Quarter #3:
Week 1 [1/7-11]: (5) [Classes
resume 1/7]
Constitutional Underpinnings
·
Purpose of Government
·
Functions of Government
·
Beliefs about Government Policy:
Political Ideologies
·
Classification of Political Systems:
democracy and its counterparts
·
Articles of Confederation: structure,
powers, strengths & weaknesses of the first American government
·
Issues/events that influenced the
creation of a new Constitution
·
Constitutional Convention, the Compromises
& the Living Document
·
Debating the ratification of the
Constitution: Federalists vs. Antifederalists
John Locke: Two
Treatises of Government,
Thomas
Hobbes:
Mayflower Compact
Michael Zuckerman, “Democracy in
Federalist
Papers, #10, #51, and #71
Additional
Materials: [for analysis]
-
Table: Differences in Political Ideology
-
Table: The
-
Graph: Liberal & Conservative –
Percentages categorized by income
Week 2 [1/14-18]: (5) Constitutional Underpinnings (continued)
·
Separation of Powers
·
Checks & Balances
·
Judicial Review & Marbury v.
·
Informal Changes & the “unwritten Constitution”
·
Constitutional Amendment Process
·
Federalism: types, distribution of powers, advantages, and
Constitutional basis
·
Express power, Implied powers, and Inherent Powers
·
McCullough v Maryland, national supremacy and implied powers
·
Relationship between federal courts and the states
·
Centralist vs. Decentralist debate/argumentation
·
Federal Grants & Federal Mandates
Debate:
Centralist vs. Decentralist views on Federalism
Free
Response Question Workshop #1:
-
2003 Data-Based Free Response
Essay from AP
(Q #3: regarding
Number of Federal & State & Local Government Employees and their
relationship to Federal mandates & Block grants)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
The
McCullough v.
Maryland majority opinion
Additional Materials: [for analysis]
-
Chart:
Separation of Powers & Checks and Balances
-
Chart: Four
methods of Amending the Constitution
-
Chart:
Federalism vs. Confederation
-
Table: Federal
Division of Powers
[Annotated Article #1 Due – Friday]
Week 3 [1/21-25]: (4) [MLK Day: (M)]
Civil Rights & Liberties
·
Rights in the original Constitution
·
Bill of Rights
·
14th Amendment & impact
·
Freedom of Religion, Speech, the Press
& Assembly
·
Citizenship/Non-citizenship rights
·
Property rights
·
Griswold
v.
·
Roe
v. Wade
·
Planned
Parenthood v. Casey
·
Due Process rights: The 5th
and 14th Amendments (Substantive & Procedural Due Process)
·
Privacy Rights: Amendments: 1, 3, 4, 5,
9, and 14
·
Rights of suspected criminals
·
Mapp
v.
·
Miranda
v
·
Fair Trial procedures
·
The Judiciary’s role in protecting rights
·
The Quest for Equal Rights in
·
The Civil Rights Movement
·
·
Gratz
v. Bollinger
·
Grutter v. Bollinger
·
·
Brown
v. Board of Education of
Group
Teaching Project Development
Group
Teaching Projects Presented
[Teaching Projects Due – Wednesday]
Week 4 [1/28-2/1]: (5) Civil Rights & Liberties (continued)
Group
Teaching Projects completed
Reinforcement
Discussions:
Free Response Question Workshop #2:
-
2005 Free Response Question from
AP US Gov’t & Politics Exam
(Question #3:
regarding selective incorporation and the protection of citizens’ rights)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
[Exam #1 -- Thursday][Annotated Article #2 Due – Friday]
Week 5 [2/4-8]: (4.5) [Faculty
Meeting (M)][Ash Wednesday Mass 2/6]
Congress: The
Legislative Branch
·
Congressional election process
·
Redistricting process & gerrymandering
·
Enumerated Powers of Congress
·
Congressional power to check the president’s
agenda/programs
·
Filibuster
·
The Seniority system
·
The Committee system
·
Committee chairpersons/authority
·
The Rider and legislation
·
Appropriation power
·
Overriding vetoes
·
Advise and Consent
·
Debating Congressional Term Limits
Legislative Simulation: In-class Congressional
Simulation to write, amend, debate, and pass legislation
The
Handouts:
pertaining to Congressional Term Limit Debate
Additional
Materials: [for analysis]
-
Table: Differences between the House of Representatives
& Senate
-
Table: Congressional Bills Vetoed:
1961-1999
-
Table: Composition of Congress, by
Political Party: 1971-2001
-
Table: Members of Congress – Selected
Characteristics: 1981-1999
-
Table: Competition in Congressional
Elections, 1958-1986
Week 6 [2/11-15]: (5) [Diakonia Retreat: (T-W)]
Congress: The
Legislative Branch (continued)
·
Legislative Process: Bill proposition, committee review,
discussion & markup, debate, amendment, vote by house, Conference Committee
& legislative reconciliation, final vote in each house of Congress,
presidential signature or veto, overriding the veto.
