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AP Comparative Government & Politics Syllabus:

Nicki Summers - Valhalla High School

This syllabus provides a Course Overview. Further handouts, explanations, and

detailed instructions will follow as the year proceeds.

Introduction

In today’s increasingly interdependent world, it has become necessary for students to

think and learn globally. Understanding how our own country interacts with and affects
others is no longer enough; to gain a full and true understanding of international events
we must also study the political structures and perspectives of other nations, and how
they compare, affect, and interact with one another. Only by comparing and contrasting
the ideologies, governments, and policies of different countries can we hope to grasp the
full significance of the current world political scene and anticipate and prepare for where
it is going in the future. [CR 13]

Advanced Placement Comparative Government and Politics along with Honors

Economics provides a yearlong course of social science that meets the state and district
requirements for senior economics and government. We follow the College Board’s
course description, requirements and guidelines in order to fully prepare for the AP exam
in early May. Our course prepares students by developing the skills necessary to gain
insight and understanding regarding the structures and functions of a diversity of
governments. In particular we focus on six core countries that represent the full range of
political systems: Great Britain, Russia, China, Mexico, Nigeria, and Iran.

We will begin our course by covering the major concepts in political science in order to
analyze the variety of processes and policy outcomes in different countries. