American Government Course Syllabus

American Government Ms. Hansen’s Information

2020 - 2021 School Year Phone: (734)-424-4240 ext. 7505
Required Course Email: ​hansenm@dexterschools.org
9 - 12th Grades Website: ​http://mshansendhs.weebly.com/
Twitter: @ms_hansenDHS
NCAA Approved

Suggested Material(s):​ Students should determine whether they plan to organize their materials
physically (using a binder/folder and notebook) or digitally (Google Drive folders). I will
provide students with a digital skeleton (Google Drive folders) to help them organize their work
for this school year, should they choose a digital option.

Summary of Course: ​This question is meant to introduce and familiarize students with the
structure, purpose, and function of our American system of government. Students will be
required to ask questions of and think critically about the resources utilized in my classroom.
Students will be encouraged to research and explore topics that interest them. Students will be
expected to think critically about the world around them, working to figure out what they would
like their role to be at each level of citizenship that we study. Together, we will study the United
States Government. However, my goal is to develop the skills necessary for students to actively
participate in democratic life (both presently and beyond their time at DHS).

Semester Progression
Introduction to Government
❖ Introductory Unit
➢ Get-to-Know-You:​ This unit will kick-off our school year together! We’ll spend
time in class getting to know each other, differentiating between “learning” and
“schooling”, building classroom norms, and establishing expectations for one
another as we build ​our​ learning community.
➢ Course Structure:​ Before we begin learning about the government, I will explain
the 5E Inquiry Framework and how this plays into our learning progression this
semester. I will also provide verbal, written, and visual/video instructions on how
students may utilize Canvas this semester.
➢ Basic Skills:​ Without the structure of a textbook, students will be required to
conduct considerable research to build their understanding of various government
concepts. Therefore, one of our first activities as a class will be to define what
“sound” online research looks like, how to conduct it, and what to do when we’re
unsure if our research meets these standards. Our first “Current Event”
 assignment will ask students to locate a reliable news story online, summarize the
event being described, and provide their opinion on the matter. This will also be
some of the first work students will share publicly within our learning
community.
American Government: The Citizen
❖ Discussion of Citizenship​ -- who is considered a U.S. citizen, how can you become a U.S.
citizen, and what are the rights and responsibilities of citizenship?
❖ 6 Levels of Citizenship​ -- home, school/work, city/county, state, nation, and global level
❖ The United States​ -- founding principles/ideas, core democractic values, and basic
governmental structure.
➢ Home
■ Explore:​ What do we value? What do we believe? Where do these beliefs
stem from? How are our values and beliefs influenced by others?
■ Pursuits:​ Personal Interview & Data Collection
■ Passion Project:​ Persuasive Writing
➢ School/Work
■ Explore:​ How are parts of the system related to the whole? How do
actions of an individual affect a group?
■ Pursuits:​ Policy Analysis -- DHS Student & Athlete Handbook
■ Passion Project:​ Policy Proposal (revision of current policy or addition of
policy that is missing)
➢ City/County
■ Explore:​ What does our government provide? What public goods and
services exist in Washtenaw County? What are non-profit organizations
and what role do they play?
■ Pursuits:​ Public Goods & Services “Flipbook”
■ Passion Project:​ Public Service Announcement (PSA)
➢ State
■ Explore:​ What is federalism? What powers are “reserved” for the States?
■ Pursuits:​ Student/Class Generated
■ Passion Project:​ Letter to a Congressperson
➢ Nation
■ Explore:​ What rights & responsibilities do members of this community
hold? What is perspective and is there value in exploring multiple
perspectives? How are parts of the system related to the whole?
■ Pursuits:​ Student/Class Generated
■ Passion Project:​ Student/Class Generated
➢ Globe
 ■ Explore:​ How do our actions and learning impact the world around us
(think all levels)? How do we use past experience to problem solve?
■ Pursuits:​ Student/Class Generated
■ Passion Project:​ Student/Class Generated

Assessment Tools:
● In an effort to build a more student-centered classroom (virtual and physical), I’ve spent
the last several years moving away from content-based summative assessments (mainly
multiple-choice exams), toward more authentic and skill-based assessments (you’ll see
these listed below for each unit).
● Types of Assessments​ - With personalized learning in mind, I try to assess students
using a wide variety of assessments. Students will have many opportunities to ​show​ me
what they have learned through various kinds of assessments.

