Civics and Government
St. Helena College and Career Academy
Course Syllabus
Instructor – Mrs. I. Smith
ismith@sthpk-12.net Conference Time 3:30- 4:30 Monday through Wednesday and
on Friday
Room SHA - 8
What is Civics and Government?
To some people, government is a complex array of bureaucrats, agencies, and
regulations. To others, it is an administrative organization set up to identify, define, and
resolve problems. Still others see it as a major source of public goods and services
while some complain that it as a massive lumbering bureaucracy. Whatever view you
hold, it is important to know what government is, how it works, the principles upon which
it was founded, how it affects lives, and how one can influence or change it. This is the
essence of citizenship and civic duty.
Introduction
Welcome to Civics and Government. Over the next nine months we will examine the
history, workings, influence, organization, and evolution of international, American
political thought, governmental systems and political processes. During this course of
study students will be instructed in content that is aligned with the Louisiana Common
Core standards for Civics and Government.
Activities
Due to the Common Core academic standards and benchmark anchors there is
a massive amount of content knowledge that students must master to successfully
complete this course of study. A variety of instructional methods to cover the Louisiana
state Common Core standards for Civics and Government will be utilized. These
methods and activities may include interactive power-point lectures, guided note taking,
group discussions, debates, research projects /presentations, small group/team work,
and stimulations.
Goals
Students Will:
 Describe reasons why government is necessary, explaining competing
ideas about the role of government in society
 Describe the structure and functions of the federal government as stated
in the United States Constitution.
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 Analyze the relationships between the United States and other nations;
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and evaluate the role of the United States in foreign diplomacy and
international trade.
Analyze and critique how the levels of government generate and allocate
revenues to carry out the functions of government.
Examine how citizens can participate responsible and effectively in
American civic and political life.
Explain how citizens can become effective decision makers by applying
fundamental economic concepts and reasoning skills in society.
Demonstrate and understanding of the elements of the United States
market economy within a global setting.
Apply economic principles to make sound personal financial decisions.
Resources
Academic
Resources
Utilized for Civics
and Government

Remy, Richard C. Ph.D. Civics Today: Citizenship,
Economics, & You. Columbus, OH:Glenco/McGraw-Hill.
2008

Stinebrickner, Bruce Ed. Annual Editions: American
Government.New York, NY: McGraw-Hill. 2013

Schillings, Denny. The Living Constitution. New York,
NY: McGraw-Hill. 2008
Primary Textbook
Supplemental
Readings
(College Prep)

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Overview of the Course
We will not be following the chapter sequence as it is outlined in the textbook. Below is
the following units/sequence we will be covering in class in order to address both PDE
academic standards and Benchmark Anchors
Unit #
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Description
Month/Date
The Foundation of Citizenship:
The Origins, Purposes, and Functions of
Government
The U.S. Constitution & Federalism
American Freedoms:
Civil Liberties and Civil Rights
The U.S. Electoral Process/Interest
Groups, Public Opinion and the Media
Ideologies & Political Socialization, Political
Parties, Elections, and Campaign Finance.
The U.S. Presidency and the Federal
Bureaucracy
International Politics, Foreign Policy, and
National Defense
The U.S. Congress
Public Policies and Services:
Economic Policy
Foundations of American Economics
Financial Literacy
August
September
September
Textbook
Chapters
Covered
1 and 2
October
3
4, 15, 16,
17
9, 10,&11
November
7
November
27
December
January
- February
March-May
6
14, 18
19,20,21
22,23, &24
“College Prep” Civics and Government
 Some college level reading, writing, and research are required. These college
level readings / articles will be used from Annual Editions: American Government
12/13(edited by Bruce Stinebrickner).
 There is not a mandatory summer reading requirement for “College Prep”
students.
 Students will complete either a current event report or political cartoon analysis
form each week.
 This course is designed for students interested in or considering pursuing postsecondary educational opportunities.
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This course is also designed to help students acquire high achievement levels on
EOC testing.
