12th Grade U.S. Government 2015-2016
Miss M. Braley
Conference Period: 11:00 – 11:45
What will we study in this class?
Unit 1: Foundations and Constitutional Principles
This unit bundles student expectations that look at the structure and principles of the Constitution.
During this unit, students culminate their learning about how the national government of the United States
developed with a study of the important legal traditions, philosophical ideals, and significant historical events
that informed this development. Students learn about the debates and compromises that surrounded the creation
of the Constitution and the significant provisions of the Constitution including the Bill of Rights and students
make a comparison of the system of government created in the U.S. Constitution with other models of
government.
Unit 2: Celebrate Freedom Week
This is a stand-alone unit designed to meet state and federal mandates regarding the Celebration of Celebrate
Freedom Week (the week of September 17) and Constitution Day (September 17). The unit focuses on
economic concepts related to student understanding of the importance of the founding documents in setting a
framework that allows exercise of the free enterprise system.
Unit 3: Political Behavior
This unit bundles student expectations that address democracy as a participatory form of government.
During this unit, students learn how the United States government, whose power derives from the consent of the
governed, depends on citizen participation. In the United States, citizens, groups, and institutions seek to
influence public opinion and the political process believing their actions shape governmental policy. Political
parties provide a venue for citizens to initiate change, express a point of view, and transform public policy. This
unit examines the roles political parties, the media, businesses, and interest groups play in the political process.
Unit 4: Legislative Branch: The Congress
Prior to this unit, students studied the basic structure of the government and how people participate in
government. During this unit students investigate questions such as, “How does the legislature work? What are
the functions of Congress? What powers does the legislature have and how are those powers limited? What
impact have legislative decisions had on the United States?”
Unit 5: Executive Branch: The Presidency and the Bureaucracy
During this unit students investigate the executive branch, headed by the President, and the eight distinct roles
the president and the executive branch play: head of state, chief executive, chief economic planner, chief
diplomat, commander in chief, chief legislator, party chief, and chief citizen.
Unit 6: Macroeconomics – Government Policy
This unit bundles student expectations that address the third branch of government, the Judicial Branch, as
created in Article III of the Constitution.
Prior to this unit, student learned the basic structure of government and studied the powers of the Legislative
and Executive Branches.
During this unit students gain an understanding of the U.S. court system and how it functions to protect
minority viewpoints and individual rights.
Unit 7: Macroeconomics – Money, Banking, and Federal Reserve
This unit bundles student expectations that address money and the banking system, including the Federal
Reserve system and monetary policy.
During this unit students learn about the banking system and Federal Reserve and analyze the effects of
monetary policy on the nation’s supply of money. They describe the functions and characteristics of money and
differentiate the different types of money or sources of value of money including commodity, representative,
and fiat money and compare and contrast the positive and negative aspects of barter, currency, debit cards and
credit cards. Students describe the structure and functions of the Federal Reserve System and analyze how the
Federal Reserve uses the tools of reserve requirement, discount rate, and open market operations. Students
examine the federal funds rate and understand that the Federal Reserve targets the federal funds rate.
What am I expected to bring to class each day?
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Class Notebook (This is a three-ring binder with loose-leaf paper and divided into four sections.)
Students are responsible for having this syllabus in their notebooks, complete with parent and student
signatures.
Pens (blue or black ink only), Map Pencils.
Complete assignments and/or make up work.
A positive attitude.
How will I be graded in this class?
GRADING GUIDELINES:
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12 daily grades per grading period (1-2 per week)
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3 major grades per grading period (tests and projects)
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9-week grade is calculated by averaging 50% of all major grades and
50% of all daily grades.
Student may re-test once if first test score is below 70. The highest grade a student may earn in gradebook on a
re-test is a 70.
MAKE-UP WORK: Student will have one day per each day absent to complete and turn in any make-up work
including daily and major grades. Student is responsible for making arrangements to come before or stay after
school as necessary.
LATE-WORK POLICY: All work must be turned in on time. An assignment turned in one day late will receive
a grade of 70, and an assignment turned in two days late will receive a 50. Later assignments will not be accepted.
TUTORING: I am available for tutoring every Wednesday afternoon until 3:30. Please e-mail me if other
arrangements need to be made.
Absent Work: If a student is absent they have one day for each day absent to turn in their work.
Please Note: If you are absent, it is your responsibility to complete make-up assignments in a reasonable amount
of time. It is also your responsibility to obtain make-up work from the Falcon agenda folder during non-class
time.
What are the expectations for behavior in this class?
Of course, students are required to follow all school policies, as listed in the Student Handbook. While in this
classroom, you are also expected to adhere to the following guidelines:
Respect yourself (be on time, prepared, accept responsibility, set high goals).
Respect others (be courteous, be helpful, accept differences).
Respect and care for the room, the class materials, and the property of others.
Do any class assignments to the best of your ability.
If the student does not meet expected classroom behavior, he/she will face swift and consistent consequences.
These consequences may vary, based upon school policy, severity of behavior, and/or student's intent. Typical
consequences include:
Verbal corrections
Conference with student
Conference with parent/guardian (by phone, email or in-person)
Detention
Office referral
It is my pleasure to work with you this year. If you have any questions or concerns, I can be reached by calling
the main office (281) 324-1845 and leaving a message with the secretary, or you may email me at:
mbraley@huffmanisd.net. I want our year together in Social Studies to be a successful one.
Sincerely,
Miss Braley
Parent/Guardian Acknowledgment
I have reviewed these guidelines with my son/daughter and will help him/her meet the expectations
and abide by the responsibilities in any way I can.
_______________________________________________
Parent/Guardian signature
Student Acknowledgment
I have read these guidelines and understand my responsibilities as a student in Miss Braley’s class.
_______________________________________________
Student signature
It is very important that I am able to reach you during the school year. Please print the following information and
return to school with your child (a homework grade for returning this paper).
Student Name: _______________________________________
Parent/Guardian Name: _________________________________
Home Phone #_____________________________
Cell Phone # _________________________
Work Phone #______________________________
When is the most convenient time to call? __________________________________
Address: __________________________________________________________________________
Parent/Guardian Email Address: ________________________________________________________
Please describe any special concerns you have for your child (Optional):
By signing below, we agree to work together (teacher, parent, and student) to do everything possible to achieve
success in the classroom.
Parent/Guardian Communication and Support Form
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Miss Braley
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Parent/Guardian
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Student
Thank you for completing this form. The information you provided will allow us to communicate throughout the
year about your child's progress.