American Government-12 Syllabus follows the History 11 Syllabus at the bottom of this page.
Course Syllabus
American History 11
2017-2018
Mr. Rademacher
Grade 11- Room 124
Phone- 629-4136
[email protected]
I. Classroom Expectations and Rules
Be responsible.
* be in the room when bell rings (3 tardies = an absence and a detention)
* bring materials and assignments to class, especially a writing tool (you will need a folder or 3-ring binder and class material everyday)
* complete assignments and projects on time
* prepare for tests (don't be afraid to ask for help)
* don't abuse pass privileges
* stay in assigned seat until dismissed
* at times you will be required to participate in group projects and activities and you will be graded as such
Be respectful and courteous.
* listen attentively and stay seated when the instructor or other students are speaking;
* please don't sharpen your pencil, get a tissue or throw something away during this time
* keep books and assignments from other classes put away during lecture and class activities’
* only beverages with secure/twist tops are allowed. Open cans and coffee with plastic lids are not acceptable.
* please respect room materials
- keep desks clean - use class supplies properly
- leave dividing curtain alone - no beverage w/out a cap or lid
* don't use abusive or profane language which may result in consequences such as detention
* no sleeping or heads down
*keep cell phones, ipods and headphones put away/(upon entering the room your phone and all other non school issued/approved devices must be put away) Absolutely no headphones without permission!
As a member of a 1:1 program, it is your responsibility to bring your device to class each day changed and ready for use. Failure to do so will result in your being sent to the Media Center to receive a violation. If your device is in need of charging it will be kept and charged for the remainder of the class hour or until it reaches 50%. It is your responsibility to pick it up between classes. Loaner devices are available only for devices that are mailed in for repair.
Violation #1 - Warning
Violation #2 - Detention
Violation #3 - Detention and loss of privilege to take device home for 20 school days.
II. Classroom Consequences
1. Non-verbal reminder which may include eye contact, gesture or nod.
2. Verbal reminder.
3. Verbal warning and time out.
4. Student/teacher discussion which may result in:
• appropriate consequence • detention • verbal or written contract
5. Parent phone call or contact noting problem or complimenting improvement.
*If the disruption is severe (physically dangerous behavior, illegal acts, or insubordinate behavior) the student will be sent immediately to the office.
III. Assignments
Assignments will be given a point value. You will have two days for each day absent beginning with the day you return to complete your work and receive full credit. Any assignment considered late will lose 10% of its point value each day until it is worth 50%. Assignments not turned in by mid-quarter deadlines will not be eligible for credit. Class work, such as lecture study guides, group activities and discussion questions may be graded at the discretion of the instructor. Students who are off task, such as sleeping or wasting study time will forfeit any opportunities for credit. If the task was assigned prior to your absence it is due upon your return unless arrangements have been made with the instructor.
IV. Tests and Quizzes and Grading:
These, like daily assignments, will be recorded as points, not a letter grade. At the end of the quarter these points will be tallied and transferred into the following letter grades:
100-90 A 89-80 B 79-70 C 69-60 D below 60% F
V. Miscellaneous
Identify at the top of your assignments that you were absent and when to avoid reduced points for a late paper.
Keep returned assignments to prepare for tests and as evidence until the quarter ends so you have proof if any discrepancy arises between your records and the gradebook.
You are responsible for all material of the day that you missed. When you are absent please check with your instructor or a classmate before class regarding what you missed.
VI. How Can I Help My Child Be Successful in American History?
• Inquire about upcoming projects and their due dates by visiting Mr. Rademacher’s page on the PC website.
• Check synergy on a weekly basis to keep track of your child's progress and class information
• Assist student in preparing for tests by reviewing study guide questions and notes prior to exam.
• Contact instructor via phone or email if you have any concerns or questions.
• Discuss current events with your son or daughter on a regular basis.
VII. How Can I Be Successful in American History?
• Be organized! Bring books, handouts, assignments, project materials and writing utensils to class.
• Use your time wisely! Many assignments and activities are completed in class.