Benchmark Tests
At the conclusion of a defined block of study students will take a standardized
Benchmark Exam that will be utilized in all Civics and Government courses. The
purpose of these tests is to measure each student’smastery of content and skills as well
as helping prepare them for the state mandated EOC. There will be five Benchmark
Tests (EAGLE) throughout the course of this year.
Benchmark Test #1
Benchmark Test #2
Units 1, 2,
Unit 3 and 4
Benchmark Test #3
Benchmark Test #4
Benchmark Test #5
Units 5&6
Units 7 &8
Unit 9
Chapters 1,2, and 3
Chapters 4, 9,10,11, 15, 16,
&17
Chapters 7 and 27
Chapters 6,14, & 18
Chapters 20,21,22, 23 &24
Grading
Grades for Civics and Government are cumulative based upon all work that you
have completed in a marking period. You will be graded in a variety of ways during the
semester. Grades will be updated often on Power School.
Activity....................................................Value
Reading Quizzes
Unit / Chapter Tests
Benchmark Tests
Current Event Reports
Political Cartoon Analysis Reports
Research Papers/Oral Presentations
In- Class Assignments
Portfolio Reflections
5%
30%
30%
5%.
5%.
10%
10%
5%
Homework / Class Work
All homework assignments are due the first five minutes of class of the due date.
It is your responsibility to be aware of due dates and individual assignment
requirements while completing those assignments on time.
Mandatory Unit Supplemental Readings & Questions
(College Prep Students)
 Resource - Annual Editions: American Government 12/13 Edition or article
readings and analysis online.
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 College Prep Civics and Government must read one article for each unit
of study (the articles with an asterisk) and answer one question pertaining
to that reading.
Assignment Requirements:
1) Students must read the entire article before responding to the question(s).
2) As students read the article they need to highlight or underline key information
from the article. This will enable the students to refer back to the article when
responding to the question(s). The highlighted / underlined articles will be
attached to the submitted responses.
3) Students will complete the graphic organizer for each article that is read. This
will also be attached / submitted with the questions.
4) Students will select one question per reading assigned. The question(s) that
students selects to respond to will be formatted according to the attached
guidelines. It is strongly recommended that students type their assignments and
run a spelling / grammar check of their responses. All responses need to be
However, black or blue ink pen will be allowed for handwritten reponses.
5) double-spaced.
6) Minimum response length per question:
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College Prep – 75 to 100 words.
Civics & Government Annual Editions Article Reading Organizer
(Must be completed and attached to your questions)
Your Name:
Due Date:
Article Title:
Author(s):
All responses must be in complete sentences and be written in
bullets.
1) Overall Theme / Subject of the Article:
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2) Assertion(s) / Argument(s) made by the author(s):
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3) Supporting Evidence offered by the author(s):
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4) Identify / Define Key Terms and Individuals:
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Your Full Name
Proper Title Information includes
Your full name, instructor’s name,
course, date (day, month year)
Mrs. Smith
Civics & Government
August, 14, 2014
Unit 1: Article #1, Question2
Write out
the
question
Assignment Title
Explain why the Founding Fathers chose to create a Federal Republic at the
Constitutional Convention.
By 1787 it had become evident that the national government created under the
governments were also dysfunctional entities incapable of governing effectively with the
best example being Shay’s Rebellion in Massachusetts. Animosity, and in some cases open
conflict, between the states continue to grow as a weak national government was unable to
compel local governments to compromise with each other. The nation, in essence, was
tittering on anarchy as the public’s confidence in the national and state governments waned.
The Founders, most notable James Madison, realized that a more powerful national
government was essential to provide leadership and a degree of governing uniformity for all
states that was not permissible under the Articles of Confederation. So with that realization
by the leading political figures of the day why didn’t the Founders adopt an efficient unitary
Include an introduction and conclusion. Ensure
to indent for new paragraphs.
Double space and set a one-inch margin on all
four sides.
Articles of Confederation was failing to achieve political and economic stability. State
structure of government along the lines of the British parliament? Under this system, a strong,
unified national government would replace the role of state governments and establish uniformed
law and order throughout the nation. All power would flow from the top down.
