AP U.S. GOV/POLITICSCourse Guide

JACKIE ANGELSOCIAL STUDIES DEPT.MILTON HIGH SCHOOL

2016 - 2017

Milton High School

AP U.S. Gov/Politics

What is AP U.S. Gov/Politics? The equivalent of a college freshman U.S. government course The curriculum is set by the College Board Topics covered: Constitutional Underpinnings of the U.S. government

Political Beliefs and Behaviors of citizens Political Parties Interest Groups Mass Media Elections Institutions of national government—Congress, Presidency, Judiciary,

Bureaucracy Public Policy

How are grades averaged? Class assignments (class work, in-class performance, quizzes) 15% Performance based assessments (debate, current issues,

enrichment activities) 20% Unit Tests 50% Final Exam 15%

The national exam? Thursday May 4th, 2017 morning session Format—60 Multiple Choice questions (45 minutes)

4 Free Response questions (100 minutes) AP Test grades are reported as 1 – 5. Grades 3 and above are considered passing.

However, individual colleges make their own decisions regarding giving credit at all or giving credit for certain grades

Will we review in the Spring? Yes, I’ll hold review sessions during the 3 weeks preceding the test Students will be given a review book in class. The review book should be used during

the course and to review for the test in May. I also give a practice test prior to the final exam.

What are the keys to success? Keeping up with the nightly reading (pages are assigned almost every night on a

calendar given out at the beginning of each unit) Completing the study guide for each chapter while reading at home and adding to it

during class lectures/discussions critical thinking skills-digesting the readings and lecture notes and drawing conclusions

on your own—no spoon feeding in an AP class paying attention in class—making comments, asking questions, answering questions,

being engaged and interested in the subject paying attention outside of class-- regarding government and politics by reading

newspaper and magazines, watching political news on TV, etc. This is very important and can make the difference between a grade of 3 and 4 or 5. This can’t be overstated!

2

AP U.S. GOV/POLITICSANGEL

2016-2017angel@fultonschools.org

miltonangelapgov.wordpress.comreminders: text @apgov16 to 81010

Textbook InfoEdwards, George C. III, Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, and Policy, 12 ed.

Prentice Hall ISBN# 0321292367 $72.97

COURSE DESCRIPTIONA.P. U.S. Government and Politics will give students an analytical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. Throughout the course, we will examine and evaluate institutions of government, those who run these institutions, the public policies made by these institutions, and the influences of the electorate on policies. The major purpose of this course is to help students gain and display an understanding of American politics, and the processes of government that help shape our public policies. Students will begin to develop a more sophisticated and insightful understanding of majority rule democracy, constitutionalism, civil liberties, and other distinguishing characteristics of the American political system.

Grading Scale Class assignments (class work, quizzes, class performance) 15% Performance based assessments

(enrichment activities, debate, current issues presentation 20% Tests 50% Final Exam 15%

Help HoursI will be available after school on Tuesdays for conferences. However, appointments should be made with me in advance to confirm my availability.Classroom Expectations

At all times, each student must show respect for his/her classmates and teacher.

3

Each student is expected to attend class, on time, every day. The student should have his/her textbook, notebook, class handouts and something to write with every day.

Each student will be allowed out of class only in emergency situations (at the discretion of the teacher).

Cell phones may be used during class only at the teacher’s discretion. At all other times, phones must be put away.

Headphones are not allowed in class at any time unless otherwise approved by teacher.

Each student is expected to comply with the general disciplinary rules as stated in the student handbook. Class disruptions and disciplinary problems will result in detention, referral to the office, and/or parent conferences.

Tardies: 1st offense--warning; 2nd / 3rd--private detention; 4th--parent contact and referral to office.

Milton Honor Code“I understand that academic integrity creates a strong academic and ethical environment at Milton High School. I pledge that I will be personally responsible for upholding the values of academic integrity by being honest and not tolerating academic dishonesty.”

