Advanced Placement Government: Hallsville High School 2015-2016

The AP Government and Politics course will be taught in accordance to the AP College Board as well as including the
state mandated Missouri Constitution, U.S. Constitution, and End-Of-Course exams. The class will be taught in 50
minutes classes every day that school is in session.
Course Overview/Description:
This course explores the political theory and everyday practice that direct the daily operations of our government
and shape our public policies. The purpose of this course is to prepare students to take the AP U.S. Government and
Politics Exam in the spring. This course will also prepare students to take the Missouri Government EOC, the
Missouri Constitution Exam, and the U.S. Constitution exam. Successful completion of the Missouri and U.S.
Constitution Exam is a requirement for graduation in the state of Missouri.
This course for all intents and purposes is designed to prepare students for college and will be taught accordingly.
The students will be required to complete assigned readings outside of class in preparation for daily discussions and
activities. The objectives of this course go beyond the basic analysis of how our government works. Students will
develop a critical understanding of the strengths and weaknesses of the American political system, as well as their
rights and responsibilities as a U.S. citizen.
Teaching Strategies:
The course will be divided between lecture, discussion, writing, and creation of projects.. Students will engage in
discussions over: public policy, international relations, institutions, linkage institutions, etc. We will be using Google
accounts in which the teacher will post assignments, readings, projects, etc via Google Classroom. The students will
be responsible for turning in all assigned work using Google Docs unless instructed otherwise.
As with any content, being able to speak the language is essential. Being proficient in the subject vocabulary is
essential to fully understanding the concepts. We will be utilizing weekly online quizzes through Google Classroom
during the course of the year to help students gain exposure and mastery of essential vocabulary.

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Course Readings:
The students will be using the following texts for the duration of this course (I will provide copies of these to the
students):
Bianco, William T., and David T. Canon. American Politics Today: Essentials. 3rd ed. New York: W.W. Norton, 2011.
Print.
Serow, Ann Gostyn. The Lanahan Readings in the American Polity. 5th ed. Baltimore: Lanahan Publishers, 2011.
Print.
Readings will also be supplemented with classroom handouts throughout the year
Classroom Procedures
Expectations:
1. Be Respectful and Participate! A learning environment works best when we respect each other. To
learn and grow we must be willing to take risks and enter uncharted territory, and we cannot do
that if we are afraid of ridicule or judgment. Respect includes our tone of verbal and non verbal
communication, as well as our willingness to participate in what we are doing.
2. Attendance! Attendance is a must in this course as we will dive into a variety of complex issues,
philosophies, and systems. If you are absent it is YOUR responsibility to come get the assigned
work/information. I will be available before and after school to assist you in getting caught up. If
you are going to be absent on a test date it is your responsibility to notify me BEFORE the exam
day.
3. Have fun! Government is a very exciting and interesting course. There is no right or wrong
answer. Be creative and keep your mind open to new ideas.
4. Try your hardest and you will succeed; success isnt defined by what grade you get; as long as
you do your work to the best of your ability that is success
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Rules:
I dont have many; YOURE IN HIGH SCHOOL. Most of these youre already familiar with:

Food and drink - Drinks will be allowed in the classroom as long as you keep the room clean and
pick up your mess. THIS IS A PRIVELAGE, NOT A RIGHT and can be taken away if it is abused.

IPod/MP3/Cell Phone - This class offers individual and group work time. You may use your cell
phones/IPods during individual work time to research and work independently. They are not to be
out when the teacher is giving instructions or during lecture. Again, THIS IS A PRIVELAGE, NOT A
RIGHT.

Videos and Movies:

During the course of the year we will occasionally view movies that are related directly to the course
information. These movies will not exceed a PG-13 rating without parental permission.
Grading Scale
A 94-100%
A- 90-93%

B+ 86-89%
B 83-85%
B- 80-82%

AP U.S. Government and Politics

C+ 76-79%
C 73-75%
C- 70-72%

D+ 66-69%
D 63-65%
D- 60-62%

F 59-0%

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AP U.S. Government and Politics Curriculum

Constitutional Underpinnings of United States Government (5-15%)

Considerations that influenced the formulation and adoption of the Constitution

Separation of powers
Federalism
Theories of democratic government

Political beliefs and behaviors (10-20%)

Beliefs that citizens hold about their government and its leaders
Processes by which citizens learn about politics
The nature, sources, and consequences of public opinion
The ways in which citizens vote and otherwise participate in political life
Factors that influence citizens to differ from one another in terms of political beliefs and
behaviors

Political Parties, Interest Groups, and Mass Media (10-20%)

Political parties and elections

o Functions
o Organization
o Development
o Effects on the political process

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Electoral laws and systems

Interest groups, including political action committees (PACs)

o The range of interests represented
o The activities of interest groups
o The effects of interest groups on the political process
o The unique characteristics and roles of PACs in the political process