The Founders were fully aware of the geographic vastness of the new nation along with
distinct regional economies and diverse populations. For a single central government to operate
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all governmental functions was both impractical and unacceptable. Individual states had a long
history of independence and self-determination and were not willing to surrender all of their
power to a centralized government structure.
Instead of adopting the unitary model of government, the Founders embraced a federal
system of governing that would permit the sharing of power between the various levels of
government while at the same time empowering the national government to create and enforce
rules essential in the governing of the nation. Under the U.S. Constitution the national
government would be the supreme governing body but would also permit states to create
governments and laws best suited to their individual wants and needs. In essence both a national
and state government would have sovereignty to governor, but their areas of concern would be
different. The national government would concentrate on issues that affected the nation as a
whole such as national defense, foreign relations, interstate trade, and treaties. State
governments would concern themselves with state issues such as the establishment of schools,
marriage licenses, and road construction and maintenance.
Under this arrangement the national government would have power and jurisdiction over
the states but would leave issues of a primarily local concern to state and local government. This
was the essential agreement reached in Philadelphia in 1787 with the adoption of the “Great
Compromise” as the framework of the U.S. government.
Remember to both spell and grammar-check the entire document. Ensure you have fully
answered what the question is asking. Submit a clean, professional looking paper.
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Political Cartoon Analysis Form (See level requirements)
1. Each week students will be required to submit a political cartoon and an accompanying
analysis form that will identify the author’s message, his bias, his audience, and a evaluation of
how effective the author was in accomplishing his or her goal.
2. An excellent source for political cartoons is at www.politicalcartoons.com.
3. Students will use the prescribed Political Cartoon Analysis form to complete this assignment.
The final product must be set up in the following format (Example):
YOUR FULL NAME:
FULL DATE:
PERIOD:
Political Cartoon Analysis Form (10 Pts.)
1. Source of the cartoon (You must use a MLA citation / easybib.com) (2pts.)
2. What is the political / social / economic issue(s) raised or addressed by the illustrator? (2
pts.)
3. What was the illustrator’s intent (or message)? (1 pts.)
4. What use of symbols did the illustrator employ to convey their point? (1 pt.)
5. Does this cartoon exhibit any ideological or political bias (is it pro/anti Democrat,
Republican, liberal, conservative, etc.)? (2 pts.)
6. What is your reaction to the cartoon (do you agree or disagree with their message; did it
challenge the way you perceived the issue)? (2 pts.)
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You must attach the cartoon to the back of this sheet
Civics & Government
Weekly Current Event Reports
(An analysis of government activity as reported by the media)
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Students are responsible each week to complete a current events article review
form.
This activity is worth 10 points and will be collected every other Friday
throughout the term unless otherwise announced.
Students must use the required format; the current event form must be
completed in either navy blue or black ink (pencil is never permitted). Preformatted forms are downloadable from my teacher web site.
Current events reports must focus on governmental / policy issues at the local,
state, national, or international level. Examples may include issues concerning
elections, the economy, foreign affairs, or the workings of a government agency).
Hard copies of this form are available in the classroom however most students
choose to download this form and type.
Do not email me your work. You need to produce a hard copy of it for grading /
evaluation.
It is strongly recommended that students always back up their work on a
flash drive / data key for every assignment.
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(Sample) Civics and Government Current Events Form (10 Pts.)
(This form must be typed or filled out using blue or black ink pen)
YOUR FULL NAME: Joseph Smith
FULL DATE: August 14, 2014
PERIOD: 1st
1) SOURE OF INFORMATION (2 pts.)
MLA FORMATTED CITATION (Please usehttp://www.easybib.com and cut and past the proper
citation below):
“Obama Signs Expanded Violence Against Women Act.” Obama Signs Expanded Violence Against
Women Act. n.p., n.d. Web. 07 March 2013.
http://news.msn.com/politics/obama-signs-expanded-violence-against-women-act-1>.
2) STATE THE OVERALL THEME OR SUBJECT OF THE ARTICLE (1 pt.):
President Obama signed an act (law), which expands upon the Violence Against Women act that
previously existed.