Honor Code ViolationsIn accordance with Fulton County School Board Policy JCD, when a student is suspected of cheating the following must happen:

a. The teacher will notify the appropriate administrator.b. The administrator will thoroughly investigate the incident in a timely manner.c. The student’s parents will be notified.d. If the student is found guilty of violating the honor code, the student will either have

to repeat the assignment, receive a zero, or have other administrative consequences.

e. Honor Code violations may result in an entry on the student’s permanent disciplinary record.

Honor Code violations can be issued for, but are not limited to, the following incidents:

copying or "borrowing" from another source and submitting it as one's own work seeking or accepting unauthorized assistance on tests, projects or other assignments altering or forging grades, grade books, progress reports, report cards or other academic

records fabricating data, signatures or resources providing or receiving test questions in advance without permission working collaboratively with other students when individual work is expected using technology in a manner that gives unauthorized assistance

Social Studies Dept. Testing Protocols

4

When students are being evaluated for a grade during class times, all students will put cell phones and any other mobile devices in their backpacks and the backpacks will be placed against the walls away from the students for the entire class time. If a student refuses to cooperate with this policy, is found at any time during the class to have the mobile device out, or cheats in any other way, the student will be referred to the principal for disciplinary action.

Late WorkAssignments turned in late will receive points off the grade. This includes reasons such as computer/printer problems, work schedules, last minute conflicts, etc. For each day late, 10% of maximum points possible will be deducted from earned grade for a maximum of 5 school days. On the 6th day, the grade becomes a zero. This rule may be relaxed due to extended illness and/or extenuating circumstances that will be determined on a case by case basis by the teacher.

Make-Up WorkMake-up work is the responsibility of the STUDENT. It is the student’s responsibility to remember to schedule make-up work with the teacher according to the timeframe explained below. Grades for missed assignments will be entered as a 0 in the grade program until the assignment is made up. (policy continued on next page)

If your absence is excused, you have the same number of days to make up your work (including tests & quizzes) as the number of days that you missed. For example, if you missed three days, you have three days to turn in your make-up work (or take your test or quiz). If you do not meet this time frame, you will not receive credit for the work.

If your absence is unexcused, you have the same number of days to make up your work as the number of days that you missed. However, the grade you earn on any make-up work will be reduced by 10 %. Work for unexcused absences submitted after this timeline will not be accepted.

****This make up policy may be amended due to unusual circumstances as determined by the teacher.

Recovery Policy“Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester.” An application for recovery must be submitted to the teacher before recovery can be attempted. Form can be found on the class website.

AP Test Date: Thursday, May 4, 2017 (8:00am)AP Test Format: 60 multiple choice questions (45 minutes)

4 Free Response Questions (100 minutes) Total time: 2 hours, 25 minutes

EVALUATION

5

Class Assignments: Daily classes will consist of teacher lectures, Socratic seminars, discussions and debates, video clips, role playing, and student presentations. Students should keep a notebook exclusively for AP U.S. Gov/Politics materials. The notebook should include the unit calendar, the completed unit study guide, and all handouts. Your notebook will be a valuable study tool for the test in May. Class performance and quizzes will also be counted toward the class average.

Quizzes and tests: A quiz will be given after the study of each chapter. A major test will be given after each unit of study (typically covering 2-3 chapters.) Each major test will follow the AP format: multiple choice questions and a free response question. Time limit will adhere to the AP timing. Multiple choice questions will have five answer options.

Current Issues/Debates: We will formally debate government topics on a regular basis. Several students will be responsible for researching both sides of a topic. These students will then make a presentation to the class using evidence to support their arguments. The students will form a panel and debate the topic in front of the class. All students must participate for a grade. Students will also make presentations to the class on current issues. More details to follow with student handouts distributed in class.

Moot Court: From time to time, we may conduct a moot court of a Supreme Court case. Each student will have the opportunity to participate as an attorney, justice, member of the media, or “friend of the court.” Students participating will receive enrichment points, determined at the time of the activity.

