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AP US Government _ Politics Syllabus 2010-11

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					AGBU Vatche & Tamar Manoukian High School
AP U.S. Government and Politics Syllabus – 2010-2011
Instructor: Ms. Movsisyan
Room # 201




As human beings, we are endowed with freedom of choice, and we cannot shuffle off our
 responsibility upon the shoulders of God or nature. We must shoulder it ourselves.
                                    It is up to us.
                                                        ~ A J Toynbee

TEXTBOOK
Authors: Edwards, Wattenberg, and Lineberry,
Title: Government in America: Fourteenth Edition. AP Edition.
Publisher: Pearson,Longman:
Year: 2009.

Supplemental: Highly Recommended for writing for history:
   1. William Strunk and E.B. White. The Elements of Style. Allyn & Bacon.
   2. Richard Marius. A Short Guide to Writing About History. Longman.
   3. AP Achiever/Princeton Review/KAPLAN/REA: AP U.S. Gov. and Pol. – for review purposes.


COURSE DESCRIPTION:

AP Government is a college level introductory course on United States Government and Politics, designed
for 12th grade students. While the content of general US government courses varies from college to
college, this course will focus on the Constitution; political beliefs and behaviors; political parties,
interest groups, and mass media; the Congress, presidency, bureaucracy, and the federal courts; public
policy; and civil rights and liberties. Course material will be taught through a variety of means including:
lecture and note taking, class discussion, intensive reading, group and individual projects, and current
events.



Student Expectations:

Students are responsible for their own learning and success in the course and, ultimately, on the AP US
History Exam. Only bright, motivated, disciplined students who enjoy history can expect to thrive.
Students accustomed to getting A’s for simply showing up and doing all their homework may be in for a
rude awakening. While good attendance and completing homework are essential to success, they are not
enough. Content must be mastered and learning demonstrated on exams and essays. This will require a
level of hard work and study that is foreign to many students.
COURSE OUTLINE


This course explores the political theory and everyday practice that direct the daily operation of our
government and shape our public policies. The express purpose of this course is to prepare students to
take the AP Exam for U.S Government and Politics. The course is for all intents and purposes taught on a
college level and it requires a substantial amount of reading and preparation for every class. The
objectives of this course go beyond a 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 citizens.
The course will prepare students take and successfully pass the College Board’s Advanced Placement U.S.
U. S. Government and Politics Exam After successful completion of the course of study the student will
be able to demonstrate the following skills and knowledge.

Skill Objectives
• Express ideas clearly in writing.
• Work individually and with classmates to research political issues.
• Interpret and apply data from original documents such as court cases and bills.
• Write to persuade with evidence.
• Develop essay responses that include a clear, defensible thesis statement and supporting evidence.
• Raise and explore questions about policies, institutions, beliefs, and actions in a political science
  context.
• Evaluate secondary materials, such as scholarly works or statistical analyses.

Knowledge Objectives
• Explain the foundations and underpinnings of democratic government.
• Demonstrate comprehension of documents essential to American government and politics.
• Evaluate the importance of federalism in the political operation of the nation.
• Describe the nature of American political parties and their role in the election process.
• Analyze the patterns of voter behavior.
• Describe the functions and workings of policy-making institutions (Congress, the Presidency, the
Courts, and the Bureaucracy).
• Analyze the major developments in civil rights and civil liberties in America.

COURSE OUTCOMES: These are the general goals:
   1. Prepare students for the responsibilities of citizenship including voting and positive participation in the
      local community
   2. Prepare students for the AP Government exam
   3. Analyze the history and interpretations of the Constitution and the Bill of Rights
   4. Examine the roles, powers, and relationships between formal and informal institutions in the United States
   5. Recognize typical patterns of political processes and behavior and their consequences
   6. Know important facts, concepts, and theories pertaining to U.S. government and politics



Themes:
I. Constitutional Underpinnings of the US Government - 22 days

A. OBJECTIVE: The student will understand how the US government originated; delving into the framers philosophical differences,
and eventually arriving at how federalism, the separation of powers and the Bill of Rights, evolved. Basic principles will include:
1) how the development of a republican government was established.
2) establishing a decentralized process of governing.
3) an evaluation of the division of power between the state and federal government, analyzing the federal court decisions that
established the constitution as the supreme law of the land.
4) The transition of dual federalism to cooperative federalism will also be examined, providing the pattern for fiscal federalism.

