Participation in Government

Syllabus | Fall 2022

Comic strip of student asking questions to instructor about course requirements

Course Description

Course Code: HVS11

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 its approach by using local, national, and global circumstances by selecting current events to illuminate key ideas and conceptual understandings. In the internet age it is vital to encourage active, authentic participation in personal education, government, and in communities as fundamental to creating a more perfect Union that leads to the success of American democracy.

Credit

Successful completion of HVS11 awards one (1) social studies credit towards graduation. It is recommended that students confer with their school counselor to track their progress in meeting graduation requirements 🔗.

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 will 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.

Magruder's American Government🔗

Units of Study

Study of this course has been divided into three units with essential questions and corresponding textbook readings. All students are expected to complete each reading when assigned and will be responsible for the contents.

Unit 1🔗

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

Unit 2🔗

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. 2009Dobbs v. Jackson, 2022Dred 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

Unit 3🔗

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, learning. and the well-being of students and teachers. 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 New York City Department of Education Discipline Code Citywide Behavioral Expectations to Support Student Learning Grades 6–12 🔗.

To succeed all students are expected to establish regular and punctual attendance to maximize teaching and learning of fundamental and required concepts.

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

Family

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

proactively notifying the teacher or a school administrator school with any concerns about progress or additional support needed.
support student in being successful by establishing routines and habits that support success.
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.

Student

The student is expected to and is responsible for:

accepting responsibility for learning by completing course instructional activities/assignments within the posted timelines.
arriving on time for in-person scheduled classes
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 🔗.

Teacher

The teacher is expected to and is responsible for:

posting and scoring assignments in Jupiter Ed, consistent with the subject content standards.
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.

Record-Keeping and Attendance Rules

Student attendance shall be recorded for each session that the course section is scheduled to meet. A student that does not attend in-person during a scheduled course section meeting shall be marked as "A" for absent in the course section roll.

A student that arrives after the start of a course section session begins but prior to its end shall be marked as "L" for late in the course section roll.

Find out more information regarding school attendance 🔗 posted by NYCDOE.

Grades

At High School of Economics & Finance, terms are divided into two semesters (1, fall and 2, spring) consisting of three marking periods in which a student's progress is recorded on a student progress report card. A student's final course grade will be recorded to the official permanent transcript record at the conclusion of the semester term. If needed, academic Intervention Services will be offered in accordance with and in compliance of New York States's Education Department Guidelines for Implementing Academic Services 🔗. Student submission/completion of assignments after a semester scoring period shall not be accepted.

Fall Semester Scoring Periods

September 8, 2022 — January 30, 2023*

Marking Period 1 Ends - October 21, 2022

Midterm Growth Assessment Administration - November 10 and 14, 2022

Marking Period 2 Ends - December 2, 2022

Final Growth Assessment Administration - January 5 and 6, 2023

Marking Period 3 Ends - January 23, 2023

Semester Ends - January 27, 2023

*Dates subject to change in accordance with High School of Economics & Finance and NYCDOE High School Academic Policy Guide .

Score Calculation

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

^Category weights subject to change in accordance with High School of Economics & Finance and NYCDOE High School Academic Policy Guide .

Assessment, 20%

All students are expected to complete formative and summative assessments including a Midterm and Final that are aligned to NYS Standards. Assessments are 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. Remaining on task, following instructions, asking questions when needed, notetaking, in-class participation and regular study are all essential components leading to successful course completion and life-skills learning.

Extension, 15%

All students are expected to complete assignments by the posted due date. 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 with authentic effort. Instructional assignments are aligned to NYS Standards using a logical, linear, and scaffold approach. Student attention and involvement is necessary for a complete learning experience.

Bonus Assignments

Periodically, additional assignments may be posted as *BONUS* OPPORTUNITY. Completion of these limited, timed, and exclusive opportunities may be completed voluntarily to increase a grade. Incentive to complete bonus opportunities are embedded with additional points that may be earned for successful completion. No score penalties shall be applied for incorrect or non-completion of bonus assignments. Any points accrued may only be applied at the end of the term in which they have been earned, not before.

Office Hours

Tuesdays, 2:40PM to 3:55PM, Room 904

On Tuesdays, there is a 75-minute block of time immediately following the school day, 40 minutes of which is for parent engagement and 35 minutes for Other Professional Work. This period of time ends 75 minutes after the end of the school day.

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