Outside Enrichment Activities: Studying government must include an active participation component. These activities will enhance your understanding of government and politics. Attached are activities that you must choose from to earn 100 points toward your final average. For each activity you choose, you must write a summary of your experience, including what you did, time invested, what you learned and how you can apply what you learned to your life. (See list on pages 9 and 10)

COURSE OUTLINE

6

Unit I: Constitutional Underpinnings of United States Government (5-15% of AP test)

Readings and Activities: Edwards, Chapter 2: The Constitution

Chapter 3: Federalism Federalist #51Unit test: 40 multiple choice questions and 1free response question

Unit II: Political Beliefs and Behaviors and Mass Media (10–20% of AP test) Readings and Activities: Edwards, Chapter 6: Public Opinion and Political Action Chapter 7: Mass Media

Political Ideology poll;Voting surveyAnalysis of chart showing demographics of political

leanings Discussion and analysis of political polls (Gallup, Pew, etc.) The Living Room Candidate (website)

Unit test: 40 multiple choice questions and 1 free response questionUnit III: Political Parties, Elections, Interest Group (10-20% of AP test)

Readings and Activities: Edwards, Chapter 8: Political Parties Chapter 11: Interest Groups

Political Party platformsUnit test: 40 multiple choice questions and 1 free response question Chapter 9: Nominations and Campaigns Chapter 10: Elections and Voting Behavior

Analysis of charts and graphs showing national party identification trends

Electoral College reading Analysis of charts and graphs showing recent election results Analysis of charts and graphs showing PAC donations and

role of money in campaigns and elections Federalist #10

Unit test: 40 multiple choice questions and 1 free response question

Unit IV: Institutions of National Government: Congress, Presidency, Bureaucracy (35-

7

45% of AP test—including federal courts, which we will study in the next unit)

Readings and Activities: Edwards, Chapter 12: Congress

“Race and Representation” reading Congressional Committee Hearing simulation

Analysis of charts and graphs showing congressional statistics Chapter 13: The Presidency

“Imperial Presidency” reading Chapter 15: The Federal BureaucracyUnit test: 40 multiple choice questions and 1 free response question

Unit V: The Judiciary, Civil Rights and Civil Liberties (5-15% of AP test) Readings and Activities:

Edwards, Chapter 16: The Federal Courts Chapter 4: Civil Liberties and Public Policy Chapter 5: Civil Rights and Public Policy

Supreme Court video clips Landmark Supreme Court cases Moot courts—role played by students “Voting in the Segregated South”

Unit test: 40 multiple choice questions and 1free response question

Unit VI: Public Policy (5-15% of AP test) Readings and Activities:

Edwards, Chapter 14: The Politics of Taxing and Spending Chapter 18: Social Welfare Policymaking

Analysis of charts and graphs showing federal budget breakdown (receipts and outlays)

Unit test: questions for this unit will be incorporated into the Institutions unit test

***Articles regarding government and politics from current periodicals will be assigned during each unit. Assignments with the articles will include personal reflections, formal essays, panel discussions, and/or pop quizzes.

ENRICHMENT ACTIVITIES 100 points—goal

8

Attend a City Council meeting (required), 20 pts.: answer the attached questions during the meeting; meeting schedules for Milton can be found at www.cityofmiltonga.us , for Alpharetta at www.alpharetta.ga.us , for Roswell at www.roswellgov.com

Work on a political campaign*, 25 pts.: minimum participation is 10 documented hours Participate in a job shadow program* with a City of Milton employee or at the North Fulton

