Students successfully completing this course will be able to:
• understand important facts, concepts, and theories pertaining to United States government and politics
• recognize patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures)
• analyze and interpret documents and statistics relevant to U.S. government and politics (including data presented in charts, tables, and other formats)
• critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across the curriculum
• As a direct result of meeting the aforementioned objectives, the students will be well prepared to pass the
A.P. American Government exam in May.

The following themes will be covered in AP U.S. Government and Politics:
I. Constitutional Underpinnings of U.S Government
II. Political Beliefs and Behaviors
III. Political Parties, Interest Groups, and the Mass Media
IV. Institutions of National Government
V. Public Policy
VI. Civil Rights and Civil Liberties

AP Government is a college-level course. As a result, students are required to read and interpret demanding texts, conduct research outside of class time, and participate in governmental/political activities in the community.

Successful Advanced Placement students enjoy learning, are highly motivated, and are willing to put forth the time and effort required for a course of this intensity.

Students are expected to read the text and supplementary materials before each class, actively participate in whole class and small group discussions, coherently convey concepts learned through short presentations, essays or other forms of alternative assessments, maintain a positive attitude, and respect other students’ opinions even when they do not agree with their own.

While current events are not included in the multiple choice section of the AP Exam, I strongly believe in using real-world, contemporary examples to illustrate core concepts that will be on the exam. Furthermore, things happening in the real world can potentially be included on the free response section of the AP Exam.
Therefore, all students are expected to listen to one of the national public radio (NPR) news (91.3 FM) drive-time programs—“Morning Edition” (5:00-9:00 AM) or “All Things Considered” (4:00-7:00 PM)—
“The World” from (3:00-4:00 PM) and/or read one major newspaper of national caliber daily. I would suggest you both read and listen to NPR. Some excellent sources that would fulfill this requirement are The
New York Times, Wall Street Journal, The Christian Science Monitor, Washington Post, The Economist , and Time. CNN, FOX News, MSNBC or any televised national news programming may be used as a complimentary source, but will not suffice alone.

Students should check out various online presentations on U.S. Government issues on TED Talks, Hip
Hughes, and Crash Course for U.S. Government and Politics. YouTube can be used for educational purposes too!

Students will be expected to present/discuss current events in class each week.

The following items are required in class from day 1 until the day of your AP Exam.

A notebook/binder for class notes/discussions/assignments
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Writing utensils – all exam essays and official class documents to be turned in for grading must be either typed or in either blue or black pen colors only.

Lots of lined notebook paper – meaning LOTS!

USB flash drive

" Five Steps to a Five U.S. Government Exam Prep Book
” (
BRING EVERYDAY )
 “ The American Democracy 10

United States Constitution th Edition ” (online Patterson textbook)
 “ American Government 9 th Edition ” Wilson & Dilulio (textbook you’ll have at home)

The Federalist Papers

The Articles of Confederation

The United States Constitution and the 27 Constitutional amendments

The Declaration of Independence
Patterson, Thomas E. The American Democracy, 10th edition . New York: McGraw-Hill, 2011 (online in your portals)
Wilson, James Q., and John J. DiIulio Jr. American Government, 9th edition . Cengage. (Keep this book at home to help you with test prep, homework, etc.)
Lamb, Pamela K. 5 Steps to a 5: AP U.S. Government and Politics.

The AP Government and Politics exam will be given on May 10, 2016. Students are obligated to take the exam or face a financial penalty.

The multiple-choice and free-response (essay) sections will have equal weight in the final score.

Question Type
Multiple Choice 60 questions 45 Minutes
Free-Response 4 questions 100 Minutes

The exam consists of a 45-minute multiple-choice section and a free-response section consisting of four mandatory questions where students have 100 minutes to answer the four questions. Each FRQ accounts for ¼ of the student’s total score on this section of the exam.

The percentage of themes covered on the multiple choice portion of the AP Exam are: o
Constitution Underpinnings of U.S. Government 5-15% o Political Beliefs and Behaviors 10-20% o Political Parties, Interest Groups, Mass Media 10-20% o Institutions of National Government 35-45% o Public Policy 5-15% o Civil Rights and Liberties 5-15%

The AP Government Exam tests the following skills and abilities: o Knowledge of facts, concepts, and theories pertaining to US government and politics. o Understanding of typical patterns of political processes and behavior and their consequences. o
Analysis and interpretation of data, subject matter, and relationships in US government and politics. o Careful attention to the specific free-response questions posed and ability to stay on task.
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
Unit Study Guides – These will provide you with in-depth knowledge and understanding of the vocabulary and concepts necessary to be successful in this course. Study guides represent your primary homework for the course – the only other outside the class work you’ll be required to do are individual and group projects which are discussed below. Due dates for study guides are ALWAYS due the class prior to the unit exam and must be handwritten.

