AP Government and

Constitutional Law and Public Policy

 

We the People text

ASSIGNMENTS

FIRST Semester (click link to read more detailed instructions):

Participation: 20% (including any small in-class assessments) more...

Civil Engagement Advice Essays Project: 20% more...

Thought papers Essential Question Creation: 15% more...

Debates: (10%) more...

Blog Contributions and Tweets: (10%) more...

Project: Inquiry: (15%) -- SEE GOOGLE GROUP site for more information more...

Final Reflection: (10%) more...

 

Second Semester (click link to read more detailed instructions):

Participation: 25% (including small in-class assessments) more...

Blog Entries on Supreme Court case: 1 this semester (10%) more...

Thought Papers: 3 total (15%) total for semester grade) more...

Research Project (including participating in workshop): 45% more...

 

 

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Participation:

Please come to class prepared to participate in class activities. The best way to prepare and participate is to read and take notes on the daily assigned readings from the required books and to prepare questions or analytical thoughts about the reading. Our learning community is a safe place and no one should feel intimidated. We all must also remember that an important part of learning is listening and respectful listening and quiet engagement will also be rewarded in our class. So how does this assessment work? Read on!

There are a possible 10 points for each individual for each day based on the rubric below.  You begin each day with 10 points  -- work hard not to lose them! I will assess participation almost daily. There is also a group grade that I will assess based on how I thought the class went in general (our collective effort). The group grade is based on a 10 point scale:

9-10 = An Awesome Class (we covered much ground and met our learning objectives impressively, we repsected one another, most all of the class was prepared and enthusiastic, most everyone was engaged most all of the time, we had fun and learned good stuff);

8-9 = A Solid Attempt (we covered less ground than we could have because we had to stop for distracting behavior, a few folks were rather disruptive repeatedly, 1/3 or more of the class obviously had not prepared for class, fun meter a little low because Dr. Berry had to play dictator);

7-8 = Eh...not Bad (we struggled to get through the learning objectives for the day because at least 50% of the class was completely unprepared, several people were consistently disruptive, folks were reticient to participate, fun meter too low);

6-7 We are in Trouble (more than 1/2 the class didn't prepare at all, energy was low and as a result few of our learning objectives were covered with any real effectiveness, we were disrespectful to one another through disruptive behavior, unpreparedness, or simple lethargy);

5 and below = WE GOTTA TALK... we will have a class meeting to decide strategies for improvement.

Periodically, you will be asked to assess yourself as well. Please feel free to come talk with me if you would like strategies to improve your participation grade and/or would like clarification on what great participation looks like!

INDIVIDUAL RUBRIC:

A student who earns9-10 points for the day will:

A student who earns 8-9 points for the day will:

A student who earns 7-8 points for the day will:

A student who earns 6 or fewer  points for the day will:

Demonstrate a sophisticated understanding of the subject

Demonstrate a solid understanding of the subjects

Demonstrate a somewhat limited understanding of the subjects

Demonstrate a quite limited understanding of the subjects

Stimulate others to address and engage in the important points and issues for the day

Be uncertain about his/her own analysis of the day’s subject

Be uncertain about his/her own analysis of the day’s subject

Have no analysis of the day’s subject

Add important ideas to the discussion

Add  some ideas to the discussion

Add  very few ideas to the discussion

Add no ideas to the discussion

Directly address specific content from the readings at least once during discussion

Generally, not specifically, refer to the readings

Not demonstrate their close reading

Demonstrate they have not read for the day

Show respect for colleagues and Dr. Berry at all times (this includes NOT talking when someone else is talking)

Show respect for colleagues and Dr. Berry at all times (this includes NOT talking when someone else is talking)

Sometimes talk while others are talking, but generally show respect

Constantly talk while others are talking

Have thoroughly familiarized self with topic

Have familiarized him/herself with the topics, but will be a bit uncertain on some details

Be a bit uncertain on some details for the course material for the day

Will be rather clueless

Offer clear, accurate answers for questions

Offer clear, accurate answers for questions

Attempt to answer for questions but may offer searching or imprecise answers

Will demonstrate they have not read for the day

Try to help others clarify difficult concepts

Try to help others clarify difficult concepts

Not try to help others clarify difficult  concepts

Will not be willing to help others

Perform brilliantly on the day’s in-class and/or homework assignments

Perform highly on the day’s in-class and/or homework assignments

Complete in-class and/or homework assignments, but work is sloppy/poor

Not complete in-class and/or  homework assignments,

Listen intently and come to learn and have fun

Listen intently and come to learn and have fun

Listen intently and come to learn and have fun

Generally not want to be in class 

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Civil Engagement Advice EssaysProject

Assignment will be shared on the Course Schedule, Homepage, and via this Website

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Thought Papers and Essential Question generation

Thought essays will respond to prompts about the content just covered. These are to written and submitted via google docs. They will be graded accordingly:

5 pts: organization and clarity

5pts: grammar and structure

5 pts: quality of thought

5 pts: support of ideas with content from lecture and readings

Essential Question generation will be pass/fail. If you generate an essential question(s) on time, you get the points. If not, you don't.

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Debates

Debating with civility and substance is a critical skill for citizens in a democracy. We will practice this skill 3-4 times in the first semester and more often in the second semester. We will generate together a rubric for the standards of our debate and your grade will be based on this rubric. You will grade yourself for this category.

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Twitter Contributions and Blogs

Periodically during the semester, you will post on the class blog about various topics. The posts will vary according to the prompt. All may be rather informal, but must be appropriate. You will receive a rubric for grades for the blogs. We will also use Twitter in a variety of ways. This is a completion grade. You complete the Tweet by classtime, you get full credit. You do not Tweet by classtime, you earn no credit.

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Project Inquiry

Project: Inquiry is the mutli-disciplinary project that a small group of students will engage in for the year. You will receive more information on this on the first Fun Friday. If you choose NOT to partricipate, you will be required to write your own independent research paper (15 page minimum) for this portion of your grade. I expect the majority of you to choose to participate...it's going to be cool.

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Final Reflection Essay

This will be your opportunity to reflect on the semester's work and learning. You will also present your insignts to the class. More to come.

Your presentation at the end of the semester will be 5% of the reflection grade and will be based on a rubric.

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NOT IN 2015

Congressional Watch--

Via Twitter, we will "watch" Congress the entire semester to learn more about the policy making process of the Legislative Branch.

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Blog

You will have create a 300-500 word blog as part of our Supreme Court assignment in the second semester. Information on this assignment will come in the second semester.

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Research Project (second semester)

Segregated drinking fountain

Segregated public spaces have comprised an important topic for the Supreme Court -- Plessy v. Ferguson in 1896 and then Brown v. Board of Education in the 1950s are the two landmark cases that decided the question of equal access under the law. From: The Library of Congress

Gross National Happiness Research Project

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