Course Syllabus
AP U.S. Government and Politics Syllabus
Course Description: What is the course about? (Or: What have I gotten myself into?)
The Advanced Placement U.S. Government and Politics course is designed to teach American Constitutional government. This is an intensive study of the formal and informal structures of government, interpretation of original documents, political beliefs and behaviors, political parties and interest groups, national institutions and policy processes, and law.
Throughout the course your reading, research, and participation are intended to assist you in cultivating a critical perspective of government and politics in the United States. While the primary focus of the course will be on how the government functions today, we will also be examining the nature and historical development of our system. We will be looking at both general concepts and specific case studies during the course, with emphasis on evaluating, comparing, contrasting, analyzing, and documenting and supporting ideas. You will find that you will, on occasion, have to set aside your own views and opinions -- an ability many of you will have to work to develop and which our written assignments, debates, and discussion should give you practice.
Like any Advanced Placement course, Government and Politics is a demanding college-level course. You will be required to read thoroughly not only the course text and assigned supplementary materials but also to augment this material through your own independent research. This you will critically apply to the political nature of current governmental policies and analyze the ramifications of those policies. A word of caution to this tale: the tests will presume you have read and understood the text. All text content will not be covered in class. In class work will supplement and highlight but it is not a substitute for your reading and understanding of the text. You WILL see material on the test that was not covered in class but is in the textbook. A primary goal of this course is to make sure students are exposed to all material that will be covered on the AP exam. In achieving this goal the academic environment needs to remain at a high level, fueled by students who are highly-motivated self-starters. Due to the structure of the North Carolina academic calendar, the AP exam will come about a month before the end of the school year. As a result we will need to move quickly through the text and material in order to be fully prepared by the second week of May.
The daily class format will fluctuate. We will have lectures, discussion seminars, analysis of issues, engage in critical writing, hold issue-related debates, and conduct simulations. In order for you to profit from what we do in class you will need not only to participate but also to keep up with the required (text and supplemental), and voluntary, reading.
AP Government and Politics covers the following subjects:
- Constitutional Underpinnings [5-15% of AP Exam]
- Political Beliefs and Behavior [10-20% of AP Exam]
- Political Parties, Interest Groups, and Mass Media [10-20% of AP Exam]
- Institutions of National Government* [35-45% of AP Exam]**
- Public Policy [5-15% of AP Exam]
- Civil Rights and Civil Liberties [5-15% of AP Exam]
*There are no questions about state and local government on the AP Exam
**Note that this constitutes nearly half the exam
Course Literature: What will we be reading?
Primary Course Text:
American Government: Institutions and Policies, 10th ed., Wilson, James Q. and Dilulio, John R., Jr. Houghton Mifflin Company, Boston and New York, 2005.
ISBN 978-0618562442
This text will provide the basic structure and information for the course.
Supplementary Test Guidebooks and Flashcards (available both in bookstores & online)
Barron’s, Cliff Notes, Cracking the AP Exam, etc. - available from various publishers.
Highly Recommended. Several include strategies for understanding and successfully handling both the multiple choice and free response sections of the test, as well as a general course review.
Supplementary Materials
AP Government Reader - Classic Ideas and Current Issues in American Government, 1st ed., John J. Dilulio, Jr., Cengage Learning, Stamford, Connecticut, 2006.
Other Supplementary Materials:
Various Handouts - from primary sources, such as government documents, Supreme Court opinion selections. To be read for directed discussion and/or written analytical responses. Others will come from critical articles on aspects of government and politics, such as different political viewpoints and perspectives.
News and Journal Articles - readings from these materials will serve as discussion points and illustrations of what you’ve learned about government and politics in action. Your knowledge of current events will be assumed as well as assigned. Be sure to keep up. Beyond what is provided in class, be sure to make use of multiple sources of broadcast, print, and internet sources on your own.
Broadcast/Online News Sources - we’ll use these in addition to print media. In addition to well-known sources, major news networks, C-SPAN,, check out others online such as BBC News and Christian Science Monitor.
