Syllabus

** Course Requirements and Planner **
 * AP US Government **


 * Textbook**

Edwards, George C, and Martin P. Wattenberg. 2016. //Government// //in America: People, Politics, and Policy, 16th edition.//New York: Longman.


 * Supplemental Reading**

Lasser, William. 2004. //Perspectives on American Politics, 4th edition.// Houghton Mifflin Company: New York. Woll, Peter. 2004. //American Government, Readings and Cases, 15th edition.// Pearson, Longman: New York. Major newspapers, magazines and teacher provided journal articles.


 * Standards and Expectations**

Welcome to AP US Government and Politics. The main objective of this course is to create a life-long interest in being an informed member of society and participant in the political process. The course is the equivalent of a college course and will be taught as such. You will take the Advanced Placement exam in May of this year. This syllabus is designed to help you understand what it will take to be successful in this class and on the AP exam.


 * Course Goals and Objectives**
 * Describe and compare important facts, concepts, and theories pertaining to U.S. government and politics.
 * Explain typical 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).
 * Interpret basic data 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


 * Requirements**

In addition, to have success in this class, you will need to stay abreast of current events and policy. The only way to do this is to study current political news stories found in major newspapers (//NY Times//, //Wall Street Journal//, and //Christian Science Monitor, The Houston Chronicle//) and magazines (//Newsweek, US News, Time//, and //The Economist//) – all of these have web sites.
 * Reading:** In order to be successful in this course, you must be well organized and manage your time wisely. One of the easiest ways to achieve these goals is to read the assigned material prior to the class period. The assigned readings will comprise a significant portion of the exams, quizzes and essays, not to mention help you avoid embarrassment during classroom discussions. You will find a series of questions attached to this syllabus. These questions will need to be completed by the assigned date. Dates will be posted in the room.


 * Research Projects:** There will be three research projects during the semester. Specific research guidelines will be given during the first week of each grading cycle. The topics are as follows:
 * Cycle 1:** Political Attitude Survey
 * Cycle 2:** Propaganda and Political Advertising (creating a TV commercial)
 * Cycle 3:** Presentation


 * Examinations:** Formal evaluations will be given at the end of each unit and will consist of two parts, a multiple choice test (45-60 questions), and at least one essay question. The structure of the test will be similar to that of the AP exam. The questions will evaluate your general knowledge of government as well as your ability to analyze quantitative and visually presented information (charts, graphs, maps and political cartoons). After the first exam, all other exams will be comprehensive-building on what you should already know.


 * Quizzes:** You may have periodic quizzes based upon the reading. The quizzes may consist of 10 to 15 multiple choice questions or they may be a timed writing sample. Just as with the exams, the quizzes will evaluate your general knowledge of government as well as your ability to analyze quantitative and visually presented information (charts, graphs and maps). **//I will not publish the dates in advance.//**


 * Grading:** Your cycle grade in this class is based upon the total number of points you earn. Everything that you do will have a point value. The more points you have, the higher your grade. The semester has three grading cycles (6 weeks each). The exams and the research project are major grades and will account for 60% of the semester grade. The quizzes, reading questions, weekly writings and all other class work will make up the remaining 40% of the semester grade.

** Scope and Sequence of AP Government ** Required Reading: Required Reading: Quantitative Analysis: Required Reading: Quantitative Analysis:
 * Unit 1**
 * The Constitutional Underpinnings of American Government (1 1/2 weeks)**
 * Text – Chapters 1-3
 * James Madison – //Federalist #10,// (Woll)
 * **EXAM 1 – January 17 & 18**
 * Unit 2**
 * Political Socialization, Media and Parties (1 1/2 weeks)**
 * Text – Chapters 6, 7and 8
 * Brooks, D. //One Nation, Slightly Divisible.// (Lasser)
 * Conduct “Student Political Attitudes” Survey; Compile, interpret and present data.
 * **EXAM 2 – February 6 & 7**
 * Unit 3**
 * Campaigns, Voter Behavior, and Interest Groups (2 Weeks)**
 * Text – Chapters 9, 10
 * L. Sabato: //The Misplaced Obsession with PACs,// (Woll).
 * Examine election data from the 2012 presidential election and hypothesize how public policy may change.
 * Research special interest contributions to local House members using the Federal Election Commission and other databases.
 * **EXAM 3 – February 27 & 28**

Required Reading: Quantitative Analysis:
 * Unit 4**
 * Congress (2 Weeks)**
 * Text – Chapter 11
 * M. Fiorina, //The Rise of the Washington Establishment//, (Woll)
 * Compare the 2014 Congressional election results to the 2010 and 2012 election results; Interpret and present findings
 * **EXAM 4 – March 21 & 22**