• Avoid absences. When you are absent you miss valuable class material and work time. Your presence in class is critical to your success in American History; therefore, students missing six days or more per quarter (school authorized or otherwise with the exception of required school field trips) will be required to make up these hours or complete alternative course work at a time arranged with the instructor.
- Major Units Covered:
Westward Movement
Immigration & Industrialization
Progressivism
Imperialism and World War I
Roaring Twenties
Great Depression
World War II
Cold War and Korean War
1960's and Vietnam War
Note: Most units will have one major assignment. A short description of this project or assignment will be noted in school view prior to the due date. Students will also be required to discuss an appropriate current event topic at least three times per quarter.
-------------------------------------------------------------------------------------------------------------------------------------------------------------
AMERICAN GOVERNMENT-12
Class Syllabus
Pine City High School
Jason Rademacher
[email protected]
Course Outline
Course Name: American Government 12
Unit: Intro to US Democracy
Pacing: 2-3 Weeks
Unit Standards and Support Information
Standards/Benchmarks
Essential Questions
Priority Standard-1: (6) The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
Benchmark(s)
- (2) Explain the purposes, organization, functions and processes of the legislative branch as enumerated in Article I of the United States Constitution.
- (3) Explain the purposes, organization, functions and processes of the executive branch as enumerated in Article II of the United States Constitution.
- (4) Explain the purposes, organization, functions and processes of the judicial branch as enumerated in Article III of the United States Constitution.
- What is the purpose of a Constitution? U.S. Constitution?
- What are the benefits of a Democracy? Drawbacks?
- What is the purpose, organization, function and process of the Legislative Branch according to the United States Constitution?
- What is the purpose, organization, function and process of the Executive Branch according to the United States Constitution?
- What is the purpose, organization, function and process of the Judicial Branch according to the United States Constitution?
- What are advantages and disadvantages with each branch?
- How are the three branches intertwined?
Supporting Standard(s) (3) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (1) Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights.
- Where are examples of foundational ideas of American government embedded in founding era documents?
College and Career Readiness Standard(s): (1) Read closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Benchmark(s)
- (1) Cite strong and thorough textual evidence to support analysis of what to the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Essential Vocabulary
Evidence of Learning
- United States Constitution
- Amendments
- Democracy
- Executive Branch
- Legislative Branch
- Judicial Branch
- Supreme Court
- Senate
- House of Representatives
- Cabinet
- Bill of Rights
- Political Philosophy
Course Name: American Government 12
Unit: Fundamental Principles
Pacing: 3-4 Weeks
Unit Standards and Support Information
Standards/Benchmarks
Essential Questions
Priority Standard-1: (6) The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
Benchmark(s)
- (1) Explain federalism and the provisions of the United States Constitution which delegate to the federal government the powers necessary to fulfil the purposes for which it was established; distinguish between those powers and the powers retained by the people and the states.
- (5) Describe the systems of enumerated and implied powers, separation of powers and checks and balances.
- (6) Evaluate the importance of an independent judiciary, judicial review and the rule of law.
- What is federalism and how does it work in our democratic system?
- What is separation of powers and how does it work in our democratic system?
- What is checks and balance and how does it work in our democratic system?
- What is judicial review and how does it work in our democratic system?
- How does federalism, separation of powers, and checks and balance work with one another and with the three branches?
- Is judicial review democratic?
Priority Standard-2: (12) Governments are based on different political philosophies and purposes; governments establish and maintain relationships with varied types of other governments.
Benchmark(s)
- (1) Compare the philosophies, structures and operations of different types of governments in other counties with those in the United States.
- How is the United States Democratic system similar to and different from different political entities?
Priority Standard-3: (2) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (1) Analyze how constitutionalism preserves fundamental societal values, protects individual freedoms and rights, promotes the general welfare, and responds to changing circumstances and beliefs by defining and limiting the powers of government.
- (2) Identify the sources of governmental authority; explain popular sovereignty (consent of the government) as the source of legitimate governmental authority in a representative democracy or republic.
- What is limited government and how does it work in our democratic system?
- What is popular sovereignty and how does it work in our democratic system?