Also check out National Public Radio for the news: NPR - local station WFAE @ 90.7 FM
Other sources you may want to check out:
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Al Jazeera English |
http://www.aljazeera.com/live/ [Available for Online Streaming; also on Connected TV] |
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Arab World News |
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BBC World News* |
http://www.bbc.com/news/world/us_and_canada/ [DirecTV 346; Time Warner 209] |
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Nightline |
http://abcnews.go.com/Nightline/ Weekdays 12:35am [DirecTV & DISH 9; Time Warner 4; Free on Hulu & WATCH ABC] |
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PBS Newshour |
http://www.pbs.org/newshour/#the-rundown Weeknights 6/7pm |
Course Evaluation and Assessment
This course will be graded using the total point system. You can keep track of your grades by adding up the number of points you earned on assignments and dividing that number by the total number of points possible. [i.e. 278 points earned/300 points possible = 92.6, or 93%]
Reading Logs are not required. However, you may submit them before/on the day of the test covering the material. Complete reading logs will add 5 points to your test score. Incomplete reading logs will not be accepted. This is the only “extra credit” offered for this course.
Tests will cover reading, primarily, but will also cover material from class and, occasionally, current events. Not all questions will come from our classwork or your reading. Each test will include at least one free response question (FRQ), which might require you to use your knowledge to think and analyze in areas we have not covered. Writing and review of these questions will prepare you for the FRQ sections of the AP Exam. Points for tests will vary from 100 to 120. Rewrites are usually an option because they are a good learning tool. Tests are generally given on a weekly/bi-weekly basis.
Quizzes will be based on the reading, both from the textbook and supplementary. Expect a reading-based quiz on the day you should have completed a book chapter. You may use any handwritten notes you take (on the reading) on the day of the quiz.
The Final Exam will be administered as a mock AP Exam prior to the actual AP Exam and will count as 25% of your final grade.
The AP Exam will not count toward your course grade but it is highly recommended that you take it. You’ll be doing a lot of work for this course so you’ll have earned the right for a shot at college credit. Otherwise, why are you taking this class? The extra 2 quality points will only be awarded to those who take the AP exam. In other words, you’ll have done all that work and only get honors credit. Fee reductions or funding is available if the cost of the exam is a problem, even if you’re taking multiple exams. Guidance will lay out deadlines for commitment to take the exam, payments, and collections of fees. A missed deadline may mean that you missed the exam.
Discussion Seminars will be held based on your assigned reading and other inputs. Your grade for discussions will be based on the frequency and quality of your participation. Your input should be informed, incisive, and well-considered. (PREPARE) Students will facilitate some discussions. You’ll be notified well in advance so you can prepare. Seminar points will vary from 25 - 50 points.
Simulations We will attempt two all-class simulations - the Presidency and Congress. A fair portion of the research and preparation will have to be done outside of class. Your grade will be a function of your engagement and the quality of your research and the content of your input. Simulations will usually count around 100 points. [Note: these are dependent on class size.]
Other Assignments Have the expectation of at least one assignment, other than reading, writing, and discussion participation, per unit. These assignments include group projects, research, and full-class activities (like Fantasy Congress) that lie outside the scope of Simulations. Minor assignments will usually count around 50 points, major assignments around 100.
Formal Debates will be held as our schedule allows. You will receive the requirements and format for verbal argument and documentation prior to the first debate. 80 points will be awarded for well-researched and aggressively defended positions and presentations.
Written Assignments will be given weekly to bi-weekly as a rule and will be at least partially based on your assigned readings. It is expected that you will access material outside of the notes and textbook in order to respond. If more than one day’s notice is given, these will be typed: Times New Roman, size 12, black, double-spaced, no exceptions. These assignments may take the form of discussion questions, essays, Free Response Questions (FRQs) or timed writings (unannounced). You will also be required to attend one Community Meeting (a meeting of elected officials) this semester. This assignment can be substituted for one of the assigned written assignments. *some exceptions apply
Essays will be written in a formal style. In most cases, essay assignments will require you to defend a position with which you do not agree and/or to attack your own position. Items assigned in written assignments will include clarity of thesis, effectiveness of arguments, effective use of supporting details, organization, command of language and proper usage [grammar]. Written assignment point values will run from 25 to 50 points.
