Participation in Government

Syllabus | Fall 2024

Comic strip of student asking questions to instructor about course requirements

Course Description

Participation in Government (HVS11) 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 use an online learning management system (LMS) 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.

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.

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

Select 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 a student 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.

For Parent/Guardian

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

proactively notifying the teacher or a school administrator or counselor with any concerns about progress or additional support needed.
ensuring the teacher has up-to-date parent contact information.
informing the teacher in the event of student absence.
responding to outreach from the teacher.
supporting their child in being successful by establishing routines and habits that support success.
reviewing 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 activities/assignments within the posted timelines.
arriving on time for in-person 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.
asking the teacher for help, if needed.
making-up missed instructional class time and completing assignments within a reasonable amount of time.
citing all sources appropriately, including AI generated content 🔗 using APA 7th edition 🔗.
reviewing (with a parent) and follow NYCDOE's Social Media Guidelines: 13 and Older 🔗.
reviewing and adhering to the school's cell phone policy🔗.

For Teacher

The teacher is expected to and responsible for:

arriving on time for in-person classes.
scoring assignments 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.
archiving materials.

Grades

Students passing and failing is based primarily on how well students demonstrate understanding of the subject matter, concepts, content, and skills addressed in this course. At High School of Economics & Finance, terms are divided into two semesters (Term 1, fall and Term 2, spring), consisting of three marking periods in which a student's progress is recorded on a progress report card. Student submission of in-person instructional classwork shall be submitted at the conclusion of an in-person session unless otherwise specified by the teacher.

When students miss class time, the teacher assigned may give a student a reasonable chance to make up missed work before final grades are entered. Late submission of any assignment may be accepted with a penalty of up to 35%, time permitting.

Completion of assignments after a semester scoring period shall not exceed 20 aidable days as deemed necessary by school administration, without exception.

A student's final course grade will be recorded to the official academic 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 State's Education Department Guidelines for Implementing Academic Services 🔗.

Score Calculation

The teacher assigned will calculate and 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 🔗 standards by earning a minimum cumulative passing average (65) during the term to earn course credit.

A student's final course grade on a 100-point scale 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 (40%), Extended Learning (20%), and Instruction (40%).

Assessment, 40%

Examinations

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 and an accurate reporting of performance.

Extended Learning, 20%

Engagement (15%) and Extensions (5%)

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.

Engagement scores are earned by interacting with peers during in-class activities while Extension scores are earned by completing assignments outside that of the classroom.

All students are expected to complete Extended Learning assignments with authentic effort by the posted due date.

Instruction, 40%

Classwork and daily tasks.

All students are expected to complete instructional assignments on time with authentic effort. In-class instructional assignments must be completed within the time provided for maximum credit.

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.

Academic Intervention Services (AIS)

AIS is offered to provide supports and means for a student to meet missed standards. Any AIS is offered in accordance with and in compliance of New York States's Education Department Guidelines for Implementing Academic Services and the New York City Department of Education Academic Policy Guide 🔗.

Students that do not meet the minimum standard for a passing score may be assigned AIS on an as needed basis throughout a scoring period. Any student that has missed meeting a standard within a grading period must meet with their assigned teacher for the purpose of receiving (AIS).

The administration will inform the family about the services the student will receive, the reason why the student needs these services and the consequences if the student does not meet expected performance levels. The school must also notify parents or guardians when it terminates AIS for a student. Schools do not need parent permission to start or to end AIS.

For AIS services in a student’s identified area of need, instruction supplementary to what is occurring in the classroom will be provided. Along with choosing the specific content of additional instruction, the teacher assigned, or school administration may choose to differentiate the intensity of AIS by changing the length and/or frequency of sessions, as well as the group size.

Regular progress monitoring is a part of the AIS program and the teacher assigned will keep records of interventions used and student academic growth. The parent/guardian will be notified and updated regularly on a student's progress through an online grading system selected by the administration. Additionally, the teacher assigned will communicate progress to the parent or guardian at least once per semester.

Any AIS for this course, regardless of its weighted category, will take place within a regularly scheduled school day, unless administration provides an additional service to those being offered by the teacher assigned.

Fall Semester Scoring Periods

September 5 — January 28, 2025

Marking Period 1 Grade Report - October 18, 2024

Midterm Growth Assessment Administration - November 11 through November 15, 2024

Marking Period 2 Progress Grade Report -December 6, 2024

Final Growth Assessment Administration - January 6 through 10, 2025.

Marking Period 3 Progress Grade Report - January 20, 2025

Semester Course Grade Report - January 24, 2025

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

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 Period Attendance Rules

Student attendance shall be recorded in the official record for each session that the course section meets. A student shall be marked as "A" for absent if they do not attend in-person; or “L” for late, if arriving after the start of a session. Find out more information regarding school attendance 🔗 posted by NYCDOE.

Attendance may not be factored into a student’s grade. Attending and engaging in class, and demonstrating understanding are all essential components of student learning. When students attend school consistently, they have the greatest opportunity to make progress, receive support to demonstrate their learning. Students’ grades must reflect the extent to which they have met the learning outcomes for their courses.

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