AP Government
Mrs. Schoene
D221
rschoene@hazelwoodschools.org
953-5171
Course Description
The AP Government course provides students an analytical perspective on government in the United States. The course
includes both the study of general concepts used to interpret U.S. politics and the analysis of examples. It also requires
an understanding of the various institutions, groups, beliefs, and ideas that constitute U.S. politics and an evaluation and
synthesis of these including the United States Constitution, political beliefs and behaviors, institutions of national
government, public policy, and civil rights and civil liberties. Emphasis will be placed on critical and evaluative thinking
skills, essay writing, interpretation of primary source documents, and creation of visual and written projects synthesizing
learning. Students will use additional technology and conduct independent research using primary and secondary
sources, respond to document-based questions, and complete self-reflection activities as part of the honor’s requirement.
Students successfully completing this course will be prepared for the AP examination and college level courses.
Class Expectations
1. Be respectful of yourself, others and property in
order to create a intellectual haven in which we
all feel comfortable to enrich our academic self.
2. Come to class with all materials, prepared to
discuss the daily lesson by reviewing the
reading or current event assignment the night
before.
3. Adhere to all school policies.
4. Be on time and working when the bell rings.
Expect to work the entire period, everyday.
5. My class will consist of a combination of
independent and cooperative learning. I utilize
teacher directed and student directed
investigation of our subject. Therefore when
you come to class come with an open mind and
a willingness to learn.
What is the AP Exam?
Course Expectations
-Gather, analyze and apply information and ideas
-Review and analyze tables, charts, and figures
-Analyze bias and points of view in primary and
secondary source material
-Read two non-fiction books pertaining to the content
being studied and write critical book review of each
1. McClain, Paula D. Stewart, Joseph Jr. "Can We All
Get Along?: Racial and Ethnic Minorities in
American Politics (Dilemmas in American Politics)
2. The second critical book review will be of the
students choice.
-Interpret primary and secondary sources
-Complete a research paper(second semester)
-Weekly quizzes over vocabulary
-Weekly homework assigned, including data
interpretation, political review and analysis.
-Ongoing practice with free response questions (FRQs)
and AP level multiple choice question
-AP United States Government Exam
This AP course has a corresponding exam given on May 10th, that contains 4 free-response questions (FRQs) as well as
60 multiple-choice questions. The test will last approximately 3 hours and normally costs $86 but Hazelwood sometimes
covers the costs for all students.
These exams are written and scored by a committee of college and university faculty and experienced AP Teachers. The
AP Exam is the culmination of the AP course and provides students with the opportunity to earn credit and/or placement
in college. AP is accepted by more than 3,600 colleges and universities worldwide for college credit, advanced
placement, or both on the basis of successful AP Exam grades. However, not every institution accepts AP scores and
they each have their own standards. MAKE SURE YOU RESEARCH THE UNIVERSITY YOU PLAN TO ATTEND AND
UNDERSTAND THEIR REQUIREMENTS.
Class Procedures
Upon entering class
1. Get out your Student Notebook, copy down the daily agenda and begin on the FRQ (free response
question)
2. Work on FRQ, & general notebook organization for 5 min
3. FRQs should be approximately ½ page in length and completely answer the topic
Supplies
Every student need a 1 subject spiral bound notebook
o
o
o
o
This notebook will become the interactive student notebook for this class
It will include Agendas, FRQs, daily homework, & notes.
Notebooks will be collected every 3-5 weeks
Notebooks will consist of 50% of your homework grade
Index Cards- you will need at least 200 for the semester
o
You will have vocabulary quizzes EVERY WEEK.(possibly every class) you will need to
o For every test you are required to make flash cards on index cards. You will use between 30-60 for each


test and the final review will consist of about 100 index cards. Students will be responsible for the work
they complete
Quizzes will be given weekly and will be in AP format (Multiple choice and FRQ’s)
Test dates are tentatively listed with in the syllabus. They will be created from your readings,
review sheets and information from your notebook so it is in your best interest to keep all
assignments organized and attached in your notebook.
Mrs. Schoene’s Webpage:
www.hazelwoodschools.org
-Hazelwood Central
-HCHS Teacher pages
-Mrs. Risa Schoene
This site includes many assignments
and links that are helpful for the class.
If you are absent this is the first place
I recommend you check
COURSE OUTLINE
UNIT 1: FOUNDATIONS OF AMERICAN GOVERNMENT
OBJECTIVE: The student will analyze and evaluate the development and role of the Constitution, and the Bill of Rights,
as well as the development of case law and statutes through historical precedent.
FOCUS QUESTION: Why does America have the current Constitution and what does it entail?
CONCEPTS:
Federalism
Checks and Balances
Separation of Powers
Bill of Rights
U.S. Constitution
The Federalist Papers
Constitutional theories and principles
Theories of republican government, pluralism & elitism
SOURCE MATERIAL:
The American Democracy, chapters 2 & 3
Declaration of Independence
U.S. Constitution
The Federalist Papers 10
UNIT PROJECT: Constitution’s relevance today, using newspapers and on line new cites, students will need to find
examples of the use of federalism, development of case law and statutes, discuss development of federalism.
ASSESSMENT ACTIVITY: The student will write a paper to analyze and evaluate the role of historical documents in the
development of democracy in America.
UNIT TEST DATE: September 14th
UNIT 2 : INSTITUTIONS OF NATIONAL GOVERNMENT
OBJECTIVE: The student will analyze and evaluate the role of each branch of government and the impact of the federal
bureaucracy on the U.S. Government.