Chamber of Commerce 25 pts.: Documentation required; must be scheduled through me Attend a political party/club meeting, 5 pts. per meeting: write a summary of the meeting as

part of journal entry Visit the Jimmy Carter Library and Museum, 25 pts.: write a summary of the exhibits as part of

journal entry; http://www.jimmycarterlibrary.gov/ Visit the Martin Luther King, Jr. Center, 25 pts.: write a summary of the exhibits in your journal;

http://www.thekingcenter.org/ Visit the Atlanta History Center, 25 pts.: Sometimes there are pertinent government exhibits;

see me for permission; write a summary of the exhibits in your journal; http://www.atlantahistorycenter.com/cms/Atlanta+History+Museum/148.html

Visit the Atlanta Federal Reserve Monetary Museum, 25 pts. Write a summary of the exhibits in your journal; http://www.frbatlanta.org/about/tours/museum.cfm

Visit the Centers for Disease Control Museum, 25 pts.: Write a summary of the experience in your journal http://www.cdc.gov/museum/

Visit the CNN Studio Tour, 25 pts.: write a summary of the experience in your journal; http://www.cnn.com/tour/

Visit the Center for Civil and Human Rights, 25 pts.: Write a summary of the exhibits in your journal; www.civilandhumanrights.org

Visit the Booth Western Art Museum, Presidents Gallery, 25 pts.: attached questions to be answered while viewing the exhibit; http://boothmuseum.org/

Attend a political/historical lecture* at a college/university, 25 pts: write a summary of the lecture as part of journal entry. This can be done during a college visit also.

Attend a political book discussion/signing*, 15 pts.: write a summary of the experience Interview* an elected politician/government worker, 15 pts.: turn in a written transcript or

video as part of journal entry; minimum of 15 questions Write a letter to the editor of a periodical you read regarding a political issue of concern, 10

pts.: a copy of the email message or letter must be attached to journal entry Invite a guest speaker* to address our class (elected official, government worker, lobbyist, etc.),

15 pts.: Do a pre-interview so you can introduce him/her to the class; collect and type questions from class in advance; pre-approval through me required

Create a political cartoon notebook, 10 pts.: compile a notebook with 10 current political cartoons with analysis for each cartoon; follow instructions attached below

Write a movie or TV program analysis, 10 pts.: choose from attached list; use attached format as part of journal entry; instructions attached below

Write a book summary from the attached list, 35pts.: use the attached format below Participate in a mock city council meeting* at the Milton City Hall, if offered. More explanation

given out in class; points determined at time of assignment Participate in a moot court* in class, if offered: research your role, participate in activity, write a

summary of your participation—pts. to be determined at time of assignment Listen to the Washington Post Podcast “Presidential.” Write a summary of the episode as part

of journal entry. 15 pts. per episode. Design your own activity*

*prior permission from teacher required before you beginAP U.S. Gov/Politics

9

Enrichment ActivitiesJournal InstructionsAngel

Your Enrichment Activities Journal is due on Wednesday, Dec. 7, 2016.

Your journal entries should be typed.

You should include a cover/title page with your name, class period, date, and a table of contents that looks like this:

Jane Doe5th period

Activities: Points attempted:City Council Meeting 20CNN Center 25Carter Library and Museum 25Martin Luther King Center 25West Wing episode 10

Total Points 105

The pages following the cover page should be your actual journal, written using the format below. For every activity in which you participated and expect to receive points, you should have a journal entry written in the following format:

A journal should be kept of your activities as you complete them. Each time you participate in any of the enrichment activities, you should complete a journal entry using the following format (typed, 12 pt. font):

A. the activity in which you participated and point valueB. the date and time contributedC. personal reflection--a detailed account focusing on what you did, what was learned, any insight

into government, politics, and/or history that you gained from the experience and how this might impact you going forward. This should include more than just a listing of what you did.

D. documentation of participation for some activities which will include handouts, assignments, written summaries that go with the specific activity (attached to this packet)

Late Work—Social Studies Dept. Policy (Due Wed. Dec. 7, 2016)Assignments turned in late will receive points off the grade. This includes reasons such as computer/printer problems, work schedules, last minute conflicts, etc. For each day late, 10% of maximum points possible will be deducted from earned grade for a maximum of 5 school days. On the 6 th day, the grade becomes a zero. This rule may be relaxed due to extended illness and/or extenuating circumstances that will be determined on a case by case basis by the teacher.