Unexcused late assignments will not be accepted.
Discretionary points may be awarded for outstanding work on one or more major assignments, such as a simulation, or a run of excellent well-written assignments.
Approximate percentage of six-week grade:
Tests and Quizzes 40%
Simulations 15% [second & third six-week periods]
Or Other Assignments 15% [in lieu of Simulations]
Discussion Seminars 10%
Debates 15%
Writing Assignments 15%
Discretionary 5%
A note on time usage: You will experience a great deal of overlap in the workload. Budget your time carefully so your work will be completed promptly and be of good quality. Read ahead if and when you can! Remember, this is a college-level course and you’re getting extra quality points for it. Use it to plan ahead for heavier weeks or the demands of your own schedule.
Daily Requirements
- Demonstrate Mutual Respect – if the teacher or another student is talking, you should wait your turn to speak (just like in Congress). Likewise, the teacher will not interrupt students giving a response related to course discussion.
- Come Prepared to Work – materials you will need every day are:
- Chromebook (charged or with charger)
- Textbook
- Pen (blue/black) OR Pencil
- Paper (3-hole punch)
- Class Binder (1”-2” rec.,
WITH TABS) - Highlighter
Come Prepared to Participate – you are required to ask questions!
Course Expectations
I expect serious approaches to all of your work in this class. Each day, all necessary materials should be brought to class. This includes printed material. You will not be allowed to leave class to print something that is due that day. Plan accordingly.
Discipline and Tardies: I will abide by, and enforce, the guidelines as set forth by the County Board of Education and the school. The most important thing to remember is to be respectful of the rights and sensitivities of others.
In all classrooms, instruction occurs from bell to bell. If a student is not in class when the bell rings, a Tardy Pass or note from a teacher, will be required to enter class. Students who are in the hall after the bell, without a pass, will have to go to the front office area to receive a Tardy Pass from the ISS Coordinator. Tardies are cumulative and will begin over at the semester change. Penalties for tardies are in the Student Handbook.
Plagiarism and Cheating: Plagiarism is presenting borrowed information as a student’s original work. This may involve complete essays or research papers or paraphrases, direct quotations, summaries, or translations derived from translation services or software. Plagiarism is a form of cheating and is usually dealt with severely in higher education, including a failing grade on the assignment, a failing grade in the course, or even academic probation or expulsion.
- 1st Offense - Any student who is guilty of cheating or plagiarism will receive a zero for the work and will not be allowed to make-up the assignment. The parent/guardian of the student will be notified by the teacher.
- 2nd Offense - A student who receives a second violation will result in two days of ISS. Any subsequent offense will result in up to a three-day OSS (out-of-school suspension).
Make-Up Work: Any time a student is lawfully absent from class, he/she will be given an opportunity to make up any class work, homework, tests, or examinations missed. In cases where the work missed as a one-time activity that cannot feasibly be reproduced (field trips, production work activities, and/or internships), the student will be given an alternative assignment in lieu of the original assignment.
Upon returning from an excused absence, students will be given two days to make up the work missed for each day absent. When arrangements are not made by the student to make up work, or if the make-up work is not completed on time, the student will receive no credit.
Students who have an out-of-school suspension and students with unexcused absences and tardies are encouraged to make up all missed work but are only allowed to make up major tests or projects (i.e. research papers) for credit and take semester exams.
Teachers will record zeros on daily work for out-of-school suspensions only when the entire class was required to do work
Course Schedule
Use this schedule as a ROUGH planner. Keep it with you at all times as it is likely to be a working document, i.e. it will be changing as we go. As a result, some topics may be accelerated and other stretched. Written assignments are subject to change. Outside reading will often be assigned as we go.
