Syllabus 2016-2017
AP United States Government & Politics
Teacher:
Mr. Dennis Marshall
[email protected]
Location:
Room 1192
Block:
1st Block (Blue) / 2nd Block (Gold)
I. Course Description and Rationale
This Course is designed to simulate a college-level, introductory political science
course. It will teach students how to “think politically” in order to gain a critical, yet
objective, perspective on US Politics & Government. Although neither designed nor
intended to be a comparative government course, references will be made to the
political systems in use outside the United States in order to highlight America’s
unique brand of politics as well as the similarities it shares with other countries. By
the end of the year, students who have worked hard will have a better grasp of the
political world that surrounds them and how American and world history have
shaped current political beliefs and political parties, as well as national institutions,
policies and laws.
Students will take the AP exam. This exam consists of two parts: the objective
(multiple choice) section comprises ½ of the test score, consists of 60 questions and
is 45 minutes in length, and the free-response section which makes up the other half
of the test score, is made up of 4 questions and is 100 minutes long. According to the
College Board, “it is suggested that you spend approximately ¼ of your time [25
minutes] on each question. In your responses, use substantive examples where
appropriate.” (emphasis added)
II. Textbooks and Materials
A. Textbook (subject to change):
a. Government in America, AP Edition, 16e
b. The Lanahan Readings in the American Polity, 5e
c. Other readings as needed
B. Materials: 3 ring notebook, wide-ruled paper, pen, pencil, texts and laptop
III. Instructional Methods
During this class, I will demonstrate various levels of instruction. I plan to use power
point presentations, cooperative group activities, oral question and answer sessions,
demonstrations, note taking, books, role-playing, pictures, audio recordings, videos
and guest speakers.
IV. Evaluation and Grade Assignment
A test will be given for each unit of study, with the exception of the Introduction.
This test will be a written exam. The midterm and final exam for this course will be
cumulative. These exams are worth 20% of your course grade. Each semester grade
will be made up of the following:
Tests, Papers & Projects
Classwork (incl. DoNows)
Homework
60%
30%
10%
You may also have the chance to earn bonus points throughout the year for extra
work, bonus questions, etc.
V. Rules
1. BE READY. The student will be:
a. On-time (before the tardy bell rings)
b. On task
c. Use SLANT
Sit up
Listen
Ask questions
Note key information
Track the speaker
2. BE RESPONSIBLE. The student will have everything he or she needs for class
– Charged Laptop, Laptop Charger, Pen/Pencil, Paper Text(s), and a Binder.
3. BE RESPECTFUL. The student will respect themselves, the instructor, guests,
and fellow students as well as the property of others. Just THINK before you
speak:
Is it True
Helpful
Inspiring
Necessary
Kind
4. BE RESILLIANT – Have some GRIT!
Growth
Relying on
Intentional
Tenacity
That is it!! You only have 4 rules to remember. I expect you to respect each other,
respect me, and respect yourself. All school rules will apply in my classroom and will
be strictly enforced.
VI. Classroom Policies/Procedures
1. Tardy Policy:
At the bell for class to begin, all students should be in the classroom in their seats
and should already be working on the DO NOW for the day. I will shut and lock the
door as soon as the tardy bell rings. Students who are late to class for 1st period must
have a pass from the office. On the 4th and subsequent tardies, a referral will be sent
to the office. If you are more than 10 minutes late, you will be considered skipping
and will be required to go t0 the office.
2. Hall Pass Policy:
You will be given 3 “Taking Care of Business” hall passes per nine weeks, for a total
of 4 for the semester. These are for bathroom trips, trips to guidance, stepping out to
text home, etc.
3. Makeup Work Procedure:
Attendance is required. If you must be absent, please follow this procedure.
It is your responsibility to check with me regarding make-up work. YOURS….not
mine!!! I abhor makeup work. This semester I will enforce a 5-schoolday limit for
completing makeup work. The exception to this procedure was noted above in the
grading section regarding missing your designated presentation day.