3) LIST AT LEAST THREE IMPORTANT FACTS HIGHLIGHTED IN THE STORY (3 pts.)
(This may include data, specific events, statements, etc.):
A) President Obama signed the act today with much fanfare.
B) Many Republicans were opposed to the Act on ideological grounds; nonetheless the expansion was
enacted into law.
C) The Act provides fro more protections to homosexuals and Native Americans and also aims to
increase protection on college campuses against sexual abuse.
4) IDENTIFY AND INCLUDE SPECIFIC EXAMPLES OF BIAS THAT YOU FOUND IN THE ARTICLE
(Was the article written to favor a particular point of view – pro-Democratic, pro-Republican,
liberal, conservative or was it written in an un-bias manner?) (1 pt.):
The article was written in a not partisan (un-biased) manner but did subtly emphasize a pro-Democratic
position. “Continued resistance became less tenable for the GOP after its less-than-stellar performance
among women voters in November’s election.” This statement put the GOP in an unflattering light.
5) EVALUATE THE POTENTIAL IMPACT OF THIS STORY ON SOCIETY. WHAT IS YOUR OPINION
ON THE ISSUE BEING REPORTED? (2 pts.)
This act will hopefully continue to reduce violence against females and specifically help to assist victims
of assault on college campuses and Native American reservations. I support the president’s actions in
passing such an Act. This law could help to reduce the risks of attacks or deter an assailant from
escaping justice.
6) INDENTIFY ANY UNIQUE TERMS / CONCEPTS THAT WERE MENTIONED IN THE ARTICLE AND
WRITE A SHORT DEFINITION/EXPLAINATION (EXAMPLE – NAFTA (NORTH AMERICA FREE
TRADE AGREEMENT – A free trade agreement between Canada, the U.S. and Mexico. If you do
not come across any new terms simply write N/A.)
(1 pt.):GOP – Grand Old Party (Republicans)
Final Note – Please reduce and standardize the type/font so that your C.E. Report fits on a single
page. You DO NOT have to include the actual article with your report – only the citation.
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College Prep
Civics and Government Current Events Form (10 Pts.)
(This form must be typed or filled out using blue or black ink pen)
YOUR FULL NAME:
FULL DATE:
PERIOD:
1) SOURE OF INFORMATION (2 pts.)
MLA FORMATTED CITATION
(Please usehttp://www.easybib.comand cut and past the proper citation below):
2) STATE THE OVERALL THEME OR SUBJECT OF THE ARTICLE(1 pt.):
3) LIST AT LEAST THREE IMPORTANT FACTS HIGHLIGHTED IN THE STORY(3
pts.)(This may include data, specific events, statements, quotes, etc.):
A)
B)
C)
4) IDENTIFY AND INCLUDESPECIFIC EXAMPLES OF BIAS THAT YOU FOUND IN
THE ARTICLE(Was the article written to favor a particular point of view – pro or anti
Democratic, Republican, liberal, conservative etc. or was it written in an un-bias manner?)(1 pt.):
5) EVALUATE THE POTENTIAL IMPACT OF THIS STORY ON SOCIETY. WHAT IS
YOUR OPINION ON THE ISSUE BEING REPORTED? (2 pts.)
6) INDENTIFY ANY UNIQUE TERMS / CONCEPTS THAT WERE MENTIONED IN
THE ARTICLE AND WRITE A SHORT DEFINITION/EXPLAINATION (EXAMPLE –
NAFTA (NORTH AMERICA FREE TRADE AGREEMENT – A free trade agreement between Canada,
the U.S. and Mexico. If you do not come across any new terms simply write N/A.)
(1 pt.):
Final Note – Please reduce and standardize the type/font so that your C.E. Report fits on a single
page. Civics & Govt. - You DO NOT have to include the actual article with your report – only the
citation.
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INDENTIFY NEW TERMS / CONCEPTS THAT WERE DISCUSSED IN THE ARTICLE
AND WRITE A SHORT DEFINITION:(1 PT)
MLA Citation Formats For Commonly Used Sources
Magazine Article
Author (Last Name, First Name). “Article Title.” Magazine Title Date (Day Month Year):
Page Number.
