Whitesboro Central School Curriculum
PAF 101: An Introduction into the
Analysis of Public Policy
Mr. Aaron Cirasuolo (SUPA Public Affairs Teacher)
Mr. Chris Klein (SUPA Economics Teacher)
Mr. Anthony L. Coriale, Jr. (Project Facilitator, Social Studies Department Chair)
July 2014
Whitesboro/SUPA Public Affairs
Curriculum July 2014
Overview: Syracuse University Project Advance is a cooperative program between Syracuse
University and Whitesboro High School that allows high school students to enroll in Syracuse
University courses. Teachers who are also adjunct SU instructors teach these classes in the high
school, and they follow the curriculum and guidelines established by the University. The Project
Advance program enables high school students to gauge their ability to do college work prior to
full-time college study. Upon successful completion of a Syracuse University course, students
are awarded SU transcripts that record credits earned. These credits are transferable to
hundreds of colleges and universities nationwide. For more information about Syracuse
University Project Advance, visit www.supa.syr.edu/. (Source: http://supa.syr.edu/index.php)
PAF 101 An Introduction into the Analysis of Public Policy: Syracuse University credit: 3
credits
An Introduction to the Analysis of Public Policy is unlike any introductory course offered.
Students learn how to Do Good and Do Well through outside speakers, debates, group exercises
and technical report writing. Students will gain critical job skills that top employers are looking
for. On top of all of that? You will not be bored. Students enjoy interacting with the instructor
and not being lectured to for 40 minutes.
An Introduction to the Analysis of Public Policy fulfills a social sciences and a critical reflections
requirement for the Arts and Sciences core. It is also required for all Policy Studies majors. It helps
students learn how to do good as a citizen and to do well in your personal life. It develops the research
skills that you will use throughout your college career and the rest of your life.
An Introduction to the Analysis of Public Policy is divided into five parts. For each part, students
will submit a module paper. Class time will be used for lectures, outside speakers, and group exercises.
Course Goals:
Students improve their skills in the following 10 basic skill sets throughout the course:
1. Taking Responsibility
2. Developing Physical Skills
3. Communicating Verbally
4. Communicating in Writing
5. Working Directly with People
6. Influencing People
7. Gathering Information
8. Using Quantitative Tools
9. Asking and Answering the Right Questions
10. Solving Problems
Students will be able to define and apply the following concepts required for public policy
analysis.
Become willing and able to “do good” effectively.
Define and identify the components of public policy issues.
Identify a social problem and come up with a proposed public policy to deal with it.
List the benefits and costs of a proposed public policy.
Develop benchmarks to assess the impact of your policy on societal conditions.
Analyze the political factors and develop strategies to implement a proposed public
policy.
7. Identify essential features of major current public policy issues.
1.
2.
3.
4.
5.
6.
(Sources: http://classes.maxwell.syr.edu/paf101/About.html [adapted] &
http://paf101.supa.syr.edu/digital-documents/ [adapted])
There is flexibility for this curriculum to be taught with various instructional strategies and
assessments as determined by the individual teacher. Although this curriculum is based on the
topics that are required by Syracuse University and certain mandates must be met, the instructor
is encouraged to “own” the course, adapting it and designing instruction to fit the needs of the
students and employ the instructional strengths of the teacher.
Common Core Standards: The SUPA curriculum will incorporate the following
Common Core Standards through varied instructional techniques, assessments, and activities.
1. CCSS-RH-11-12.1
2. CCSS-RH-11-12.2
3. CCSS-RH-11-12.3
4. CCSS-RH-11-12.4
5. CCSS-RH-11-12.5
6. CCSS-RH-11-12.6
7. CCSS-RH-11-12.7
8. CCSS-RH-11-12.8
9. CCSS-RH-11-12.9
10. CCSS-RH-11-12.10
11. CCSS-RST-11-12.2
12. CCSS-RST-11-12.3
13. CCSS-RST-11-12.6
14. CCSS-RST-11-12.7
15. CCSS-RST-11-12.8
16. CCSS-RST-11-12.9
17. CCSS-RST-11-12.10
18. CCSS-WHST-11-12.1a
19. CCSS-WHST-11-12.1b
20. CCSS-WHST-11-12.1c
21. CCSS-WHST-11-12.1d
22. CCSS-WHST-11-12.1e
23. CCSS-WHST-11-12.2a
24. CCSS-WHST-11-12.2b
25. CCSS-WHST-11-12.2c
26. CCSS-WHST-11-12.2d
27. CCSS-WHST-11-12.2e
28. CCSS-WHST-11-12.4
29. CCSS-WHST-11-12.7
30. CCSS-WHST-11-12.8
31. CCSS-WHST-11-12.9
32. CCSS-WHST-11-12.10
Learning Standards: The SUPA curriculum for this course will incorporate the following New
York State Learning Standards on a daily basis through varied instructional techniques,
assessments, and activities.