4. Trash Policy:
I would not come in your room and trash it, so, please, refrain from trashing my
room. I do not mind you having food or drinks as long as you CLEAN UP AFTER
YOURSELF. Please put your trash in the trash can on your way out of the class. If
you leave trash on the floor or on your desk, I will take a picture and you will be
disciplined per the discipline policy. If you abuse the food and drink privilege, I
WILL TAKE IT AWAY.
5. Turning In/Giving Back Papers:
Turn in papers in your designated class box at the front of the room near my desk. I
will ask a volunteer each day to check the basket on my desk and return papers.
Please keep all of your papers in your notebook. With hundreds of papers to grade
each semester, neither I, nor the computer, are above making mistakes in grading, so
please keep everything, plus, this gives you a way to keep track of your grades. By the
way, except for EXCUSED absences, I do not accept late homework, so do not ask,
and you will lose a 5 points per calendar day a major paper is late.
6. Transitioning to and from Groups:
During this class, we will work in groups! After all, two heads are better than one.
Therefore, it is important that you know how to behave when going to and from your
group. Please follow the policy below:
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Wait for my signal-I will hold up my hand and wait for everyone to stop and
look at me.
I will tell you to head to your group or back to your original seat.
At this time you will get up, and have 10 seconds to your destination (group
seat or original seat) and get ready to work.
7. Transitioning out of the room
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When class is over, I will dismiss you, not the bell. Please make sure all of
your books and materials are put away before you leave.
If you must leave the room to use the restroom or see another teacher, please
just raise your hand and wait on me to call on you. Do not walk out of the
classroom. Walking out of the classroom warrants discipline issues. Make
sure you get a pass and sign out and in.
8. Interruptions
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If you must speak about something, please A HAND AND A VOICE. I am only
one person to many of you and I cannot speak over you all. If you need to say
something, please raise your hand and I will let you speak.
If you are called to the office, please make sure to get the hall pass and sign out
and in.
If there is a disaster drill, DO NOT PANIC. Please act like civilized people and
conduct ourselves accordingly as we travel to our destination to get safe.
If someone walks into the room, please, do not acknowledge them. I know they
are coming. You should act as if they are invisible.
9. Seatwork and Teacher-Led Activities
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Please do NOT speak when another person is up presenting. I know you want to
speak your opinion, but there is a time and place for that. Hold all comments
until someone is finished. This includes when I am talking. Also, please be
respectful and refrain from putting your heads down. If one person does it then
we all get to stand up. We are a team.
Talking is not allowed unless prompted by the teacher. So, make sure to take care
of your personal business before class or after class.
If you are finished with your work you may work on another assignment from
this or another class if you have the work with you.
PLEASE BE AWARE THAT TALKING, SLEEPING, TEXTING, OR
DOODLING IS NOT ON THIS LIST OF THINGS TO DO.
THEREFORE….PLEASE DO NOT DO THOSE THINGS.
10. Cell Phones:
Do not use your cell phone in my class. We have brand new laptops to use for
research, so there is no need for you to have your phone out. If I see it, it is mine. In
addition to being a discipline violation, additional penalties are set out below:
1st offense:
Warning.
2nd offense: Warning & Call home.
3rd offense:
Office Referral.
11. Food and Drink Policy
No food or gum will be allowed in my classroom (obvious exception is for breakfast, if
applicable). No drinks other than water shall be consumed in my room. All drinks
must have a screw top (no cans). No drinks may be open while computers are in use
near your seat. Additionally, No food or drinks (other than water) may be taken into
the courtroom side of the room in order to protect the carpet from accidental spills.
This rule will apply to me as well, so be sure to police me as closely as I police you.
KEEP THIS SYLLABUS IN THE FRONT OF YOUR NOTEBOOK AT ALL
TIMES!!!!