Case Briefs – These require you to break down landmark Supreme Court cases, concentrating on social and legal issues and highlighting the case’s constitutional, political, and historical effects. These will be done in class.

Group Assignments - Exam review games, group research projects, the analysis of political cartoons, charts, maps, and other data, and group position papers will be required of you throughout the year. This is a course component, and is required; you may not opt to work alone. I understand that many students possess a general aversion to group projects, and while it is understandable, it is still unacceptable, especially in this course where the idea of working together and compromising is such an important component of democracy. One of the most important abilities you must develop is the ability to work well with others, even if they possess differing levels of ability or motivation. Being able to extract high quality work out of people who might not be as motivated as you is essential to being successful in the real world and is a demonstration of one’s leadership qualities. It requires interpersonal skills and mutual dependence on one another to get a job done. Having said this, I will not stand idle if there are members of a group that refuse to work – I will not punish those that are doing their jobs if one or more people are not.

Examinations - Approximately every 3-4 weeks you will have an examination on the unit we’ve covered to that point. The examination will consist of 75 multiple choice questions as well as one Free Response
Question ( FRQ ). I will use AP-style questions to facilitate students becoming familiar with the format of the AP exam and styles of questions, including conceptual, factual, analytical, thematic, and statistical.
Many students feel that my m/c questions are more difficult than what they find on the actual AP exam.
Hopefully, this will make the AP exam seem mild in comparison, and set you up for a high score. The FRQ essays will require you to develop arguments and use appropriate factual knowledge; organization and analytical skills are at a premium.

