U.S. Government Syllabus
Our goal is to think, write, and speak like global citizens.
Teacher:
Email:
Office Hours:
Room Number:
Ms. Harpring
Andrea.Harpring@slps.org
1st and 5th period
213
COURSE DESCRIPTION: This course explores the structure and dynamics of American national government
and Missouri state government, providing a broad-based introduction to the ideas and institutions that shape
politics in the contemporary United States. We will focus our analysis on three major areas: the Constitution
and the debates of the founding era, the institutions of modern American government, and the political behavior
of the American mass public. We will study the strategies, roles, and limitations of both governmental elites
and ordinary citizens, with particular emphasis on how they communicate and interact within the constitutional
“rules of the game” to promote (or inhibit?) the achievement of public goods. Our analysis will draw heavily
both on documents from America’s formative period and on insights from modern political science, allowing us
to examine important political phenomena from a variety of perspectives. Ultimately, the goal of this course is
to help each member of the class arrive at a deeper, more comprehensive understanding of the forces that shape
American government and politics, so that he or she may be both a more discerning student and critic of the
system and a more informed and reflective participant in it.
Text/Learning materials used for the class:
-The textbook used for the class is American Government
- This textbook will be supplemented with teacher-made handouts, various articles and primary
sources.
COURSE OBJECTIVES/COMPETENCIES: Students will prepare for and take three state-required
tests. The United States Constitution Test and Missouri Constitution Test must be passed in order for students
to graduate high school. The Government End of Course Exam will happen in May. Scoring proficient the
goal.
1. Evaluate the Enlightenment, including its principle ideas, its antecedents, its challenge to absolutist
monarchies and others and its effects on world history
2. Compare and contrast governmental systems, current and historical, including those that are democratic,
totalitarian, monarchic, and theocratic, and describe their impact.
3. Apply principles of republic to historical and contemporary issues.
4. Determine the civic responsibilities of individual citizens
5. Assess the changing roles of government
6. Describe the historical foundations of the United States governmental system
7. Identify and give examples of democracies and republics
8. Explain the relevance and connection of constitutional principles in the following documents: 1. U.S.
Constitution 2. Federalist Papers 3. Amendments to Constitution, emphasizing Bill of Rights 4. Key
Supreme Court decisions Marbury v. Madison, McCulloch v. Maryland, Miranda v. Arizona, Plessy v.
Ferguson, Brown v. Topeka Board of Education
9. Evaluate the roles and influence of political parties and interest groups
10. Analyze the evolution of American democracy, its ideas, institutions and political processes, including:
1. Constitution and amendments 2. struggle for civil rights 3. expanding role of government
11. Analyze the roles that people, businesses and government play in economic systems, such as: 1.
monetary policy (why the Federal Reserve System influences interest rates and money supply) 2. fiscal
policy (government taxation and spending)
12. Identify the roles of government in a market economy (defining and protecting property rights,
maintaining competition, promoting goals such as full employment, stable prices, growth and justice)
Instructional Methods:
We will work together to understand how our government works and how the government affects our
everyday lives. Instructional methods will rely heavily on collaborative work in pairs and groups. The
teacher will provide background in many ways, including but not limited to, assigned reading, lecture,
and research opportunities. Students should be prepared to read, write, and share their thoughts
verbally every day.
Technology:
Technology will be incorporated into instruction through the use of multi-media such as PowerPoint,
video, and Google Earth. Students will be expected to complete certain assignments with a
technological component in which they will be able to utilize PowerPoint, Prezi, design software, and
computer-based research.
Expectations:
Classroom expectations are put in place to ensure that all students have an opportunity to learn.
Everyone has the right to a positive learning environment; these expectations will help ensure everyone
gets that right. In addition to Ms. Harpring’s classroom expectations, every student is expected to follow
the school expectations listed below Ms. Harpring’s expectations. You will find that the two are very
similar.
Ms. Harpring’s Expectations:
1. Show respect to others and their belongings
2. Be prepared for class: be in uniform, bring supplies and be ready to work.
3. Use appropriate, nice language.
4. Keep cell phones and other electronic devices turned off and put away.
School Expectations:
1. Be in your assigned seat, ready to work when the bell finishes ringing.
2. Have paper, pencils/pens, books and all needed supplies everyday.
3. Keep hands, feet, books, and objects to yourself.
4. No profanity, rude gestures, teasing, or put downs.
5. Follow directions of the Student Discipline Handbook and all school adults unless the request
is illegal, immoral or unsafe.
Consequences:
1. Verbal warning
2. Conference with teacher (usually a short conversation)
3. Contact parent/guardian and seat change (when appropriate)
4. Conference with disciplinarian and reflection sheet
5. Office referral
*These consequences are to promote learning in our classroom.
Materials needed for the course:
Binder: 1” ring
Divider tabs
Loose-leaf paper
Pens
Colored Pencils
*A binder would be the most appropriate way to organize you work in this class. If you cannot get one,
you may choose to organize your work using a spiral notebook and a folder.
Grading Methods:
Grading begins on the first day of school and is accumulative throughout the semester. This means that
the quality of work you produce throughout the entirety of the semester will affect your grade at the end
of the semester.
Daily Grade: Your daily grade includes participation in discussion, reading, and group/pair work, your
class assignments, do now, and exit slip. Your daily grade will also include your participation in
projects when you are given class time to complete them.
Homework: Homework will be given on a daily to weekly basis and will help you understand what is
going on in class. Your homework will also include your completion of projects when you are assigned
to complete them at home.
Tests/Quizzes: Quizzes will be given periodically to assess how well you are learning and what Ms.
Harpring needs to focus on re-teaching to classes or individuals. Tests will be given at the end of each
unit to ensure that students have mastered the content and skills we work on in class.
Final Exam: Your final exam will be given on the date in which your class period is scheduled to take it.
The final will have information on which you have been previously tested. This will let both you and
Ms. Harpring know what you have learned throughout the semester.
Breakdown of percentages:
Daily/Projects: 45%
Tests/Quizzes: 30%
Final Exam: 15%
Homework/Projects: 10%
Class Policies:
Absence: In the case of your absence, you may complete make-up work.
-Excused absence: You may complete your make-up work for full credit, so long as it is turned in within
5 days of your return to school.
-Unexcused absence: You may complete your make-up work for 75% credit. It must be turned in within
3 days of your return to school.
- Tests: All test are to be made up before school, after school, or during lunch in the event you are
absent on the day of your test.
Homework: Homework will be given on a regular basis and is expected to be completed outside of
class. Homework may be turned in late for 75% credit
Parents:
Please feel free to contact me with any questions or comments. Also, if you are available to volunteer at
the school or from home, please contact me.