AP US Government and Politics
___________________________________________
Mr. Cory Colby, M.A., Political Science
Spring 2013
Willis High School, Room A115
ccolby@willisisd.org
936-856-1250
Course Overview / Catalog Description
A survey of the Federal government including such topics as the US Constitution; democratic theory;
federalism; political culture, political socialization and public opinion; political participation and electoral
behavior; political parties and interest groups; press; Presidency, the Congress and the Courts; the role
played by the Bureaucracy, Social policy, Economic policy, and the dynamic nature of American Foreign
policy. These phenomena are examined at the national levels with an emphasis placed on linkages with
the formulation of public policy.
Purpose
This course has two objectives. The first is to teach you the nuts and bolts of U.S. government. Second,
and more important it seeks to provide you with some basic tools to help make better sense of the political
world and its impact on our daily lives. Ultimately, the purpose is to make you a more informed and
active participant in this wonderful experiment that we call democracy.
3 Credit Hours
Prerequisites
Successful completion of US History
ADA Statement
WISD is dedicated to providing the least restrictive learning environment for all students. The
district promotes equity in academic access through the implementation of reasonable
accommodations as required by the Vocational Rehabilitation Act of 1973, Title V, Section 504
and the Americans with Disabilities Act of 1990 (ADA) which will enable students with
disabilities to participate in and benefit from all post-secondary educational programs and
activities.
Learning Outcomes
In completing this course, you will:
• Explain the origin and development of constitutional democracy in the United States.
• Demonstrate knowledge of the federal system. Describe separation of powers and checks and balances
in both theory and practice.
• Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government.
• Evaluate the role of public opinion, interest groups, and political parties in the political system.
• Analyze the election process.
• Describe the rights and responsibilities of citizens.
• Analyze issues and policies and U.S. politics.
Required Textbook
Brown, Lyle C., Joyce A. Langenegger, Sonia R. Garcia, Ted A. Lewis, and Robert E. Biles.
Practicing Texas Politics, 2011-2012 Edition. (Paperback Version) This book is provided by
Willis High School. Replacement cost for lost or damaged books is about $140.
You will also need to purchase a college-ruled composition book for use through the semester.
Plagiarism and Cheating
In the case of plagiarism (claiming that words and ideas of others are your own and/or not
indicating the source of ideas), the instructor reserves the right to give the student a zero for
the assignment and/or an F for the course. In the case of cheating during the course of an
exam or unauthorized collaboration on a writing project including discussion postings, the
instructor reserves the right to give the student or students a zero for the assignment and/or an F
for the course.
Edmodo, Remind 101, Tumblr
Students in this course will be required to create and maintain accounts at edmodo.com,
tumblr.com and remind101.com. These sites will be used as a regular part of our classroom
activities and assignments. The class identification code for edmodo.com is 7r3iju. Instructions
for joining remind101 will be given in class.
Instructional Guidelines and Policies
1. Completion of text reading and classical reading assignments. Please have the
assigned reading completed before coming to class. There is a strong correlation between
reading the text, class attendance and high grades. I reserve the right to give periodic,
unannounced quizzes to ensure reading on the part of students. Academic Integrity
Statement. I have ZERO tolerance for academic dishonesty and/or plagiarism. Any form
of academic dishonesty will result in an F for the assignment and could result in
your failure of the course.
2. Grievance Procedures If any student is concerned about policies, classroom discussions,
grades or other matters pertaining to the course he/she should see me immediately so we
can address those concerns. If your concern is not satisfactorily addressed you may
contact:
WHS Soc. Studies Department Chair – Dawn Sanderson; dsanderson@willisisd.org
WHS DC Coordinator – Cindy Adkison; cadkison@willisisd.org
WHS 12th Grade Assistant Principal – Ali Parker; aparker@willisisd.org
4. Class discussion. Much of the course will be devoted to analyzing, comparing and
contrasting the many aspects of American politics, including different viewpoints. Such
analysis can only take place in a forum characterized by dialogue. You will be expected
to come to every class with something to contribute about the readings, i.e., an
observation, a critique, or a question. It is also important, since many of you will come
with your own viewpoints and ideologies that you respect the right of others to speak and
hold opinions. You may disagree, but please do not disrespect others! All cell phones
should be turned off and other equipment should be muted during class. Do not text/surf
the net during class unless it is part of the lesson.
