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AP US Government & Politics Course Description, Outline, Project Description, and General Policies
Darien High School
Damian Rinaldi
t. 203-655-3981 x2265
e. drinaldi@darienps.org
DHS Statement of Core Values and Beliefs
We, the members of the Darien High School community, believe that learning best occurs in an environment that is safe, supportive, respectful and intellectually challenging for all students, one that promotes personal excellence through active, collaborative and creative thinking; individual growth; and development of the skills and integrity necessary to become productive members of society.
Learning Expectations
Here at Darien High School, we expect that students will
demonstrate creativity and adaptability in thinking patterns and work habits to meet the demands of a changing world;
communicate effectively in multiple contexts and for various purposes;
apply accurate observation, aesthetic awareness and real-world research strategies to authentic, inquiry-based tasks;
work independently and collaboratively to gain knowledge, to understand and solve problems, and to accomplish goals;
demonstrate an awareness of multiple perspectives, and a knowledge of and sensitivity to past and present cultural and individual differences;
value and demonstrate personal responsibility and ethical decision-making;
develop the skills necessary to lead a healthy and balanced life, as characterized by physical wellness, self-awareness, emotional maturity and personal independence; and
demonstrate an understanding of civic rights and duties by positively and responsibly contributing to the school and larger communities.
Course Overview:
At Darien High School the AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States.
The course is offered as a 2nd-semester elective alternative to the 300-level Law & Government course seniors take, and satisfies graduation requirements. It will run from the end of mid-term exams in January up to the last Friday in the 2nd week of AP Exams in 2019, following which seniors will leave for internships. All course work must be completed before leaving for internships. The newly re-designed AP US Government & Politics course requires students to complete a political science research project or an applied civics project.
Learning Objectives:
Students will demonstrate their understanding of U.S. foundational documents including the US Constitution, analyze and interpret Supreme Court decisions, and make use of other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors.
They will read and interpret data, make comparisons and apply, using evidence, their understandings in class discussion, informal and formal assessments consisting of tests, quizzes, essays, informal and formal presentations, simulations, etc.
The course’s learning activities are built around 5 core “practices” which include:
Application of political concepts and process to scenarios in context
Application of Supreme Court decisions
Analysis and Interpretation of quantitative data represented in tables, charts, graphs, maps and infographics
Reading, analysis and interpretation of foundational documents and other text-based and visual sources
Development of arguments in essay format
Students will define and/or classify key concepts, explain political processes, identify causes and effects of political principles, institutions, processes, policies and behaviors, and compare and/or contrast those principles, institutions, processes, policies and behaviors.
Units of Study
There are 5 units of study. The list includes an approximate number of days we’ll spend on each unit, though the sequence may vary depending on what the College Board suggests. The list also includes the College Board’s guidelines relative to the weighting each unit will have on the exam. The course’s units of study include:
1. Foundations of American Democracy (Approximately 8 days) (15-22%)
2. Interactions among the Branches of Government (Approximately 20 days) (25-36%)
3. Civil Rights and Civil Liberties (Approximately 8 days) (13-18%)
4. American Political Ideologies and Beliefs (Approximately 6 days) (10-15%)
5. Political Participation (Approximately 18 days) (20-27%)
N.B. - Policy will be an on-going and inter-woven learning focus throughout the 5 units and their related assessments.
Each of the 5 units can be broadly linked to one or more of the courses five “Big Ideas.” Those include:
1. Constitutionalism (CON) - The U.S. Constitution establishes a system of checks and balances among branches of government and allocates power between federal and state governments. This system is based on the rule of law and the balance majority rule and minority rights.
2. Liberty and Order (LOR) - Governmental laws and policies balancing order and liberty are based on the U.S. Constitution and have been interpreted differently over time.
3. Civic Participation in a Representative Democracy (PRD) - Popular sovereignty, individualism, and republicanism are important considerations of U.S. laws and policy making and assume citizens will engage and participate.
4. Competing Policy-Making Interests (PMI) - Multiple actors and institutions interact to produce and implement possible policies.
5. Methods of Political Analysis (MPA) - Using various types of analyses, political scientists measure how U.S. political behavior, attitudes, ideologies, and institutions are shaped by a number of factors over time.
Unit 1: Foundations of American Democracy
Approximately 8 Days
The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. Compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of conflict in U.S. politics over the proper balance between individual freedom, social order, and equality of opportunity.
Essential Questions
How did the founders of the U.S. Constitution attempt to protect individual liberty, while also promoting public order and safety?
How have theory, debate, and compromise influenced the U.S. Constitutional system?
How does the development and interpretation of the Constitution influence policies that impact citizens and residents of the U.S.?