The mass media

o The functions and structures of the media
o The impact of media on politics

Institutions of National Government: the Congress, the Presidency, the Bureaucracy, and the Federal
Courts (35-45%)

The major formal and informal institutional arrangements of power

Relationships among these four institutions and varying balances of power
Linkages between institutions and the following:
o Public opinion and voters
o Interest groups
o Political parties
o The media
o State and local governments

Public policy (5-15%)

Policy making in a federal system

The formation of policy agendas
The role of institutions in the enactment of policy
The role of the bureaucracy and the courts in policy implementation and interpretation
Linkages between policy processes and the following:
o Political institutions and federalism
o Political parties
o Interest groups

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o
o
o

Public opinion
Elections
Policy networks

Civil rights and civil liberties (5-15%)

The development of civil liberties and civil rights by judicial interpretation

Knowledge of substantive rights and liberties
The impact of the Fourteenth Amendment on the constitutional development of rights and
liberties
AP Exam:

Students are encourages, but not required, to take the AP exam. The AP Exam scores are not received
until early July. These scores are therefore not used as a part of a students average in the course. The
exam will be on Tuesday, May 10, 2016 at 8:00AM. There is a fee for the exam.
Section I: Multiple Choice
This sections consists of 60 multiple-choice questions that represent the knowledge you should understand and be
able to apply.
Section II: Free Response Questions
This sections will have 4 questions that will test your knowledge and understanding of multiple concepts from the
course. You will be asked to define, explain, describe, analyze, and evaluate a multitude of concepts and
demonstrate your understanding of how these concepts interact and influence the daily political atmosphere in the
United States. It is recommended that you take 25 minutes for each free response question.
AP Government Exam Format

Section I
Question Type
AP U.S. Government and Politics

Number of Questions

Timing
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Multiple Choice

60

45 minutes

Section II
Free Response Questions

100 minutes

Course Outline
UNIT

TEXTBOOK
CHAPTERS

COURSE
THEME

1.
Foundations
of U.S.
Government,
Federalism

American
Politics
Today: Ch. 1,
2, 3

I. Constitutional
Underpinnings
of U.S.
Government

2. Political
Socialization,
Behavior,
Ideologies,
and Public
Opinion

American
Politics
Today: Ch 5

II. Political
Beliefs and
Behaviors

AP U.S. Government and Politics

READINGS/CHARTS
/
TABLES
Federalist #51
Chart: Distribution of
Federal Grants
Chart: Population
Distribution in 1790
America
Thomas Paine:
Rights of Man

Federalists #39
Chart: Voter Turnout
(Midterm and
General Elections)
Graph: Demographic
Political Affiliation
Graph: Gender
Political Affiliation
Map: 1960-2012

TOPICS OVERVIEW

What is the purpose of government? What was the founders

view of the purpose of government? What made this new system
great, and what still applies to founders initial intent. Why did
Madison fear factions? What were the reasons of the swift
adoption of the Bill of Rights? Why did the Anti-Federalists fear
federalism? What are state and local powers defined as? What
influence does the federal government have or the state
government? Define the following concepts: democratic theory,
republicanism, pluralist theory, majoritarianism, and the elitist
theory.
What am I? and more importantly why am I that? How do we
come by our political beliefs? Is it how or where we were
raised? or is it a decision we make on our own?
What are the sources of public opinion? What is political
culture? What is the role of the citizen in a civil society? Which
citizens vote and why?

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Electoral College
Maps
3. Mass
Movement
Politics

4. Congress

American
Politics
Today: Ch. 6,
7, 8

American
Politics
Today: Ch. 9

III. Political
Parties, Interest
Groups, and
Mass Media

IV. Institutions
of National
Government

AP U.S. Government and Politics

Federalist #10
Chart: PAC
contributions
Law Study: 501 (c)(4)
for Super PACs
Graph: Congressional
District/Gerrymander
ing
Chart: Candidate
Spending by State
Analysis: Stephen
Colbert Super PACs
Chart: Breakdown of
Media Viewership
(CNN, FOX, MSNBC)

Reading: Incumbent
Advantage
Chart: Congressional
Reapportionment
(2012)
Chart: U.S. Congress
Approval Jan 2013Jan 2014

Is this the best system to develop and select leaders? Are citizens
well served by the current process? How has the electoral
process changed over time?
Elections: How are candidates selected to run for office? What
role is played by party organizations, PACs and money
generally in campaigns? What role do these groups play in the
electoral process? Should the current campaign system be
overhauled and reformed? What could we expect from the 2016
Presidential election? Blanket targeting v specific targeting
(Ohio 2012)
Media: What role does the media play in elections and shaping
public opinion? In what ways does the media influence the
electoral process?

How our laws made? Does the current system reflect what
founders intended? Does the current system adequately work for
citizens today? How does Congress represent and reflect the
interest and desires of the nation? Is Congress representative of
the nation as a whole? Is this the most efficient and effective
way to make policy? Compare and contrast the makeup and
operations of the House and Senate focusing on rules and
leadership.