Grading Scale:
93-100% = A 67-69% = D+
90-92% = A- 63-66% = D
60-62% = D-
87-89% = B+
83-86% = B 0-59% = E
80-82% = B-
Percentages round
77-79% = C+ up to the nearest
73-76% = C whole number.
70-72% = C-

Semester Grade Determinants:

Passion Projects 40%
Pursuits 30%
Current Event Reflections 20%
Final Portfolio 10%
100%
 Procedures

1.​ ​Canvas ​–​ ​I use Canvas to post course materials, instructions, rubrics, and assessments.
Students will receive all teacher feedback via Canvas as well. Course grades will be visible in
PowerSchool.

2.​ ​Absences​ – if you are absent, please check Canvas. The “Semester Schedule” link under
“Student Quick Links” will house the agenda from our live Zoom session and action items/your
“to-do” between live sessions. As always, communicate with me if you’ve had or anticipate an
extended absence.

3.​ ​Canvas Calendar ​– I have created events on your Canvas calendar, which indicate when our
live Zoom sessions are. If you click this event on your calendar, you’ll see the “location” is my
Zoom URL. If you copy/paste this URL into your browser, it will take you to my “waiting
room”. I will admit you to our live session, no earlier than 5 minutes prior to our start time.

Expectations

•​ ​Work Hard​ — I expect that you come to class ready to work hard. Together, we will spend
class time building an understanding of American Government. This means reading and
analyzing different kinds of text, collaborating with your peers, forming arguments using
evidence, and reflecting on your own thinking throughout the semester. The more you put into
my class, the more you’ll get out of it.

•​ ​Mutual Respect​ — There will be many times throughout this class where we will talk about
topics that are sensitive in nature. You will find that in class, and in life, your opinions will not
match those of your peers. Everyone has the right to their own opinion and it’s important that
you feel safe to share yours in my classroom. I will encourage you to challenge one another’s
stance on issues, but we must do so with respect to the individual who is expressing that
stance. I do not tolerate personal attacks in my classroom.

•​ ​Difficulty With Assignment/Class​ — Please come talk to me sooner rather than later if you
are having difficulty in my class. I’m more than happy to provide help on assignments, explain
my grading, proofread your written work (at least 48 hours before the deadline), or offer up
some study tips if you’d like to improve your grade. Send me an email if that’s easier for you,
 but don’t wait to talk!
•​ ​Academic Dishonesty​ — cheating or plagiarizing on any work for my class, no matter how
big or small it may be, will receive a zero and a discipline referral will be placed in the main
office.

Policies

1. Check your Dexter Schools email, Canvas, and Power School regularly.
2. ​Food Allergies -- food-specific signs will be posted inside/outside my classroom,
indicating which foods are not allowed (may vary by semester)​.
3. Store and plug in your laptops before you leave class ​(use only your assigned #).
4. Phones should stay in your pocket/backpack during instruction.
5. Do not touch something that is not yours. Respect classroom materials and the belongings of
your peers.

Need More Help?

❖ NHS Tutoring
➢ Mondays & Wednesdays 3:00-4:30 pm in the DHS Library
❖ DHS Counseling Staff
*Schedule appointments o​ nline​ or in person
➢ Ms. Brady Jacobs (A-E)
■ 734-424-4240 ext. 7053
➢ Ms. Erica Morell (F-Kn & all international students)
■ 734-424-4240 ext. 7060
➢ Ms. Kristie Doyle (Ko-Ri)
■ 734-424-4240 ext. 7051
➢ Ms. Karen Wagner (Ro - Z)
■ 734-424-4240 ext. 7055
Course Skill Objectives:
Students will be able to…
● Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole
(CCSS.11-12.RH.1)
● Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain
(CCSS.11-12.RH.3)
● Evaluate authors’ differing points of view on the same event or issue by assessing the
authors’ claims, reasoning, and evidence (CCSS.11-12.RH.6)
● Integrate and evaluate multiple sources of information presented in diverse formats/text
in order to address a question or solve a problem (CCSS.11-12.RH.7)
● Evaluate an author’s premises, claims, and evidence by corroborating or challenging
them with other information (CCSS.11-12.RH.8).
● Evaluate and apply government concepts to better understand major current local,
national, and world events, issues, and problems (​Civics.​ KI.8)
● Write informative/explanatory texts, including the narration of events, by introducing a
topic and organize complex ideas, concepts, and information clearly, making sure to use
precise language and subject-specific vocabulary (CCSS.11-12.WHST.2)
● Develop and strengthen writing as needed by planning, revising, editing, or re-writing
(CCSS.11-12.WHST.5)
● Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information (CCSS.11-12.WHST.6).