Learning Resources
Wilson, James Q. and DiIulio, John J. American Government (9th Edition)
o Chapter 1 – The Study of American Government
o Chapter 2 – The Constitution
o Chapter 3 – Federalism
o Chapter 4 – American Political Culture
Articles of Confederation
US Constitution Preamble, Articles 1-7, Bill of Rights, Amendments 11-27
US Declaration of Independence
Federalist Papers #10, #51, #70, & #78
Brutus No. 1
Lanahan Readings in American Polity
o DeTocqueville – Democracy in America
o Mills – The Power Elite
Khan Academy – Foundations of American Democracy:
https://www.khanacademy.org/humanities/ap-us-government-and-politics/foundations-of-american-democracy
Crash Course on US Government & Politics:
https://www.pbs.org/show/crash-course-government-and-politics/
o Episode 1 – Why study government?
o Episode 2 – The Bicameral Congress
o Episode 3 – Checks and Balances
o Episode 4 -- Federalism
o Episode 5 – Constitutional Compromises
Matthews, Chris, Hardball
Oyez.org
o US v Lopez - https://www.oyez.org/cases/1994/93-1260
Unit 2: Interactions Among Branches of Government (Executive/Bureaucracy, Legislative, Judicial)
Approximately 20 Days
Because power is widely distributed and checks prevent one branch from usurping powers from the others, institutional actors are in the position where they must both compete and cooperate in order to govern.
Essential Questions
How do the branches of the national government compete and cooperate in order to govern?
To what extent have changes in the powers of each branch affected how responsive and accountable the national government is in the 21st century?
Learning Resources
Wilson, James Q. and DiIulio, John J. American Government (9th Edition)
o Chapter 11 – Congress
o Chapter 12 – The Presidency
o Chapter 13 – The Bureaucracy
o Chapter 14 – The Judiciary
US Constitution Articles 1-7, Bill of Rights, Amendments 11-27
Lanahan Readings in American Polity
o Mayer, Kenneth – With the Stroke of a Pen
Khan Academy – Interactions among Branches of Government:
https://www.khanacademy.org/humanities/ap-us-government-and-politics/interactions-among-branches-of-government
Crash Course on US Government & Politics:
https://www.pbs.org/show/crash-course-government-and-politics/
o Episode 7 – Congressional Committees
o Episode 8 – Congressional Leadership
o Episode 9 – How a Bill Becomes a Law
o Episode 10 – Congressional Decisions
o Episode 11 – Presidential Power (1)
o Episode 12 – Presidential Power (2)
o Episode 13 – Congressional Delegation
o Episode 14 – How Presidents Govern
o Episode 15 – Bureaucracy Basics
o Episode 16 – Types of Bureaucracies
o Episode 17 – Controlling Bureaucracies
o Episode 18 – Legal System Basics
o Episode 19 – Court System Structure
o Episode 20 – Supreme Court Procedures
o Episode 21 – Judicial Review
o Episode 22 – Judicial Decisions
Choices Program – Torturing Democracy
Annenberg Classroom/Sunnylands Seminars’ Video Resources on the Constitution – A Conversation with Chief Justice John Roberts on the Origin, Nature and Importance of the Supreme Court
Supreme Court of the US blog - http://www.scotusblog.com/
Oyez.org
o McCulloch v Maryland - https://www.oyez.org/cases/1789-1850/17us316
o Baker v Carr - https://www.oyez.org/cases/1960/6
o Shaw v Reno - https://www.oyez.org/cases/1992/92-357
o Marbury v Madison - https://www.oyez.org/cases/1789-1850/5us137
Unit 3: Civil Rights & Civil Liberties
Approximately 8 days
Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to restrict national and state government its from unduly infringing upon individual rights essential to ordered liberty and from denying equal protection under the law.
Likewise, it has sometimes been argued that these legal protections have been used to block reforms and restrict freedoms of others in the name of social order.
Essential Questions:
To what extent do the U.S. Constitution and its amendments protect against undue government
infringement on essential liberties and from invidious discrimination?
How have U.S. Supreme Court rulings defined civil liberties and civil rights?