B. READINGS:
1. Lineberry: pp. Edwards Chap 1 -3.
2. Lanahan: pp. 43-48; pp. 121-125;

C. Schedule: 30- intro. 31-Intro- Govt, Democratic theories. 1-POWER Thesis statement, 5 Locke’s + Rousseau’s Venn diagram + 6+
7- Star Power 8- Revol Components + A+C Starpower paper due 11 Quiz, Freedom House Exercise.12. the Constitution Q’s- NJ +
VA Plans + Madison’s #10 + 51 Venn .15- Constitution HO; Madisonian politics Ratification. 18- Constitution HO Bill of rights,
Amendments 19 Fed v. Unitary 20 + 21- Distribution of power : Clauses + State powers. 22 Dual to cooperative. 25 Quiz Ch 2-3
Fiscal Federalism 26 Federalism issues + Review. 27+28 Exam Chap 1+3.

Exam: Chap 1- 3 September 27+ 28

D. Terms:
1. Government                                 2. democracy                                   3. majority rule
4. minority rights                            5. pluralist theory                            6. elite + class theory
7. hyperpluralism                             8. policy gridlock                             9. liberals
10. conservatives                             11. Constitution                               12. limited government
12. Articles of Confed                        13. Shay’s Rebellion                           14. New Jersey Plan         15. Virginia Plan
16. Conneticut Compromise                     17. Writ of Habeus Corpus                      18. Separation of pwr
19. Checks and Balances                       19. republic                                   20. Federalists
21. Anti-Federalists                          22. Federalist papers                          23. Marbury v. Madison
24. Judicial review                           25. federalism                                 26. Supremacy clause
27. Tenth Amendment                           28. McCulloch v. Maryland                      29. Enumerated powers
29. implied powers                            30. elastic clause                             31. Devolution
32. full faith + credit                       33. extradition                                34. politics
35. Separation of Power                       36. Montesquieu                                39. US v. Lopez
40. John Locke                                41. Hobbes                                     42. David Hume
43. Richard Hofstadter                        44. C. Wright Mills                            45. James Madison
46. Devolution                                47. politics                                   48. Federalism
49. Unitary system                            50. Confederation                              51. Dual Federalism
52. Enumerated powers                         53. Expressed powers                           54. Implied powers
55. elastic clause                            56. McCullogh v. Maryland                      57. Tenth Amendment
58. Gibbons v. Ogden                          59. full faith and credit clause               60. extradition
61. privileges and immunity                   62. cooperative federalism                     63. fiscal federalism
64. categorical grants                        65. project grants                             66. formula grants
67. block grants                              68. Schavio case                               69. Yucca Mountain
70. Euthanasia                                71. No Child Shall Be Left Behind Act           72. Same Sex Marriages
73. Funded Mandates                           74. Unfunded mandates                          75. Printz v. United States




II. Political Culture - Beliefs + Behaviors
A. Objective -- Students will understand the development of the political culture, integrating how beliefs and behaviors are established
by the social demographics of society. Political participation is expanded beyond simple voting patters and scientists need to
understand why citizens participate, and in what context, to determine their political differences while establishing a legitimate polity.
This unit will include:
          1. Beliefs that citizens hold about their government + its leaders.
          2. Processes by which citizens learn about politics.
          3. The nature, sources, and consequences of public opinion.
          4. The ways in which citizens vote and otherwise participate politically.
          5. Factors that influence citizens to differ from one another in terms of political beliefs and behaviors.
          6. Interest group development outlining the range of interests, activities, their effects on the political process, and the unique
role of PACS.
          7. The functions and structures of the mass media as it impacts politics.
B. Read: Edwards: Chap 6-7, 11.
               Lanahan: pp. 88-95, 49-55,461-463

C. Schedule: September 29- Review Exam. October 2- Values Demo; 3 Attitude WS, Demographics, Reapport, Pol Soc. 4+ 5
Empiricism+ Polling 6-Thesis, Polling Libs + Conserv. 9 -Quiz show.10. Quiz Chap 6– 11-12 Media + Cartoons assessment 13. Mass
media. – 16- Cartoon Due. Cartoon. 17. Bloggers Exercise. 18-19 Blogger assessment due, 20 Sigs + Sig Demo 23- Quiz Media +
SIGS Sig demo 24. Review, 25-26- Exam
Quiz -10-10; 10-23. Exam October 25-26.

