Participation in Government

Archive | Syllabus | Fall 2021

Course Description

Participation in Government (PiG) emphasizes the teaching of basic civic values that are reflective of the principles of civility, citizenship, and character. Throughout this course there is an emphasis on the duties, obligations, rights and responsibilities of citizenship.

PiG aims to provide students with opportunities to become engaged in the political process by acquiring the knowledge and practicing the skills necessary for active citizenship. It adapts to current present local, national, and global circumstances, by selecting current events to illuminate key ideas and conceptual understandings. Active participation in personal education, government, and in our communities is fundamental to the success of American democracy.

Semester Scoring Periods

Marking Period 1 Progress Grade Report, October 22, 2021

Marking Period 2 Progress Grade Report, December 3, 2021

Midterm Growth Assessment, November 17, 2021

Final Assessment Administration, January 14. 2022

Marking Period 3 Progress Grade Report, January 24, 2022

Semester Course Grade Report for Official Transcript, January 28, 2022

Academic Intervention Services, January 25 through January 28, 2022

All scoring period reports are subject to change.

Required Devices, Instructional Materials, and Resources

For this course all students will be using Jupiter Ed 🔗, an online learning management system (LMS) and student information system (SIS) to complete course assignments, assessments, and projects. In addition, from time to time, students may be required to visit government, mass media and other websites not specified on this site.

Web Enabled Electronic Device

The use of internet technology is required for class activities and assignments.

Instructional Materials

Notebook, textbook (below), unspecified current event resources (print and digital newspapers and other forms of mass media), unspecified online resources.

Shea, Daniel M., and Frank Abbott Magruder. Magruder's American Government. Pearson, 2016. Print. (or electronic substitute for remote learning 🔗)

Units of Study

Study of this course has been divided into three units and essential questions. Each topic listed has a corresponding textbook reading for the unit on this syllabus. All students are expected to complete each reading when assigned and will be responsible for the contents.

Unit 1🔗

Unit 2

Unit 3🔗

Foundations of American Democracy

How has American democracy evolved?

Topic 1

Foundations of American Government

———

Topic 2

The Beginnings of American Government

———

Topic 3

The Constitution

U.S. Constitution ProjectN.Y.S. Constitution Project

———

Topic 4

The Legislative Branch

———

Topic 5

The Executive Branch–The Presidency and Vice Presidency

———

Topic 6

The Executive Branch at Work

———

Topic 7

The Judicial Branch

Rights and Responsibilities

Has the evolution of American principles and practices promoted greater democracy?

Topic 8

Protecting Civil Liberties

———

Topic 9

Citizenship and Civil Rights

———

Supreme Court Case Studies Project

(Selections alphabetically listed)

Brown v. Bd. of Ed. of Topeka, KS, 1954 Bush v. Gore, 2000Citizens United v. F.E.C. 2009 Dred Scott v. Sandford, 1857 Escobedo v. Illinois, 1964 Gideon v. Wainwright, 1963 Hamdi v. Rumsfeld, 2004 Korematsu v. United States, 1944Mapp v. Ohio, 1961 Marbury v. Madison, 1803 Miranda v. Arizona, 1966 McCulloch v. Maryland (1819 Plessy v. Ferguson, 1896 Roe v. Wade, 1973 Rostker v. Goldberg, 1981 Schenck v. United States, 1919 Terry v. Ohio, 1968 U.S. v. Nixon 1972 Worcester v. Georgia, 1832

Civic Participation and Public Policy

How do citizens influence government policy?

Topic 10

Government by the People

———

Topic 11

Elections

———

Topic 12

Government and the Economy

———

Topic 13

State and Local Government

Representative Research Project

———

Topic 14

Comparative Political Systems

Course Expectations and Responsibilities for Success

All stakeholders are expected to be accountable and accept responsibility for teaching and learning. All students are expected to adhere to the highest standards of academic and personal integrity. If it is established that a student has engaged in academic dishonesty disciplinary action shall be aligned with the NYCDOE Citywide Standards of Intervention and Discipline Measures (Grades 6-12): The Discipline Code 🔗.

All stakeholders are expected to arrive at any synchronous class or in person (if applicable) on time and prepared to teach or learn. To succeed all are expected to establish regular and punctual attendance to maximize teaching and learning and of fundamental and required concepts.

Academic success comes from routines in student learning—building habits and through regular pattern and cadence of instruction.

For Family

The student's family is expected to and responsible for:

proactively notifying the teacher or a school administrator school with any concerns about progress or additional support needed.
support students in being successful by establishing routines and habits that support success for both in person and remote learning.
review NYCDOE's Parent Social Media Guide for Students Over 13 🔗.
review with your child NYCDOE's Social Media Guidelines: 13 and Older 🔗 and ensure appropriate student behavior on web enabled devices.