Learning Resources:
Wilson, James Q. and DiIulio, John J. American Government (9th Edition)
o Chapter 18 – Civil Liberties
o Chapter 19 – Civil Rights
US Constitution Articles 1-7, Bill of Rights, Amendments 11-27
Lanahan Readings in American Polity
o Lewis, Anthony - Gideon’s Trumpet
Khan Academy – Civil Liberties and Civil Rights:
https://www.khanacademy.org/humanities/ap-us-government-and-politics/civil-liberties-and-civil-rights
Crash Course on US Government & Politics:
https://www.pbs.org/show/crash-course-government-and-politics/
o Episode 23 – Civil Rights & Civil Liberties
o Episode 24 – Freedom of Religion
o Episode 25 – Freedom of Speech
o Episode 26 – Freedom of the Press
o Episode 27 – Search & Seizure
o Episode 28 – Due Process of Law
o Episode 29 – Equal Protection
o Episode 30 – Sex Discrimination
o Episode 31 – Discrimination
o Episode 32 – Affirmative Action
Foundation for Individual Rights in Education (www.thefire.org)
Discovery Education: The Road to Brown (video)
Oyez.org
o Engel v Vitale - https://www.oyez.org/cases/1961/468
o Wisconsin v Yoder - https://www.oyez.org/cases/1971/70-110
o Tinker v Des Moines - https://www.oyez.org/cases/1968/21
o NY Times v US - https://www.oyez.org/cases/1970/1873
o Schenck v US - https://www.oyez.org/cases/1900-1940/249us47
o Gideon v Wainwright - https://www.oyez.org/cases/1962/155
o Roe v Wade - https://www.oyez.org/cases/1971/70-
18?order=field_argument_value&sort=asc&page=8
o McDonald v Chicago - https://www.oyez.org/cases/2009/08-1521
o Brown v Board of Education - https://www.oyez.org/cases/1940-1955/347us483
Unit 4: American Political Ideologies and Beliefs
Approximately 6 days
American political beliefs are shaped by founding ideals, core values, linkage institutions (e.g., elections, political parties, interest groups, and the media in all its forms), and the changing demographics of citizens. These beliefs about government, politics, and the individual’s role in the political system influence the creation of public policies.
Essential Questions:
How are American political beliefs formed and how do they evolve over time?
How do political ideology and core values influence government policy making?
Learning Resources:
Wilson, James Q. and DiIulio, John J. American Government (9th Edition)
o Chapter 4 – American Political Culture (review)
o Chapter 5 – Public Opinion (review)
o Chapter 15 – The Policy-Making Process (review)
Khan Academy – American Political Beliefs and Behaviors:
https://www.khanacademy.org/humanities/ap-us-government-and-politics/american-political-beliefs-and-behaviors
Crash Course on US Government & Politics:
https://www.pbs.org/show/crash-course-government-and-politics/
o Episode 33 – Public Opinion
o Episode 34 – Shaping Public Opinion
o Episode 35 – Political Ideology
Lanahan Readings in American Polity – Serow/Ladd, 6th Edition, excerpt from
V.O. Key “Public Opinion and American Democracy”
NY Times – A New Guide to the Democratic Herd:
http://www.nytimes.com/interactive/2012/09/02/sunday-review/a-new-guide-to-the-democratic-herd.html?ref=politics
NY Times – A New Guide to the Republican Herd:
http://www.nytimes.com/interactive/2012/08/26/sunday-review/a-new-guide-to-the-republican-herd.html?ref=sunday-review
On The Issues website: http://www.ontheissues.org/default.htm
Unit 5: Political Participation
Approximately 18 days
Governing is achieved directly through citizen participation and indirectly through institutions (e.g., political parties, interest groups, and mass media) that inform, organize, and mobilize support to influence government and politics, resulting in many venues for citizen influence on policy making.
Essential Questions:
How have changes in technology influenced political communication and behavior?
Why do levels of participation and influence in politics vary?
How effective are the various methods of political participation in shaping public policies?
Learning Resources:
Wilson, James Q. and DiIulio, John J. American Government (9th Edition)
o Chapter 6 – Political Participation
o Chapter 7 – Political Parties
o Chapter 8 – Elections and Campaigns
o Chapter 9 – Interest Groups
o Chapter 10 – The Media
Discovery Education: Presidential Elections and Third-Party Politics (video)
Khan Academy – Political Participation:
https://www.khanacademy.org/humanities/ap-us-government-and-politics/political-participation
Crash Course on US Government & Politics:
https://www.pbs.org/show/crash-course-government-and-politics/
o Episode 6 – Congressional Elections
o Episode 36 – Election Basics
o Episode 37 – Gerrymandering
o Episode 38 – How Voters Decide
o Episode 39 – Political Campaigns
o Episode 40 – Political Parties
o Episode 41 – Party Systems
o Episode 42 – Interest Groups
o Episode 43 – Interest Group Formation
o Episode 44 – Media Institution
o Episode 45 – Media Regulation
The American Presidency Project (UCSB) Political Party Platforms:
http://www.presidency.ucsb.edu/platforms.php
Oyez.org
o Citizens United v Federal Election Commission - https://www.oyez.org/cases/2008/08-205
Required “Foundation: Readings
Federalist 10: http://teachingamericanhistory.org/library/document/federalist-no-10/
Brutus No. 1: http://teachingamericanhistory.org/library/document/brutus-i/
The Declaration of Independence: https://www.archives.gov/founding-docs
The Articles of Confederation: http://www.ushistory.org/documents/confederation.htm
The US Constitution: http://www.ushistory.org/documents/confederation.htm or
https://www.archives.gov/founding-docs
Federalist 51: http://teachingamericanhistory.org/library/document/federalist-no-51/
Letter from A Birmingham Jail (Martin Luther King):
http://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf
Federalist 70: http://teachingamericanhistory.org/library/document/federalist-no-70/
Federalist 78: http://teachingamericanhistory.org/library/document/federalist-no-78/
Required Supreme Court Cases
The following listing represents required Supreme Court cases and their holdings as related to the enduring understandings in the content outline. I’ve used the “big ideas” abbreviations here to connect them to the curriculum. You’ve also seen them linked in each of the instructional units above.
