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AP Comparative Government and Politics Syllabus

School Year: 2015-2016

Certificated Teacher:

Desired Results

Course Title: Advanced Placement Comparative Government and Politics

Credit: _X_ one semester (.5) two semesters (1.0)

Prerequisites and/or recommended preparation (example: Completion of Algebra 1): *Two years of High School Level History Recommended *At grade level or above reading level

Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester

Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s online course. The online course is accessed via login and password assigned by student’s school (web account) or emailed directly to student upon enrollment, with the login website.

Other resources required/Resource Costs: There are no additional textbooks, materials, or resources required for this course.)

Course Description:

This course is designed for students wishing to learn more advanced concepts about governments around the world. This course introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. Content will include the study of China, Great Britain, Iran, Mexico, Nigeria, and Russia and how politics, institutions, and behaviors shape these nations. Course work is equivalent to a college introductory course. Students who pass the Advanced Placement test will receive college credit from most universities.

Course Grading Scale: All course grades for the semester are determined by the following scale: 90% and above = A; 80 to 89% = B; 70 to 79% = C; 60 to 69% = D; 59% and below = F

Enduring Understandings for Course (Performance Objectives):

The enduring understandings for this course include:

• understand major comparative political concepts, themes, and generalizations • have knowledge of important facts pertaining to the governments and politics of China, Great Britain, Iran, Mexico,

Nigeria, and Russia • understand typical patterns of political processes and behavior and their consequences • be able to compare and contrast political institutions and processes across countries and to derive generalizations • be able to analyze and interpret basic data relevant to comparative government and politics

Course Learning Goals (including WA State Standards, Common Core Standards, National Standards): What is the key knowledge and skill needed to develop the desired understandings?

*All units and content standards are tied to the AP core standards as well as 12th

grade Washington State GLE Standards.

Unit 1: Introduction to Comparative Politics Content Standards: - Reasons for Comparison - Methods of Comparison

1. Normative/empirical, direct/inverse relationships, correlation/causation 2. Issues to compare 3. Democracy/Authoritarian, Unitary/Federal, Presidential/Parliamentary 4. SMD/Proportional, Pluralism/Corporatism, Merit/Patronage, OECD/LDC,

Modernization/Globalization/Fragmentation, Judicial Autonomy 5. Sources of Authority and Power

Unit 2: Consolidated Democracy – Great Britain and The European Union Content Standards: - Great Britain:

1. Historical Foundations: Constitutionalism, Legitimacy, Nation/State, Liberal Democracy 2. British Citizens, Society, and the State: Demographics, Cleavages, Civil Society 3. Political Institutions: Political Parties/Elections, Westminster Model 4. Role of the European Union: Sovereignty and Structure 5. Public Policy: Thatcherism, Northern Ireland, Role of the NHS, Immigration, Terrorism 6. Political and Economic Change: Democratization/Privatization/Globalization

Unit 3: Transitional Democracies – Mexico, Russia, and Nigeria Content Standards: - Mexico:

1. Historical Foundations: Revolution and the Constitution 2. Mexican Citizens, Society, and the State: Demographics, Cleavages, Civil Society 3. Political Institutions: Camarillas, Corporatism, Legitimate Elections 4. Public Policy: NAFTA, Chiapas, Immigration, Structural Adjustment 5. Political and Economic Change: Monetary Policy, role of the PRI

- Russia:

1. Historical Foundations: 1917 Revolution, Soviet Union. Russia, Glasnost, Post-Cold War 2. Russian Citizens, Society, and the State: Demographics, Cleavages, Civil Society 3. Political Institutions: President/Prime Minister, Illiberal Democracy, Succession Issues 4. Public Policy: G8, Chechnya, Media limits 5. Political and Economic Change: Oil, Oligarchs, Shock Therapy

- Nigeria:

1. Historical Foundations: 1960 Independence, Legacy of Colonialism 2. Nigerian Citizens, Society, and the State: Demographics, Cleavages, Civil Society, Religion 3. Political Institutions: Presidential Power, role of the Legislature, role of the military 4. Public Policy: MEND and the Niger Delta, International Corporations, Media, Shari’a Law 5. Political and Economic Change: Oil, growth, infrastructure

Unit 4: Authoritarian Regimes – China and Iran Content Standards: - China:

1. Historical Foundations: 1949 Revolution, Cultural Revolution, Economic Modernization 2. Chinese Citizens, Society, and the State: East/West Divide, Rich/Poor Cleavages, Civil Society 3. Political Institutions: Guanxi, Corruption, Mass Line, Democratic Centralism, Communist Party 4. Public Policy: Privatization, Google and the internet, Falun Gong and Religion, Taiwan and Tibet 5. Political and Economic Change: Tiananmen Square, Soviet example, Succession Issues

- Iran: 1. Historical Foundations: 1979 Revolution, The role of the Shah, political change 2. Iranian Citizens, Society, and the State: Globalization/Fragmentation, uprisings 3. Political Institutions: Theocracy, Role of Islam, The Guardian Council, the Basij 4. Public Policy: Nuclear Weapons, Media, reactions to the West 5. Political and Economic Change: Oil, Petropolitics, Rentier Economy, Conservative/Reformer

Unit 5: Final Comparison Content Standards: - Compare all six countries to review for the Advanced Placement Exam - Take a final AP practice exam – Multiple Choice and Free Response

Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments]

Performance Tasks:

Evidence of student learning will be reflected in the student’s ability to draw content based conclusions about the six different countries as well as discuss the broader social studies concepts found in the Washington State Power Standards and AP curriculum. Writing skills will be developed through response assessments tied to rubrics. Students will also be required to know content that can be related to larger themes such as democratization and globalization. Other assessments will be completed through multiple choice essays, in-depth responses to reading material, and successful completion of various small assignments.

Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):

Other evidence that will be collected to show student understanding will be individual self-assessments for each unit as well as reflections on discussion board dialogue/questions with the class.

Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course.

Direct Instruction Indirect

Instruction

Experiential

Learning

Independent Study Interactive

Instruction X_Structured Overview

_ _Mini

presentation

_ _Drill & Practice

_ _Demonstrations

_ _Other (List)

_ _Problem-based

_ X _Case Studies _

_X_ _Inquiry

_ X _Reflective

Practice

_ _Project

_ _Paper

_ X _Concept

Mapping

_ _Other (List)

_ _ Virt. Field

Trip

_ Experiments

_Simulations

_Games

_Field Observ.

_Role-playing

_Model Bldg.

_Surveys

_Other (List)

_X_ _Essays

_X_ Self-paced

computer

_X_ _Journals

_Learning Logs

_X_ _Reports _Directed Study

_ _X_ _Research

Projects

_ _Other (List)

_X_ _Discussion

_Debates

_Role Playing

_Panels

_Peer Partner

Learning

_Project team

_Laboratory Groups

_Think, Pair, Share

_Cooperative

Learning

_Tutorial Groups

_Interviewing

_Conferencing

_Other (List)

Other: Discussion boards will be posted for units for questions that students have for the class and/or

interesting observations/facts that they discover during the course of study to help their classmates. Also

included in the learning activities are many videos, video segments, and radio broadcasts to help reach

different learning styles.

Learning Activities Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance

tasks, activities and assessments by semester, unit, and weeks.

These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report.

1st

Semester Learning Activities

Unit 1: Introduction to Comparative Politics (Weeks 1 and 2)

Duration: 2 weeks

Enduring Understandings:

- Globalization and the interconnectedness of the world both politically and economically drives the behavior of both people and governments.

- Understanding the similarities and differences among political and economic systems can help us understand why we are where we are today.