SCHEDULE OF TOPICS
Please note that there will be a test, consisting of multiple-choice and/or at least one free response
question, at the conclusion of each chapter/topic, with the exception of the Introduction. We will spend
between 1-2 weeks (5-7 class meetings) per topic, again with the exception of the Introduction.
Introduction
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Rules and Expectations
Cornell Notes
The AP Exam-Strategies for Success:
o "Strategies to Approach Multiple-Choice Questions in the Classroom and on the Exam,"
Shirley Counsil, AP Central: 2007.
o "Using and Understanding Tables, Charts, and Graphs," Jean Robinson, AP Central: 2005.
Introducing Government in America (ch.1)
Lectures and discussion based on the following questions:
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What factors contribute to American exceptionalism?
How is democracy found in the United States similar to and different from democracies found
in other countries?
What are the advantages and disadvantages of a democratic system?
What are the differences between an input and output democracy and what are the
advantages of each?
What is unique about American political culture?
What is the American Dream and do other countries have similar aspirations?
What are the definitions of politics, power, authority, and legitimacy?
Readings, Assignments & Projects:
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Edwards: Ch. 1
5. Can America Fail?, Kishore Mahbubani, Wilson Quarterly, Spring 2009
6. The Right Bite, William A. Galston, Wilson Quarterly, Winter 2009
7. Progressivism Goes Mainstream, John Halpin and Ruy Teixeira,
8. The Hazard of Moral Hazard, James K. Glassman, Commentary, September 2009
9. Not So Popular Where It Counts, Bruce Stokes, National Journal, July 25, 2009
America the Untethered. [AE #5]
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What Democracy Is ... and Is Not, Philippe C. Schmitter and Terry Lynn Karl, Journal of
Democracy, Summer 1991
Anti-Americanisms, Peter J. Katzenstein and Robert O. Keohane, Anti-Americanisms in World
Politics, Cornell University Press, 2007
The Constitution (ch.2)
Lectures & discussion based on the following questions:
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What features of the US Constitution have enabled it to endure for over two centuries?
What are its strengths and weaknesses?
What were the strengths and weaknesses of the Articles of Confederation?
What historical events surrounded the writing of the US Constitution?
Why did Madison fear factions?
How did the Federalist papers influence the passage of the US Constitution?
What are the three main branches of government and what are their major powers?
In what ways does each branch of government check and balance the other branches?
What are the advantages and disadvantages of separation of powers?
What are the differences between formal and informal powers?
What are the processes for proposing amendments and getting them passed?
What were the major views of the federalists and anti-federalists?
Why did some people feel there was no need for a bill of rights and others feel it was an
absolute necessity?
What major provisions are found in each of the 27 amendments?
How do different theories (i.e., pluralism, power elite, democratic, republican, communist)
address the nature of government?
Readings, Assignments & Projects:
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Edwards: Ch. 2
The Declaration of Independence, Thomas Jefferson, The Declaration of Independence, 1776
The History of The Constitution of the United States, The Constitution of the U.S., 1787
The Size and Variety of the Union as a Check on Faction: Federalist No. 10, James Madison,
The Federalist Papers, 1787
Checks and Balances: Federalist No. 51, James Madison,
10. It Is Time to Repair the Constitution's Flaws, Sanford Levinson, Chronicle of Higher
Education,
October 13, 2006
Washington's Farewell Address
Constitutional Scavenger Hunt: Explore various details of the Constitution
Amendments Quiz
Federalism (ch.3)
Lectures and discussion based on the following questions:
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What is federalism?
What are the differences and similarities between federalist, confederalist and unitary
systems of government?
What are the strengths and weaknesses of each system?
What are federal, state and local powers (shared/concurrent and exclusive/delegated) under
federalism?
What are express, implied, and inherent powers?
What is fiscal federalism?
What are federal mandates?
Why was there a need for the passage of an unfunded mandates law and why i5' it sometimes
ignored?