·
Congressional power related to checks & balances
·
War Powers Act of 1973
Legislative Simulation (continued): In-class simulation to
write, amend, debate, and pass legislation
Free Response Question Workshop #3:
-
2001 Data-Based Free Response
Essay from AP US Gov’t & Politics Exam
(Question 2: regarding reelection rates for incumbents in the House
& Senate)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
Major Group
Debate #1: Groups will work to research and develop
argumentation for & against
the position that the Congress exceeded its constitutional powers by passing
the War Powers Act 1973. . Students will create opening statements and
argumentation for both sides of the debate along with potential
counter-arguments for each side. On the debate day, groups will be assigned a
position & defend that position against an opposing group. Instructor will
evaluate group performance based upon the quality of research, argumentation,
and ability to counter opponent’s argumentation.
Debate Topic
Indictment: “The
War Powers Act
of 1973
Various
Handouts: regarding argumentation surrounding
the War Powers
Act of 1973
Robert Turner, “The War Powers Resolution: An
Unnecessary, Unconstitutional Source
of “Friendly Fire” in the War Against International
Terrorism.”
CRS
Report for Congress: RL32267 –
The
War Powers Resolution: After 30 Years
Student
Research
[Major Group Debate #1 – Friday]
Week 7 [2/18-22]: (4) [President’s Day:
No classes 2/18]
The Presidency: The Executive Branch & Bureaucracy
·
Key Functions of the President of the
·
President as Commander In Chief
·
President as Executor of the nation’s
laws
Commander-In-Chief:
Simulation
President
as Executor of Civil Rights Laws: Simulation
Handouts:
·
FISA: Foreign Intelligence Surveillance
Act (summary & amendments)
·
CNN.com: “Bush says he signed NSA wiretap
order”
·
Office of the Press Secretary: “Press
Briefing by Attorney General Alberto Gonzalez and General Michael Hayden,
Principle Deputy Director for National Intelligence.”
Additional
Materials: [for analysis]
·
Graph:
Presidential Approval Ratings, 1945-2004
·
Graph:
Presidential Legislative Support fro Congress, 1953-2004
Week 8 [2/25-29]: (5) The Presidency: The Executive Branch &
Bureaucracy (continued)
·
Diplomat in Chief
·
Presidential Pardon Power
·
Executive Orders
President as Diplomat-in-Chief: Simulation
(Re-negotiating a more tenable treaty)
Presidential Pardon Power: Reevaluating President Ford’s pardon of
Richard Nixon
Free
Response Question Workshop #4:
-
2004 AP Free Response Essay
Question from AP
(Q: #1:
regarding Presidential advantage over Congress in conducting foreign policy)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
Major Group
Debate #2: Groups will work to research and develop argumentation
for & against the position
that the Presidents of the
Debate Topic
Indictment: “Presidents of the
Handouts:
CRS
Report for Congress: RL33826
Climate
Change: The
Gergen,
David. Eyewitness to Power: The Essence
of Leadership, Nixon to
Various additional handouts addressing the debate surrounding
executive orders.