Essential Questions:

- Why should we know about other countries and systems? - How are countries alike and different? - What are the reasons why different political and economic systems exist today? - What types of systems currently exist?

Student Learning Targets: Upon the completion of this unit:

1. I can identify the reasoning behind using the comparative method 2. I can identify ways to compare countries and systems 3. I can identify issues to compare 4. I can recognize surface level cause and effect relationships

Learning Activities:

1. Globalization Briefing Paper with Response Questions 2. Democratization Briefing Paper with Response Questions 3. Excerpt from “The World is Flat” by Thomas Friedman comparing 11/9/1989 and 9/11/2001 4. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 1: “Introducing Comparative Politics” 5. PBS Frontline World Video “Leasing the Rain” with Response Questions

6. Current Event Assignment – Globalization and how it affects countries and/or people 7. Introduction to Comparative Government and Politics PowerPoint 8. Vocabulary Assignment – Key Terms Review 9. 20 Question Multiple Choice Exam and Short Answer Response Section 10. Creation of Individual Study Guide for the Unit 11. Map activity – Identifying our core countries and their characteristics using BBC Country Profile 12. Student Reflection/Self Check: “Am I understanding the concepts?” 13. Economic Indicators and Comparison Tools Activity 14. Begin Country Comparison Chart for entire semester

Unit 2: Consolidated Democracy – Great Britain and the European Union (Weeks 3 and 4)

Duration: 2 weeks

Enduring Understandings: What will students understand (about what big ideas) as a result of the unit?

- Great Britain is considered a model of consolidated/advanced democracy due to many social, political, and economic institutions.

- Understanding the historical legacy of Great Britain helps to explain the formation of the Westminster Model and

other constitutional systems worldwide.

- The European Union as a supranational organization dictates the behavior of countries and people is a variety of ways.

Essential Questions: What arguable, recurring, and thought provoking questions will guide inquiry and point toward the big ideas of the unit?

- Why is Great Britain considered a model for the formation of other constitutional democracies? - How do British citizens behave and advance within their social, political, and economic systems? - How does the British government address national and international political and economic policy challenges? - How has the European Union impacted both Europe and Great Britain?

Student Learning Targets: What will the students know and be able to do (in student friendly language)?

Upon the completion of this unit: 1. I can identify the different social, political, and economic systems/institutions that exist in Great Britain. 2. I can understand the constitutional underpinnings of British Society and what the Westminster model is. 3. I can identify current policy challenges that the British Government must address. 4. I can identify the structures of the European Union and how Great Britain is impacted by the EU.


1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 2: Great Britain with questions 2. Briefing Module: The British Electoral System and the 2005 British Elections 3. PBS – The Commanding Heights Video Segment Series 4. Understanding Federalism and Devolution Article with Response Questions 5. British Prime Minster Question Hour (CSPAN) 6. PBS Frontline World – Northern Ireland “An Uneasy Peace” video and questions 7. Vocabulary Assignment – Review Key Terms 8. BBC – “Ninety minutes that made history” video (2 minute clip) 9. PBS The Commanding Heights: The British Welfare State versus Privatization Articles + Debate 10. Great Britain 20 Question Multiple Choice Test 11. Great Britain Free Response Test 12. Student Self-Reflection 13. Identifying the Parts of Great Britain Map Activity 14. Review of Great Britain PowerPoint Presentation

15. Optional: Jeopardy Review Game

Unit: Transitional Democracies (Weeks 5 through 11)

Duration: 7 weeks


- Transitional Democracies are still in the formation process of their social, political, and economic institutions. - Transitional Democracies can be susceptible to both internal and external challenges as well as revolution. - Transitional Democracies have historical legacies that are rooted in both revolution and imperialism.


- What historical foundations have contributed to the formation of the transitional democracy? - What are some characteristics to look for when identifying a transitional democracy? - What types of institutions currently exist that contribute to the overall shape and style of the country? - What types of strengths and weaknesses exist that prevent the country from continuing forward or are pushing it

backwards in its development? - How do the people behave within the system and where does power come from? - How do transitional democracies fit into the world system both politically and economically?