What are the differences and similarities between categorical grants, block grants, project
grants, and revenue sharing?
Why do states prefer block grants and why does the federal govemment prefer categorical
grants?
What are the major aspects the Welfare Reform Act and the Americans with Disabilities Act
and how do they exemplify the strengths and weaknesses of federalism?
Readings, Assignments & Projects:
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Edwards: Ch. 3
How Big Government Got Its Groove Back, William Galston, The American Prospect, June
2008 [AE #6]
The Real Infrastructure Crisis, Burt Solomon, Nationa/ Journal, July 5, 2008 [AE #50]
Speculators, Politicians, and Financial Disasters, John Steele Gordon, Commentary, November
2008 [AE #51]
Federalist 39 and 46129-132 (Lanahan)
American Federalism Daniel Elazar 133-138 (Lanahan)
United States v. Lopez 147-151 (Lanahan)
Videos:
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Federalism; Teachers Video Company
Federalism 60 Minutes
Civil Liberties/Civil Rights & Public Policy (chs.4 & 5)
Lectures and discussion based on the following questions:
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What is the difference between civil liberties and civil rights?
What major provisions are found in each amendment of the bill of rights?
Under what circumstances is free speech curtailed or prevented?
What does prior restraint mean?
What is the difference between the establishment and free exercises clauses of the first
amendment?
What are the major provisions of the thirteenth, fourteenth and fifteenth amendments?
Why is the fourteenth amendment important in discussing civil liberties?
What is the incorporation doctrine and to which amendments does it apply?
What are the major details and results of some of the major Supreme Court landmark cases
dealing with civil liberties and civil rights?
What is the difference between slander and libel and why are they not protected as free
speech?
What groups are supposed to be protected by civil rights policy?
What different methods were used to restrict the voting rights of African-Americans and
women?
What is gerrymandering?
What is affirmative action?
Readings, Assignments & Projects:
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Edwards: Ch. 4 and 5
11. Pursuit of Habeas, Jack Hitt, Mother Jones, September/October 2008
13. Two Takes: Pulpit Politics Is Free Speech/Campaigns Can Split Churches, Ron Johnson Jr.
and BarryW. Lynn, U.S. News & World
Supreme Court Cases Project based on civil liberties cases, including:
Gitlow v. New York; Gideon v. Wainwright; Miranda v. Arizona; Griswold v. Connecticut;
Roe v. Wade; Texas v. Johnson
Videos:
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Eyes on the Prize (selected segments)
Public Opinion and Political Action (ch.6)
Lectures and discussion based on the following questions:
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What are America's values with regard to politics, economics, and society?
How do Americans develop their political beliefs?
What are the differences between ideology and political attitudes?
What are the differences between liberals, conservatives, libertarians, socialists, and
communists?
In what ways do people, in general, and Americans, in particular, participate in politics?
Why is American voting participation rates relatively low and does it matter?
Why do many Americans choose to participate in the political process in ways other than
voting?
What are the differences between gladiatorial, spectator, and passive forms of political
participation?
What are the agents of political socialization?
How is political culture established and fostered?
How do political beliefs and attitudes vary by demographic characteristics, such as race,
gender, age, region of the country, religion, and occupation?
Readings, Assignments & Projects:
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Edwards: Ch. 6
"Public Opinion: Is There a Crisis?" The Economist, July 17, 1999
Political Compass Web site: students will find where they fall on the political ideology
spectrum, assess and discuss the questions asked on a variety of web-based political ideology
quizzes.
Political Literacy Survey: Students write questions, survey students, compile and analyze
results and make charts and graphs using the results.
The Mass Media and the Political Agenda (ch.7)
Lectures and discussion based on the following questions:
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What is the role of the media in the political process?
What is the impact of the media on "public opinion, voter perceptions, campaign strategies,
electoral outcomes, agenda development, and the images of officials and candidates?