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5. The
Presidency
and
Bureaucracy

American
Politics
Today: Ch 10,
11

IV. Institutions
of National
Government

6. The Courts

American
Politics
Today: Ch 12

IV. Institutions
of National
Government

7. Public
Policy

American
Politics
Today: Ch 14,
15

V. Public Policy

AP U.S. Government and Politics

Analysis: Executive
Order by Term
Analysis: Treaties v
Agreements
Political Campaign
Ad Analysis
Graph: Federal
Employee Breakdown
Chart: Executive
Employee Breakdown
Analysis: The
Growing, and
Shrinking, and
Growing
Departments
Federalist #78
Judiciary Act of 1789
Graph: Supreme
Court Case
Acceptance
Analysis: Cases per
Courts (Marshall
Court, etc)
Chart: Government
Spending (2013)
Chart: Federal
Budgets
Analysis: Social
Security Breakdown:
Congressional
Dipping

What are the formal and informal powers of the presidency?

How has Presidential power changed over time? How have
Presidents abused/used powers throughout history? How do the
other branches of government check and balance out the
Executive Branch?
Bureaucracy: What are the specific issues addressed in public
policy making? Define an Iron Triangle, does it exist and if so
how does it influence policy implementations? Who controls the
bureaucracy: The president? Congress? The people? Does a
largely permanent professional bureaucracy serve democracy?

What role do the courts play in interpreting the Constitution and

implementing public policy? What is the proper role for the
judicial branch in the public policy process? How do cases make
their way to the Supreme Court?

Who sets policy agendas for our nation? How does federalism
affect public policy? Areas of study include:
1.The Economy: How is the federal budget made? How is
monetary policy different form fiscal policy? What is the global
economy? How does the global economy influence U.S policy?
2.Social Policy: What are subsidies and entitlements? What is
the proper role for government in social issues such as

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Chart: Discretionary
Spending
Chart: Foreign Aid

education, welfare, and crime?

3.U.S Foreign Policy: What role should the U.S play in the
world? What is, and what should be, our relationship with the
United Nations?

8.Civil Rights
and Liberties

American
Politics
Today: Ch 4,
13

VI. Civil Rights

and Liberties

Case Studies:
1.Marbury v Madison
2. Barron v.
Baltimore
3. McCulloch v.
Maryland
4. Plessy v. Ferguson
5. Gideon v.
Wainwright
6. Palko v.
Connecticut
7. Brown v. BOE
8.Miranda v. Arizona
9. Roe v. Wade
10. Mapp v. Ohio
Chart: Minorities in
Congress (1964 2012)

1st Amendment Freedoms: What constitutes free speech? How

does the national Bill of Rights apply to states? Do the courts
legislate from the bench?
1.Freedom of Speech, the Press, and Assembly: What forms of
speech are protected? How is the 1st Amendment affected in
times of crises?
2.Religion: What constitutes establishment? What are the
limits of free exercise?
14th Amendment: What is the equal protection: under the law?
How does the national Bill of Rights apply to the states? Do the
courts legislate from the bench?
1.Life, Liberty, and Property: What is procedural due process? Is
there a right to privacy? What do property rights mean in
relation to community interests?
2.Equal Protection Under the Law: How has the interpretation of
the equal protection clause changed over time? How have laws
like the Civil Rights Act of 1964, the Voting Rights Act of 1965,
and affirmative action influenced our understanding of the
clause?

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*AP Exam will take place Tuesday May 10, 2016*

*Note* Students will take the U.S. Constitution Exam following the completion of unit 8 to meet the state of Missouri
requirements for graduation. Following successful completion of the U.S. Constitution Exam students will begin
Missouri Constitution unit and complete the state required Missouri Constitution Exam.
*Note* Missouri Government End-of-Course Exam will be given at the end of the year

Contact Info:
The easiest way to reach me will be my school email. I check that multiple times a day and will be able to give you a
response in timely manner.
Work Phone: 573-696-5512 ext. 411
Work Email: wproffit@hallsville.org
Cell Phone: 816-248-6877; in case of emergency if youve got homework or study questions

Parents,
Please review the attached syllabus with your student. They contain information regarding their success in AP U.S.
Government and Politics for the upcoming year. Students should keep these for future reference. Once you have
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reviewed the attached syllabus please sign and fill in the contact information below. Your son or daughter should return
only this page to me.
Thank You,
Wade Proffitt
I (print students name) ___________________________, have read and understand the 2015-2016 AP U.S. Government
and Politics syllabus. I understand their contents and agree to follow the rules outlined in them. I understand that
failure to follow these or other verbal or written instructions may result in removal from the classroom or lab,
detention, failure, and/or dismissal from the class.
Students Signature: _____________________________ Date: ______________
I understand that my child is expected to follow the rules outlined in the syllabus and safety contract. I also
understand the consequences of my childs failure to abide by these guidelines.
Parents Signature: ______________________________ Date: _______________
Parents email address: ___________________________________

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