AP COMPARATIVE GOVERNMENT: COURSE SYLLABUS
Instructor’s Contact Information:
Instructor: Tran Luu, Quang (陳劉光/陈刘光)
School : Carnegie Vanguard High School
Email: qtran@houstonisd.org
Education
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M.B.A. The University of St. Thomas, Houston, Texas 2014
M.A. Political Science, Sam Houston State University, Huntsville, Texas 2009
B.A. Government, The University of Texas at Austin, Austin, Texas 2001
B.A. History, The University of Texas at Austin, Austin, Texas 2001
B.A. Asian Studies, The University of Texas at Austin, Texas 2001
Course Introduction
AP Comparative Government is a course that allows students to explore and analyze political systems and
cultures around the world. As much as possible, we will use empirical evidence to describe and explain the
behaviors of not only the leaders of nation-states, but the people within their borders. Though objectivity and a
fair analysis of evidence are important, I cannot and will not ask that you completely suspend personal judgment
in this mission. Ultimately, we as a class have to use the study of governments and people to answer some vital
questions such as “What basic rights should be provided for citizens?” “What are the needs of citizens and how
can governments work to ensure they are met?” “What are the responsibilities of citizens who don’t serve in any
official capacity for the state or the government?” In answering these questions, you will likely arrive at your
own judgments about “Good” or “Bad” government. This class seeks not to prevent that judgment, but to inform
it. Our discussion of these countries political systems will focus around the major themes of sovereignty,
authority, and power; political institutions; citizens, society, and the state; political and economic change; and
public policy.
Course Overview
In the beginning of the year, we will explore important political concepts so that we can use them as building
blocks to look at 6 countries more specifically later in the year. In particular we will discuss:
Nation and State: How do nations and states differ? What happens when the functions of the state do or do not
meet the needs of the nation? This will include a discussion of:
-the creation of the modern concept of the nation-state
-the difference between nationality and statehood
-the disorder, confusion, and fragmentation that arises when national and state identity are not aligned.
-the increased role of “non-state actors” and “phantom states.” (you'll learn the vocabulary.)
Data Analysis: How can we attempt to objectively analyze and compare nation-states? What kind of judgments,
assumptions, and predictions can we make about certain forms of government based on statistical analysis. We
will be using several sources of data in order to make important comparisons, such as:
The World CIA Factbook:
https://www.cia.gov/library/publications/the-world-factbook/
The Freedom House Indexes:
http://www.freedomhouse.org/template.cfm?page=1
The Economist (New and Relevant statistics provided daily):
http://www.economist.com/blogs/dailychart
Students with an interest in international affairs and those who want to strengthen their analytical skills will find
this part of the course a rewarding introduction to College-level Political Science. In addition to analyzing
international events using a comparative framework, the course will cover a wide range of policies and issues.
We will use the following 6 countries as case studies:
United Kingdom
Russia
China
Iran
Mexico
Nigeria
We will work to apply the concepts learned in Unit 1 to our study of the above countries. Unit readings will
come from current media sources as well as collections of academic journals listed in the reference section later
in the syllabus.
Furthermore, our general knowledge of comparative politics and a more specific study of these countries will
allow us to branch off into a study of other areas. This gives us flexibility to study pressing international issues
as they come up throughout the year. For example, it is important that we stay informed of dramatic and
tumultuous events in the Middle East. Our knowledge will allow us to compare the toppling of the Libyan
regime to ongoing conflicts in Syria to the revolutionary sparks provided in Tunisia and Egypt last spring. This is
knowledge you can use. Now.
Course Schedule
● Introduction to Comparative Politics ( 2 week)
● Democratic Regimes: Great Britain (1week)
● Authoritarian and Theocratic Regimes: Iran (1 week)
● Communism and Post-Communism: Russia (1 week) and China ( 1 week)
● Emerging Economies, Illiberalism, and the Crisis of the Modern Nation-State: Mexico (1 week) and Nigeria (1
week)
● Final Thematic Comparisons (4 weeks)
● Review for AP Exam
Subject Areas for Comparison
 Introduction to Comparative Politics (5%)
 Sovereignty, Authority and Power
(20%)
 Political Institutions (Structures)
(35%)
 Citizens, Society and the State
(15%)
 Political and Economic Change
(15%)
 Public Policy
(10%)
Themes For Exploration
Crisis and Conflict
Democratization
Privatization & Market economies
Globalization
Textbook: Comparative Politics Today, A World View. Powell, G. Bingham, Jr. Et al. 20012.
Supplemental Readings:
As needed and assigned.
Class Format
Lecture, Small Group, and Whole Class discussion: We will use our time in class as an opportunity for me to
introduce major concepts and provide specific examples. Much of our in-class time after that will be spent
discussing topics and events in groups and as an entire class. It is extremely important that you are a respectful
speaker and listener. I look forward to energetic and passionate discussion within the boundaries of respect for
your fellow students.