In what ways and to what extent do the different media outlets (Le., newspapers, television,
radio, internet, magazines) influence American political culture and the political agenda?
How have the media and politicians formed an interdependent relationship and why can this
sometimes lead to conflicts of interest?
Is the media liberal, conservative, neutral, or does it depend on who is asking the question?
Readings, Assignments & Projects:
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Edwards: Ch. 7
42. The Revolution Will Not Be Published, Clay Shirky, Utne, July/August 2009
43. Build the Wall, David Simon, Columbia Journalism Review, July/August 2009
44. A See-Through Society, Micah L. Sifry, Co/umbia Journalism Review, January/February
2009
Starting Over. [AE #39]
Let the Blowhards Blow. [AE #44]
Sharp Pencils. [AE #45]
"The Media We Deserve,· Mark Blitz, The Public Interest, Spring 2005 [AE #44]
Read excerpt from Inventing Reality: The Politics of the Mass Media. Michael Parenti
Wadsworth 1993
Videos:
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The Living Room Candidate: Presidential Campaign Commercials, 1952-2004
Created and maintained by the American Museum of the Moving Image, Astoria, N.Y.
Project:
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Media Project Summary: Students will watch two television news show over the course of 4-6
weeks and analyze and compare the content, bias, and selection of news items in a 3-5 page
paper.
Political Parties (ch.8)
Lectures and discussion based on the following questions:
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What role do political parties play in United States politics?
How are the major political parties structured internally?
How did the political party system evolve over the centuries in the United States?
What are the major differences and similarities between the Democrat and Republican
parties?
What were the purposes behind the McGovern-Fraser Commission?
What are/were some of the major platforms of third parties?
What role do third parties play in American political life?
What occurred during party realignment periods?
What are the differences between party realignment and dealignment?
What have been the circumstances surrounding periods of party realignment and
dealignment?
Readings, Assignments & Projects:
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Edwards: Ch. 8
30. Obama's America, Michael Barone, National Journal, July 11, 2009
31. The 'Enduring Majority'-Again, Jay Cost, National Review, June 8, 2009
32. Dr. Dean Regrets Nothing, James A. Barnes, National Journal, January 24, 2009
33. Direction, Anyone?, Ramesh Ponnuru, National Review, September 7, 2009
The Weakness of Our Political Parties, Wilfred M. McClay, Society (2008) Vol. 45 [AE #30]
America the Liberal, John B. Judis, The New Republic, November 19, 2008 [AE #31]
Nominations & Campaigns (ch.9)
Lectures and discussion based on the following questions:
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What impact do campaigns have on elections, the candidates, and the electorate?
What happens during the course of a typical presidential or congressional campaign?
What are the typical steps taken to become a candidate for political office?
What are the major components of campaign finance reform and are they democratic?
What factors contribute to candidates being more likely to be successful in their bid for
office?
What stories do the media focus on during campaigns?
What are the differences between soft and hard money?
What are the major components of the Federal Election Campaign Act (1974)?
What are the major components of the McCain-Feingold Act (2002)?
What does the Federal Election Commission do?
Is campaign finance reform democratic?
What are the differences between a primary and a caucus?
How do open, closed, and blanket primaries compare?
Why do candidates run toward the extremes during primaries/caucuses and run toward the
middle during the general election?
How does the median voter model apply to the American political experience?
Readings, Assignments & Projects:
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Edwards: Ch. 9
America Observed, Robert A. Pastor, The American Prospect, January 4, 2005
Can Money Be a Force for Good?, Mark Schmitt, The American Prospect, January/February
2009
Vote or Else, Allison R. Hayward, The Weekly Standard, March 21, 2005
The American Presidential Nominating Process: The Beginnings of a New Era, Bruce
Stinebrickner, McGraw-Hill Contemporary Learning Series, 2008
The Presidential Nomination Process: The Beginnings of a New Era. [AE #35]
"Public Choice Theory ad the Economics of Taxation" in McConnell and Brue,
Microeconomics. McGraw-Hill, 2005.