For Student

The student is expected to and responsible for:

accepting responsibility for learning by completing course instructional activities/assignments within the posted timelines.
participating in check-ins, discussions, and other communication in person or via Jupiter Ed.
reviewing teacher feedback/messages and completing any follow-up activities as assigned.
proactively notifying the teacher or a school administrator school with any concerns about progress or additional support needed.
review (with a parent) and follow NYCDOE's Social Media Guidelines: 13 and Older 🔗.

For Teacher

The teacher is expected to and responsible for:

posting and scoring assignments in Jupiter Ed, consistent with the subject content standards of their respective classes.
monitoring student participation in activities, for scoring course assignments and assessments, and providing timely feedback on submitted assignments.
communicating with families about student progress.
interacting with students and families, account for attendance, and respond to messages from students and families in a timely fashion.
informing the school based Student Support Team of any student/family that is not engaging,
ensuring that activities and assignments will be archived for students to access later.

Attendance Recording Procedures for HVS11-01

In accordance with New York State law, all students must have their attendance recorded and reported. Given the current pandemic traditional attendance recording is only possible if a student is physically present within a classroom with the teacher; therefore attendance for this course shall have two forms of attendance recording, one for blended learning and one for remote.

Note: A student's attendance record will NOT impact a student's grade.

In Person Learning Student Attendance Recording Procedure (Traditional Method)

On the school days that a student is scheduled to be physically present in the school building and:

is physically in class at the start of and through the conclusion of the corresponding class period of the student's program, the student shall be recorded as PRESENT for the class period of the corresponding school day/date.
physically arrives to class after the start of the corresponding class period of the student's program but before the conclusion of the class period, the student shall be recorded as LATE for the class period of the corresponding school day/date.
does not arrive physically to class during the corresponding period of the student's program, the student shall be recorded as ABSENT for the class period of the corresponding school day/date.

Remote Student Attendance Recording Procedure (Quarantining)

Virtual class "Zoom" meetings will only take place for HVS11-01 via the NYC Schools Account every day during the corresponding time of a student’s programmed period if the school or class is ordered to be fully remote due to quarantine or closure and will follow this Remote Student Attendance Recording Procedure described unless ordered changed by New York State Executive Order or other appropriate government agency. This policy is subject to chance in accordance with New York State and/or New York City Departments of Education, respectively.

For school days that a student is not required to be physically present in the school building, attendance shall be recorded using the Jupiter Ed login record. If a student:

logs into Jupiter Ed; attendance shall be recorded as PRESENT for the class period of the corresponding school day/date of the Jupiter Ed login record.
does NOT log into Jupiter Ed; attendance shall be recorded as ABSENT for the class period of the corresponding school day/date of the Jupiter Ed login record.

Note: Real-time remote presence is encouraged but NOT required for virtual class "Zoom" meetings at this time.

Grades

At High School of Economics & Finance, PiG is offered exclusively in the fall semester. The fall semester is divided into three marking periods in which a student's progress is recorded on a report card. A student's final course grade will be recorded to the official permanent transcript record at the conclusion of the fall semester. If needed, academic Intervention Services will be offered in compliance with NYSED.

Score Calculation

The teacher will determine a student’s grade using these weighted categories: Assessment, Extension, and Instruction. Students can demonstrate competency of the New York State Common Core Social Studies 9-12 Framework 🔗for Participation in Government and Civics standards by earning a minimum cumulative passing average (65) during the grading period to earn credit for this course.

Assessment, 20%

All students are expected to complete formative and summative assessments including a Midterm and Final Examination. Assessments are aligned to NYS Standards and each is prepared using a logical, linear, and scaffold approach. Student attention and involvement is necessary for a complete learning experience.

Engagement 10%

Research has demonstrated that a student that is engaged in the learning process increases attention and focus, and is motivated to practice higher-level critical thinking skills, and creates a meaningful learning experience.

Extension, 15%

All students are expected to complete extension assignments by a posted due date. Extension assignments are aligned to NYS Standards and each is prepared using a logical, linear, and scaffold approach. Student attention and involvement is necessary for a complete learning experience. Additional work outside of the classroom is an essential part of the course of study (including assigned readings).

Instruction, 55%

All students are expected to complete all instructional assignments on time to the best of her or his ability. Instructional assignments are aligned to NYS Standards and each is prepared using a logical, linear, and scaffold approach. Student attention and involvement is necessary for a complete learning experience.

Bonus Assignments

Periodically, additional engagement and extension activities may be offered as bonus assignments. These are limited, timed, exclusive opportunities to increase a grade. The incentive to complete bonus activities are embedded with additional points to be earned for successful completion. No score penalties shall be applied for incorrect or non-completion.

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