AMERICAN GOVERNMENT
COURSE DESCRIPTION
2013-2014
CARYN SHAMEY
General Course Description
As described in Lin-Wood High School’s “Course Description Booklet,” this course covers a
variety of topics: the foundations of the American system of government, the structure and workings of
American Government, the rights and duties of American citizens and New Hampshire history and
government. It emphasizes the participation of citizens in their government, and the role that they play as
members of a democratic society. It is designed to enhance both the knowledge and skill level of each
student. We begin with a review of the basic types of government and economic systems in existence,
the establishment of the United States and its constitution, the basic structure and principles of our
constitutional system, and citizens’ essential civil rights. From here we will move on to a more in-depth
look at the three branches of government, legislative, executive and judicial, and state and local
government operation. The course concludes with a unit on New Hampshire, its history, government and
economy.
The study of government, or any subject, is not limited to the mere memorization of fact. What is
perhaps more important is the development of skills that enable us to learn and work more effectively in
the 21st century. Over the past few years, the Lin-Wood faculty, administration and school board have
developed a set of new learning expectations for our students. You’ll be hearing a lot more about these
in this and other classes.
We expect Lin-Wood Public School graduates to be. . .
1. Caring and responsible citizens who recognize their personal responsibilities to contribute to their local and
global communities
2. Critical thinkers who use higher order cognitive skills with a variety of techniques and resources to process
information
3. Effective communicators who use a variety of media to convey ideas for diverse purposes
4. Collaborative participants who demonstrate interpersonal skills in working toward the achievement of common
goals
5. Self-directed learners who develop strategies for progressing toward goals while pursuing standards of excellence
One final, but very important point: each one of you comes to this classroom with different levels
of READINESS, different INTERESTS and different LEARNING STYLES. Throughout the
year, we will work together in an attempt to honor these differences. You will experience more
success when we do so; your strengths will be honed and areas in need of work will be nurtured.
We will do this together, in a classroom that RESPECTS DIFFERENCES and SUPPORTS ALL
LEARNERS AS THEY STRIVE TO BE SUCCESSFUL.
Course Requirements and Grading
Throughout the year you will have numerous opportunities to demonstrate your knowledge and
skills. Tests, quizzes, individual and group projects, papers, etc. will all have point values assigned to
them and rubrics will be provided to support your production of quality work.
PLEASE NOTE:
Your presence in the classroom is extremely important to your successful completion of the course.
Classroom Expectations
1. Please be on time, prepared and ready to work when the bell rings. You will not be permitted
to go to your locker once the bell rings.
2. Please raise your hand when you wish to speak, and wait to be called upon.
3. Please listen with care when others speak.
4. Please treat others the way you would like to be treated.
Course Outline
DATE
TOPIC
TEXT/SUPP. READING
ESSENTIAL QUESTIONS
Sept 4-7
Principles of Government
Chapter 1
What should be the goals of
government?
Sept 9-13
Basic Principles (cont.)
Chapter 1
Is government necessary?
Sept 16-20
Origins of American Govt
Chapter 2
How does the Constitution
reflect the times in which it
was written?
Sept 23-27
The U.S. Constitution
Chapter 3
How has the Constitution
lasted through changing
times?
Sept 30Oct 4
The U.S. Constitution
Chapter 3
Oct 7-11
Federalism
Chapter 4
Oct 14-18
Federalism
Chapter 4
Oct 21-25
Election 2012
The Electoral Process
Chapter 7
In what ways should people
participate in public affairs?
How fair and effective is the
electoral process?
Oct 28 Nov 1
Election 2012
Political Parties
Chapter 5
Does the two-party system
help or harm democracy?
Is the federal system the best
way to govern the U.S.?
Nov 4-8
Election 2012
Nov 11-15
Voters & Voter Behavior
Nov 18-22
Voters & Behavior (cont)
Nov 25-29
Chapter 6
Why do voters act as they do?
Mass Media &
Public Opinion
Chapter 8
What is the place of the media
and public opinion in a
democracy?
Dec 2-6
The Media
Chapter 8
Dec 9-13
Interest Groups
Chapter 9
Dec 16-20
Interest Groups
Chapter 9
Jan 2-3
Congress
Chapter 10
What makes a successful
Congress? Whose views
should members of Congress
represent when voting?
Jan 6-10
Congress & Law-Making
Chapter 11-12
What should be the limits
on the powers of Congress?
Can and should the lawmaking process be improved?
Jan 13-17
The Presidency
Chapter 13
What makes a good
President? Does the current
electoral process result in the
best candidates for president?
Jan 20-24
Presidential Powers
Chapter 14
How much power should the
President have?
Jan 27-31
The Federal Bureaucracy
Chapter 15
Is the bureaucracy essential
to good government?
Feb 3-7
The Federal Bureaucracy
Chapter 15
Feb 10-14
Economic Policy
Chapter 16
To what extent do interest
groups advance or harm
democracy?
How should the federal
budget reflect America’s
priorities?
Feb 17-21
Economic Policy
Chapter 16
Mar 3-7
Foreign Policy & Defense
Chapter 17
Mar 10-14
Foreign Policy & Defense
Chapter 17
Mar 17-21
The Federal Court System
Chapter 18
Mar 24-28
Civil Liberties: 1st Amendment
Mar 31Apr 4
The 1st Amendment
Apr 7-11
Civil Liberties: Rights of the
Accused
Chapter 20
Apr 14-18
Chapter 19
How should the U.S.
interact with other countries?
What should be the role of the
judicial branch? Does the
structure of the federal court
system allow it to administer
justice effectively?
How can the judiciary
balance individual rights with
the common good?
Chapter 19
To what extent has the
judiciary protected the rights
of privacy, security, and
personal freedom?
Rights of the Accused
Apr 28May 2
May 5-9
Equal Protection
Chapter 21
Why are there ongoing
struggles for civil rights?
May 12-16
Equal Protection
Chapter 21
May 19-23
Comparative Political
Systems
Chapter 22
How should a government
meet the needs of its people?
How should we measure
different governments?
May 26-30
Comparative Economic
Systems
Chapter 23
To what extent should
governments participate in
the economy?
Jun 2-6
Conclude unit work/ Review for Final Exam
Jun 9-13
Review/Final Exams