- How does limited government and popular sovereignty work together and against one another? With the three branches?
Supporting Standard(s) (3) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (1) Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights.
- Where are examples of foundational ideas of American government embedded in founding era documents?
College and Career Readiness Standard(s): (2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Benchmark(s)
- (1) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Essential Vocabulary
Evidence of Learning
- Popular Sovereignty
- Checks and Balance
- Separation of Powers
- Judicial Review
- Federalism
- Limited Government
Course Name: American Government 12
Unit: Individual Rights/Liberties
Pacing: 4-5 Weeks
Unit Standards and Support Information
Standards/Benchmarks
Essential Questions
Priority Standard-1: (2) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (1) Analyze how constitutionalism preserves fundamental societal values, protects individual freedoms and rights, promotes the general welfare, and responds to changing circumstances and beliefs by defining and limiting the powers of government.
- Why was the Bill of Rights created?
- What does the Bill of Rights do for the people of the United States?
Priority Standard-2: (3) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (1) Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights.
- Where are examples of foundational ideas of American government embedded in founding era documents?
Priority Standard-3: (4) Individuals in a republic have rights, duties and responsibilities.
Benchmark(s)
- (2) Explain the scope and limits of rights protected by the First and Second Amendments and changes created by legislative action and court interpretations.
- (3) Explain the scope and limits of rights of the accused under the Fourth, Fifth, Sixth, and Eighth Amendments and changes created by legislative action and court interpretation.
- What are the first 10 amendments of the United States Constitution?
- What was the original intent and purpose of the first ten amendments?
- How do they impact society today?
Supporting Standard(s) (4) Individuals in a republic have rights, duties and responsibilities.
Benchmarks
- (1) Analyze the meaning and importance of rights in the United States Constitution and the Bill of Rights and subsequent amendments; compare and contrast these with rights in the Minnesota Constitution.
- (4) Explain the current and historical interpretations of the principles of due process and equal protection of the law; analyze the protections provided by the Fourteenth Amendment.
- What are specific rights, duties, and responsibilities that are outlined within the Constitution and Bill of Rights?
Supporting Standard(s) (7) The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.
Benchmarks
- (1) Describe the purposes, types, and sources of laws and rules.
- What individual rights are explained within the Bill of Rights through the lense of law?
- How does the Bill of Rights protect the ideals of general welfare?
College and Career Readiness Standard(s): (4) Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Benchmark(s)
- (1) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of the text.
Essential Vocabulary
Evidence of Learning
- First Amendment
- Freedom of Speech, Assembly, Religion, Press and Petition
- Freedom of Speech, Assembly, Religion, Press and Petition
- Second Amendment
- Right to bear arms
- Right to bear arms
- Third Amendment
- Quartering Soldiers
- Quartering Soldiers
- Fourth Amendment
- Search and Seizure
- Probable Cause
- Search and Seizure
- Fifth Amendment
- Self Incrimination
- Double Jeopardy
- Accused
- Self Incrimination
- Sixth Amendment
- Civil
- Civil
- Seventh Amendment
- Criminal
- Criminal
- Eighth Amendment
- Cruel and Unusual Punishment
- Cruel and Unusual Punishment
- Ninth Amendment
- Umbrella
- Umbrella
- Tenth Amendment
- States Rights
- States Rights
Course Name: American Government 12
Unit: Citizenship/Civic Participation
Pacing: 3-4 Weeks
Unit Standards and Support Information
Standards/Benchmarks
Essential Questions
Priority Standard-1: (1) Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills and take action to solve problems and shape public policy.
Benchmark(s)
- (2) Demonstrate the skills necessary to participate in the election process, including registering to vote, identifying and evaluating candidates and issues, and casting a ballot.
- How do you register to vote?
- How do you cast a ballot?
- What are the different political parties? Which do you align yourself with? Why?
Priority Standard-2: (3) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark(s)
- (2) Analyze how the following tools of civic engagement are used to influence the American political system: civil disobedience, initiative, referendum and recall.
- How does civil disobedience, initiative, referendum and recall influence the American political system?