CON-2: Federalism reflects the dynamic distribution of power between national and state governments.
McCulloch v. Maryland (1819): Established supremacy of the U.S. Constitution and federal laws over state laws
United States v. Lopez (1995): Congress may not use the commerce clause to make possession of a gun in a school zone a federal crime
LOR-2: Provisions of the U.S. Constitution’s Bill of Rights are continually being interpreted to balance the power of government and the civil liberties of individuals.
Engel v. Vitale (1962): School sponsorship of religious activities violates the establishment clause
Wisconsin v. Yoder (1972): Compelling Amish students to attend school past the eighth grade violates the free exercise clause
Tinker v. Des Moines Independent Community School District (1969): Public school students have the right to wear black armbands in school to protest the Vietnam War
New York Times Co. v. United States (1971): Bolstered the freedom of the press, establishing a “heavy presumption against prior restraint” even in cases involving national security
Schenck v. United States (1919): Speech creating a “clear and present danger” is not protected by the First Amendment
LOR-3: Protections of the Bill of Rights have been selectively incorporated by way of the Fourteenth
Amendment’s due process clause to prevent state infringement of basic liberties.
Gideon v. Wainwright (1963): Guaranteed the right to an attorney for the poor or indigent
Roe v. Wade (1973): Extended the right of privacy to a woman’s decision to have an abortion
McDonald v. Chicago (2010): The Second Amendment right to keep and bear arms for self-defense is applicable to the states
PRD-1: The 14th Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality.
Brown v. Board of Education (1954): Race-based school segregation violates the equal protection clause
PRD-2: The impact of federal policies on campaigning and electoral rules continues to be contested by both sides of the political spectrum.
Citizens United v. Federal Election Commission (2010): Political spending by corporations, associations, and labor unions is a form of protected speech under the First Amendment
CON-3: The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.
Baker v. Carr (1961): Opened the door to equal protection challenges to redistricting and the development of the “one person, one vote” doctrine by ruling that challenges to redistricting did not raise “political questions” that would keep federal courts from reviewing such challenges
Shaw v. Reno (1993): Legislative redistricting must be conscious of race and ensure compliance with the Voting Rights Act of 1965
CON-5: The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice.
Marbury v. Madison (1803): Established the principle of judicial review empowering the Supreme Court to nullify an act of the legislative or executive branch that violates the Constitution
Additional Resources will be posted on my website: https://sites.google.com/a/darienps.org/drinaldi/ and on Google Classroom
Overall Course Expectations:
Students should come to class on-time, be prepared, and actively participate. Assignments should be completed on-time. Student work should be original, and maintain high standards of spelling, punctuation and grammar.Academic integrity and attendance policies will be consistent with those found in DHS's student handbook.
On arriving in class, each student should have:
1. A notebook or paper for note-taking and writing assignments
2. A 3-ring binder for handouts
3. Something to write with (you may use a computer/chromebook/tablet)
4. Textbook and/or hand-outs, depending on schedule.
I also expect students to be informed about current events. If you don’t get a newspaper or weekly news magazine at home, use the DHS library, or the internet. We will frequently focus or relate our class discussions and projects on current events.
Grading:
During each quarter of the second semester, grades will be based on several elements, divided roughly as below:
Participation 10-20%
Homework/Classwork 20-30%
Tests/Projects 50-60%
Grades will be calculated using a total points system – that is to say that a point earned in any of the activities listed above will be valued as much as points from any other category. The number of points in any given activity may vary from one quarter to another. There are no “extra credit” opportunities. You will earn above average grades by doing above average work.
During each semester, grading will be based on the following formula:
Quarter 3 40%
Quarter 4 40%
Final Exam 20%
This formula is set by the district, but I will likely close Q3 “early” to even out the number of assessments in Q3 and Q4.
All students will complete a cumulative exam before leaving for senior internships. There are no exemptions.
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