J. Randall III, Ed.D jrandall@puhsd.org Phone number: (951) 672 6030 ext. 3215
American Government Syllabus
Grade 12
LENGTH OF COURSE: One Semester
COURSE DESCRIPTION:This college-prep course provides an introductory survey of important government concepts and political theories. The major objective of this course is to allow students in grade twelve to pursue a deeper understanding of the institutions of American government. Students will compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as the Federalist Papers. These standards represent the culmination of civic literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship.
TEXTBOOK:United States Government: Democracy in Action by Richard C. Remy, Glencoe Publishers, copyright 2006.
INSTRUCTOR:
J. Randall III, Ed.D., Room S-115: school phone 672-6030 ext. 3215
My conference period is: _____________
Please feel free to contact me regarding any concerns you may have. I try to return E-mails during my conference period.
My E-mail address is jrandall@puhsd.org(your best bet to reach me)or use the new Infinite Campus communications to access class information and student grades___________________________________________
CLASS REQUIREMENTS:
A class set of Government texts are available so students will not need to bring their own text.
Respectful, adult-like behavior will be expected at all times.Students are REQUIRED to have a notebook (with paper), pencil and dark blue or black ink pen and be prepared to take notes, ask questions, and discuss issues pertaining to the subject matter. Students will also need access to a newspaper or a computer.
EVALUATION PROCESS:
Constant evaluation occurs throughout the course and though periodic testing. Since students are graded in this manner, a point system has been devised that is consistent with district grading policy.
1. Grading is based on quizzes, worksheets, chapter vocabulary, class and homework assignments, notebooks, unit exams and participation. Every student will take the District Final Exam that is worth between 10-20% of their grade as mandated by the Perris Union High School Board of Ed.
2. Doing the assigned reading, reviewing notes and studying for quizzes and tests are mandatory. Students should read every night from the current chapters we are covering in class.
3. All homework is due at the beginning of class on the day in which it is collected.
4. Excessive absence (more than 5 days in a semester) will adversely affect your grade, as NO LATE WORK WILL BE ACCEPTED!!! This is not a correspondence course and many class assignments and discussions cannot be made up. If you are going to be absent on any day an assignment is due, have a friend turn it in for you. You always have the option of turning in assignments early to avoid this problem. Students with legal absences are giving time to turn in some assignments (equal to the time absent). No make up tests are ever given, instead, the next test counts as double, so I can give back test grades immediately.Please refer to your course calendar if you are going to be absent to get your assignments.
5.You will be required to turn in a notebook of all notes and miscellaneous assignments competed during the semester. All notes must be in the students' own handwriting (no Xeroxed or "borrowed" notes). Notes must reflect work done this semester. Using someone’s notes from another semester will result in a failing grade.
6. Letter grades are based on percentages indicated in the chart below as per district grading policy and according to the total number of points possible during the semester:
A=90-100%B=80-89%C=70-79%D=60-69%F=0-59%
7. Extra Credit is just that. It is NOT required of teachers to assign and is NOT a substitute for required work.
Students may visit the Nixon Library for Extra Credit and write a report following strict guidelines.No credit if all guidelines are not met.
Occasionally other minor extra credit might be available according to current events or election/civic opportunities occurring during the semester.
8. Please remember I do not give grades, students earn them. This class is required for graduation. If you don't put out the effort to pass, you will not graduate.
CALENDARS/ASSIGNMENTS:
Students and parents need have a copy of the assignment page. This way you will always know what is going on in class. Test scores are always available within 1 or 2 days after the unit exam. Student will be expected to always have an Index Sheet in the front of their notebooks. The Index Sheet will list their class assignments, so they know exactly what they have completed in this class at all times. Students and parents should regularly monitor the Infinite Campus program that will let you see grades at any time.
GOVERNMENT CURRICULUM SEQUENCE
I. Introduction To Politics and the Constitution
12.1.1 - 12.1.6
Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
12.2.2
Explain the differences between copyrights and patents.
12.2.4
Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.
12.2.6
Explain how one becomes a citizen of the United States, , including the process of naturalization (e.g., literacy, language, and other requirements).
12.3.4
Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
12.4.1 - 12.4.5
Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
12.6.1
Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.
12.9.1-12.9.3
Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
II.Executive Branch
12.4.4
Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from of office, the oath office, and the enumerated executive powers.
12.6.1-12.6.3/ 12.6.5 - 12.6.6
Students evaluate issues regarding campaigns for national, state, and local elective offices.
12.7.1
Explain how conflicts between levels of government and branches of government are resolved.
12.7.5
Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.
12.7.6
Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.
12.7.8
Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia.
12.8
Students evaluate and take and defend positions on the influence of the media on American political life.
12.9.2
Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher).
III. Legislative Branch
12.3.1
Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.
12.4.1
Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
12.7.6
Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.
IV. Judicial Branch
12.2.1
Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).
12.2.3
Discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.
12.2.5
Describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others.
12.3.2
Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections.
12.3.3
Discuss the historical role of religion and religious diversity.
12.4.5
Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.
12.4.6
Explain the processes of selection and confirmation of Supreme Court justices.
12.5
Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
12.6.4
Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).
12.7.2 - 12.7.4
Connect local, state, national powers to the 9th and 10th amendments.
12.7.7
Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.
All students will take a district final exam based on California Framework Standards for the Social Sciences.This test will encompass all of the aforementioned objectives.Students will also take a District Pre and Post Test for Government based on these standards to measure learned growth.
STUDENT AND PARENT CONTRACT FOR AMERICAN GOVERNMENT
I have read the rules for the American Government class and I agree to bring a notebook, a pen and to give my best effort in passing this class. I understand there will be no make up work (except for a legal absence) and no late assignments will be accepted. I will share my Course Assignment Page and my Class Grade regularly with my parents. I will access Infinite Campus periodically (_________________________________). I know that a neat, organized notebook of my own work will be a major part of my grade. I understand that my grade depends on my performance in class. I will attend promptly and regularly. I understand that failure to attend class will severely affect my grade. My behavior will be polite and respectful at all times. I understand that I will not graduate if I do not earn at least 60% of the points possible in this class.I also understand that when I turn 18 years old I have FERPA rights, but I must file a form with the office to prevent my parents from knowing my grades.A copy of the FERPA form must also be given to Dr. Randall. I hold Dr. Randall harmless if he discusses grades with my parents and I have not informed him to do otherwise.
I have read the rules and expectations for my son\daughter's American Government class and I agree to monitor my student's progress. I understand that each student will be provided with a course assignment sheet listing the course requirements for American Government. Within a few days after an exam, I will ask my student what grade they earned on the test. Periodically, I will also ask to see their class notebook. I will access Infinite Campus monthly to verify my student's actual grade.
If my student is experiencing difficulty in American Government I will send a note or E-mail to the classroom teacher, Dr. Randall - jrandall@puhsd.org. I understand that I can monitor my student's assignments and grades using the Infinite Campus school website.I understand my student will not graduate if they do not pass this course with a minimum of 60% of the points possible.I also understand that when my student turns 18 I need their permission to talk to teachers about their grades according to FERPA (Family Educational Rights & Privacy Act).