Example
Di Rado, Alicia. "Trekking through College: Classes Explore Modern Society Using the
World of Star Trek." Newsweek 15 Mar. 1995: A3.
Newspaper Article, (Signed)
Barrow, Matthew. "Skipping School? Plan On Walking." Sacramento Bee. 13 Oct. 1999:
A1+.
Newspaper Article, (Unsigned)
"Is Bill Clinton a Player Again?" National Enquirer. 16 Mar. 1999: A-14.
Newspaper Article (Newspaper Website)
Author (Last Name, First Name). “Article Title.” Source. Date Posted. Date Accessed.
URL.
Example
Achbach, Joel. "America's third parties." Washington Post. 5 May 2002. 20 July 2003.
http://www.washingtonpost.com/wp-dyn/articles/A13425-2202May1.html.
Website
Author (Last Name, First Name). “Article Title.” Creator of Website. Date of Website.
Sponsoring Organization of Website. Date Accessed (Day, Month, Year) URL
Example
Lynch, Tim. "The Threat of Militias." Psi Phi: Political Science Club. 1996. Bradley
University. 8 Oct. 1997
<http://www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html>.
Television News
“Title of the Story”, Reporter’s Name, NBC Nightly News. WNBC, New York. 14 April
1990.
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The Student Portfolio
1. All students are required to maintain a classroom portfolio. All work that you complete
(essays, tests, quizzes, research papers, etc.) will be placed in your own personal portfolio that
is maintained in a filing cabinet in Room SHA-8
2. You are required to write a reflection on the quality of your work and your grade upon its
return. These reflections will be maintained in your portfolio and will be evaluated at the end of
each marking period based upon the quality of thought and reflection you put into your
reflection. The portfolio grade will count for 25 class work points and will be evaluated at the
end of the marking period.
3. You may review your portfolio in the morning before homeroom or during class time. The
portfolio, however, will remain in class and will be kept until the following school year. If your
parents wish to review your portfolio you may sign it out at the end of the school day but it must
be returned the next morning before homeroom.
Portfolio Set-up and Maintenance
1. You will receive a file folder in class. Print your name on both sides of the tab.
2. You will receive a number of portfolio record sheets. Paper clip these sheets on the inside
front cover and sequentially number them one to five.
3. When you receive a graded assignment you will place it your portfolio according to the date.
You will record the entry on the record sheet and write a personal reflection regarding your effort
regarding your assignment and the grade you received.
Examples:
I received a B on my First Amendment essay. I spent about 45 minutes
working on this essay.Mrs. Smith noted that my content was interesting but that I
made too many spelling mistakes. Next time I plan on having someone proofread
my paper and rewriting it neatly so I can get an A.
I forgot to complete my homework assignment on time and received a
zero. I thought that I would have enough time in study hall to get all of my
schoolwork done but now I realize I have to plan my time more carefully. I’m
going to try to get an A on the next assignment to help pull up my score.
Unacceptable examples:
“This is stupid.”
“Whatever . . . “
“I don’t care.”
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Portfolio / Journal Reflection #
Today’s Date Title of the Assignment:
/ /
Due Date: / /
Score
What was my
overall
Impression of
the assignment?
(What did I think
of it?)
How could I
improve in the
future?
Portfolio / Journal Reflection #
Today’s Date Title of the Assignment:
/ /
Due Date: / /
Score
What was my
overall
Impression of
the assignment?
(What did I think
of it?)
How could I
improve in the
future?
Portfolio / Journal Reflection #
Today’s Date Title of the Assignment:
/ /
Due Date: / /
What was my
overall
Impression of
the assignment?
(What did I think
of it?)
How could I
improve in the
future?
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Score
Name_________________
Date/Marking Period_________________
Civics and Government
Marking Period Portfolio Evaluation Rubric
Score
Range
21-25
16-20
11-15
6-10
0-5
Depth of Response/Reflection
You always make a personal connection with your
work. Your responses are thoughtful and contain
several specific details from various assignments
and activities. (Excellent).