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Week |
Primary Objectives/Discussion Points |
Assignments & Activities |
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1 Jan. 30 – Feb. 2 |
American Democracy - Course Overview; Basic Goals ★ Informed Citizenry Foundational to Democracy ★ Speaking and Acting Substantively ★ Social Compact - Idea of Democracy ★ Concept ★ Basic Ingredients - Politicization - Who’s in charge? (Who has the power?) |
- Read Wilson/Dilulio Ch. 1 - Reading: The Power Game, Smith (p. xiii - xxii; 20-27) - Discussion on Democracy and Power: 4 Theories - View: The West Wing: The Lame Duck Congress
- Quiz #1 (Ch. 1 & The Power Game) - Canvas Discussion: Federalist Papers
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2 Feb. 5 – 9 (Feb. 7th is an Early Release Day) |
The Constitution/Federalism - Government by Document - Correcting the Weaknesses of the Articles of Confederation - Republic v. Democracy - Federalist -- Anti-Federalist Debate - Separation of Powers - Checks and Balances - Amendment Process - Federalist #10 & 51 and factionalism - Mindset of Framers & Enumerated Powers - Power-Sharing with the States ★ Historical Overview of Federalist Periods ★ Was Patrick Henry right? ★ Federal v. Confederate v. Unitary - Current Challenges to Full Faith & Credit - Federal Grants and Mandates |
- Read Wilson/Dilulio Ch. 2-3 - Reading: The Federalist Papers, Intro, #10, #51 - Reading: How Not to Read the Constitution, Tribe & Dorf - Assessment of the Articles of Confederation - Take Political Sorter [politicization, assimilation] - Constitution Chart - Discussion: Advantages/Limitations of document-based government - Further Discussion: Is America too large to be truly democratic? - Discussion: Federal grants, Federal power and state power - View: Annenberg Classroom: Key Constitutional Concepts
- Written Assignment: Who Governs and to What Ends? - Written Assignment: Political Self-Assessment and Position Paper - Test 1: Textbook Ch. 1-3 + notes & supplementary reading |
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3 Feb. 12 – 17 |
American Political Culture/ Public Opinion - Formation and Makeup of American Political Culture - Formation of Public Opinion - Sources ★ Cleavages of Opinion ★ Characteristics of Opinion ★ Media, Public Opinion, and Voting Behavior ★ Policy Elites - Measuring and Responding to Public Opinion - Isolationism, Fragmentation and the Future of Democracy - Social Capital and Civil Society - Political Efficacy |
- Read Wilson/Dilulio Ch. 4, 7 - Reading: Selections from Bowling Alone, Putnam - Analyzing graphs of political efficacy
- Quiz #3 (Ch. 4) - Quiz #4 (Ch. 5) - Written Assignment: Loss of Social Capital and Congressional Gridlock |
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4 Feb. 19 – 23 |
Political Participation/Political Parties - Two-Party System - Types and Role of Third Parties - Modern Political Landscape - Weakening of Parties - Fundamental Major Party Positions [c/c with Fed/Anti-Fed Debate] ★ Democrat and Republican Disagreements ★ Democrat and Republican Consensus - Political Coalitions - Voter Behavior and Voting Patterns ★ Turnout ★ Gender, Race, and Income Patterns ★ Low Voting v. Low Participation |
- Read Wilson/Dilulio Ch. 8-9 - Reading: Selections from Bowling Alone, Putnam - Discussion: American political behavior and the future of American democracy
- Written Assignment: Power of party and congressional independence - Quiz #5 (Ch. 8) - Quiz#6 (Ch. 9) - Test 2: Textbook Ch. 4, 7-9 + notes & supplementary reading |
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5 Feb. 26 – Mar. 2 |
Elections/Interest Groups/The Media - Advantages of Incumbency and Impact on Democratic Process - Media Influence and the Horserace - Spiral of Silence - Growth of Power and Interest Groups - Nature of Lobbying -- What it gains & what it doesn’t ★ Clearing Up Misunderstandings - Role of Money in the Process -- Impact on Democracy ★ Soft Money v. Hard Money ★ C/C Funding for Incumbents & Challengers ★ Attempts at Campaign Finance Reform ★ Federal Election Campaign Reform Act and Rise of PACs ★ Spending and the 1st Amendment - Election Process and Campaign from Candidacy to Primaries to Convention to Election |