Class Participation - Students are expected to be prepared and participate in class discussions and activities. Classroom activities will revolve heavily around discussions, formal and informal debates, and
Socratic Seminars. Students that are disruptive or asleep will not be tolerated.
Note: All research for projects must be conducted ONLY using the dadeschools virtual library. The website is linked below: http://virtuallibrary.dadeschools.net/sec.html
All projects are due on or before the due date; the exact dates are TBA. No projects will be accepted late. No exceptions!!!
1.
For September/October, you will prepare a research based individual position paper (persuasive essay) on the following question:
Is the 2 nd amendment relevant in today’s society? Should it be eliminated, modified, or left the way it is? Justify intelligently whatever decisions you make regarding these two questions, using research to back up your assertions.
You should research the primary points of view on this controversial topic and develop your own opinion based on your research, the actual laws regarding gun rights, and, of course, your own sensibilities. You must understand the controversy regarding the founding father’s original intent behind the amendment, the problems
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and issues created by the amendment, and its impact on society, both past and, especially, the present and very recent past (with all the mass murders, theatre shootings, terrorist activities, etc.). DO NOT ignore the problems with the wording of the amendment in order to offer a viable argument; the way the amendment is phrased creates much of the legal and political controversy.
2.
For November/December, your group will be assigned the following to research and develop a group paper on:
“Americans value the concept of equality of opportunity but disagree as to what role government should play.” Support and provide evidence for this statement by analyzing one major equal opportunity issue that has arisen since 1970.
Your analysis should include evidence from the following:
A.
Party policy differences regarding the issue.
B.
Differences in majority and minority opinions of various relevant Supreme Court cases.
C.
Public opinion differences involving the issue.
D.
Social problems arising from these decision/initiatives (reverse discrimination, for example)
3.
For January/February, each student will select a major current events issue involving American government and politics and prepare a 5-8 minute oral report on the issue accompanied by a PowerPoint presentation to be used while making your report. You will be expected to discuss the issue, not read about it from your notes or PowerPoint visual. Notecards are appropriate as long as you aren’t reading them but are only referring to them occasionally. The student may choose their own topic, but it must be a major and current topic (w/in the past year). No students may share a topic – each student must have a distinct topic to consider, and all topics must be approved by me in advance. Grades will be determined based on the presentation itself (flair, speaking and not reading, quality of the PowerPoint, etc.) as well as by displaying a firm grasp of the issue and the relevant details surrounding it. If you prepare a project and simply try and read from your cards or the Promethean screen, your grade will be no better than a D and will probably result in an F.
4.
For March/April, each student will prepare an analytical paper on the following:
“Since the New Deal, conservatives have decried the Supreme Court’s “judicial activism” in regards to desegregation/Jim Crow laws, gender discrimination, and the rights of accused people. Over the past 25 years, however, there has been a trend toward judicial activism on the Supreme Court in a conservative direction.” Support this statement by evaluating key decisions by the Supreme Court that involve at least two of the following three themes:
A. Due process and the rights of the accused.
B. Equal protection and employment discrimination.
C. Federalism and states’ rights issues.
Grades for this course will be assessed in the following manner:
Unit Exams = 65%
Study Guides = 15%
Group/Individual Projects = 15%
Class Participation = 5%
The grading scale I use will be as follows:
90-100 = A
80-89 = B
70-79 = C
60-69 = D
0-59 = F
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I.
Constitutional Underpinnings of United States Government (Chapters 1-3) a.
Considerations that influenced the formulation and adoption of the U.S. Constitution, including
(but not limited to) the Declaration of Independence, the Articles of Confederation, and the
Federalist Papers. b.
Separation of powers/Checks and Balances c.
Federalism/Division of Powers d.
Theories of democratic government e.
State and local governments f.
The text of the U.S. Constitution, including the 27 amendments
II.
Political Beliefs/Behaviors (Chapters 4-6) a.
Beliefs that citizens hold about their government and its leaders i.
Public opinion ii.
Voter interests b.
Processes and factors that influence citizens regarding politics i.
Family ii.
Religion iii.
Gender, Race, and Ethnicity Issues iv.
Schooling v.
Socio-economic Class vi.
Geographical Region c.
The nature, sources, and consequences of public opinion d.
The ways in which citizens vote and otherwise participate in political life e.
Factors that influence citizens to differ from one another in terms of political beliefs and behaviors
III. Political Parties, Interest Groups, Public Opinion, and the Media (Chapters 7-10) a.
Political parties, Elections, and Party Functions i.
Organization ii.
Development iii.
Effects on and of the political process iv.
Electoral laws and systems b.
Public Opinion and voters c.
Interest groups and Political Action Committees (PACs) i.
The range of interests represented ii.
The activities of interest groups iii.
The effects of interest groups on the political process iv.
The unique characteristics and roles of PACs in the political process v.
Policy networks d.
The Mass Media i.
The functions and structures of the media ii.
The impacts of media on politics
III.
National Institutions: Congress, The Presidency, The Bureaucracy, and the Judiciary (Chapters 11-14) a.
The major formal and informal institutional arrangements of power b.
Relationships among these four institutions, and varying balances of power c.
Linkages between these institutions d.
Congress i.
Presidential vs. Parliamentary legislative systems ii.
Who is in Congress (sex and race, incumbency, party affiliation, personal wealth) iii.
How Congress members represent their constituencies (representational view, organizational view, and attitudinal view). iv.
Ideology and Civility in Congress (willingness to compromise/work with those on the other side of the aisle).
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IV.
v.
Congressional Organization (parties and caucuses, party organization and structure, party unity, committees/subcommittees, staff, agencies, specialized offices). vi.
How a bill becomes a law (introduction of bills, referral to committee for study, floor debate and the differences in the two houses, conference committees, and voting). e.
The Presidency i.
Presidential vs. Parliamentary Systems of Executive Power ii.
Unified vs. Divided government and its effect on the executive. iii.
The evolution of the executive branch (Concerns of the founding fathers, the electoral college’s evolution, presidential term limits, the first presidents, Jacksonian presidential style, the reemergence of Congressional power in the mid to late 19 th century, and the growing power of the presidency during the 20 th and 21 st centuries). iv.
The Powers of the President v.
The Office of the President (The White House Office and Staff, The Executive Office of the
President, the cabinet, independent agencies, commissions, and judgeships). vi.
Who Gets Appointed? vii.
Presidential Character viii.
The Power to Persuade and/or Say No (“The Three Audiences”, Popularity and influence, the veto power, executive privilege, impoundment of funds, executive agreements, and executive orders). ix.