You make a personal connection with your work
most of the time. Your responses are mostly
thoughtful and contain at least one specific detail per
reflection regarding the assignments. (Very Good).
You attempted to make a personal connection with
your work. Your responses/reflections indicate little
thought and contain no specific details about the
assignment. (Average).
You fail to establish a personal connection with you
responses/reflections. Your responses/reflections
indicate little thought and contain no specific details
about the assignments. (Needs Work!)
There is little, if no evidence of responses/reflections
regarding the marking period assignments. You
have failed to respond to at least three or more
assignments/grades. (Unacceptable).
Score:
Comments:
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Should I type my work or not?
If your handwriting is not very legible and is difficult for others to read what you have
wrote I would recommend that you type all of your work. By using a word processing
program you can also spell and grammar check your work prior to submission.
Classroom Rules and Expectations
1. Class begins when the bell rings. Students must be seated and silent when the bell
rings. Please take care of any of your restroom needs prior to the start of class. Do not
hang out in the hallway until the bell rings or you may be assigned a tardy.
2. Students are expected to come to class prepared each day with their notebook and
writing utensil. Students are responsible to submit all homework assignments on time.
3. Students must raise their hand to be recognized to speak and should be silently
attentive when the teacher or other students are speaking.
4. Food and drink are not permitted in class. Water bottles are not permitted in class
– this is the school board’s policy. Only students with notes from the nurse are
permitted to have/use water bottles.
5. Sleeping or dozing off will not be tolerated in class.
6. Cell phones, text messengers, IPods, digital cameras or any other electronic devices
are not permitted to be on or operated in class. Use of these devices will result in them
being confiscated and turned over to the administration.
7. All purses/bags are to be placed either under your seat, on the floor.
8. Students are not permitted work on assignments from other classes while in Civics &
Government class. You need to do you English, Math, and Science work in those
classes. This includes doing homework, reading books, or reviewing sheet music.
9. If a student wants to discuss a problem or issue with the teacher they should
schedule an individual conference at an appropriate time so that solutions can be
private, positive, and productive.
10. Disciplinary consequences are at the discretion of the instructor. These may
include parental contacts, detentions, or office referrals. The best course of action is to
follow the rules so we can enjoy the benefits of an orderly classroom and co-operative
atmosphere.
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Plagiarism & Cheating Policy
In any academic environment, it is essential that each student be responsible for his/her
own accomplishments. Cheating, copying another student's work, and plagiarism
are unacceptable practices.
When it has been determined that a student has cheated, copied, or plagiarized, the
student will receive a grade of zero for the examination, homework, report, project, or
any other form of work submitted for assessment or evaluation. If it can be determined
whom the student copied the work off of that individual or individuals will also be
punished in a like manner. The teacher will notify the student's parents/guardians and
refer the student(s) to the building administration for disciplinary action. Additional
infractions by the student will result in the above academic penalty, suspension, and a
parent/guardian conference with the principal.
Cheating: The giving, receiving, or using of aid or assistance not authorized by the
teacher on a test, quiz, or any other form of work submitted for assessment or
evaluation.
Plagiarism: The unacknowledged use of another person's work. This use would
include words, phrasing, data or ideas, whether published or unpublished, in any form of
work submitted as the student's own for assessment or evaluation. ) Example: This
syllabus was obtained from the internet and I used the template to insert my class
requirements.)
Late Work and Missed Classes
All assignments are due at the beginning of class on the assigned due date.
Class activities that were missed due to an excused absence will fall under the St.
Helena School District late work policy. Remember, if you are missing work it is
your responsibility to see the instructor to get the missing work. Check Web
Grades often to see what assignments you have missed for excused absences.
Bad Weather Day Policies
If school is closed due to a snow emergency, all scheduled assignments, reports,
quizzes, or tests will be due the next school day. If an assignment is scheduled for
Friday and school is cancelled, the assignment will be due on Monday. Early dismissals
and delays will be handled in the same manner. If class is scheduled to meet on a
delay day you will be required to complete/have completed the assignment. If class
does not meet due to an early dismissal or delay, all work will be due the following
school day.
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