Videos
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The Living Room Campaign
Journeys with George (Excerpts)
Elections & Voting Behavior (ch.10)
Lectures and discussion based on the following questions:
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What are the demographics of the voting population?
Who votes and why?
How do different electoral systems (i.e., single member district plurality, proportional
representation) affect outcomes and the number of parties represented?
What is Duverger's Law?
Why is voter turnout low in the United States and does it matter?
How does voter turnout differ at the national, state, and local levels?
In what other ways do Americans participate?
How does the Electoral College work?
What is the rationale behind using an Electoral College rather than direct election of the
President?
What are the advantages and disadvantages of the Electoral College?
Does your vote matter?
What is the Presidential coattails effect and why has it diminished over the years?
Readings, Assignments & Projects:
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Edwards: Ch. 10
34. America Observed, Robert A. Pastor, The American Prospect, January 4, 2005
Can Money Be a Force for Good?, Mark Schmitt, The American Prospect, January/February
2009
Vote or Else, Allison R. Hayward, The Weekly Standard, March 21, 2005
37. The American Presidential Nominating Process: The Beginnings of a New Era, Bruce
Stinebrickner, McGraw-Hili Contemporary Leaming Series, 2008
Who Should Redistrict. [AE #33]
Vote or Else. [AE #34]
Obama Buoyed by Coalition of the Ascendant, Ronald Brownstein, Nationa/ Journal,
November 8,2008 [AE #41]
The '08 Campaign: Sea Change for Politics as We Know It, Adam Nagourney, The New York
Times, November 4, 2008 [AE #42]
Triumph ofTemperament, Not Policy, Michael Barone, U.S. News & World Report, November
17/24,2008 [AE #43]
The Other Winner, Matt Bai, The New York Times Magazine, November 16,2008 [AE #44]
Clicking and Choosing, Virginia Heffernan, The New York Times Magazine, November 16,2008
[AE #45]
BHO: QED, John Balz, Washington Monthly, May/June/July 2008 [AE #46]
Electoral College Map: Analyze the electoral college results of the 2004 & 2008 presidential
elections.
Interest Groups (ch.11) and The Politics of Public Policy (Part IV - sections)
Lectures and discussion based on the following questions:
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What role do interest groups play in American politics?
How do interest groups form?
Why are some population segments represented or overrepresented by interest groups and
other segments are underrepresented or not represented at all?
What impact does lobbying have on the formation and implementation of policy?
Do PACs serve the roles for which they were originally intended?
How has electoral reform impacted the role of interest groups, PACs and policy?
What are the five stages of the policy process?
What is internal and external political efficacy?
What demographic factors contribute to greater political efficacy?
Readings, Assignments & Projects:
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Edwards: Ch. 11, Part IV-sections
38. Still the Chosen One?, Robert Dreyfuss, Mother Jones, September/October 2009
39. Don't Call Them Lobbyists, Theo Francis and Steve LeVine, Businessweek, August 10, 2009
40. Born Fighting, Ronald Brownstein, National Journal, September 27, 2008
41. Why They Lobby, Winter Casey, National Journal, May 31, 2008
45. The Tax-Cut Con, Paul Krugman, The New York Times Magazine, September 14,2003
46. The Realities of Immigration, Linda Chavez, Commentary, July/August 2006
47. The Health of Nations, Ezra Klein, The American Prospect, May 2007
48. The Rea/Infrastructure Crisis, Burt Solomon, National Journal, July 5, 2008
49. Speculators, Politicians, and Financial Disasters, John Steele Gordon, Commentary,
November 2008
50. A Flimsy Trust: Why Social Security Needs Some Major Repairs, Allan Sloan, The
Washington Post, August 2, 2009
51. How Globalization Went Bad, Steven Weber et aI., Foreign Policy, JanuarylFebruary 2007
52. Are Failed States a Threat to America?, Justin Logan and Christopher Preble, Reason
Magazine, July
2006
53. Worth Fighting-or Not, Burt Solomon, Nationa/ Journal, June 13, 2009
54. The Abandonment of Democracy, Joshua Muravchik, Commentary, July/August 2009
Shakedown on K Street [AE #36]
Interest group debate project: Students will research and emulate different interest groups'
positions on a major policy and debate the major issues.