CITY MEETINGS20 ENRICHMENT POINTS

10

ANGELAttend a City Council meeting at Milton, Alpharetta, or Roswell City Hall. Stay for the entire meeting, or at least 1-1 ½ hours. You should take notes on this page during the meeting and include in your enrichment notebook.

1. When and where was the meeting held?

2. What board met? (city council, zoning, recreation, etc.)

3. What issue (s) were discussed? Were there concerns having importance to members of the community brought up that were not on the agenda? Explain the issues that were discussed.

4. Who was involved in presenting points of view to the board?

5. How did the officials react to the comments and presentations made?

6. Did the board come to a decision at the meeting? If so, what was the decision? Do you agree or disagree with the decision? Why or why not?

7. If the board did not render a decision, how do you think the board will decide at a later date? Why do you think this?

AP Gov/PoliticsLetter to elected representative

11

Pre-writing exerciseAngel

Letter topic: ________________________________________ (federal issue)

Person writing to: ___________________________________ (Congressman Tom Price or Senators Johnny Isakson or David Perdue)

Address the person appropriately—use their title--Dear Congressman Price, for example.

Close appropriately also—use sincerely or respectfully, then your full name and address.

Be sure to choose a current bill/issue that you know something about or can find info about.

Letter should be sent as an email. Write the actual letter in the body of the email. Attachments are discouraged. Be sure to print a copy for your journal.

Very brief introductory information about yourself: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

This should be brief. Do not say you are writing the letter as an assignment. You are a constituent of the representative and you are communicating your thoughts.

Concerns about the topic: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Support for your opinion, with specific information for each supporting argument: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BOOK LIST

The Reagan Diaries by Ronald Reagan

12

My Life by Bill ClintonNickel and Dimed by Barbara EhrenreichThe World is Flat by Thomas FriedmanHot, Flat, and Bothered by Thomas FriedmanPeace, Not Apartheid by Jimmy CarterAll’s Fair by Mary Matalin and James CarvilleMy Grandfather’s Son by Clarence ThomasThe Supreme Court by William RehnquistNine by Jeffery ToobinThe Right to Privacy by Caroline KennedyThe Courage of Their Convictions by Peter IronsHardball by Chris MatthewsLife’s a Campaign by Chris MatthewsAudacity of Hope by Barack ObamaDecision Points by George W. Bush

*Use the attached book review format for your journal

Book ReviewNon-Fiction

13

Your book review should be typed, using the following format.

Before beginning each section, type the heading for each Roman numeral as stated on this form. Sections should be single-spaced, with double-spacing between each section. Use 1” margins and 12 point font.

I. Title

II. Author

III. Copyright date; number of pages

IV. Make up a title that you think fits the book and would be as appropriate as the one the author chose.

V. List 10 vocabulary terms that relate to government and politics. Include the word, page number, definition, and context in which the term is being

used.

VI. Write a brief summary of the book. Write no more than one full page, including details from each chapter.

VII. A thesis is a point to be proved by showing evidence in defense of the thesis. What do you think is the author’s thesis? Explain how the

author supports the thesis. In your estimation, does he adequately make his point? Why or why not?

VIII. Explain, using specific examples, 3 things you now know or understand better about the U.S. government.

IX. Critical evaluation: What are the merits and/or weaknesses of this book? Does the book seem balanced and objective or biased? Support your

answer with specific examples.

