CIVICS COLLEGE PREP
2015-2016
MHS MISSION STATEMENT
The mission of Marblehead High School is to provide a safe, respectful environment in which all students are
challenged to achieve their fullest intellectual, physical, and social development and to accept responsibility
for their learning.
COURSE OBJECTIVE
The intent of the Civics course is to provide students with an understanding of political theory and the daily
operations of government that help to shape public policy. Students will develop a critical understanding of
the American political system, as well as their rights and responsibilities as citizens. Major areas of focus will
include the Constitution, the role of the media, global interdependence, and future societal challenges.
TEXTS
 Bill of Rights Institute’s Document of Freedom Online Text, docsoffreedom.org, 2015.
 Leeson, S., Branson, M., et al. We the People: The Citizen and The Constitution. Calabasas, CA: Center for
Civic Education, 2009.
UNITS
Unit One: Foundations
“If men were angels, no government would be necessary.” ~James Madison
Essential Questions/Key Terms

What formed Americans’ beliefs in self-government and how did those beliefs lead to the
formation of constitutionalism?

How does the division of power in the U.S. political system contribute to limited government?

How does the superior taxing power of the federal government contribute to a larger role for the
national government?

What role have political movements played in securing legal rights of disadvantaged groups?
Theories of Government
The Colonial and Revolutionary experiences
The Constitution
Ratification debate
Readings
 Selections from Bill of Rights Institute
Workbooks
 Declaration of Independence
 Federalist 10
Federalism
Civil liberties


Preamble of the Constitution
Bill of Rights
Unit Two: Governing Institutions
“No form of government can render us secure. To suppose liberty or happiness without any virtue in the
people is a chimerical idea.” ~James Madison
Essential Questions/Key Terms

What are the powers and obligations of governing institutions?

How does the structure of Congress affect its policy-making role?

In times of national crisis (e.g., September 11) should the president be allowed extraordinary
power?

What mechanisms for controlling bureaucratic power are available to Congress and the
president?

Does judicial review give too much power to unelected justices?

Is the role of the Supreme Court to assure uniformity of federal law or promote social justice?
election to Congress
law making
constituency
filibuster
jurisdiction
conference committees
gerrymander
standing committees
cloture
pork-barrel projects
party leaders
The modern presidency
Foundations of the presidency
stewardship theory
Cabinet
federal bureaucracy
federal judicial system
Supreme Court
federal courts
state courts
judicial review
judicial activism v judicial restraint
Readings
 Six Common Mistakes about the Supreme Court
 The Creation of the American Presidency, BRI Workbook
 Lyndon Johnson and Ronald Reagan: Two Views of Federal Power, BRI Workbook
 Selections from Bill of Rights Institute Workbooks
Unit Three: Mass Politics
“There are times when public opinion is the worst of all opinions.” ~Sebastian-Roch Nicolas De Chamfort
Essential Questions/Key Terms

How does public opinion and Political Socialization translate into political action?

Why does economic class make such a large difference in political participation levels? What are
the consequences of this difference?

Why are U.S. political campaigns much longer, more expensive, and more candidate centered
than campaigns in other countries?

Should elected officials carry out the will of the electorate or vote their own conviction?
The nature of public opinion
political participation
civic duty
frequency of elections
candidates and campaigns
interest groups
lobbying
politics and media
electoral system
party organization
Readings
 Various news/media outlets (e.g., Washington Post, New York Times, Christian Science Monitor, Politico)
 Selections from Bill of Rights Institute Workbooks
Unit Four: Public Policy: Who gets what, when, and how?
“No policy that does not rest upon some philosophical public opinion can be permanently maintained.”
~Abraham Lincoln
Essential Questions

What are the tools of fiscal policy?

How has U.S. policy on welfare and education been influenced by Americans’ beliefs in
individualism?

What are the major objectives of U.S. foreign and defense policies?

Should the federal government have more or less power over the states?
Government regulation of the economy
supply-side v. demand-side economics
politics and social welfare
federal role in education
promoting the general welfare
roots of U.S foreign and defense policies
economic globalization
terrorism
ACADEMIC EXPECTATIONS
Classroom expectations: Students are expected to be prepared for class with a notebook and pen/pencil.
You are also expected to participate in discussions and all classroom activities. Please RESPECT the
opinions of your classmates, teacher, and any guest speaker. This course will be discussing important political
topics that will espouse differing viewpoints and opinions. Being able to disagree and engage in scholarly
debate will be an important skill in this course.
Homework: Homework will include readings, projects, or current-event work. Late homework is not
accepted, except in the case of an excused absence.
Absences and Make-up policy: Students with excused absences must make up their work within the
number of days of their absence, up to a maximum of five days. Work that is not completed in a timely
manner will not receive credit.
Absences due to Field Trip or Excused Vacation (e.g., college visits): If you are going to miss a class
due to a field trip or college visit, it is your responsibility to inform the teacher in advance and turn in any
assignments that are due the day you will be out. Students who are in danger of failing the class may not be
allowed to attend field trips.
Projects and papers: Students will be given sufficient time to complete papers and projects. Work submitted
after the due date, without excuse, will be penalized one full letter grade. Please communicate with the teacher
if you have any trouble with completing a paper by the due date.
Academic integrity: All work is expected to be your own. Cheating and plagiarism will not be tolerated.
Please refer to the Student Handbook regarding academic integrity policies.
Grading: Papers/Projects/Presentations: 50%
Current Events/Classwork/Homework: 50%