D. Terminal Concepts:
1. demography                                         2. melting pot
3. political culture                                  4. political socialization
5. random sampling                                    6. random-digit dialing
7. exit poll                                          8. political ideology
9. media event                                        10. narrowcasting
11. sound bites                                       12. talking head
13. liberals                                          14. political spectrum
15. conservatives                                     16. moderates
17. reactionaries                                     18. radicals
19. Middle of the road                                20. Civil disobedience
21. gender gap                                        22. Spin masters
23. Olson’s law of large groups                       24.Single issue group
25. lobbying                                          26. electioneering
27. PACS                                              28. amicus curiae briefs
29. push-polling                                      30. bloggers
31. Policy entrepreneurs                              32. Megamedia



III. Political Parties + Electoral Politics --

A. Objective -- Becoming participating citizens is at the foundation of students understanding the party process. Effective sufferage is
a fundamental principle of a democracy and the political party provides the access. The development of parties, the campaign road to
election day and the overwhelming financial structures that have infiltrated the political process are necessary to defining party
involvement. The two party system will be scrutinized along with the importance of third party development. This unit will include:
         1. The functions, development and organization of political parties.
         2. The electoral process.
         3. Campaign financing
         4. Parties impact on the political process.
         5. Rationale behind voting behavior.

B. Readings: Lineberry- Chapter 8-10
                Lanahan: pp. 473-479; 494-499; 535-540;

C. Schedule: 30-Purpose of parties; 31- History of parties, 1+2-Pol party game + dealignment 3.Party Machines Nomination process
third party investigation. 6 Nomination process. 7- Quiz,Nat’l level ;8+9 Negative campaign ads. 13 Divided gov’t 14 Jesse’s
revolution 15+15 third party paper 17- 2000+04 elections. 20 04 elections Quiz 21+ 22 The Price of Power. 27 + 28 Electoral
College 29+30 Exam ,?

Quiz- Nov. 7, 21+22. -; Exam Nov. 29+30

D. Terminal Concepts:
1. Political Party                                    2. Two-party system
3. nomination                                         4. Rational Choice Theory
5. ticket-splitting                                   6. Party machines
7. Patronage                                          8. Initiative/Referendum
9. closed primaries                                   10. open primaries
11. blanket primaries                                 12. Colorado v. FEC
13. national convention                               14. national committee
15. national chairperson                              16. coalition
17. Party dealignment                                 18. party neutrality
19. partisan politics                                 20. third party
21. Independent party                            22. Democratic party
23. Republican party                             24. single member plurality
24. Winner-take-all system                       26. Proportional representation
27. coalition government                         28. gridlock
29. campaign strategy                            30. national party convention
31. caucus                                       32. primaries
33. McGovern Fraser Commission                   34. Superdelegates
35. Frontloading                                 36. party platform
37. Federal Election Campaign Act                38. FEC
39. soft money                                   40. PACS
41. Buckley v. Valeo                             42. Selective Perception
43. 2000 Presidential Election                   44. Sufferage
45. Political efficacy                           46. Motor Voter Act
47. Turnout Bias                                 48. Policy Voting
49. Electoral College                            50. Retrospective Voting




IV. Congress + Appropriation Process – Social Policy
A. Objective- Article I of the Constitution delegates formal and informal legislative powers to the halls of Congress. This
institution balances its power with the executive and judicial branches of government, an intricate balance that evolves
and changes over time. The issue of divided government promotes a process that often can lead from legislative gridlock
to true non-partisanship in dealing with numerous policy issues including how to establish a national budget and develop
social policy. The student will:
          1. understand the powers of Congress.
          2. determine the make-up of the current House and Senate.
          3. analyze how Congress and the President undertake the arduous
                  task of developing an annual budget.
          4. evaluate how social policy impacts policy making decisions.