[Major Group Debate #2 -- Friday]
Week 9 [3/3-7]:
(4.5) [Faculty Meeting (M)]
The Executive Branch & Bureaucracy
(continued)
·
Organization of the Federal Bureaucracy
o Departments
o Independent
Agencies
o Independent
Regulatory Commissions
o Government
Corporations
·
History/Development of the Bureaucracy
·
Implementation of the Laws
·
Regulations: Converting Laws into Action
·
Accountability & Oversight
Department of Energy regulation development: Simulation
– Developing regulations in order to implement
the Energy Policy Act of 2005
The Judiciary: The Judicial Branch
·
Supreme Court: structure, operation,
jurisdiction, and selection process for justices
o
o Judiciary
Act of 1789
o Judicial
Review: Marbury v.
o Federalist #78
o Statutory
vs. Common Law
o Stare decisis
·
Supreme Court: case selection &
decision-making process
·
Role of the lower Federal Courts, their
creation, power, and jurisdiction
o District
Courts
o Courts
of Appeals
o Courts
of Appeals for the Federal Circuit
o Special
Courts with limited jurisdiction
·
Legal conflict settlement: civil vs.
criminal cases & trials
o Grand
Jury; Petit Jury
·
State Courts: jurisdiction
Handouts:
Energy Policy Act of 2005:
Title
Subtitle
B: Section 711; Subtitle E: Section 772
Title
VIII: Hydrogen
Section
805
Additional Materials: [for analysis]
-
Chart: Department of Homeland Security
organization
-
Chart: Appointment process for Federal
Bureaucracy
-
Chart: The hierarchy of the Judiciary
-
Graph: Supreme Court’s Increasing
Caseload: 1800-2003
-
Pie Charts: Growth of Mandatory Spending
in the Federal Budget
-
Federal Government Growth: Money, Rules,
and People, 1948-1978
[Public Policy Position Papers Due – Monday]
Week 10 [3/10-14]: (4) [Quarterly Exams
3/11-13] [Teacher Work Day: No classes 3/14]
The Judiciary: The Judicial Branch (continued)
·
Continue topics listed above
·
Judicial philosophies: Judicial Activism
vs. Judicial Restraint/”Originalism”
Major Debate Prep
Free Response Question Workshop #5:
-
2005 AP Free Response Question
#1 from AP
(Q #1:
regarding the judicial branch and its relative independence from public
opinion)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
[Exam
#2 – Wednesday]
Quarter #4:
Week 11 [3/17-21]:(3) [Holy Thursday; Good Friday]
The Judiciary: The Judicial Branch (continued)
Major Group
Debate
Major Group
Debate #3: Groups will work to research and develop
argumentation for & against the position that the Supreme Court should
abandon its tendency toward Judicial Activism.
Students will create
opening statements and argumentation
for both sides of the debate along with potential counter-arguments for each
side. On the debate day, groups will be assigned a position & defend that
position against an opposing group. Instructor will evaluate group performance
based upon the quality of research, argumentation, and ability to counter
opponent’s argumentation.
Debate Resolution: “The Supreme Court’s tendency toward Judicial Activism should be
abandoned for an “Originalist” approach to Judicial
Restraint.”
