Participation in Government

Syllabus | Fall 2023

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. Students should confer with their school counselor to track their progress in meeting graduation requirements🔗.

Devices, Instructional Materials, and Resources

In addition to traditional in-person instruction students may be required to engage with digital media 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.

Web Enabled Electronic Devices

The use of internet technology may be required for class activities and assignments. Devices will be provided for use during in-class instruction.

There are to be no personal cell phones or other electronic devices, including Air pods or other headphones, on classroom desks, unless instructed by the classroom teacher. Violations will be enforced in accordance with the school's cell phone policy during class time🔗.

Instructional Materials

Notebook, textbook, web enabled device, 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

This course has three units. Each unit has essential questions and corresponding textbook readings. All students are expected to complete any reading when assigned. All content is aligned to New York State Social Studies 9-12 Framework 🔗 Grade 12: Participation in Government and Civics.

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 adhere to the highest standards of academic and personal integrity. If it a student has engages in academic dishonesty disciplinary action shall be aligned with the NYCDOE Citywide Standards of Intervention and Discipline Measures (Grades 6-12): The Discipline Code 🔗. Student submission/completion of assignments after a semester scoring period shall not be accepted.

Academic success comes from routines in student learning—building habits and through regular pattern and cadence of instruction. All students are expected to establish regular and punctual attendance along with the timely submission of assignments to maximize teaching and learning of fundamental and required concepts.

Parent/Guardian

The student's parent/guardian is expected to engage and is responsible for:

supporting their child in being successful by establishing routines and habits that support success.
attending/participating in parental engagement activities.
proactively notifying the teacher or a school administrator or counselor with any concerns about progress or additional support needed.
ensuring the school has up-to-date parent contact information.
informing the teacher in the event of student absence.
responding to outreach from the teacher.
reviewing NYCDOE's Parent Social Media Guide for Students Over 13 🔗.
reviewing with your child NYCDOE's Social Media Guidelines: 13 and Older🔗 and ensure appropriate student behavior on web enabled devices.

Student

The student id expected to and is responsible for:

accepting responsibility for learning by authentically engaging and completing course activities/assignments within the posted timelines.
commit to regular study of course content.
consistently arriving on time for in-person classes.
participating in check-ins, discussions, and other communication.
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.
respecting feelings, opinions, and property of others.
reviewing (with a parent) and follow NYCDOE's Social Media Guidelines: 13 and Older 🔗.

Teacher

The teacher is expected to and is responsible for:

facilitating lessons consistent with course content standards.
supporting students by establishing classroom routines and habits that support success.
monitoring student participation in activities.
scoring course assignments and assessments.
providing timely feedback on submitted assignments.
communicating with families about student progress.
interacting with students and families.
account for period attendance.
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.
archiving materials.

Grades

At High School of Economics & Finance, regular day school is divided into two terms. Term 1, fall; and Term 2, spring. Each term consists of three marking periods in which a student's progress is recorded on a progress report card. Completion of assignments after a term's conclusion shall not be accepted or scored.

Fall Semester Scoring and Reporting Periods

Marking Period 1 Ends - October 20, 2023

Marking Period 2 Ends - December 1, 2023

Marking Period 3 Ends - January 22, 2024

Midterm Growth Assessment Administration - November 9 - 10, 2023

Final Growth Assessment Administration - January 4 - 5, 2024

Semester Ends - January 26, 2024

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

Calculation

Students can demonstrate competency of the New York State Common Core Social Studies 9-12 Framework 🔗 standards by earning a minimum cumulative average 0f 65 at the term's end to earn course credit. Student performance is reported on a scale from 55 to 100 in the following range with regard to New York's standards: unmet 🚫 (< 65), developing ⚠️ (65 to 72.4), satisfactory 🆗 (72.5 to 82.4), accomplished ✅ (82.5 to 92.4), to exceeded 💯 (92.5 to 100).

A student's final course grade will be recorded to the official academic record at the conclusion of the term. The teacher assigned will determine a student’s grade using the weighted categories of Assessment (30%), Engagement (10%), Extension (5%), and Instruction (55%).

If needed, Academic Intervention Services may be offered in accordance with and in compliance of New York States's Education Department Guidelines for Implementing Academic Services 🔗.

Assessment, 30%

All students are expected to complete formative and summative assessments including a Midterm and Final growth assessment 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.

Typically, assessments are scored 1 through 100.

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.

Typically, an engagement assignment is scored 1 through 10.

Extension, 5%

Assignments that are to be completed outside of the classroom are an essential part of the course of study (including assigned readings). All students are expected to complete extension assignments with authentic effort by the posted due date.

Typically, an extension assignment will be scored on 1 through 10.

Instruction, 55%

All students are expected to complete 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.

Student submission of in-person instructional classwork shall be submitted at the conclusion of an in-person session unless otherwise specified by the teacher.

Typically, an instructional assignment is scored 1 through 4.

Bonus Assignments

Periodically, additional assignments may be posted. Completion of these limited, timed, and exclusive opportunities may be completed voluntarily to increase a grade with additional points to 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.

Record-Keeping and Attendance Rules

Student attendance shall be recorded for each session that the course section is scheduled to meet. A student shall be marked as "A" for absent if they do not attend in-person (or for remote-synchronous instruction if provided); or “L” for late, if arriving after the start of an in-person or synchronous remote course session. Find out more information regarding school attendance 🔗 posted by NYCDOE.

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