- Read Wilson/Dilulio Ch. 10-12 - Video: The Unelected - the Lobbies - Visiting opensecrets.com - Visiting politicalpartytime.org - Podcast: NPR’s This American Life, “Take the Money and Run for Office” - Begin Fantasy Congress
- Quiz #7 (Ch. 10) - Quiz #8 (Ch. 11) - Written Assignment: How Media shapes/influences the political process |
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6 - 7 Mar. 5 – 16 (Mar. 7 is an Early Release Day) |
Congress - Structure of Congress [Great Compromise] - Congressional Elections - Apportionment and Reapportionment -- Gerrymandering, Baker v. Carr, Shaw v. Reno, Safe Seats - Committee Structure -- Power and Make Up of Committees - Party and Committees - Leadership Positions - Legislative Process -- Include Power of Congressional and Committee Staffers ★ House ★ Senate - Power of Congress -- Including Competition with and Oversight of the Executive ★ Legislative ★ Non-Legislative [incl. casework] |
- Read Wilson/Dilulio Ch. 13 - Reading: Smith, The Power Game, (p. 20-40) - Reading: Marini, “The New Congress; Keystone of the Administrative State” - Discussion based on Reading - View: The Elected: Congress - View: A Day in the Life of a Senator/Representative
- Written Assignment: Implications of Congressional Gerrymandering - Quiz #10 (Ch. 13) - Test 3: Textbook Ch. 10-13 + notes & supplementary reading |
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8 Mar. 19 – 23
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The Presidency - Power of the Presidency ★ Ambiguity of Article II ★ Presidential Personality and Leadership ★ President v. Congress ★ Appointment Power - Techniques and Track Records with Congress - War Power and Foreign Policy Power - Electoral Process - Electoral Coalitions - The President and Policy Making -- Overview ★ Domestic and Economic ★ Foreign and Military - All the President’s Hats - Executive Office of the Presidency - Power of Staff |
- Read Wilson/Dilulio Ch. 14 - Reading: Smith, (p. 3-19) - View: The Elected - The Presidency and Congress - View: The West Wing: Shibboleth (as time allows)
- Quiz #11 (Ch. 14) - Written Assignment: Presidential Power and a Nebulous Article II |
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9 Mar. 26 – 29 (Mar. 30th is a Holiday) [Spring Break is Apr. 2 – 6] |
The Bureaucracy - Federal Bureaucracy and Weber Thesis - Department/Agency Structure - Independent Agencies - Regulatory Agencies - Federal Agencies and Separation of Power ★ Executive and Legislative Power of Agencies ★ Impact of Activist Government on Growth of Agencies - Federal Agencies and Congressional Oversight - Iron Triangles and Issue Networks - Civil Service - Presidential v. Congressional Control |
- Read Wilson/Dilulio Ch. 15 - Reading: Kesler, “Separation of Powers and the Administrative State” - Discussion: Influence of iron triangles and policy networks on policy making and expediting
- Written Assignment: Congressional Power and Separation of Power
- Quiz #12 (Ch. 15) - Test 4: Textbook Ch. 14-15 + notes & supplementary reading |
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10 Apr. 9 – 13 |
The Policy Making Process/ Economic Policy/ Social Welfare - Otto von Bismark -- Laws & Sausages - In Terms of Power: Who Pays, Who Benefits: Process and Power ★ Majoritarian ★ Client ★ Interest Group ★ Entrepreneurial - Social Policy -- Majority Rule v. Minority Rights and Opportunity - Economics -- Equality of Opportunity or Equality of Outcome? - Security v. Liberty - Limits on Budget Process and Spending ★ Entitlements ★ Impoundment Act of 1974 - Healthcare - Social Security |
- Read Wilson/Dilulio Ch. 17-19 - Discussions: ★ Patriot Act ★ Medicare ★ Global Warming ★ Energy Policy - Reading: National Geographic, “Hungry in America” (as time allows)
- Written Assignment: Congressional decision-making and agenda setting [overlapping and conflicting loyalties] OR - Written Assignment: Externalities of Environmental Legislation - Quiz #13 (Ch. 18) - Quiz #14 (Ch. 19)