B. Readings: Lineberry- pp. 352-387; pp. 434-465; pp. 562-580
                       Lanahan pp: 168-174; pp. 180-182; 607-611

C. Schedule: Dec. 1 Art. 1, Congresspersons+ Congressional Pwers 4- Congr ProFile (Lib) - Electoral Politics 5-
/Incmbency/Gerrymandering. 6-7 Congress Organization/ /Committees 8- Bill development + paper assignment . 11-12
Bill paper assignment; 13/14 Cong Quiz, Mr Smith 15- Paper Due Mr. Smith Finale 2- Fed Budget Taxes + income . 3/4
Expenditures Monetary theories+ Budget theories. 5 Budget Allocation Demo. 8. Social Policies. 9 Social Security 11+12.
Jan. 11Social policy / Lanahan quiz . Jan 12- Review Jan 17-20 Unit+Semester Exam.

Quizzes -- Dec. 13/14 + Jan 11 (social policy + Lanahan).
Unit/Semester Exam Jan. 17-20



D. Terminal Concepts:
1. incumbents                                             2. pork barrel
3. bicameral legislature                                  4. House Rules Committee
5. filibuster                                             6. Speaker of the House
7. majority leader                                        8. whips
9. minority leader                                        10. standing committee
11. joint committee                                       12. conference committees
13. select committees                                     14. legislative oversight
15. committee chairs                                      16. seniority system
17. caucus                                                18. bill
19. budget                                                20. deficit
21. expenditures                                          22. revenus
23. income tax                                            24. Sixteenth Amendment
25. federal debt                                          26. tax expenditures
27. Social Security Act                                   28. Medicare
29. incrementalism                                        30. uncontrollable expenditures
31. entitlements                                          32. House Ways + Means
33. Senate Finance Committee                         Committee
35. Congressional Budget + Impoundment Control Act of 1974
36. Congressional Budget Office (CBO)                37. budget resolution
38. authorization bill                               39. appropriation bill
40. Legislative veto                                 41. TANF
42. Welfare Reform Act of 1996                       43. Transfer payments
44. Progressive tax                                  45. Flat Tax


V. Executive Branch/Foreign Policy/Bureaucracy
A. Objective -- The first Constitution neglected this branch, but the second Constitution zeroed in on establishing a leader
who would have to work with Congress in perpetuating a democratic society. The President is given few distinctive formal
powers but, over time, has established effective informal powers in managing what has become a huge bureaucracy. As
the country has grown, presidential powers have evolved. The student will:
1. explain the formal and informal executive powers.
2. determine how the federal bureaucracy functions.
3. describe how the executive branch fits into the budget development process.
4. describe how the executive branch balances its power with the judicial branch.
5. determine qualities of leadership of a president.
6. evaluate the role of the president in establishing foreign policy.

B. Readings: Lineberry- pp. 390-431; 616-647; 466-499.
               Lanahan--pp. 199-204; pp. 231-238; pp. 249-255

C. Schedule: Jan 22- Prez powers23- Constitutional requirements 24+ 25. Qualities of Leadership Essay 26- Exec
fundamentals. Exec Branch Roles + Powers - 29-Paper Due Exec Branch inner office 30 - EOB . 31+ 1 Impeachment
scenarious
Pres Domestic leadership. 2.Fishbowl 5-Quiz. Foreign Policy leadership. 6+ 7 Foreign Policy Scenarios 12.
Bureaucracy13- WHS14+ 15 Bureacracy Pathology 16 Bureaucracy Quiz Bureaucracy, OPM, civil Servants; 20-
Subgov’ts + . Homeland Security development. 21 + 22 Exam. 23- Debrief.

QUIZ – Feb. 2 + 16; Exam – Feb. 21 + 22.

