AP Comparative Government

and Politics Syllabus

Teacher: Mr. Michael Busbee Office: MHS-B117
Tel: 5855-4588 ext.340 E-mail: michael_busbee@smicschool.com

Overview
Comparative Government and Politics Course will allow students to discover and analyze the worlds diverse political
organization and practices. Students will explore the modern political process through the six main topics of the class:
introduction of methods, concepts and processes; sovereignty, authority and power; political institutions; citizens, society and the
state; political and economic change; and public policy. Six countries form the core of the course: China, Great Britain, Iran,
Mexico, Nigeria, and Russia with additional countries added throughout the year. The focus on these six countries gives
students concrete examples and helps the course move from theoretical discussion to more concrete analysis and
comparisons. The courses goal is to highlight the diversity of political life around the world and to show available
institutional alternatives to current dominant systems.

Textbook and Resources
A. Introduction to Comparative Politics: Political Challenges and Changing Agendas by Mark Kesselman
B. Various outside sources including primary sources
Examples:
1) AP Democratization Briefing Paper with questions Comparison/Democracy Reading Packet with
questions (Unit #1)
2) Watch current Prime Ministers Question Hour (C-SPAN) (Unit #2)
3) State and Revolution (Excerpt), Vladimir Lenin (Unit #1)
C. Various periodicals from reputable sources will also be used though out the year. (Examples: the New York
Times, The Economist, the Washington Post, etc)
Example:
1) In March Toward Capitalism, China Has Avoided Russias Path, New York Times

Teaching Strategies
Grade Breakdown
Homework 20%, Projects 20%, Participation 20%, Tests and Quizzes 20% and Final Exams 20%

Homework
Your homework should be turned in on the date assigned at the beginning of class. Any work that you turn in later than
the specified time without permission will be considered late. Homework is usually assigned 10 points for each day the
assignment should take to complete. One day equals 10 points, Two days equals 20 points and so on. This pattern will
be followed unless the difficulty level merits more or fewer points.

What Is Good Homework?
Good homework shows detail and depth.
Good homework shows effort and creativity.
Good homework is complete and meets requirements.
Good homework is turned in on time.

Late Work Policy: Punctuality is an important life skill. I expect that your assignments will be completed and turned in on
time. All assignments are due at the beginning of class on the day that they are due. If your assignment is not turned in to
me at that time, it is considered late. For every day that an assignment is late it is a 20% point reduction. After five days,
your grade for that assignment is a zero. If your assignment is due on Friday, and you turn it in on Monday, you will receive
a maximum of 60% credit as two days have passed since the due date. If the assignment is a major assignment, the due date
was given in advance and you were absent on the day the assignment was due youre expected to bring a doctors note
explaining your absence. Otherwise, you must provide a note from your parents certifying that you were ill on the due
date. Major assignments turned in late without a written excuse will suffer the corresponding lateness penalty (20% per
day). Final interpretation of this clause is at the discretion of the instructor.

It is your responsibility to turn in your own work to me. Dont expect me to remind you. If you have an approved absence,
you will have the number of days of your absence to complete the assignments. If you were out for 2 days, you have 2 days
to turn your work in. If you were absent for 1 day you have 1 day, if you absent 3 days, you have 3 days and so on. If work
is turned in under any other circumstances then it will be considered late.

Projects
Projects are a big part of your learning experience in this class. We will have a large variety of projects in this class
including fishbowl debates, essays, role-plays and individual and group multimedia presentations. These projects are
designed to hone your communication, critical thinking, debating, and presentation skills, and help you work better with
your peers. Each project will be different in nature and require different abilities and skills. I will keep you informed of all
that you will need to do and how you will be graded using rubrics that will be given each time a project is assigned.

Examples:
Group Website
Students are assigned in groups to create a website on one of the core countries (China, Mexico, Nigeria, Russia, Great
Britain, or Iran). Included in the site are comparisons between it and other core countries, analyses of major political
issues hampering economic development and extension of human rights, best and worst-case scenario for the next five
years, and discussion of bias and credibility will be included. Basic information on the nation must be included in each
site presented in maps, graphs, charts. Sites must also have an annotated bibliography of at least 10 sources used in
preparing the site and links to pertinent other information sites. Each group presents the website and makes it available
to the rest of the class throughout the school year.
Individual Public Policy Research Papers
Each student writes a 34 page report on a particular public policy as it is exercised in at least three countries studied.
(Examples are fighting corruption in China, Nigeria and UK, Womens Rights in Iran, Mexico and China, freedom of
the Press in Russia, China and UK, etc) Students who receive top grades must described the policy in each country,
provided background and context for how it is applied and/or enforced, interprets the future changes in this policy, and
assesses the sources of information used in compiling information of the policy.
Country Comparison Posters/Charts
Each student will create a visual comparison poster(s) of the six core nations in the AP Comp. Gov. curriculum. The
poster should include comparisons of each category with all of the core nations (Iran, China, Russia, UK, Nigeria, and
Mexico). Poster(s) must include all of the following areas; size, population, life expectancy, infant mortality, literacy
rate, percentage of the population Ethnic groups constitute, # of internet users, corruption index figure, religion
demographics, military spending as % of GDP, debt as % of GDP, # of Ethnic groups and GDP per Capita. The
final product should be printable and visually appealing enough to be put on display.