Priority Standard-3: (4) Individuals in a republic have rights, duties and responsibilities.
Benchmark(s)
- (5) Explain the responsibilities and duties for all individuals (citizens and non-citizens) in a republic.
- What are the responsibilities and duties for individuals in America?
Priority Standard-4: (5) Citizenship and its rights and duties are established by law.
Benchmark(s)
- (1) Define the legal meaning of citizenship in the United States, describe the process and requirements for citizenship, and explain the duties of citizenship including service in court proceedings (jury duty) and selective service registration (males).
- What does it mean to be a citizen in the United States?
- How would someone become a citizen in the United States?
- What is jury duty?
- How do you register for selective service?
Priority Standard-5: (8) Public policy is shaped by governmental and non-governmental institutions and political processes.
Benchmark(s)
- (1) Evaluate the impact of political parties on elections and public policy formation.
- What are the different political parties? Which do you align yourself with? Why?
Priority Standard-6: (9) Free and fair elections are key elements of the United States political system.
Benchmark(s)
- (1) Analyze how the United States political system is shaped by elections and the election process, including the caucus system and procedures involved in voting.
- How have past elections/politicians affected today's society?
Supporting Standard(s) (3) The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmarks
- (3) Analyze the tensions between the government’s dual role of protecting individual rights and promoting the general welfare, the struggle between majority rule and minority rights, and the conflict between diversity and unity.
- Does the United States government uphold the promises that are given? How and how not?
- Does the United States government represent everyone?
Supporting Standard(s) (8) Public policy is shaped by governmental and non-governmental institutions and political processes.
Benchmarks
- (2) Evaluate the role of interest groups, corporate, think tanks, the media and public opinion on the political process and public policy formations.
- What types of entities have a role and influence our politicians and political system?
College and Career Readiness Standard(s): (1) Read closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Benchmark(s)
- (1) Cite strong and thorough textual evidence to support analysis of what to the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Essential Vocabulary
Evidence of Learning
- Political Parties
- Citizenship
- Civic Duty
- Selective Service
- Conservative
- Liberal
- Electoral College
- Register to Vote
- Jury Duty
Course Name: American Government 12
Unit: Current Topics of American Government
Pacing: 4-5 Weeks
Unit Standards and Support Information
Standards/Benchmarks
Essential Questions
Priority Standard-1: (1) Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills and take action to solve problems and shape public policy.
Benchmark(s)
- (1) Demonstrate skills that enable people to monitor and influence state, local and national affairs.
- (3) Evaluate sources of information and various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice.
- (4) Examine a public policy issue by defining the problem, developing alternative courses of action, evaluating the consequences of each alternative, selecting a course of action, and designing a plan to implement the action and resolve the problem.
- What are issues that currently face our society and government?
- How do research a topic?
- How do search for validity, accuracy, ideology, emotional appeals, bias and prejudice?
- How would you solve a current problem facing our society and government?
College and Career Readiness Standard(s): (3) Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Benchmark(s)
- (1) Analyze the impact of the author’s choices regarding how to develop and relate elements of the story or drama.
Essential Vocabulary
Evidence of Learning
- Validity
- Accuracy
- Bias
- Prejudice
- Propaganda
- Mass Media
- Ideology
Minnesota State Standards
The Minnesota State Standards for Social Studies can be found at the following Web Address:
http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/
CHAMPS
Classroom Management
Conversation+Help+Activity+Movement+Participation=Success
Activity: Warm-ups
C ONVERSATION When directed in groups
H ELP Raise your hand
A CTIVITY Warm-up activity
MOVEMENT Turn in assignments/preparation for class
PARTICIPATION Student will complete warm-up activity in the allotted time
SUCCESS Student has successfully finished activity and patiently waits for directions
Activity: Independent Work/Lecture
C ONVERSATION None
H ELP Raise your hand
A CTIVITY Finish assigned work and/or activity
MOVEMENT None
PARTICIPATION Teacher will check for understanding, student will focus on their assignment or activity
SUCCESS Student has successfully finished activity or assignment
Activity: Cooperative Learning
C ONVERSATION On topic, in groups
H ELP Raise your hand
A CTIVITY Collaborative group activity/project
MOVEMENT As needed to complete
PARTICIPATION Students share the workload to finish assigned activity/project
SUCCESS Students has successfully finished activity/project
Activity: Testing (Teacher directed ONLY)
C ONVERSATION None
H ELP Raise your hand
A CTIVITY Test/Essay
MOVEMENT None
PARTICIPATION Student completes given assessment
SUCCESS Student has successfully finished assessment
Expectations
Students are expected to:
- Be respectful and courteous to each other, themselves, the teacher, and the school.