D. Terminal concepts:
1. Twenty-second Amendment                                2. impeachment
3. Watergate                                              4. Twenty-fifth Amendment
5. cabinet                                                6. National Security Council
7. Council of Economic Advisors (CEA)                     8. Office of Management + Budget
9. veto                                                   10. pocket veto
11. presidential coattails                                12. War Power Resolution
13. legislative veto                                      14. crisis
15. Civil Servants                                        16. patronage
17. Office of Personnel Management                        18. Weberian Model
19. bureaucracy                                           20. Cabinet
21. Cabinet Departments                                   22. Independent Regulatory Agency
23. FCC                                                   24. FTC
25. SEC                                                   26. Gov’t Corporations
27. Independent executive agencies                        28. Policy implementation
29. standard operating procedures                         30. administrative discretion
31. regulation                                            32. deregulation
33. command+control policy                                34. incentive system
35. executive orders                                      36. iron triangles
37. Issue Networks                                        38. globalization
39. NATO                                                  40. isolationism
41. multilateralism                                       42. unilateralism
43. coalitions                                            44. arms race
45. détente                                               46. balance of trade
47. SDI                                                   48. cold war
49. containment doctrine                                  50. economic interdependence

VI. Judicial Branch/ Civil Rights/Civil Liberties
A. Objective: Article III of the Constitution establishes the judicial branch. One Supreme Court and a number of inferior
courts will be analyzed in promoting civil rights and civil liberties through out a diverse community. This branch balances
out the democratic principles established by the framers who felt it important to put a device that stabilized the power of
the executive and legislative branches.
The student will:
        1. evaluate the formal and informal powers of the judicial branch.
        2. analyze the relationships between this branch and other two, describing the varying balances of power.
        3. analyze the development of civil liberties and civil rights by judicial interpretation.
        4. understand the knowledge of substantive rights and liberties.
        5. understand the impact of the Fourteenth Amendment on the constitutional development of rights and liberties.

B. Readings: Lineberry- Chap 16, 4 + 5.
                      Lanahan -- pp. 293-297; 585-589;

C. Schedule: Feb. 26 - Art III, Rule of Law, Fed Ct System. 27- Judge Bio’s, Apptment. 28+ 1- Who’s on the Bench, Libr
work, - Case Work 2- Jurisdiction, + Case Load. Rulings, 5+ 6 Constructionist v. Activists. Courts Historical transition, Jud
Branch quiz. 7+ 8- Civil Liberties + 1st Amendment research. 9- Press, Obscenity, Libel, expression, Assembly. 12-
Defendents’s rights. 13- Def Rights + Privacy. 14+15- Roe v. Wade video. 16- Civil Lib quiz 19 Civil Rights Legislation.
20? 21+ 22- Black rights, 23 Minority rights. 26- ERA, Comparable Worth, Affirmative Action. 27- Fish Bowl - the Draft.
Civil Rights Quiz. 28+ 29 Multiple Choice Exam + Essay 30. Debrief

Quizzes: March 6, 16
Exams: March 28 + 29

D. Terminal Concepts:
1. Standing to sue                                2. class action suits
2b. Litigation                                    2c. Litigants
3. justiciable disputes                           4. amicus curiae briefs
5. original jurisdiction                          6. appellate jurisdiction
7. districts courts                               8. courts of appeal
9. Supreme Court                                  10. senatorial courtesy
11. solictor general                              12. opinion
13. stare decisis                                 14. precedent
15. original intent                               16. judicial implementation
17. Marbury v. Madison                            18. judicial review
19. US v. Nixon                                   20. judicial restraint
21. judicial activism                             22. statutory construction
23. civil liberties                               24. Bill of Rights
25. First Amendment                               26. Fourteenth Amendment
27. incorporation doctrine                        28. Selective incorporation
28b. Establishment clause                         28c. Lemon v. Kurtzman
29. free exercise clause                          30. prior restraint
31. libel                                         32. symbolic speech
33. probable cause                                34. unreasonable search + seizure
35. search warrant                                36. exclusionary rule
37. Fifth Amendment                               38. self-incrimination
39. Sixth Amendment                               40. plea barganing
41. Eighth Amendment                              42. cruel + unusual punishment
43. right to privacy                              44. civil rights
45. equal protection of the law                   46. Thirteenth Amendment
47. Civil Rights Act of ‘64                       48. Fifteenth Amendment
49. poll taxes                                    50. Twenty Fourth Amendment
51. Ninteenth Amendment                           52. ERA
53. comparable worth                              54. American Disability Act
55. affirmative action