Required Reading: Quantitative Analysis: Required Reading: Quantitative Analysis:
 * Unit 5**
 * The Presidency and the Bureaucracy (2 Weeks)**
 * Text – Chapters 12 and 14
 * C. Rossiter, //The Presidency – Focus of Leadership,// (Woll)
 * Interpret and evaluate the presidential vote in 2012 by state representation in the Electoral College (maps and chart)
 * Analyze the “Purpling of America” map and present findings.
 * **EXAM – April 4 & 5 ***
 * Unit 6**
 * Public Policy (1 1/2 Weeks)**
 * Text – Chapters 16, 17 and 18
 * Davidson, R and Oleszek, W., //Domestic Policy Making,// (Lasser)
 * Analyze unemployment, and cost of living graphs
 * Evaluate household income tables and how the poverty line is determined
 * Interpret graphs on Social Security, healthcare and defense spending in relation to the budget.
 * **NO UNIT EXAM**


 * Unit 7**
 * The Judiciary and Civil Liberties and Civil Rights (2 Weeks)**

Required Reading: Quantitative Analysis:
 * Text – Chapter 15 and chapters 4&5
 * W. Brennan, //How the Court Arrives at a Decision,// (Woll)
 * The Bill of Rights and the 14th Amendment (text appendix)
 * Examine national public opinion poll data on abortion, gun control and the death penalty and compare it to student survey data. Make conclusions based on comparison.
 * Evaluate student demographic data for the local district, determine level of integration at local schools and identify factors that contribute to a school’s level of integration.
 * **EXAM 6 – May 16 & 17**

> What does Madison propose to control faction?
 * AP Government Reading Questions **
 * Unit 1: January 20**
 * James Madison “Federalist #10”**
 * 1) 1. For Madison, what is a faction? What are some modern examples?
 * 2) 2. What does Madison say is the principal cause of faction? Was that accurate for his time? Is that accurate today? If not, what is the root cause of faction today?
 * 3) 3. According to Madison, what would it take to eliminate faction?
 * 1) 4. Outside of what was mentioned here, what was built into the Constitution to combat faction?
 * 2) 5. How would Madison feel about the current state of politics?


 * Unit 2: February 10**
 * David Brooks “One Nation, Slightly Divisible” (Handout) **
 * 1) 1. What are the predominant characteristics of Red and Blue America? In what ways are Brook’s descriptions of Red and Blue America accurate? In what ways are they inaccurate?
 * 2) 2. What values do Red and Blue America Share? On what values do they disagree?
 * 3) 3. Why do Red and Blue America vote so differently on election night? What was it about George W. Bush that appealed to Red America? What was it about Al Gore that appealed to Blue America?

1. List and explain THREE common criticisms of PAC activity. 2. How does Sabato respond to the three criticisms you have explained in question #1? 3. Sabato sees PACs as "acceptable elements in the Madisonian framework". Why does he feel they are acceptable? How will they be checked if they are acceptable? 4. It is often said that PACs use their money contributions to buy the votes of members of Congress. What evidence do you have to support this statement? What are the factors that Sabato argues are more central to a congressman's consideration. 5. Do you agree or disagree that PACs play a useful role in the American political process? Explain.
 * Unit 3: March 3**
 * Larry J. Sabato "The Misplaced Obsession with PACs" **

1. What are the major assumptions that Fiorina makes about those in the Washington political "establishment"? 2. List and explain the three types of activities that congressman are engaged in. Why do they engage in these? How do these activities relate to the Framer's intent of the operation of Congress? 3. What are Fiorina's conclusions regarding Congress, the bureaucracy, and individual congressmen? 4. List three specific activities **that your congressman** has engaged in lately that supports the activities mentioned by Fiorina.
 * Unit 4: March 24**
 * Morris P. Fiorina "The Rise of the Washington Establishment" **

1. On what grounds does Rossiter claim that the President is to be "leader of the Executive Branch"? 2. How has the authority of the president as commander in chief been expanded since the founding? 3. Is it accurate to describe the president as "leader of the party"? Does this give him significant power? Explain. 4. Identify and explain the various leadership roles that the president fulfills. Provide specific examples from the Obama presidency that support Rossiter's thesis.
 * Unit 5: April 7**
 * Clinton **** Rossiter "The Presidency-Focus on Leadership" **


 * Unit 6: April 21**
 * Roger H Davidson and Walter J. Oleszeck “Domestic Policy Making” (Handout) **
 * 1) 1. What are the major stages of public policy making? Which institutions are most effective at each stage? Why?
 * 2) 2. Define these terms: distributive policies, regulatory policies, and redistributive policies. What are the defining characteristics of each?

1. How does a case get docketed with the Supreme Court? 2. Do you feel that the procedures of the Supreme Court described by Justice Brennan are adequate for the Court to meet its vast responsibilities? Explain. 3. List and discuss the various limitations placed upon the Supreme Court. 4. Evaluate Justice Brennan's statement that the Court is not a council of Platonic guardians, nor involved in making social, political, economic, or philosophical decisions.
 * Unit 7: May 5**
 * William J. Brennan, Jr. "How the Supreme Court Arrives a Decisions". **

Your responses to the supplementary reading questions may be submitted physically or electronically on or before the due date. My email address is: ronald.mcdowell@gccisd.net

** Don’t Forget - AP TEST – May 4 **