FOCUS QUESTION: What are the American Institutions and how do they work together to influence public policy?
CONCEPTS:
Formal and informal arrangements of the Legislative,
Executive, Judicial and Bureaucracy
Linkages between branches and bureaucracy
Relationship among 3 branches and the federal
bureaucracy
Development of the branches through historical
precedent
Powers and duties of each branch of government
SOURCE MATERIAL:
The American Democracy, chapters 11-14
American Polity, 5th edition, “The Difference Women
Make” Michelle Swers, & “Pork: A Time-Honored
Tradition Lives on” Paul Starobin, “In Praise of Pork”
John Ellwood/Eric Patashnik
.
UNIT PROJECT: Students will attempt to fairly redistrict their area using the ReDistricting game.
ASSESSMENT ACTIVITY: The student will write a paper to analyze and evaluate how the roles of the three branches of
government interact within the federal bureaucracy.
UNIT TEST DATE: Legislative- October 12th, Executive- November 9th, Judicial- December 2nd
UNIT 3 :POLITICAL BELIEFS AND BEHAVIOR
OBJECTIVE: The student will analyze the role of public opinion, the mass media, political parties, and interest groups
(including geographic interests, gender, disabled, and racial/ethnic) in determining how national policy
is created through the election of national leaders.
FOCUS QUESTION: Why do American citizens believe and act the way that they do?
CONCEPTS:
Political Interest Groups
Political Parties
Political Behavior
Mass Media
Public Opinion
SOURCE MATERIAL:
The American Democracy, chapters 6-7
American Politics and the African American Quest for
Universal Freedom, “African American Party Behavior:
The Group and Individual Dimensions”
American Polity, 5th edition, “ The Opinion Makers”,
David Moore.
UNIT PROJECT: Analyze voting trends in Congressional and presidential elections and make predictions for the next
election.
ASSESSMENT ACTIVITY: The student will analyze the role of public opinion, mass media, political parties, and interest
groups by researching and analyzing voting trends in congressional and presidential elections. The student will create an
oral presentation.
UNIT TEST DATE: January 25th
UNIT 4 :POLITICAL PARTIES, INTEREST GROUPS AND MASS MEDIA
OBJECTIVE: The student will evaluate the function, organization, and development of political parties in the U.S. and the
impact of mass media and interest groups.
FOCUS QUESTION:
How do citizens voice their concerns and opinions in America? What is the impact that these
venues may have on American Politics
CONCEPTS:
Political parties & Elections
Political Action Committee (PAC)
Interest Groups
Mass Media
SOURCE MATERIAL:
The American Democracy, chapters 7& 8
The Federalist Papers
American Politics and the African American Quest for
Universal Freedom, “Electoral Power: The Theory and
Practice of the ‘Balance of Power’ Concept”
American Polity, 5th edition, “The Second Civil War”,
Ronald Brownstein
PoliCentral voting debate program
UNIT PROJECT: Complete a compare/contrast chart of political parties and views on issues.
ASSESSMENT ACTIVITY: The student will research and debate the fairness of voting systems, using the PoliCentral
website.
UNIT TEST DATE: February 23rd
UNIT 5 :PUBLIC POLICY AND THE POLICY MAKERS
OBJECTIVE: After examining the concept of policymaking, the student will research to identify, explain, and analyze how
specific policy is created.
FOCUS QUESTION: What is the nature of American public policy? Why?
CONCEPTS:
Linkages between public policy and political institutions
Role of bureaucracy and courts in policy implementation
Role of Institutions in the enactment of policy
Foreign Policy
Domestic Policy
Formation of policy agendas
Policymaking in a federal system
SOURCE MATERIAL:
The American Democracy, chapters 15-17
UNIT PROJECT: Describe policymaking at the federal level including linkages between political institutions, political
parties, interest groups, public opinion, elections, and policy networks.
ASSESSMENT ACTIVITY: After examining the concept of policymaking, the student will research to identify, explain, and
analyze how specific policy is created. The student will create an oral presentation.
UNIT TEST DATE: March 15th
UNIT 6 : CIVIL RIGHTS AND CIVIL LIBERTIES
OBJECTIVE: The student will independently research and analyze the development of civil liberties and civil rights by
judicial interpretation and the impact of the fourteenth amendment on the constitutional development of rights and
liberties.
FOCUS QUESTION: What rights do American citizens have? How have these rights been challenged and secured over
the history of America?
CONCEPTS:
Bill of Rights
Knowledge of substantive rights and liberties
Development of civil liberties and civil rights
Landmark Civil Rights Supreme Court Cases
14th Amendment
SOURCE MATERIAL:
The American Democracy, chapters 4 & 5
The Bill of Rights,
Supreme Court Cases involving Civil Rights (including:
Plessy v. Ferguson; Brown v. Board of Education I & II;
Roe v. Wade)
UNIT PROJECT: Discuss how the Civil War Amendments impacted the constitutional development of civil rights and
liberties. Cite specific examples and relevant court cases.
ASSESSMENT ACTIVITY: The student will independently research a specific Supreme Court case to analyze the
development of civil liberties and civil rights by judicial interpretation and the impact of the fourteenth amendment on the
constitutional development of rights and liberties.
UNIT TEST DATE: April 26th
Advanced Placement U.S. Government
Mrs. Schoene
Period: 7th
Once you have read and understand the AP Syllabus please sign and date below
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