Assigned Reading: You will be assigned reading from your class text as well as a great deal of supplementary
reading that comes from other sources. These readings will come from current media outlets as well as academic
journals. Many of these readings will include concepts that are unfamiliar to you and will challenge your
intellectual ability as never before. You should see this as an opportunity, not a roadblock.
Major Projects: From time to time, you will be asked to learn and summarize important material so that it can be
presented to the class in an engaging and understandable format. In addition, you will complete at least one
major project every quarter.
Quizzes: During each unit, there will be several quizzes to test your specific knowledge of important vocabulary
and themes.
Tests: At the end of each unit, there will be a test that will take up the entire class period. This test will be a
combination of multiple choice questions and free-response questions that replicate the format you will see on
the Advanced Placement test. I will go into this format in more detail later.
Current Events: Every student will be required to research and present information to the class on current
events relating to the six case-study countries. Keeping up with current events is crucial for this class. Students
are expected to stay informed about events in the nation and in the world. The course will emphasize events in
the countries that we will be studying, but not exclusively so. Students should read a variety of relevant
magazines and newspapers. Particularly helpful is The Economist and the BBC, but other well-written and
edited journals are also helpful, including New York Times, Christian Science Monitor, Boston Globe, One
World, World Press Review, NPR, Time, Newsweek, U.S. News and World Report among others. You will
receive more information about this assignment when we go the media center tomorrow.
Individual Public Policy Research Papers: Each student writes a 3–4 page report on a particular public policy
as it is exercised in at least three countries studied. For example, “economic and political equality of women”
can be researched in terms of its application in Nigeria, Iran, and Mexico. Students receiving top grades must
describe the policy in each country, provide background and context for how it is applied and/or enforced,
interpret the future changes in this policy, and assess the sources of information used in compiling information of
the policy. An annotated bibliography can be used to address this last requirement.
FRQs: Write answers to College Board analytical FRQs (Free-Response Questions) once a month.
Due Dates. Assignments and presentations are due when assigned. I must have a hard copy or an electronic
copy by the beginning of class. Students who are absent may submit their work electronically. Only students
with a verified excused absence may turn in their assignments on the day they return. Late assignments will be
accepted within one week of the due date, with a penalty. Current Events will NOT be accepted late. If
homework is not completed on the assigned days it makes it impossible for discussions to take on deep
relevance, so if an assignment for a seminar is not completed you can count on your seminar grade being
affected as well!
In General: As with other AP classes, you will be responsible for reading and analyzing a lot of material
outside of the class so that we can focus on enriching and challenging activities and discussions during class.
You will be responsible for all assigned reading, even if there is not a specific assignment or activity paired with
the reading.
Grading and Evaluation (Point Values are approximate and subject to change, with advance notice)
Tests: 40%
Quizzes: 40%
Supplementary Assignments/Discussions: 20%
Some final rules
-Be on time. This means be IN YOUR SEAT when the bell rings. If you are late, you will receive a verbal
warning. The second time you will receive a lunch detention. The third time you will receive an administrative
referral. If you have a legitimate excuse, it must be accompanied by a note from a teacher, administrator, or
parent.
-Bring your materials to class every day. I strongly suggest that you have a 3 ring binder dedicated to this class
divided into sections for Class Notes, Supplemental Readings and Assignments, and Quizzes and Tests.
We will go over any more specific procedures and rules together in class.
Current Event Briefing Reports
1. Each student will select a core nation to focus on during the quarter. There will
be a cadre of 5-6 students covering each core nation.
2. Keep an eye on the news from your core nation. This should become part of your
daily Comparative Government routine. Avoid stories that are really about the United States
relationship with your core nation. For example, a story about a change in the
United States immigration policy towards Mexico is really a story about the US.
3. To get an international perspective you need to read news from international
sources. Yahoo! News headlines won’t cut it. Create a series of bookmarks or
subscribe to RSS feeds to make the job easier.
4. Some suggestions
• The Economist
• BBC
• New York Times
• Christian Science Monitor
• National Newspapers
5. We will begin class on M, W, and F with a week-in review briefing of the news from the
core nations.
Written & In-Class Briefings = 30 points
• On your briefing day, you should come to class prepared to brief the class and lead
class discussion. If for some reason you are absent or we are not in school on your assigned
day, you will present on the day you return to class.
• Use your own words. Do NOT stand in front of class and read your article to the
class
• The ultimate goal of the briefings is to become an expert on your core nation and
supplement the information in the textbook. No one has the time, your teacher
included, to monitor all the news from the core countries. We’re counting on you.
• Stories from The Economist are highly recommended. A hard copy is available in the
Media Center. You can access all stories at the Economist online using my login provided
below.