X. What was your favorite part of the book? Your least favorite part? Why?TV/FILM SUGGESTIONSUse the attached format for analyzing the film you choose.Movies

14

All the Kings Men campaigns and political powerAll the President’s Men Watergate and the mediaThe Insider Tobacco lawsuit and the mediaWag the Dog Campaigns and the mediaJourneys with George Bush 2000 presidential campaignThe War Room Clinton 1992 presidential campaignThe Candidate campaignsJFK Oliver Stone assassination conspiracy theoryNixon presidencyTruman presidencyPrimary Colors Fictionalized account of Clinton campaignThirteen Days Cuban Missile Crisis; presidential powerThe American President lobbying influences; conflict of interestApollo 13 NASA; bureaucracyThe Right Stuff NASA; bureaucracyA Civil Action pollution lawsuit Dead Man Walking the death penaltyGhosts of Mississippi delayed trial of civil rights murderMississippi Burning 1960s civil rights murderThank You for Smoking lobbyingFrost/Nixon WatergateRecount 2000 Presidential ElectionThe Ides of March political campaignsArgo Intl. politics, CIALincoln Presidency/Congress, amendment process

Television ShowsThe West Wing

***Some of these films are rated R and may have objectionable content—mostly bad language. If parents object, then student should choose from the other available activities to gain points. If parents have questions—these movies all have content related to the government that students can learn from—some are inspiring, some are critical, and some use sarcasm to get the message across. Students should think critically about the political content in addition to enjoying the movie for its entertainment value.AP Gov/PoliticsTV/Film ReactionAngel

15

Complete the following as you watch the film/program. Notes can be taken on this sheet and then typed to be attached to your enrichment journal.

1. Title:

2. Political theme:

3. Plot summary, using details:

4. Examples of political/governmental/legal concepts either expressed or implied in the film/program. Explain each concept and how it was developed/used in the film. Be specific.

AP Gov/PoliticsPolitical Cartoons Compilation

16

Angel

Directions: Choose 10 cartoons from any medium. Include a copy of the cartoon on the page with your written analysis--one cartoon per page. Each entry should be typed.

Answer the following questions:

1. What do you see? Describe the elements listed below.

Symbols Historical images Stereotypes Caricatures Captions Humor

2. Explain what is happening in the cartoon.

3. Connect the cartoon to current political topics and events.

4. Explain what the cartoonist is trying to say, and how he/she is trying to get his/her point across.

5. Do you agree with the sentiments of the cartoonist? Why or why not?

“Looking for the President”Booth Western Art Museum

17

Presidential Gallery (attach a ticket as documentation)

1. What was George H. W. Bush awarded for his service in WWII?

2. Eisenhower served his country in what way other than being president?

3. Teddy Roosevelt was the first president to win………………………………….?

4. Who was the first son of a president to also be elected president?

5. Who is the most recent president’s son to be elected president?

6. Who was president when the size of the U.S. doubled as a result of the Louisiana Purchase?

7. Alaska was purchased from Russia for $7.2 million during which president’s administration?

8. What did John Q. Adams keep in the East room of the White House?

9. During his term in office, who was arrested and had to pay a fine? What was he arrested for?

10. Harry Truman was the only president to not have …………………………….in the White House.

11. Which president served the shortest amount of time in office?

12. James Madison was the first president to wear…………………………………

13. Who was the tallest man elected president? How tall was he?

14. Calvin Coolidge was the only president born on……………………………………..

18

15. Who was the first president to be born in a hospital?

16. Andrew Jackson was the first president to be born in………………………………….

17. Who was the only bachelor president?

18. Who was Lyndon Johnson sworn in by?

19. Where was Chester Arthur sworn in?

20. Who was the first president to live in the White House?

21. Millard Fillmore was the first president to install ………………………………..at the White House.

22. Franklin Pierce was the first president to have a ……………………………………in the White House.

23. Who had the first daughter to be married at the White House?

24. What was installed in the White House during James Polk’s term?

25. Who was the oldest person ever elected president?

26. Who was the youngest person ever elected president?

27. Who was the youngest to person to serve (though not elected) as president?

19