VII. Public Policy
A. Objective: Public policy is what government accomplishes through its political manuverings. It’s the result of the
interactions and dynamics among actors, interests, institutions and processes in the development of domestic and foreign
policy. It completes the understanding of how federalism, interest groups, parties and elections are involved in developing
policy processes and policy making at the federal level.
The student will:
         1. investigate policy networks, iron triangles and other forms of subgovernments in the formation of domestic and
foreign policy.
         2. analyze the role of federal institutions in making policy.
         3. Evaluate the link between federal institutions + the citizen in policy formation..
         4. analyze the role of the citizen in the policy process.
         5. analyze policy development in the areas of economics, environment, health care, social welfare and national
defense.
B. Schedule: 9- Test review - Policy introduction. 10- Economic/ 11/12. Environment; 13+ 15- Social Welfare; 16- Health.
17-20- National Defense. 23Final Review; 24-Review – 25-26 Final Essay Exam; 27- Final Objective exam; 30-
Capsulation. CB Ex Review 1-4
C. Exams:
         Semester Final Exam April 25- Essay
         Semester Final Exam MC Jan. 27- Objective
         Capsulation – April 30
         CB Review: May 1-4
D. Reading: pp. 540-558, 600-607, 564-571, 577-583, 595-598, 637-648.
E. Terms:
1. unemployment rate                                          2. inflation
3. Consumer Price Index                                       4. Monetary policy
5. Fiscal policy                                              6. Federal Reserve System
7. Demand side economics                                      8. Supply side economics
9. Transnational corporations                                 10. anti-trust policy
11. NLRA                                                      12. collective bargaining
13. right to work laws                                        14. welfare
15. entitlements                                              16. Means-tested programs
17. income distribution                                       18. poverty line
19. progressive taxes                                         20. proportional taxes
21. regressive taxes                                          22. EITC
23. feminization of poverty                                   24. EPA
25. NEPA                                                      26. Clean Air Act of 1970
27. Water Pollution Control Act of ‘72                        28. Endangered Species Act of ‘73
29. Global warming                                            30. Superfund
31. Medicare                                                  32. Medicaid
33. HMO’s                                                     34. Cold War
35. Terrorism                                                 36. EU
37. Interdependency                                           38. Globalization
39. Monetarism                                                40. Supply Side economics
41. Demand-side economics



GRADING POLICY

Major Assessments
During the semester, student work will be assessed through tests, quizzes, notebook, homework, and
projects.

    1. Tests—After each unit, students will take a test on the material covered in class and from the
       text (35%).
    2. Quizzes—Students will be given announced and unannounced quizzes throughout the year covering
       content from classroom lessons (20%).
    3. Homework—Throughout each unit, students are given assignments, which allows for preparation
       and enrichment of the content that will be or is being covered (15%). Assignments will vary from
       reading responses based on text reading, document analysis, essays, review handouts, study
       guides, and varied formats of content review assignments.
    4. Projects- There will be a few historical projects throughout each semester (20%); including
       fishbowls and simulations.
       Technology Integrated Projects
       Quarter 1: Living Room Candidate - TV political advertising is analyzed from 1952-2004.
       Quarter 2: Civil Rights Research & Presentation.
       Quarter 3: Digital learning game - create a quiz in the form of a Jeopardy quiz show based on
                  class content.
       Quarter 4: Research Paper & Presentation Project – topic proposed by student.

   5. Participation- Students should be active and engaging in classroom discussions (10%).

Each student’s academic grade will be determined by the average of total points earned at the end of
each grading period.
A + = 99 – 100%            A = 94 – 98%               A - = 90 – 93%
B+ =     87 – 89%          B = 84 – 86%               B - = 80 - 83%
C+ =     77 – 79%          C = 74 – 76%               C - = 70 – 73%
D + = 67 - 69%             D = 64 – 66%               D - = 60 – 63%
F = 59% and below

The student’s citizenship and work habits grade reflects cooperation, honesty, respect, class
participation, completion of work and preparation for class. The grade will be determined by a
combination of the student’s actions and behavior in class towards other students and the teacher and
by his/her abilities to follow classroom rules in addition to turning in assignments on time, percentage of
participation points, and having materials for class.
.
O = Outstanding = Student has exemplary behavior, has maximum participation points, and always has
materials for class.
S = Satisfactory = Student has occasionally broken classroom rules, has more than average
participation points, and usually brings materials to class.
N = Needs Improvement = Student has broken classroom and school rules, has minimal participation
points, and rarely brings materials to class.
U = Unsatisfactory = Student frequently breaks classroom and school rules, has no participation, and
never brings materials to class.