5. Electronic Devices. The ability to use computers and/or tablets in the classroom is a
privilege and must be treated as such. Students are allowed and encouraged to use
computers/tablets to take notes during class. However, students who abuse this privilege
by visiting social networking sites or other unauthorized websites during the course will
no longer be allowed to bring their devices to class. Under no circumstances is a cell
phone to be turned on or used during the class. Any phones being used in class will be
taken up and may be retrieved from the appropriate assistant principal. Finally, students
must record their own notes from the class and class discussions and may not simply take
pictures of the presentations. This action may also result in losing the technology
privilege in the classroom.
6. Attendance/Class participation. Attendance will be taken every day. It is your
responsibility to make sure that you are in class and that your assignments are turned in
on time. No individual extra credit will be given in this class.
7. Late Work. Late work is accepted according to the official department policy as shown
below. Assignments are due online and are considered late if they have not been turned in
by the start of the class on the date at which the assignment was due.
1 Day Late = 20 Points Reduction (Highest Score Possible Is 80)
2 Days Late – 40 Points Reduction (Highest Score Possible Is 60)
More than 2 Days – Teacher will not accept the assignment and zero is entered as grade.
8. Mandatory Tests. Tests will be broken down by units and will usually take two class
days to complete. There will also be a final exam given at the end of the semester. There
is no makeup given on the final examination. All exams are cumulative. The
examinations will consist of multiple choice questions and two free response questions.
Makeup exams will be given the day that students return to class and will be made up of
different questions than the test originally administered. The final exam is cumulative and
will represent college readiness standards as established by the state of Texas and the
College Board. No tests will be dropped.
9. Testing Procedures. Students will be required to turn in electronic devices at the start of
class on testing days. Devices will not be returned until the last student in the classroom
has completed testing or the bell rings to end the class. Four versions of ever test will be
given out in class. There are no Free Response Questions (FRQ) for this semester. For
Texas Government, the test written portion of the test will consist of short answers
and essays. These questions will vary for each class period, but will be composed of
questions of approximately the same level of difficulty.
10. Thought Papers. Thought papers are short evaluative papers composed to apply
information the student has learned and offer an informed perspective on a particular
issue as assigned. While thought papers are not as rigorously graded as an exam or
another form of essay they are extremely important and should follow the instructions
exactly as presented in the example given in class. There will be no more than two of
these in a semester.
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Must be typed in a 12 point Times New Roman font
Must contain an appropriate heading and use standard margins
Must be between 300 and 500 words in length – more or less than this amount will
receive a 10 point grade reduction
Must be double spaced
No cover page
Must be submitted to the electronic drop box through Lone Star College
11. Mini Projects. These short projects will be no more than three weeks in duration and will
reinforce the learning objectives of the classroom. Students will be given clear guidelines
including due dates and grading standards. Each mini project will count as a major grade.
12. Food and Drink. Food and/or drinks are prohibited in the classroom under all
circumstances. Bottled water is allowed in the classroom.
13. Decorum. The class discussions and topics of study will include issues that are
sometimes sensitive and/or controversial; such as items centered on political/social
differences of culture, race, gender, and economic groups. Students will maintain a
respectful tone throughout the study and discussion of these subjects. This room will be a
safe place for all students who enter it.
14. Student Seminars. Students seminars will be a fifteen minute presentation using
technology that will require the students to analyze and evaluate the required readings from
the Woll reader and other selected scholarly articles. Each student will be assigned to a
group and each group will do approximately three presentations throughout the semester.
Course Topic Schedule
*This schedule is not a comprehensive schedule of all assignments. It is also to be noted that the
course instructor reserves the right to make changes to the course schedule as necessary. Ample
notification will be given regarding any changes.
Weeks
Unit of Study – Topics and Student Objectives
Resources: Assessment and
Strategies
1-3
Unit 1 Constitutional Underpinnings|
Content Goals
Readings:
Students will understand the doctrines and historical
background that influenced the formulation and
adoption of the Constitution, the six basic principles
(popular sovereignty, separation of powers, checks
and balances, federalism, representative government
and limited government, and the ideological and
philosophical underpinnings of the American
government. The students will be knowledgeable on
the theories of democratic government (pluralism,
hyperpluralism, and elitism), as well as, trace the
development of federalism from dual federalism,
cooperative federalism, and devolution (new
federalism). The students will be able to answer the
essential questions “How should we govern?” and
“What should government do?”