Participation
For each unit, you will fill out a class participation self evaluation I will take your evaluation and compare it with my notes
and then arrive at a grade to enter into the gradebook. You will periodically receive individual daily participation grades for
specific classes through out the year. You will be informed when and how you will be assessed during the class period they
happen.

Tests and Quizzes
Tests in the class will be designed to help prepare you for the AP Comparative Government test in May. The AP test format
will be followed in various modified forms through out the year. You will always have ample time to prepare for tests. I
will usually announce formal tests several days in advance. You will have at least three tests per quarter. Quizzes may not
be announced in advance, but they will be worth fewer points than a test and will be used to double check that you are
keeping up with and understanding class readings, guest presentations, films, etc.

The AP Exam
The 2014 Examination in Comparative Government will be held on Tuesday, May 16 at 8:00. The exam contains a 45-
minute multiple choice section consisting of 55 questions, and a 100-minute free-response section consisting of eight
items. The multiple-choice section and the free-response section of the examination will have equal weight.
I) Section I, the multiple-choice section, contains 55 questions and will account for approximately 50% of the
final composite score. All six core countries may be covered in this section of the exam and the questions are
devoted to each content area in the course outline.
II) Section II, the free-response section of the examination, consists of eight questions composed of three different
types of questions explained below:
A) Questions 1 through 5 Definitions and Description Students will provide brief definitions or descriptions of
five concepts or terms, noting their significance. Students may be asked to provide an example of the concept
in one or more of the countries studied, or to contrast concepts. (Time 30 minutes, Weight: 25% of free-
response grade)
B) Question 6 Conceptual Analysis This question requires students to use major concepts from comparative
politics, identify and explain important relationships, and, where appropriate, discuss the causes and
implications of politics and policy. (Time 30 minutes, Weight: 25% of free response grade)
C) Questions 7 & 8 Country Context Country Context Two questions will require students to use core
concepts in an analysis of one or more of the countries studied. For example, students might be asked to
discuss a concept and then apply this concept in a comparative context. (Time: 40 minutes [20 minutes each
for two questions], Weight: 50% of free response grade [two questions at 25% per question])

Class Behavior
Be courteous and respectful of others and the teacher.
Help create and contribute to a productive and effective learning environment (Do your best)
Be creative and participate in class on a consistent and active basis.

Attendance Policy
This class conforms to the SMIC Private Schools attendance policy that is laid out in the student handbook. If you have any
questions refer back to your handbook. If you still have questions after referring to your handbook then you can ask me for
clarification.

Student Integrity
Plagiarism or any other form of cheating is a serious offense and will not be tolerated. Asking for answers or copying
someone elses work is unacceptable and will result in a zero on the assignment and parent notification. The punishment for
plagiarism is in the student handbook and will be strictly enforced. A plagiarism contract is included with this syllabus.