Social Studies 1: History of the United States and New York

Social Studies 4: Economics

Social Studies 5: Civics, Citizenship, Government

ELA 1: Language for Information and Understanding

ELA 3: Language for Critical Analysis and Evaluation

ELA 4: Language for Social Interaction

MST 1: Analysis, Inquiry, and Design

MST 6: Interconnectedness: Common Themes

MST 7: Interdisciplinary Problem Solving
Curriculum Topics and Objectives
(The following curriculum objectives are based on the course text:
Coplin, William D. The Maxwell Manual for Good Citizenship: Public
Policy Skills in Action Croton on the Hudson: Policy Studies
Associates, 2007)
MODULE 1
Conceptual Overview:
Incorporates
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
The mission of the course is to “Do Well” and “Do Good”
The ability to identify those who “do well” and those who “do good”
The idea to determine the qualities of someone who does well through skill and
character, which determine career success
Understanding and developing the skills that employers look for in employees
The concept to learn by doing
An understanding that the Declaration of Independence is the mission statement for
public policy in America and the rest of the world
The ability to understand the three values of the Declaration of Independence
including life, liberty, and the pursuit of happiness
Being able to understand how to conduct good analysis including data, clear
language, and continuous questioning
The idea of understanding what is meant by the concept of “Foolish Freedom”
An ability to know what good public policy requires
The ability to understand the drivers of human behavior
Being able to determine what drives public policy
The ability to identify seven societal problem areas including crime, education,
environment, health, housing, jobs/ economic development, and poverty
Being able to describe how each of the four drivers (fear, greed, guilt, and love)
shape policy in current public policy discussions
Defining and understanding Federalism
Understanding the political ideological spectrum
Determining where an individual lies on a political spectrum
MODULE 2
Conceptual Overview:
Incorporates
1.
2.
3.
4.
5.
6.
7.
8.
9.
Multiple information formats & retrieval tools
The requirement of significant time investment
An ability to increase familiarity & comfort level with use of a research library
Calling for navigating a series of research exercises where attention to detail is
essential
An understanding for designing effective, meaningful surveys
Being able to know the key concepts of survey sampling
Knowledge of methods to conduct surveys
An ability to identify the concept of “confidence interval”
Being able to distinguish between “open” and “closed” questions
MODULE 3
Conceptual Overview:
Incorporates
1.
2.
3.
4.
5.
6.
An ability to describe a societal problem
An ability to discover evidence of the problem
An effort to find causes to the societal problem
Knowledge of the existing public policy
Knowledge of the role of private and non-profit sectors
Being able to identify policy alternatives and selecting alternatives on the
basis of effectiveness and feasibility
7. Being able to distinguish between policy and problem
MODULE 4
Conceptual Overview:
Incorporates
1.
2.
3.
An understanding of the role and purpose of benchmarking
An ability to calculate percent change utilizing Excel
Developing a baseline forecast, setting a benchmark, and using benchmarks to
support policy proposal
4.
An understanding for determining the benefits and costs of a policy proposal
An examination of The Seven Habits of Highly Effective People (Stephen R.
Covey) as it relates to policy
6. A discussion of the ten skills employers want students to learn in college
5.
MODULE 5Conceptual Overview:
Incorporates
1.
2.
3.
4.
Developing an understanding of what the Prince System is
An examination of the steps utilized by the Prince System
An analysis and discussion of the layers of government
Knowledge on how to develop political strategies using skills such as a
position on an issue and priority and power levels
5. Thinking about strategies to use in understanding a position on an issue as
well as changing a position
6. Developing an understanding of what is a change agent and an example of a
change agent
7. Knowing what change is, how it occurs, what drives change, and the value of
compromise
8. Being able to define “doing good”
9. Understanding that public policy is about doing good
10. Knowing the keys to effective volunteering
COMMUNITY SERVICE
Community service is a course requirement. Students are expected to perform five (5)
hours of community service and complete appropriate paperwork. Community service is
to be done for a nonprofit or governmental agency. It cannot be done in a school setting.
SUPPLEMENTAL MATERIALS
THIS CURRICULUM WAS DESIGNED TO MEET THE REQUIREMENTS OF
SYRACUSE UNIVERSITY AND PROVIDE A BASIC GUIDLEINE FOR THE COURSE.
IT IS ANTICIPATED THAT THE STRUCTURE OF THE COURSE WILL CONTINUE
TO EVOLVE AND ADDITONAL MATERIALS BE USED AS THE INSTRUCTOR
MASTERS THE COURSE. IT IS SUGGESTED THAT THE FOLLOWING
MATERIALS BE INCLUDED IN THE COURSE OR INCORPORATED IN FUTURE
CURRICULUM WRITING TO ENHANCE THE COURSE AND ADDRESS COMMON
CORE STANDARDS:

Town/ County Government Construction and Public Issues Project

“Keeping the Mohawk Valley Young” Project
o These projects are designed to be phased in with the SUPA Economics
curriculum as the courses evolve to facilitate collaboration among these
integrated topics

Political Ideology Project

Various classroom seminars provided by local officials as guest presenters
SUPA An Introduction into the Analysis of
Public Policy Course Outline
TOPIC
APPROXIMATE LENGTH
MODULE 1
Chapter 1 – Three Essential Components for Public Policy
3 Week s
Analysis and Action
MODULE 2
Chapter 2 – Getting Information from Published Sources
2 Weeks
Chapter 3 –Gathering Information from Players and Experts
1 Week
Chapter 4 – Surveying Stakeholders
2 Weeks
MODULE 3
Chapter 5 –Describing the Problem and Identifying Its Causes
2 Weeks
Chapter 6 – Formulating a Public Policy
1 Week
MODULE 4
Chapter 7 – Examining the Benefits and Costs of a Policy
2 Weeks
Chapter 8 – Benchmarking Public Policy
2 Weeks
MODULE 5
Chapter 9 – Forecasting Implementation with the Prince System
2 Weeks
Chapter 10 – Developing Political Strategies
1 Week
Memo
1-2 Weeks