Upon the completion of this unit: 1. I can identify the different social, political, and economic systems/institutions that exist in

Mexico/Russia/Nigeria. 2. I can identify the challenges faced by each county and what direction it is headed. 3. I can identify sources of power and the levels of government that exist within the country. 4. I can identify the various interest groups, media sources, political parties, and social structures that exist. 5. I can identify the challenges each country faces that keeps it from moving forward democratically. 6. I can identify the economic structure of the country and its unique contribution to the world market.


- Mexico Unit: 1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 5: Mexico with questions 2. Review of Mexico PowerPoint presentation 3. Briefing Paper on Mexico with questions. 4. “The Mexican Elections of 2006 and the Political System” Caroline Beer, University of Vermont 5. PBS Frontline World Video: “A Death in the Desert” with individual response and reaction assignment 6. Current Event Article Assignment and response 7. Commanding Heights Video Segment: “Averting a Meltdown” The Mexican Peso crisis 8. NAFTA and Mexico – PBS Commanding Heights article 9. 20 question multiple choice test 10. Mexico Free Response short answer test 11. Mexico: Student self-reflection assignment 12. Optional Reading: Freedom House Review article and “2006 Elections: How did we get here?” 13: Optional: Jeopardy Review Game 14. On your own

- Russia Unit:

1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 4: Russia with questions 2. Review of Russia PowerPoint presentation 3. PBS Commanding Heights article: “Lenin’s Critique of Global Capitalism” 4. PBS Commanding Heights Video Segments 5. Article “Russia Elections and Managed Democracy” Henry Hale, Indiana University

6. Article “Illiberal Democracy and Vladimir Putin’s Russia” Neil J. Mitchell, University of New Mexico 7. Video: PBS Frontline World: “Putin’s Plan” 8. Video: PBS Frontline World: “Rich in Russia” 9. Article: The Economist – “Media Freedom in Russia” 10. Current Event Article Assignment and response 11. 20 question multiple choice test 12. Russia free response short answer test 13. Russia: Student self-reflection assignment 14. Optional Reading: Freedom House Review article and “Russia transition to Autocracy” 15. Optional: Jeopardy Review Game

- Nigeria Unit:

1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 6: Nigeria with questions 2. Review of Nigeria PowerPoint Presentation 3. BBC Witness Radio Broadcast: Nigerian Independence 4. Briefing Paper on Nigeria and questions 5. Article: College Board – “The Democratic Transition in Nigeria” with questions 6. Article: The Christian Science Monitor - “Nigeria rebels set to restart oil war” November 7, 2011 7. Article: The Economist – “Africa’s hopeful economies” December 3, 2011 8. PBS Frontline World Video: “The Road North” and discussion board response 9. PBS News Hour Video segment: “Rich Nigeria Can’t Feed Itself” 10. PBS Frontline World Interview: “The Business of Bribes” 11. Current Event article assignment and response 12. 20 question multiple choice test 13. Nigeria free response short answer test 14. Nigeria: Student self-reflection assignment 15. Optional Reading: The Economist – “Nigeria’s Banks” and “Hints of a new chapter” 16. Optional: Jeopardy Review Game 17. Optional: The Freedom House Review of Nigeria 2010

Unit: Authoritarian Regimes (Weeks 12 through 16)

Duration: 5 weeks


- Authoritarian regimes derive their power differently compared to democratic regimes. - Authoritarian regimes have social, political, and economic institutions. - Authoritarian regimes tend to keep the citizenry out of the social, political, and economic decision-making. - Authoritarian regimes do have different levels of government and electoral systems. - Authoritarian regimes face public policy challenges, social movements, leadership struggles as other countries do.