The Political
Process (Teaching Project Development)
·
Interest Groups & the Politics of Influence
·
Political Parties
·
Public Opinion, Participation & Voting
·
Campaigns & Elections
·
Mass Media
Group Teaching
Project: Research & Development
Handouts:
Curry,
Tom. “
Whelan,
Edward. “Supreme Confusion” in National Review 4/13/2005
“Theories
in Constitutional Interpretation”
(
“Judge
Richard A. Posner on Originalism and Pragmatism”
(
[Major Group Debate #3 – Tuesday]
Easter Break: [3/24-28] Easter Break
Week 12 [3/31-
4/4]: (5)
The Political
Process
(continued)
·
Interest Groups & the Politics of Influence
o
Federalist #10: Madison & Faction
o
Types of Interest groups
o
Characteristics & Power of Interest Groups
o
The Influence of Lobbyists
o
Money & Politics
o
Role/Influence of Political Action Committees
o
The Effectiveness of Interest Group Activity in Elections
·
Political Parties
o
Organization
o
Nomination machinery & party platforms
o
Primaries & General Election procedures
o
Development of the 2 party system
o
2 party system vs. multiparty systems
o
3rd parties & independent candidates
o
Divided Government
o
Political parties today: key characteristics
o
Party identification factors
o
Dealignment vs. realignment
·
Public Opinion, Participation & Voting
o
Random sampling
o
Political socialization
o
Impact of public opinion & polls on government
o
Facilitators & Barriers to political participation
o
Voter turnout: influences & results
·
Campaigns & Elections
o
Electoral rules and outcome
o
Terms: rules & requirements
o
Winner take all system
o
Electoral College
o
Elections: House of Reps vs. Senate
o
Presidential campaigns: stages
o
Conventions, Caucuses, and Prmaries
o
General Election
o
Presidential debates: influence on elections
o
Proposed election reforms
o
The role of money & campaign finance reform
o
Issue advocacy
·
Mass Media
o
Influence of the Media on Politics
o
The Changing Role of the American News Media
o
Mediated Politics
o
The Media & Elections
o
The Media & Governance
Group Teaching
Project presentations
Additional Materials: [for analysis]
-
Graph: Percentage of People Ages
18 & Older who voted in the U.S. Presidential Election, 1964-2000
-
Graph: Republican Party Identification in
1984, by percentage & age
-
Table: Patterns of Group Voting: Percent
for Reagan – 1980 and 1984
[Teaching
Projects Due – Wednesday]
Week 13 [4/7-11] (4.5) [Faculty Meeting
(M)]
Group Teaching
Project presentations (continued)
Public Policy
Policy Issues/Topics
-
International Trade
-
Domestic Economic Regulation
-
Health Care
-
Social Security
-
Foreign policy for the
Group Project
development – Social, Economic and Foreign Policy Proposals
Student Groups will
prepare technology presentations aimed at evaluating current public policy
challenges and proposed solutions. Groups will then develop and defend their
own public policy solutions related to the assigned policy challenge. (T-Th.)
[Exam #3 – Friday][Annotated Article #3 Due – Friday]
Week 14 [4/14 –
18]: (5) [Grad Nite: (F)]
Public Policy
Policy Issues/Topics
-
International Trade
-
Domestic Economic Regulation
-
Health Care
-
Social Security
-
Foreign policy for the
Group Project
Policy presentations
[Group Policy Projects Due – Monday]
Week 15 [4/21 – 25]: (5) Review for AP Government & Politics Exam
Free Response Question Workshop #6:
-
2006 AP Data-Based Free Response
Question from AP
(Q #3:
regarding U.S. Map and voting patterns by state in the 1992 & 1996
presidential elections)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
Mock
AP Exam (practice) (M-Th.)
Exam
#4 (F)
[Exam #4 – Friday]
Week 16 [4/28 – 5/2]: (5) Final Exam
Review & Final Exam (Mock AP Exam)
Free Response
Question Workshop #7:
-
2006 Data-Based Free Response Essay Question from
AP
(Q #2: regarding Social Security
receipts, spending, and reserve estimates 2001-2035)
-
Students will develop written responses
to question components. Class evaluation, discussion, and debate of various
responses will ensue. Scoring Rubric will be utilized for instructional
purposes.
[Final Exam]
Week 17 [5/5 – 9]: (5) [Faculty Meeting
(M)]
Review
for AP Macroeconomics Exam (T-F)
AP Government
& Politics Exam:Monday,
May 5: 8:00 A.M.
Week 18: [5/12 – 16] (5) [Senior
Exams (T-Th)][Graduation/Baccalaureate
Practice (F)]