HONORS CIVICS
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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
Honors Civics is a challenging course that looks in depth at American government and politics. It also
includes units that demonstrate not only how American government was formed, but also the many factors
that influence today’s political process. The course will require students to read extensively, write proficiently
and think critically.
Text: Leeson, S., Branson, M., et al. We the People: The Citizen & The Constitution (Center for Civic Education,
Calabasas, CA: 2009).
Supplement: Mary E Webber, editor: The Federalist Papers in Modern Language (Merrill Press, Bellevue
Washington, 1999)
Note: Course readings subject to change.
SUMMER ASSIGNMENT:
1) Read A Brilliant Solution by Carol Berkin and write a 3-4 page book review.
2) Read the John Locke and Hobbes’s Leviathan summaries. What are the two strongest and weakest
arguments Locke and Hobbes make? Be prepared to discuss the readings in a Socratic seminar format.
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
Federalism
Civil liberties
Readings
Christian Science Monitor: “Rowdy politics…”
Selections from Bill of Rights Institute Workbooks
Federalist 10
Federalist 37
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 (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 The modern presidency
Lawmaking Foundations of the presidency
Constituency Stewardship theory
Filibuster Cabinet
Jurisdiction Federal bureaucracy
Conference committees Federal judicial system
Gerrymander Supreme Court
Standing committees Federal courts
Cloture State courts
Pork-barrel projects Judicial review
Party leaders Judicial activism v Judicial restraint
Readings
Six Common Mistakes about the Supreme Court
Washington’s Farewell Address
Federalist 78
The Creation of the American Presidency, Bill of Rights Institute
Lyndon Johnson and Ronald Reagan Two Views of Federal Power, Bill of Rights Institute
Griswold v Connecticut, Bill of Rights Institute
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 Interest Groups
Political participation Lobbying
Civic duty Politics and Media
Frequency of elections Electoral system
Candidates and campaigns Party organization
Readings
Statement of Purpose NOW (1966)
Various News Outlets
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
Monetary policy
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 necessary materials,
including pens/pencils and notebooks.
You will also be expected to participate in discussions and all classroom activities. Students are
expected to respect each other, the teacher and the classroom.
Homework: Students should expect to have homework every night. Late homework will not be
accepted. The only exception will be in the case of an excused absence.
Projects and Papers: Students will be given sufficient time to complete papers and projects. Work
submitted a day after the due date will be penalized one full letter grade. Satisfactory work
submitted later than one day will only receive half credit. A research paper is a required element of
the course.
Grading: Papers – 75% homework and participation 25%
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.
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 not completed in a timely
manner will receive no credit.
If you are going to miss class due to a field trip or vacation, it is your responsibility to inform the
teacher in advance, turn in any assignments that are due the day you will be out, and at the
teacher’s discretion take a test or quiz in advance. Students whose academic work is unsatisfactory
may not be allowed to miss class to attend field trips.