- What institutional characteristics define an authoritarian regime? - Where does the legitimacy of an authoritarian regime originate from? - How do authoritarian regimes interact with its citizenry? - What types of opportunities exist for citizens to participate in their social, political, and economic institutions? - What levels of government exist within an authoritarian regime? - What are the public policy challenges that tend to be associated with authoritarian regimes? - How are the economic systems both alike and different from other global systems?


Upon the completion of this unit: 1. I can identify the different social, political, and economic systems/institutions that exist in China and Iran.

2. I can identify the challenges faced by each county and what direction it is headed. 3. I can identify sources of power and the levels of government that exist within the country. 4. I can identify the various interest groups, media sources, political parties, and social structures that exist. 5. I can identify the challenges each country faces that keeps it authoritarian in structure. 6. I can identify the economic structure of the country and its unique contribution to the world market.

Learning Activities: - China Unit:

1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 8: China with chapter questions 2. Review of PowerPoint on China 3. AP Article: “Elite Transformation and Institutional Change” by Kristen Paris, Western Washington Univ. 4. PBS The Commanding Heights Video Segments 5. PBS Frontline Video: “Young and Restless in China” 6. Current Event Article Assignment and Response 7. PBS Frontline World Video: “Jesus in China” and online response to discussion questions 8. PBS Frontline World Video: “Silenced” and online response to discussion questions 9. PBS Frontline Video: “The Tank Man” and discussion questions 10. PBS Commanding Heights Profile: Mao Zedong 11. PBS Commanding Heights Profile: Deng Xiaoping 12. 20 question multiple choice test 13. China free response short answer test 14. China: Student self-reflection assignment 15. Optional: Jeopardy Review 16. Optional: Freedom House profile on China

- Iran Unit:

1. Kesselman, Mark et al. Introduction to Comparative Politics Chapter 7: Iran with chapter questions 2. AP Briefing Paper on Iran with response questions 3. Review of Iran PowerPoint presentation 4. AP College Board Article: “Mahmoud Ahmadinejad and Iranian Politics” 5. Annual Additions Article – Foreign Policy Journal “The True Clash of Civilizations” 2003 6. BBC Documentary “Iran and the West” Part One 7. BBC Eye Witness Radio Broadcast: “The Iranian Revolution” and online response 8. BBC Eye Witness Radio Broadcast: “The Iran-Iraq War” and online response 9. Current Event Article and Assignment 10. PBS Frontline Video: “Showdown with Iran” and response questions 11. 20 question multiple choice exam 12. Iran free response short answer test 13. Optional: Jeopardy Review 14. Optional: Freedom House article on Iran 15. Optional reading: Kesselman, Mark et al. “Lessons from the Muslim World” by Vali Nasser

Unit: Final Comparison (Weeks 17 and 18)

Duration: 2 weeks


- The comparison of systems and institutions over time allows a better understanding of the world around us. - Using data and making comparisons allows for the application of knowledge to other situations to add clarity. - Globalization and Democratization continues to affect countries socially, politically, and economically. - Understanding the foundational roots of government and politics is essential when facing future challenges.


- What will the future look like for the six core countries both politically and economically? - What are some other methods to approach economic and political systems worldwide? - What can the world, and even the United States, learn from the six core country examples?


Upon the completion of this unit: 1. I can identify the social, political, and economic structures of the six core countries I have studied. 2. I can identify additional political and economic indicators that will help me understand other countries. 3. I can identify similarities and differences among the six core countries. 4. I can apply what I have learned to more fully understand the economic and political system in which I live.


1. Complete final comparison chart indicating Social, Political, and Economic Institutions for each country. 2. Complete AP College Board two-part lesson: “Using data to study development” assignment 3. Complete AP College Board 45 minute Multiple Choice Exam 4. Complete AP College Board 100 minute Free Response Exam 5. Complete End of Semester Student self-reflection assignment 6. Complete student plan for preparing for the AP exam in May

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