Congress (ch.12)
Lectures and discussion based on the following questions:
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What is the demographic background of the members of each house?
What are the formal and informal powers of Congress?
What are the formal and informal powers of the House of Representatives and the Senate?
How does Congress "check" the other two branches?
What are the advantages of incumbency?
How does a bill become a law?
Why are committees the most important part of a bill becoming a law in the American
political process?
What are the different types of committees within each chamber and what are their
functions?
What is the leadership structure of each house?
What are the different roles of the Representatives and Senators within their respective
chambers?
How has Congress evolved over the centuries?
Why is Congress not as powerful as it once was?
What are the powers/functions of the Congressional Budget Office?
Readings, Assignments & Projects:
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Edwards: Ch. 12
21. When Congress Stops Wars: Partisan Politics and Presidential Power, William G. Howell
and Jon C. Pevehouse, Foreign Affairs, September/October 2007
22. The Case for Congress, Lee H. Hamilton, Wilson Quarterly, Spring 2004
23. The Case for Busting the Filibuster, Thomas Geoghegan, The Nation, August 31/September
7,2009 24. A Bit of Advice, Madam Speaker, Charlie Cook, National Journal, May 23, 2009
This Is What a Speaker Looks Like [AE #23]
Life on Capitol Dunghill [AE #24]
The Presidency (ch.13)
Lectures and discussion based on the following questions:
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What are the advantages and disadvantages of a presidential system?
How does a presidential system compare to a parliamentary system?
What are the differences between head of state and head of government?
What are the formal and informal powers of the executive branch?
What are the formal and informal powers of the president?
What powers does the president have alone and what powers does the president share with
the Senate and the Congress as a whole?
What are the different roles of the president?
How is the executive office structured, and what are the major departments?
How is the White House Staff structured?
How does the executive branch check the other two branches?
Why has the presidency become more powerful than Congress over the course of the
twentieth and twenty-first centuries?
What are the major provisions of the Twenty-Second and Twenty-Fifth Amendments?
What is the difference between a veto and a pocket veto?
Why is a line-item veto unconstitutional?
To what different audiences does the president have to appeal?
What are the major provisions of the War Powers Resolution (1973)?
What are different ways (i.e., pyramid, circular, ad hoc), in which the president can organize
his personal staff and what are the strengths and weaknesses of each?
What are different ways to measure "presidential character?"
What is executive privilege and when can it be applied?
What limits should be placed on executive privilege?
Should executive privilege be allowed in a democracy?
Readings, Assignments & Projects:
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Edwards: Ch. 13
14. Misremembering Reagan, Ramesh Ponnuru, National Review, July 6, 2009
16. The Founders' Great Mistake, Garrett Epps, The Atlantic, January/February 2009
17. Happy Together?, Donald R. Wolfensberger, Wilson Quarterly, Winter 2009
18. Veto This!, Carl M. Cannon, National Journal, October 13, 2007
19. A Political Odyssey, Dan Salz and Haynes Johnson, The Washington Post, August 2, 2009
What Bush Got Right, Fareed Zakaria, Newsweek, August 18/25, 2008 [AE #15]
A Liberal Shock Doctrine, Rick Perlstein, The American Prospect, September 2008 [AE #17]
Living History, Anna Quindlen, Newsweek, November 17, 2008 [AE #18]
The Two Obamas, Stuart Taylor Jr., National Journal, November 1, 2008 [AE #19]
"The Signing Statement Games," Brian Friel, National Journal, June 17, 2006
"The President: Guardian of the System" from Michael Parenti, Democracy for the Few.