Week One
Foundations of American Government: What are the
philosophical influences of Aristotle, Hobbes, Locke,
Rousseau, and Baron de Montesquieu on the
Declaration of Independence and/or the Constitution?
How did the major debates at the Constitutional
Convention shape the final document? How did the
major principles of the Constitution remedy the
weaknesses of the Articles of Confederation?
Week Two
Explain the issues that separated the Federalists and
Anti-Federalists? How have formal and informal
amendments changed the text and spirit of the
Constitution? Explain the relationship between the
national and state governments by tracing federalism
from dual federalism to cooperative federalism and
the development of devolution. What are the
advantages and disadvantages of national and local
control? Explain the key powers held by each level
of government and how they define limited
government. What should be the role of the national
government on local issues such as education,
affirmative action, welfare, marriage, and the
environment?
Summer Reading Assignment Due on Friday.
Week Three (Three Days)
Students conduct seminars on Federalism and test.
Text: Chapters 1-3, Federalist 10,
Declaration of Independence, The
Constitution
Federalist Papers:
Federalist Papers 39, 47, 48, 51
Woll Reader:
John Locke; Second Treatise, Of
Civil Government
Laurence Tribe and Michael Dorf,
How Not to Read the Constitution
Morton Grodzins, Federal System
McCulloch v. Maryland
Handouts:
Aristotle, Political Man and the
Conditions of Democratic Order
Thomas Hobbes, Leviathan
Jean Rousseau, The Social Contract
Baron de Montesquieu, The Spirit of
the Laws
A Walk Through the Constitution
Articles of Confederation
Assessments:
-
Quiz – Vocabulary and
Philosophers
1 Standard Test
Summer Reading Project
Online Content Quiz
Free Response Essays
Graph Interpretation
2 Blog Posts (Week 1 and
Week 2)
4-7
Unit 2 Political Beliefs and Behaviors
Text:
Content Goals
Part 1: Ch. 6, 8, 11
Students will understand the influences that shape
political socialization and the different political
beliefs of demographic groups in the US. Students
will recognize the role of the linkage institutions and
the role they play in policy-making which will
include the impact of the media, political action
committees, interest groups and parties. Students will
understand the electoral process and analyze the roles
of the media, money, and interest groups in the
elections and campaigns. Students will demonstrate
knowledge on the various ways that citizens can
participate in the political process.
Part 2: Ch. 7, 9, 10
Week One (1.5 Weeks) Public Opinion, Parties,
Interest Groups
How do we acquire political beliefs? What is the
political spectrum? What effect does public opinion
have on candidates, political institutions, and public
policy? What are the factors that influence citizens to
differ from one another in terms of political beliefs
and behaviors? What are the major differences
between Democrats and Republicans? What impacts
do third parties have in elections and in shaping
policy? How have interest groups effected the
political process and do they serve our democracy or
are they an obstacle?
Students will conduct seminars on selected readings.
Week Two (1.5 Weeks) Nominations and
Campaigns, Elections and the Media
How are candidates selected to run for office? What
has been the role of parties, PACs, media and money
in campaigns? What has been the role of the courts in
the election process? With parties in decline, how
have candidates and the media turned campaigns into
“candidate centered” races? How will this change
policy-making? What are the major components in
developing a successful campaign and campaign
organization?
8-9
Woll Reader:
Bernard Berelson, Democratic
Theory and Democratic Practice
V.O. Key, The Responsible
Electorate
David Truman, The Governmental
Process
Mark Rozell, Interest Groups and the
Political Process
Larry Sabato, The Misplaced
Obsession with PACs
Buckley v Valeo
Handouts:
The Gender Gap
Sample Exit Polls
Red State and Blue State Election
Maps
Opensecret.org project
Laswell Model
Assessments:
-
2 Standard Tests (1 for each
section)
Vocabulary Quiz
Free Response Essays
Graph Interpretation
Project – Candidate/Issue
Commercial
Online Content Quiz
Unit 3 Congress
Text, Chapter 12
Content Goals
Federalist Papers:
Students will understand the structure, functions, and
powers of Congress, the legislative process, and its
relationship to the other branches of government.