Course Planner
This course is taught over one full academic year using the resources listed below. The AP Comparative Government test
will be held on May 14
th
, 2014. This course will follow the following plan for the 2014-2015 school year.
Unit #1 Intro to Political and Comparative Theory (Sept 1
st
Sept 17
th
) 12 Class Periods
I. Intro to Basic Political Theory
A. Who should be in Control? Political Ideologies (Rousseau/Locke to Hobbes)
B. Who gets the Stuff? Economic Ideologies (Marx to Smith)
II. Intro to Comparative Politics
A. Process and policy
1. What is politics
2. What is the purpose of government?
3. What are political science and comparative politics?
4. Common policy challenges
B. Concepts (state, nation, regime, government)
C. Purpose and methods of comparison and classification
1. Ways to organize government
2. Normative and empirical questions
Unit #2 Citizens, Society, and State (Sept 18
th
Sept 30
th
) 9 Class Periods
III. Cleavages and Society
A. Cleavages and politics (Ethnic, Racial, Class, Gender, Religious, Regional)
B. Civil society
C. Media roles
IV. Political Participation
A. Political participation (forms/modes/trends) including political violence
B. Social movements
C. Citizenship and social representation
Unit #3 Sovereignty, Authority and Power (Oct 8
th
Oct. 22
nd
) 11 Class Periods
V. Sovereignty and Power
A. Political culture, communication, and socialization
B. Nations and states
C. Sources of power
D. Constitutions (forms, purposes, application)
E. Regime types
F. Types of economic systems
VI. Legitimacy and Authority
A. State building, legitimacy, and stability
B. Belief systems as sources of legitimacy
1. Religion
2. Ideology (liberalism, communism, socialism, conservatism, fascism)
C. Governance and accountability
D. Supranational governance (e.g., European Union)
Unit #4 Political and Economic Change (Oct 23
rd
Nov 11
th
) 14 Class Periods
VII. Revolution and Political Change
A. Revolution, coups, and war
B. Trends and types of political change (including democratization)
1. Components
2. Promoting or inhibiting factors
3. Consequences
VIII. Economics and Change
A. Trends and types of economic change (including privatization)
1. Components
2. Promoting or inhibiting factors
3. Consequences
B. Relationship between political and economic change
C. Globalization and fragmentation: interlinked economies, global culture, reactions against globalization,
regionalism
Unit #5 Political Institutions (Nov 17
th
December 5
th
) 14 Class Periods
IX. Levels of Government
A. Levels of government
1. Supranational/national/regional/local
2. Unitary/federal
3. Centralization/decentralization
X. Levels of National Government
A. Executives (head of state, head of government, cabinets)
1. Single or dual
2. President
3. Prime minister
B. Legislatures
1. Unicameral/bicameral (symmetric/asymmetric)
2. Organization
3. Membership (representation)
C. Judiciaries
1. Degrees of autonomy
2. Judicial review (including European Union in relation to states, citizens)
3. Types of law
Unit #6 Elections and Politics (Dec 8
th
Dec 24
th
) 18 Class Periods
XI. Types of Elections
A. Parliamentary and presidential systems
1. Institutional relations
B. Elections
1. Presidential
2. Parliamentary
3. Referendums
4. Noncompetitive
C. Electoral systems
1. Proportional representation
2. Single member district (plurality, majority runoff)
XII. Influencing Government (Politics)
A. Political parties (organization, membership, institutionalization, ideological position)
B. Party systems
C. Leadership and elite recruitment
D. Interest groups and interest group systems
E. Bureaucracies
F. Military and other coercive institutions
Unit #7 Public Policy (Jan 12
th
Jan 30
th
) 15 Class Periods
XIII. Common Policy Issues
A. Economic performance
B. Social welfare (e.g., education, health, poverty)
C. Civil liberties, rights, and freedoms
D. Environment
E. Population and migration
F. Economic development
XIV. Influencing and Implementing Policy
A. Factors influencing public policy making and implementation
1. Domestic
2. International
Unit #8 Supranational Governance Case Study (Feb 27
th
Mar 10
th
) 8 Class Periods
XV. EU Case Study
-What is the source of legitimacy of the European Union?
-What are the common problems facing European nations today?
-What are the origins of the EU?
-How is the EU impacting member nations as well as non-member nations?
-What is the importance of democracy, transparency, participation, common values, and identification in the political
culture of the EU?
-What are the elements of the European Union's regime?
-Explain and identify examples of deepening and broadening.
-Evaluate the importance of the common agricultural policy, currency, and political union for the future of the EU.
Unit #9 More Developed Country Case Study (Mar 11
th
Mar 18
th
) 6 Class Periods
XVI. Great Britain Case Study
-What is the structure of the existing British government?
-Describe the structure and broad operation of British parliamentary government?
-What is the source of legitimacy of the British government? (What makes the system stable?)
-What social and economic problems do the British face today?
-Discuss the significant aspects of British political socialization and how this process affects political orientation and
values.
-Discuss the ways in which the British party system reflects society.
-How is the party system changing?
-Why is it difficult for parties in Great Britain to carry out their programs when they are in power?
Unit #10 Former Communist Countries Case Studies (Mar 19
th
April 3
rd
) 11 Class Periods
XVII. Russia Case Study
-What was the Soviet government's source of legitimacy?
-What factors encouraged and what were the consequences of the "Gorbachev revolution"?
-What change did the election of December, 1993, bring to Russia?
-How has ethnic diversity affected the division of the USSR?
-How has Soviet political socialization affected the value system of Russians?
-What was the structure of the government of Russia?
-What is the source of legitimacy of the Russian government today?
-What social and economic problems do the Russian people face today?
-How did the suppression of the Parliament affect political values in Russia?
-Explain the rise of dissenting parties in Russia.
XVIII. China Case Study
-How have China's history and political culture affected the character of the Chinese political system?
-How did the economic opening of China lead to the suppression of the Student Movement in Tiananmen Square? -What
is the current structure of the Chinese government?
-What is the source of legitimacy of the Chinese government?
-What makes the system stable?
-What agents of political socialization are important in reinforcing proper conduct and values?
-How have capitalist reforms changed Maoist ideals?
-Compare the elements of Chinese Communist membership with the multi-party system of Russia and Great Britain. -
Compare the political and economic changes taking place in China with those taking place in Russia.
-What social and economic problems do the Chinese face today?
Unit #11 Theocracy Case Study (Apr 7
th
Apr 14
th
) 6 Class Periods
XIX. Iran Case Study
-What are the sources of legitimacy in Iran?
- Analyze the role of Islam in shaping modern Iranian politics.
-Analyze the role of the United States in Iranian politics and governing.
-Can Iran be classified as an example of economic modernization and political development? Explain.
-Identify the active political organizations in Iran and the roles they play.
-What are the most important challenges confronting the Iranian political system today and how can these be put into a
historical perspective?
Unit #12 Less Developed Countries Case Studies (April 20
th
Apr30
th
) 9 Class Periods
XX. Mexico Case Study
-Analyze the role of the United States in Mexican politics and governing.
-Is the legacy of imperialism still a major factor in Mexican life today? Why or Why not?
-Why is there so much corruption in Mexico and, by implication, so many other Lesser Developed Countries?
-Identify the active political organizations in Mexico and the roles they play
--Describe the methods and institutions used by the PRI to create and maintain its political power and what impact has its
continued rule had on Mexico's society, economy, and political system?
-Policy in Mexico often seems to 'split the difference' between opposed alternatives. Is this true in the areas of economics
as well as foreign policy and religion?
-Evaluate the effectiveness of Cardenas's reforms in terms of the maintaining PRI dominance and promoting democratic
values.
XXI. Nigeria Case Study
-What effect did colonialism and imperialism have on Nigeria's national character and civic culture?
-What is the source of legitimacy in Nigeria?
-What social and economic problems does Nigeria face today?
-What are the common problems facing developing nations today?
-How have ethnic differences made the establishment of a stable democracy so difficult in Nigeria?
-Are outside economic and political forces more influential in Nigerian politics than domestic pressures from Nigerian
citizens? Why?
-Why has the Nigerian military failed to establish a strong authoritarian state despite repeated coup d'etats?
Review Week (AP Testing week) - AP Testing Review and Practice (May 4
th
May 13
th
) 8 school days
AP Comparative Government Test (May 14
th
, 2014)