The Federal Court System (ch.16)
Lectures and discussion based on the following questions:
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How is the Federal judicial system structured?
How are Supreme Court justices selected?
What are the politics behind the nomination and confirmation of Supreme Court justices?
What are the definitions of amicus curiae, ex post facto, habeas corpus, bill of attainder?
What impact has the Supreme Court had on American politics and society throughout history?
Why does the Supreme Court select the cases it does?
What types of cases does the Supreme Court hear?
What are the differences between original and appellate jurisdiction?
What are the major details and results of some of the major Supreme Court landmark cases?
What are the major viewpoints of the strict constructionists (original intent) and their
opponents?
What is judicial review and does this power add to or detract from a democracy?
Readings, Assignments & Projects:
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Edwards: Ch. 16
12. Is Judicial Review Obsolete?, Stuart Taylor Jr., National Journal, July 5,2008
25. Remote Control, Stuart Taylor Jr., The At/antic Monthly, September 2005
26. Court Approval, Jeffrey Rosen, The New Republic, July 23, 2007
The Power Broker, Stuart Taylor Jr. and Evan Thomas, Newsweek, July 16, 2007 [AE #27]
Landmark Supreme Court cases
Congress, the President & the Budget (ch.14) & The Federal Bureaucracy (ch.15)
Lectures and discussion based on the following questions:
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How are bureaucracies organized?
What are the major components of an iron triangle?
What are the powers/functions of the Congressional Budget Office and the Office of
Management and
Budget?
Why are civil service jobs based on a merit rather than patronage?
What are the major components of the Pendleton Civil Service Act (1883) and the Hatch Act?
What does apolitical mean?
How are executive orders used to control the bureaucracy?
What roles does the bureaucracy play in American politics in general and policy making in
particular?
What are the powers and limitations of a bureaucracy?
What is administrative discretion?
How is the bureaucracy organized in the executive branch?
Are bureaucracies a threat or a necessary condition to a successful democracy?
Readings, Assignments & Projects:
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Edwards: Ch. 15
27. Marking Time: Why Government Is Too Slow, Bruce Berkowitz, The American Interest,
SeptemberlOctober 2007
28. Worse than You Think, Peter J. Wallison and Edward Pinto, National Review, November 3,
2008
29. Teaching a Hippo to Dance, Amy Wilkinson, Wilson Quarterly, Winter 2009
Reading and analyzing federal government pie charts, graphs and tables
AP TEST REVIEW
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Review Packet
Students will use AP Checklist, included in packet, to see where they need more help
Students will take practice exams, including AP and AP-style multiple choice and freeresponse questions
Clippings File
Students must keep a current events notebook in addition to their regular notebook in which they will
keep a file of in-depth news articles they have read. These articles should discuss policy, political events,
policy formulation, or political action in regard to the issue topics listed below. For each article there
should be a 2-3 sentence synopsis of the article, a link to the article & 2 high-quality questions from the
article. You can use each category (listed below) only once per 9 weeks, and the article must be from
July, 2015 or later for the fall semester and November, 2015 for the spring semester. The purpose of this
assignment is to ensure that students are conversant in current issues facing the countries that will be
studied this year. You will turn this in near the end of each 9 weeks, with 10 articles each 9 weeks.
You should find articles on some of the following topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Economy/Taxation
Presidency
Corporate Reform
Congress
Federal Budget / Government Spending
Foreign Policy/Defense/Terrorism
Interest Groups and PACS
Elections
Supreme Court Decisions
Domestic Policies (Poverty, Welfare, Education, Health Care, Immigration, etc....)
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PAPERS
Each student must accumulate 60 points per semester. You can use each category only once per year.
Be sure to follow directions exactly. Any extra points (up to 25) will count as extra credit.
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