Federalist 53, 56, 57, 58, 62, 63
Week One
What are the formal and informal structures and
powers of Congress? How do members of Congress
and Congress as an institution reflect the desires and
concerns of citizens? Compare and contrast the
operations and style of the two houses of Congress.
How has the Supreme Court shaped the power of
Woll Reader:
Morris Fiorina, The Rise of the
Washington Establishment
Nelson Polsby, Congress Bashing for
Beginners
Richard Fenno, If, as Ralph Nader
Says, Our Congress is “The Broken
Branch,” How Come We Love Our
Congress in the area of reapportionment, commerce,
and the spending clause? What has been the role of
oversight in checking the power and growth of the
executive branch?
Students will present seminars on the selected
readings.
Week Two
Congressmen So Much?
Lawrence Dodd, Congress and the
Quest for Power
Handouts:
Incumbency Advantage
Demographics of Members of
Congress
How do the iron triangles (subgovernments) effect
the development of public policy? What are the
mechanics and obstacles to getting a bill through
Congress?
Tables and Charts on Congress
Blog Post.
Baker v Carr
What is the Proper Role of A
Representative?
Heart of Atlanta Motel v US
INS v Chadha
Gibbons v Ogden
NLRB v Jones-Laughlin Steel
Assessments:
-
10-11
Standard Test
Project – Bill Process
Free Response Essays
Graph Interpretation
Vocabulary Quiz
Online Content Quiz
Unit 4 Presidency
Text:
Content Goals
Chapter 13
Students should understand the function and power
of the executive branch; its relationship to the other
branches of government under the Constitution; and
the change and evolution of the executive branch as
well as the various roles of the president.
Federalist Papers:
Week One
Federalist 70
Woll Reader
Clinton Rossiter, The Presidency:
Focus of Leadership
What are the formal and informal powers of the
presidency? What are the traditional roles of the
presidency? How have the courts and Constitution
shaped and define the presidency? How has the role
of the US as a world power increased the power of
the presidency? How has Congress attempted to rein
in the president and have they been successful?
Richard Neustadt, Presidential
Power
Week Two
Handouts:
How have presidents effectively used the media to
shape public opinion? How does the president’s
leadership style and effective use of the White House
staff enhance his ability to pass his agenda items?
Students will present seminars on selected readings.
Youngstown Steel v. Sawyer
Blog Post.
James Barber, The Presidential
Character
Aaron Wildavsky, The Two
Presidents
Why Great Men are not Elected
President
Job Approval Polls
Assessments:
-
Vocabulary Quiz
Online Content Quiz
Standard Test
Graph Interpretation
12-13
Unit 4 Bureaucracy, Budget, Domestic and
Foreign Policy Making
Text:
Content Goals
Handouts:
Students will understand the role of the bureaucracy
and its relationship with the other branches and state
and local government. Students will recognize the
role of the major players in the budget process and
the strategies that are utilized to achieve their
objectives. Students will understand the major policy
areas and debates in American politics.
Charts and graphs on the budget and
mandatory and discretionary
spending
Week One
What is the relationship between the bureaucracy and
the other national institutions and state and local
governments? What are the difficulties that the
president has in controlling the bureaucracy? How
does each branch of government shape the budget?
What role do entitlement programs play in the
policy-making and budget process? What are the
budgetary and non-budgetary obstacles to
formulation of the budget? How has the role of the
national government in the area of the “welfare state”
changed since the Great Depression? What will be
the impact of the new changes in social welfare?
Ch. 14, 15, 17, 18, 19, 20
Assessments:
-
Standard test
2 Online Content
Assessments
Vocabulary Quiz
Free Response Essays
Blog Post.
Week Two
What are the foreign policy choices of a president
and how does his decision making impact the world?
How has Congress attempted to rein in the
presidency regarding foreign policy?
Students will produce presentations on the following
political issues: health, environment, and economic
policy making.
14-16
Unit 5 The Courts, Civil Liberties, and Civil
Rights
Content Goals
Text:
Ch. 16, 4, 5
Federalist Papers:
Students will understand the structure of the federal
Federalist 78
judiciary and the judicial process. The students will
Handouts:
understand the relationship between the Supreme
Court to the other branches of government under the Robert Bork, The Tempting of
Constitution and the evolution of the judiciary as a
America
result of specific events in American history.