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11 Apr. 16 – 20 |
Foreign & Military Policy/Environmental Policy - War Powers Resolution of 1973 - Economics and Foreign Policy ★ MFN ★ Oil, Trade, Foreign Aid - Ideology and Foreign Policy ★ Marxism ★ Radical Fundamentalism - War on Terror - Historical Overview of U.S. Foreign Policy - Departments and Agencies Involved in policy Formation and Execution - Defense Spending - Clean Air and Clean Water Acts - Global Warming - Marshalling Public Opinion - History of Environmental Policy and Awareness - Environmental Regulation and Business
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- Read Wilson/Dilulio Ch. 20-21 - Reading: No Good Choices - News Search and Discussion: ★ Iraq ★ North Korea ★ Iran ★ Afghanistan - View: The West Wing: The War at Home - Practice Test I and Explanations
- Written Assignment: Defense Spending - Quiz #15 (Ch. 20) - Quiz #16 (Ch. 21) - Test 5: Textbook Ch. 17-20 + notes & supplementary reading |
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12 Apr. 23 – 27 |
The Federal Judiciary - Independent Judiciary [The “Safest Branch”?] ★ Appointment ★ Structure and Levels of Judicial Branch - Judicial Review - Extension of National Power - Bringing a Case -- Procedure and Standing - Strict v. Activist Interpretation of Constitution - Federalism, National Power, & 14th Amendment - Landmark Decisions [many others will be sprinkled throughout the other units] |
- Read Wilson/Dilulio Ch. 16 - Bork v. Brennan on the role of judiciary and judicial review « Discussion based on reading - Progressive Agenda - Reading: FDR, “Commonwealth Club Address” - Woodrow Wilson on progressivism and separation of power - View: The West Wing: The Supremes (time permitting) - Written Assignment: Constitutional Conservatism vs. Judicial Activism - Quiz #17 (Ch. 16) |
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13 Apr. 30 – May 4 |
Civil Liberties/ Civil Rights - Overview of the Civil Rights Movement ★ Failure in Congress ★ Success in Courts and Media [Brown v. Board of Ed.] ★ Civil Rights Act of 1964 ★ Voting Rights Act of 1965 ★ Renewals - Women’s Rights ★ Equal Rights Amendment ★ Women’s Movement - Demographic Changes - Other Identifiable Minorities - Equal Protection of Law - Bill of Rights and State Law -- Federal Courts and 14th Amendment - Supreme Court and Civil Liberties ★ 1st Amendment Issues ★ Rights of the Accused ★ Civil Rights Decisions ★ Privacy and Reproductive Rights |
- Read Wilson/Dilulio Ch. 5-6 - Discussions: ★ Civil Rights Act, Voting Rights Act ★ ADA - Landmark Case Reenactments or Debates: ★ New York Times v. United States ★ Regents Univ. of Cal., Berkeley v. Bakke ★ Korematsu v. United States ★ Roe v. Wade
- Written Assignment: Affirmative Action: Keep it, or abolish it? - Quiz #18 (Ch. 5) - Quiz #18 (Ch. 6) - Test 6: Textbook Ch. 5-6, 16 + notes & supplementary reading |
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14 May 7 – 11 |
Exam Review and AP Exam - Student self-guided review sessions - AP Exam Thurs, 10 May |
- AP Exam Thurs, 10 May (morning) |
|
15 May 14 – 18 |
Who Governs? / To What Ends? - Who Governs/To What Ends? -- Revisit Opening Concepts - Debate Resolutions and teams - Debate Research and Prep |
- Read Wilson/Dilulio Ch. 22 - Debates (as time allows) - Written Assignment: Who Governs?/To What Ends? revisited |
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16 (Senior Week) May 21 – 25 |
- Debates
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- Debate Preparation
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17 May 29 – June 1 |
- Debates & - Position Paper #2 – revisit original paper and document movement |
- Debate Preparation |
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18 May 30 – Jun. 2 (May 29 is a Holiday) |
- Student-Led Discussion - Closing Activities |
- Written Assignment: Position Paper #2 |
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18 Jun. 4 – 8 |
Final Exam Week |
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Course Summary:
| Date | Details | Due |
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