CLASS BEHAVIORAL EXPECTATIONS
Students are expected to arrive to each class on time and be in their seat ready to begin work when the
bell rings. Students who arrive to class after the bell will be marked tardy. After the fourth tardy,
students will receive an office referral and will receive an office assigned consequence for that tardy
and every tardy thereafter.
In class tardy consequences are as follows:
1st = Warning
2nd and 3rd = Parent notification by teacher
4th = Referral to office and office assigned consequences



My class rules are:
  1) Respect yourself and others!
  2) Arrive to class on time and be in your seat ready for instruction.
  3) Bring all proper materials to class (textbook, notebook, pens…).
   4)   If you have a question, raise your hand and wait to be called upon.
   5)   Always follow directions.
   6)   Do not leave you seat unless you have permission.
   7)   The bell does not dismiss you, I dismiss you.
   8)   No backpacks on tables.
   9)   Cell phones must be placed in the ―a cell phone a day keeps trouble away‖ basket before the bell
        rings.

Consequences or violations of my rules are:
   1) Verbal Warning
   2) Call home
   3) Teacher assigned detention
   4) Referral to the office
   **If a school rule is broken (ie. gum chewing, not wearing uniform) or if a severe situation arises,
   students will automatically receive the 4th consequence.

The methods I use to notify parents if there is a problem is:
   1) Phone call to home and/or work.
   2) Written note in student’s assignment notebook.
   3) Send a note home with student or by mail.


MATERIALS NEEDED FOR CLASS
Students are required to bring to class on a daily basis:
   1) Pens (1-2 )
   2) Highlighters ( 3 colors)
   3) Notebook for class notes; to be used ONLY for HISTORY!!!
   4) 3-4 inch binder only for history divided into 9 sections (loose leaf paper at the end).
   5) Textbook.
Assignments should be recorded in a student planner and this is a requirement for this course.


CLASS WORK/HOMEWORK POLICY
My policy for turning assignments in late is students will receive 10% off his/her final grade. The best
possible grade a student may earn for a late assignment decreases 10% for every day it is late. If the
assignment is not turned in, the student will receive 0 points.

My policy for turning in work after an absence is that the student will receive 2 days after returning to
turn in his/her assignment without penalty or sufficient time will be given for a long excused absence.

Homework will be assigned periodically and will be due at the beginning of the class period the following
day.



MAKE-UPS:
Under some extreme circumstance that you miss a test or a quiz, expect to take it on the day that you
return to school.
Students are expected to develop study buddies and exchange phone numbers with another student to
get assignments when they are absent or to have a source for assistance when doing an assignment.



COMMUNICATION
I can be reached by calling the school at (626) 794-0363, if I am not available please leave a message
with Mrs. Moukhtarian and I will return you call as soon as possible. You can also contact me by email at
amovsisyan@agbuphs.org.

A student’s progress will be indicated on the Progress Report, which will be mailed home at the mid point
of each quarter. Important information, such as dates of progress reports, is sent home in Circular. If
your child’s progress falls from satisfactory to unsatisfactory between the progress report and the final
grade, you will be notified by a phone call or you will receive a notice in the mail.

Please feel free to contact me if you have any questions or would like to meet to discuss the progress of
your child. I hope this information will be helpful to you and your child and I am hoping for a wonderful
year!


Dear Parent—Please fill in applicable information on the following page and
have your child return it to class by September 10, 2010.
Dear Parent—Please fill in applicable information on this page attached to the
syllabus and have your child return it to class by September 10, 2010.


                  AP U.S. Government & Politics - Information Sheet


Student Name:___________________________________________________________


Parent/Guardian

Name:_____________________________________________________


Home Telephone

#:________________________________________________________

Cellular Number:__________________________________________________________

Work Number:____________________________________________________________


Best place and times to
call:__________________________________________________
If it is more convenient to communicate with email please provide your email address:

_______________________________________________________________________.

Comments or Other information you would to share_________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
I have read and gone through the classroom guidelines with my child.



             Parent Signature:_______________________________________

				
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