William Brennan, For Loose
Students will understand the role of the courts as a
Construction
policy maker. Students will understand the
James Gibson, Decision Making in
institutional guarantees to political and civil rights
granted by the Constitution and the rights granted by the Appellate Courts
the government. The students will understand the key Major Federal Civil Rights Laws
Supreme Court decisions regarding their liberties and
rights and the impact of the 14th Amendment’s Equal How does the Supreme Court Decide
Which Cases to Decide?
Protection Clause and the Due Process Clause on
civil rights at the state level.
Voting Statistics on the Rehnquist
and Roberts Courts
Week One
Selected Supreme Court Decisions
What role do the courts play in public-policy
making? What should be the proper role of the courts
in the public policy process? What role do the courts
play in interpreting the Constitution and
implementing public policy? Have the courts been
usurping the legislative authority of Congress in
shaping policy?
Important Court Decisions Study
Guide
Students will conduct seminars on their selected
readings.
Assessments:
-
2 standard tests
Free Response Essays
Graphs
2 Vocabulary Quizzes
2 Online Content Quizzes
Week Two
What are the procedures for getting a case to the
Supreme Court? What has been the impact of the
Supreme Court on policy from the 1930s to present?
Based on statistical data, what have been the voting
alliances among the justices on the Rehnquist court?
How do the courts apply the Bill of Rights to the
states? How has the Court defined the establishment
of religion and what are the limits of free exercise of
religion?
Week Three
What have been the decisions of the courts regarding
free speech and the press? What has been the ruling
of the Court during times of war and crisis regarding
speech? How have the courts protected the rights of
the accused? How has the interpretation of the Equal
Protection Clause changed over time? What
legislative acts have been passed to reinforce the
Fourteenth Amendment and Court decisions? How
has the Court shaped affirmative action and other
public policy issues regarding gender, race, and
disability?
17
Review for Final Exam
Tips for Reviewing for the AP Exam
Citizen U Channel on YouTube
Other resources in the classroom
18
Final Exam Week
Grading
For calculating grades the following standards will be used:
Willis High School
Grade
Score
A
90-100
B
80-89
C
75-79
D
70-75
F
Below 70
Categories of “Major Grade” and “Daily Grade” will be used to calculate semester averages.
Major grades will count for 60 percent of the final average and will consist of, but is not limited
to, items like projects and exams. Daily grades will count for 40 percent of the final average and
will consist of, but is not limited to, items like journals, outlines, and homework assignments.
Expectation for Taking the AP Exam
This course is taught in a fashion for students to be able to function at a college level at nearly
any university across the nation. The goal is at the end of the course students will take and
successfully pass the Advanced Placement exam in US Government and Politics.
Students and guardians should plan ahead for this as this is the determining factor in whether or
not students will be able to use the course for college credit in the future. It is very strongly
encouraged and expected that students passing this course will complete the AP exam also.
Helpful Resources for Studying for This Course and the AP Exam (links are also posted on
my website with WISD)
-
Citizen U Channel on YouTube
Princeton Review, AP US Government and Politics Exam, 2013
Cliff Notes, AP US Government and Politics, 2nd Edition with CD Rom
McGraw-Hill, 5 Steps to a 5 AP US Government and Politics flashcards
Some resources are available to be checked out from the classroom if needed, but must be
returned within a determined amount of time.
Student Name: _______________________________________ Class Period: _____________
Contact and Acknowledgement Form for AP US Government and Politics
Guardian Contact Information
Best Person to talk to for communication about student:
______________________________________________________________________________
Relationship: ______________________________ Contact Number: ______________________
Email Address: _________________________________________________________________
Student / Parent Acknowledgement
Guardian:
I, _________________________________________________(full printed name of guardian),
understand and will to the fullest of my ability ensure that my students will comply the policies
and guidelines as set forth in this syllabus. I also understand that my student must also comply
with the rules and guidelines as set forth by Willis High School, Willis ISD, and Lonestar
College System.
_______________________________________________________________
Guardian Signature
Student:
I, _________________________________________________(full printed name of student),
understand and will to the fullest of my ability comply the policies and guidelines as set forth in
this syllabus. I also understand that my I must also comply with the rules and guidelines as set
forth by Willis High School, Willis ISD, and Lonestar College System.
_______________________________________________________________
Student Signature
This form must be signed and returned to the instructor by Friday, September 6, 2013.