Presidential Transition (the vice-president, impeachment, problems with succession, the end of a president’s term limit). f.
The Federal Bureaucracy i.
The History of the Federal Bureaucracy ii.
The Three Characteristics of Our Federal Bureaucracy That Makes It Distinctive iii.
The Growth of the Bureaucracy Over Time iv.
The Dynamic Character of the Federal Bureaucracy v.
Congressional Oversight (appropriations committee and other oversight committees, legislative veto, Congressional investigative powers) vi.
Problems with the Bureaucracy and Potential Reforms g.
The Federal Judiciary i.
The Historical Development of the Federal Judiciary (national supremacy, the terrible early history of slavery and the judiciary, the redemption of the judiciary regarding civil rights from the 1950’s – 1970’s, judicial review, strict vs. liberal constructionism). ii.
The Structure and Jurisdictions of the Federal Judicial System (judicial appointment, types and hierarchy of federal courts, what courts have jurisdiction over which cases, how cases are brought before the SCOTUS) iii.
The SCOTUS in Action (briefs, amicus curiae briefs, legal periodicals, debate, voting, written opinions). iv.
The Powers of the Federal Courts (policy making, judicial activism vs. judicial restraint, legislative vagueness, executive and legislative checks on judicial power, the effects of public opinion on judicial actions)
Public Policy (Chapters 15, 16, 20, & 21) a.
Policy Making in a Federal System i.
the formation of policy agendas ii.
legitimate scope of government action iii.
majoritarian politics, interest group politics, client politics, entrepreneurial/business politics b.
The Role of National Institutions, the Bureaucracy, and the Courts in the Enactment,
Enforcement, and Interpretation of Public Policy c.
Perceptions, Beliefs, Interests, and Values i.
deregulation vs. regulation ii.
changes in national morality and its effect on policy making d.
Economic Policy i.
the politics of prosperity ii.
spending and taxation iii.
economic theories
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V.
iv.
the Federal Reserve System v.
monetary policy vi.
the roles of Congress and the President vii.
the budget and budget formulation process viii.
the federal deficit and possible solutions e.
Foreign and Military Policy i.
the role of the President and Congress in the formation and execution of foreign and military policy ii.
the effect of public opinion iii.
cleavages among foreign policy elites iv.
the use of military force v.
the defense budget vi.
the structure of defense decision making (the joint chiefs of staff, the national security advisor, the secretary of state, the chain of command of the armed forces) f.
Environmental Policy i.
global warming ii.
pollution iii.
chemical usage and environmental damage iv.
public health and safety
Civil Liberties and Civil Rights (Chapters 17-19) a.
Social Welfare b.
The Difference Between Civil Liberties and Civil Rights c.
Politics, Culture, and Civil Liberties i.
Rights in conflict (cultural, racial, ethnic, and gender conflicts) ii.
Civil rights and liberties during times of war d.
Judicial Interpretation of Civil Liberties and Civil Rights i.
The Bill of Rights (1 st amendment guarantees of freedom of speech, expression, religion, assembly, petition, symbolic speech, relationship between religion and government/separation of church and state, free exercise and establishment clauses, the 2 nd amendment’s protection of gun rights, the 4 th – 8 th amendment’s protections regarding rights of the accused, criminal rights, and due process, search and seizure, the exclusionary rule, the right to privacy, confessions and self-incrimination, double jeopardy, eminent domain, the right to a speedy public trial by a jury of your peers, the right to counsel, the right to know what you’re charged with and to be able to obtain witnesses for you and interrogate witnesses against you, and the right to be punished for crimes committed in a manner that is not cruel or unusual, the 10 th amendment and states’ rights issues) ii.
Exceptions to Bill of Rights Freedoms (obscenity, libel and slander, exceptions to the criminal rights amendments, the effect of terrorism on civil liberties, national defense and civil liberties) e.
The impact of the Fourteenth Amendment on the constitutional development of rights and liberties f.
The Black Civil Rights Movement g.
The Campaign for and Against Civil Rights in the Courts and Congress
i. Separate but Equal
ii. Plessy vs. Ferguson and Brown vs. Board of Education
iii. Racial Profiling v.
Women’s rights vi.
Sexual Harassment vii.
Abortion viii.
Affirmative Action ix.
Equality of Opportunity x.
Homosexual Rights and Gay Marriage
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****IMPORTANT NOTE - BE SURE TO READ!!!****
After the third grading period we will have covered the entire curriculum the A.P. American Government and Politics course offers. The class will then begin an intensive review of all areas relevant to the AP Exam.
During this 4 th nine week grading period, you will be evaluated differently than the previous grading periods. Your
4 th nine week grade will be based on being in class and actively participating in class, but the primary way your grade will be evaluated is via having at least moderate success on two actual AP exams. Both exams will be an actual A.P. exam created by the College Board and will be graded in the same way as an AP Exam is graded, meaning that you will receive either a 1, 2, 3, 4, or 5 for the exam. A score on this exam of 4 or 5 will earn an A, a 3 will equal a B, a 2 will be a C, and a 1 will be an F. If you do poorly on these exams (averaging less than a 2, in other words), I will have no choice but to determine that you didn’t learn anything all year and are not trying to remedy that by working and studying hard at the very end. You must prepare properly and be able to demonstrate that you’ve learned the material in order to get a decent grade. There will be no projects and no homework during the final grading period - your only responsibility will be to prepare for the class AP exams and the actual AP exam in May.
ATTENDANCE
It is imperative that students attend all classes and arrive on time for each class. Obviously, this cannot always be the case, but students must understand that excusing the absence is the only way to become eligible for makeup work, and students must also understand that arranging for makeup work is the responsibility of the student. Dade
County policy gives a student three school days to make up work after their last excused absence. In other words, as soon as the student returns from the excused absence, he/she must immediately arrange to make up any work owed.
If a student does not arrange for makeup work or exams, it will result in a zero for all assignments given during their time away. If a student is aware he/she will miss class time, the student may ask for makeup work in advance of the absence.
If a student is absent on exam day, they must take an all FRQ makeup exam the day they return to class after being absent. Obviously, the student may not make up an exam unless they are officially excused for it. In other words, for your own sake, make sure to only miss an exam day if there is absolutely no way around it (family death, hospitalization, severe Illness, etc.).
These rules apply only to excused absences/tardies, field trips, or any other school sponsored activities.
CLASSROOM ETIQUETTE
It is my firm belief that successful classrooms are based on mutual respect. Therefore, we will respect one another, as well as our classroom, duties/responsibilities, school, staff, peers, and perhaps most importantly, ourselves. You will begin day one of this class with my promise to always treat you fairly and with respect. In order to maintain this respect, you must also freely offer it in return. Some of the more common issues that help to build this respectful classroom environment include, but are not limited to:

Keeping one’s hands and feet to themselves. Respect the others in class in this regard, please.

Cell phones will be used for class activities occasionally. However, unless we are using them for class please set your phones on mute and place them in your book bag/pocket/purse during class. During exams
I will collect all phones before the exam starts. If I see any electronic device in your hand, on your desk, on your lap during an exam, I will take your exam and make you take the all FRQ makeup. Repeat violations will result in referrals, parent- teacher conferences, and possible suspension. If this makes you a bit salty
(you guys are VERY attached to your phones!), please understand the following:

Miami-Dade County Public Schools does not prohibit students possessing electronic devices, but it prohibits the use of electronic devices in the classroom.

E-mails will be sent on a regular basis, usually to either link something interesting I want to share with you, or remind you of an upcoming due date or exam.

Students check their e-mail at least once a day – it’s usually best to do so after school hours.

Students are encouraged to use the e-mail for any academic course questions, issues, concerns, or comments; however, please use my email only for class business.
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 Stay awake! Participate! Ask questions! Challenge me when you feel I’ve said something in error or incorrectly or if you disagree with my point! If another student makes a statement you disagree with, challenge them –always be respectful when doing so, but do it!
ACADEMIC HONESTY
Students in this course will be expected to adhere to the highest standards of honesty and integrity regarding their academic output. Any act of academic dishonesty, such as plagiarism, copying another student’s work and passing it off as your own, or cheating on an examination, will not be tolerated. If such actions occur, an administrative referral and corresponding parent conference will be executed by the instructor. More importantly, you’ll have lost my trust and respect. That isn’t the sort of relationship you want with one of your instructors.
Anyone who helps another person to cheat in any way will be considered just as guilty as the cheater. In the legal field, any person who helps the criminal during or after the crime is called an accomplice or an accessory to the crime, and they are just as guilty as the accused. In my classroom, the same distinction will be made.
Final Notes
I will not grant (and will rescind) letters of recommendation to students who earn anything less than a B in any grading period. If I grant a recommendation letter request, students are required to e-mail me all details including
Common Application or any other pertinent details, including what date you need the letter by.
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Please sign and return the attached form.
-----------------------------------------------------------------------------------------------------------
I understand and agree to adhere to the syllabus and expectations of AP US Government and Politics.
Class Period________________ Date _________________
Student Name______________________________ Signature ________________________
Parent Name _____________________________ Signature _________________________
Student Email Address
______________________________________________________________________________
Parent Email Address
______________________________________________________________________________
Home Phone Number
______________________________________________________________________________
Work Phone Number
______________________________________________________________________________
Parent Cell Phone Number
______________________________________________________________________________
FILM ADVISORY
This class will show films, some of which include serious and mature material. Some of the movies will be rated R.
I want to reinforce the purpose of these movies as not purely entertainment. The objective is to provide a clearer understanding and perception of various concepts in the social sciences.
If you approve or have any objections to your child viewing such films, please acknowledge and sign.
__________ YES, I allow my child to view films of a mature nature (rated R). __________
NO, I do not allow my child to view films of a mature nature (rated R)
PARENT SIGNATURE: ________________________________________________________
STUDENT SIGNATURE: _______________________________________________________
The teacher reserves the right to modify the syllabus during the school year.
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