• You may include “fluff” news in addition to your hard-news story. (Never in place of the
story)
• If you don’t want to cover a news story, you could show a political cartoon that relates to
your core nation or bring a several minute clip of a podcast or news story that you
found particularly informative. (The write-up is the same, however.)
• All of your write ups should be typed and turned in on the day they are due.
Write-Up Format:
Your Name
Source: link the exact URL
Topic/Title/Keywords: Let the reader know at-a-glance what your briefing is about.
Summary: Provide a summary of the article in your own words. Don’t just cut and paste a paragraph
from the article. (1 Paragraph)
Analysis: Provide an analysis of the article that connects it to the themes of CompGov and topics
we’ve discussed in class. Relate the situation and event to the theories of political science! (1
Paragraph)
Compare: your story to other core-nations. Show evidence that you are using your big brain.
The analysis should be the most substantial section of your briefing.(1 Paragraph)
• 30 points are possible (NO Current Events accepted late).
• Points will be deducted if you are unprepared to share your briefing professionally with the class
(ie: be able to promote class discussion!)
Week 1
Monday
Week 1
Wednesday
Week 1
Friday
Week 2
Monday
Week 2
Wednesday
Week 2
Friday
United
Kingdom
Iran
China
Nigeria
Mexico
Russia
Some Notes:
● If school is on a holiday, cancelled, or you are absent, your current event will be due the NEXT
DAY that you are in class. If it is a delayed opening week, and you are due to present on a Friday,
then you will be presenting on the Thursday before.
● It is important that you are an active learner
● You can access Economist articles online using my login. Log on with jstutts@chccs.k12.nc.us and
the password carrboro.
Economist Country Briefings contain all the latest stories from your nation!
● These other national newspapers will help with your accurate news gathering.
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Great Britain
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China
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www.chinadaily.com.cn
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www.irna.ir
www.iran-daily.com
www.tehran.com
http://www.bbc.com/news/world/asia/
Iran
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www.thetimes.co.uk
www.bbc.co.uk
http://www.bbc.com/news/world/middle_east/
Nigeria
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www.ngrguardiannews.com
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www.pan.org.mx (you can translate this page from google)
http://www.bbc.com/news/world/africa/
Mexico
http://www.bbc.com/news/world/latin_america/
Russia
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www.themoscowtimes.com
www.regnum.ru/english
http://www.bbc.com/news/world/europe/
AP Comparative Government Seminar Instructions
During the course of the year, we will have many seminars that will be opportunities for you to share your opinions on a
previously assigned reading and make deeper connections to the political and social themes that we will be discussing
throughout the year. For each day that we have a seminar, you must:
1.) Read the assigned material
2.) Bring in a typed sheet that has YOUR NAME, the TITLE OF THE ASSIGNED READING, and 3 QUESTIONS.
The 3 questions must meet the following criteria:
The first question will be what I call a “question of understanding.” This is a question in which you are seeking
clarification on a theme, event, or idea that is confusing to you. (Example: “Is South Ossetia an actual country that
is recognized by the United Nations, or only by the people within its borders?”)
The next two questions will be what I call “questions of opinion.” These questions are designed to provoke
discussion and debate. (Example: “What role can the global community play in keeping the people of South
Ossetia safe without appearing to interfere in the sovereignty of either Russia or Georgia?”)
3.) When the seminar is finished, you will have 5 minutes to write a more extended reflection at the bottom of the paper.
This should represent your general opinions of the reading and any reflections you have about class discussion.
This is a 50 Point assignment:
15 Points: Questions meet the criteria of the assignment, typed and on time. Questions clearly show that the student has
analyzed the reading in full.
15 Points: Reflection shows engagement in class discussion and awareness of the major themes.
20 Points: Discussion Rubric
-20 Points: Student contributes to discussion throughout class. Opinions and thoughts are clearly the student’s own,
but are informed by the reading done in preparation for the seminar.
-15 Points: Student contributes to discussion throughout the class. Opinions and thoughts are clearly the student’s
own, but do not appear to be informed in any way by reading done in preparation for the class.
-10 Points: Student rarely contributes to discussion, is easily distracted, and often discusses completely unrelated
topics. Student shows lack of decorum and respect in listening to the views of others.
-5 Points: Student does not contribute to class discussion and appears completely uninvolved in the seminar.
-0 Points: Student is distracting to others and contributes nothing to the discussion and/or student needs to be
physically restrained at any point during class discussion.
Some final notes:
-Your prepared work for seminars must be typed and ready at the beginning of the class. DO NOT come to class and then
ask to print your work out. DO NOT come to class and tell me that you really have done it, but it’s on the computer at home
and you will e-mail it to me.
-I have put a template for seminar preparation on the back of this sheet. I will put an electronic copy on my website that you
may use if you want.