureaucracy and the courts in policy implementation and interpretation  Linkages between policy processes and the following: o Political institutions and federalism o Political parties o Interest groups o Public opinion o Elections o Policy networks

Text Reading Lineberry; chapters 17-20

Content: Case Studies in Public Policy:  Who sets policy agendas for our nation?  How does federalism affect public policy?  We will examine and debate several areas of public policy.  Potential topics include: 1. The Economy: How is the federal budget made? How is monetary policy different from fiscal policy? What is the “global economy”? How does the global economy influence U.S. policy generally and you specifically? 2. Social Policy: What are subsidies and entitlements? What is the proper role for government in social issues such as education, welfare, and crime?

VI. Civil Rights and Civil Liberties (5-15%) An understanding of United States politics includes the study of the development of individual rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings of the Supreme Court and an understanding of its most significant decisions. Students should examine judicial interpretations of various civil rights and liberties such as freedom of speech, assembly, and expression; the rights of the accused; and the rights of minority groups and women. For example, students should understand the legal, social, and political evolution following the Supreme Court's decisions regarding racial segregation. Finally, it is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change.  The development of civil liberties and civil rights by judicial interpretation  Knowledge of substantive rights and liberties  The impact of the Fourteenth Amendment on the constitutional development of rights and liberties

Text Reading Lineberry; chapters 4 & 5

Syllabus 15-16 Page 7 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 Possible Additional Readings  Supreme Court decisions on civil rights and civil liberties (Plessy v. Ferguson; Brown v. Board of Education I & II, Roe v Wade; Adarand Constructors, Inc. v Pena; Engle v. Vitale; Zelman v. Simmons-Harris) and current news debates on terrorism and civil liberties. Content: Civil Liberties and Civil Rights:  What constitutes free speech?  How does the national Bill of Rights apply to states?  Do the courts “legislate from the bench”? Freedom of Speech, the Press, and Assembly:  What forms of speech are protected?  How is the st Amendment affected in times of crisis? Religion:  What constitutes “establishment”?  What are the limits of “free exercise”? Civil Liberties and Civil Rights:  What is “equal protection” under the law?  How does the national Bill of Rights apply to states?  Do the courts “legislate from the bench”? Life, Liberty and Property:  What is procedural due process?  Is there a right to privacy?  What do property rights mean in relation to community interests? Equal Protection and the 14th Amendment:  How has the interpretation of the equal protection clause changed over time?  How have laws like the Civil Rights Act of 964, the Voting Rights Act of 965, and affirmative action influenced our understanding of the clause?

Unit VII; Class after the Exam Middle of May through June13th Senior Research Paper, current events, and supplemental movies.

******************************************************************************* Grading system: Academic grades are based on class work, homework, current event research paper, class participation, projects, cooperative group activities, oral presentations, exams and quizzes. A point value will be assigned based on time, effort and difficulty to complete the assignment. Grades will be given based on the following breakdown- Multiple Choice Tests and Free Response 40% Projects/Homework 30% Class work/participation 20% Final Exam 10%

You are expected to have a printed copy of the Constitution with you at all times. There will be periodical checks for points throughout the year. (Easy, free points!) You are also encouraged to have an AP Gov’t binder with all of your notes, handouts, articles, etc.

All written assignments must follow the following directions:  typed  8 ½ x 11” paper

Syllabus 15-16 Page 8 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016  one inch margins  12 point font  Arial or Times New Roman  Not bolded or scripted  Strictly your own words or with correction citations  Titled  Name, period, and date in the upper right hand corner

Homework Homework consists of reading the textbook, articles, and studying for tests and quizzes. Students will be given two nights to complete homework.

ATTENDANCE It is crucial that you are in class everyday. If you are absent, it is your responsibility to come and get any work you missed while you were absent. You may see me during my office hours or before school to obtain any work you missed for excused absences. Work not turned in while you were absent will not be counted as late as long as it is turned in the day you return to school. You have the number of days absent to make up missed worked without penalty.

MAKEUP EXAMS/RETAKES Students will have 1 week to schedule a time to make up an exam that was missed due to an excused absence. After the one week has passed, students will suffer an automatic zero on the exam.

LATE WORK Any work turned in late will suffer an automatic full letter grade deduction. Late work will only be accepted until the end of the current grading period. After a progress report has been sent home, work for that previous grading period will no longer be accepted. (from one progress report to another is a grading period).

GRADING The grading scale is as follows: (this should be a common grading scale among teachers with subject-alike courses): 100%-93%=A 89.9%-83%=B 79.0%-73%=C 69.9%-63%=D 92%-90%=A- 82%-80%=B- 72%-70%=C- 62%-60%=D- 59.9% and below=F

OFFICE HOURS/COMMUNICATION My conference period is from 10:30-11:30 Mon., Tues., Thurs., and Fri. I am also available after school by appointment. Parents are encouraged to communicate with me via telephone 310.395.3204, Ext. 71-150 and/or via email: [email protected]

The instructor reserves the right to make additions, changes, and deletions to the syllabus during the course of the year as appropriate for student learning.

By signing this form, I acknowledge that I have read and understand everything in the Course Expectations.

STUDENT NAME:______

Syllabus 15-16 Page 9 of 10 Mrs. A. Bisson AP U.S. Government Fall, 2016 STUDENT SIGNATURE:______PARENT/GUARDIAN NAME:______PARENT/GUARDIAN SIGNATURE:______DATE:______

Syllabus 15-16 Page 10 of 10