- Give and show positive effort in their work, habits, and attitudes.
- Listen and follow directions and not disturb the learning of others.
When the Expectations Policy is broken the line of consequences will be as follows:
1—Non-Verbal Warning
2—Verbal Warning
3—Student is sent to hallway and will wait to talk to teacher individually
4—Student is removed from classroom and parents/guardians will be contacted
If the Expectations Policy is continually broken, a meeting will be set up with student, parents, and teacher to find a better success play for student.
Group Work
Learning is social; at times it requires interaction, discussion, partnership, and collaboration. There will be several instances throughout the course that students will be expected to complete, present, and/or work on course work with other members of the class. Groups will be either picked by the instructor, randomly, or by the students. Members of a group may or may not receive the same grade based on their work.
Technology Use
As a member of a 1:1 program, it is your responsibility to bring your device to class each day changed and ready for use. Failure to do so will result in your being sent to the Media Center to receive a violation. If your device is in need of charging it will be kept and charged for the remainder of the class hour or until it reaches 50%. It is your responsibility to pick it up between classes. Loaner devices are available only for devices that are mailed in for repair.
Technology will be used throughout this course in several different entities including but not limited to computers, laptops, tablets, and cellphones. It is the expectation that these devices are being used for education/class related needs. Examples of non-education/class related technology use includes but is not limited to social media, music, games, and inappropriate websites/images. Students who choose to use technology inappropriately can result in consequences ranging from a warning, to a detention, to loss of privilege to use technology. All students will be required to sign and agree to a classroom technology user agreement form to use technology. Please see the classroom technology user agreement form for more information.
Classroom Grading Scale
Attitude, effort, and determination are all characteristics that an individual can and should choose to exercise in this class. If these are utilized in class, success will come. Every student has the right to choose to either succeed or fail.
A—90-100% B—80-89% C—70-79% D—60-69% F—59-0%
(Quarter 1 + Quarter 2) /2 = Semester Grade
50%--Daily Work, Homework, and Participation 50%--Tests/Essays/Projects
A portion of classroom work will be self-evaluated and then be graded by the instructor to ensure credibility. Self-evaluation is an important part of both the maturation process as well as the ability to look at oneself in a non-biased fashion and know/understand what has/has not been accomplished.
Late Work/Makeup Work
To help ensure that all students have as many opportunities to succeed as possible, the following provisions will be administered in this course:
Late Work—Any assignment turned in after the due date/time is considered late unless previous arrangements were made between teacher and student. Students may turn in late work for 50% credit until the end of each correlated quarter.
Make-Up Work--Most assignments, tests, quizzes, essays, and practice work can be made up as many times as the student would like as long as it is turned in on time and completed. A maximum of a 70% can be received on make-up work.
Materials
- Magruder's American government. McClenaghan, William A., 2001
- The possibility of clips, scenes, portions, and/or entireties of the following motion pictures, books, and/or TV Shows: V for Vendetta, A Few Good Men, 1984, Animal Farm, 12 Angry Men, Law and Order, Crash, and/or The West Wing
- Teacher generated handouts, transparencies, worksheets, and activities
- Various online resources including YouTube
- Segments from a variety of government related videotapes, documentaries, and motion pictures which are available for viewing from the instructor at any time (beyond what is listed above)
*Parents/Students—If you have any questions regarding any materials or subjects covered in this class please contact the teacher to set up a meeting to discuss curriculum or use alternative assignments.