Parents please add an e-mail address where you can be reached. I would like to have clear lines of communication
with you to let you know how your child is doing in class and on individual projects. If you have any questions about
this syllabus please feel free to ask me. My e-mail address is on the front of this syllabus.

Parents Name: ____________________________ E-mail: ____________________________
In signing and returning this syllabus with your child you are indicating that you have read the syllabus and are
accepting the way you or your child will be graded for this class.

Student Signature: __________________________ Students Name: _________________________

Parental Signature: __________________________


Parents please add an e-mail address where you can be reached. I would like to have clear lines of communication
with you to let you know how your child is doing in class and on individual projects. If you have any questions about
this syllabus please feel free to ask me. My e-mail address is on the front of this syllabus.

Parents Name: ____________________________ E-mail: ____________________________
In signing and returning this syllabus with your child you are indicating that you have read the syllabus and are
accepting the way you or your child will be graded for this class.

Student Signature: __________________________ Students Name: _________________________

Parental Signature: __________________________


Parents please add an e-mail address where you can be reached. I would like to have clear lines of communication
with you to let you know how your child is doing in class and on individual projects. If you have any questions about
this syllabus please feel free to ask me. My e-mail address is on the front of this syllabus.

Parents Name: ____________________________ E-mail: ____________________________
In signing and returning this syllabus with your child you are indicating that you have read the syllabus and are
accepting the way you or your child will be graded for this class.

Student Signature: __________________________ Students Name: _________________________

Parental Signature: __________________________


Parents please add an e-mail address where you can be reached. I would like to have clear lines of communication
with you to let you know how your child is doing in class and on individual projects. If you have any questions about
this syllabus please feel free to ask me. My e-mail address is on the front of this syllabus.

Parents Name: ____________________________ E-mail: ____________________________
In signing and returning this syllabus with your child you are indicating that you have read the syllabus and are
accepting the way you or your child will be graded for this class.

Student Signature: __________________________ Students Name: _________________________

Parental Signature: __________________________