Unit I: Foundations of American Democracy

The U.S. Constitution arose out of important historical and philosophical ideas and preferences 

regarding popular sovereignty and limited government. To address competing states’ visions for the allocation of governmental authority, compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of debate and negotiation in U.S. politics over checks and balances and the proper balance between federal and state power and between liberty and social order. 

• The Constitution emerged from the debate about the weaknesses in the Articles of Confederation as a blueprint for limited government.

• Federalism reflects the dynamic distribution of power between national and state governments.

• A balance between governmental power and individual rights has been a hallmark of American political development.

• The Constitution created a competitive policy-making process to ensure the people's will is represented and that freedom is preserved.

Unit II: Interactions Among Branches of Government

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. In this unit students will study the structures and politics of the presidency, bureaucracy, Congress, and the federal courts. Students will analyze the major formal and informal arrangements of power and the relationships among the four institutions. With each sub-topic, students will discuss who holds the power and the struggles for varying 

balances of power. There will be study on how different national institutions have evolved to possess power and how crises can dramatically change the balance of power within the government.

• The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

• The presidency has been enhanced beyond its expressed constitutional powers.

• 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.

• The federal bureaucracy is a powerful institution implementing federal policies with sometimes questionable accountability. 

Unit III: Civil Liberties and Civil Rights

Through the U.S. Constitution, but primarily through the Bill of Rights and the 14th Amendment, citizens and groups have attempted to restrict national and state governments from unduly infringing upon individual rights and from denying equal protection under the law. Sometimes the court has handed down decisions that protect both public order and individual freedom, and at other times the Court has set precedents protecting one at the expense of the other.

• The Supreme Court's interpretation of the United States Constitution is influenced by the composition of the Court and citizen-state interactions. At times, it has restricted minority rights and, at others, protected them.

• 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.

• 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.

• The Fourteenth Amendment's equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality.

• Public policy promoting civil rights is influenced by citizen-state interactions and constitutional interpretation over time.

Unit IV: American Political Ideologies and Beliefs

American political beliefs are shaped by founding ideals, core values, and the changing demographics of the citizenry. These beliefs about government, politics, and the individual’s role in the political system influence the creation of ideological trends that span decades impacting public policies. The measurement of public opinion and beliefs can be instrumental in understanding political outcomes.

• Widely held political ideologies shape policy debates and choices in American policies.

• Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change.

• Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.

Unit V: Political Participation

Governing is achieved directly through citizen participation and indirectly through linkage 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. Election rules and campaign laws, institutional barriers, and demographics of the citizenry all influence participation. [CR5]

• The impact of federal policies on campaigning and electoral rules continue to be contested by both sides of the political spectrum. 

• The various forms of media provide citizens with political information and influence the ways in which they participate politically. 

• Political parties, interest groups, and social movements provide opportunities for participation and influence how people relate to government and policy-makers.

• Factors associated with political ideology, efficacy, structural barriers, and demographics influence the nature and degree of political participation.

1.   This is a college-level course. College-level attitudes, work habits, and products are expected      from all enrolled students. 

2.    This class requires more reading that the typical high school honors class. Students who want 

       to do well must complete all assignments on time.

3.    Class time is important. Students who want to do well must attend and participate in class 

       regularly. To participate effectively, all assigned work must be completed on time, 

       even when absent.  

4.     Learning is ultimately the responsibility of the student. In an AP course, students are expected 

        to be interested in their own learning and willing to devote the time necessary 

        to explore the course content as fully as possible. 

5.     Speak and behave appropriately for the school environment (as per the Code of Student           Conduct).

6.      The expectation is that students may occasionally use the restroom and for a reasonable time          period (for example, once per week and 5 minutes per visit). If you have legitimate reason for 

         more frequent/extended use of the restrooms, please contact me or have 

         nurse/administration indicate to me that this is the case.

7.      Be on time and in your assigned seat. If you are late without a pass, 1 participation point will 

         be deducted for the day and may result in detentions and/or referrals.

8.      Cell phones should be left at home or off/airplane mode and stored in a locked Yondr 

    pouch during school hours (7:35-2:18). Please review the policy here for details:

 https://www.saugerties.k12.ny.us/faq-resources/policies-plans-procedures/cell-phone-policy

I reserve the right to make any necessary changes to the above rules.  Advance notice to the students will be given.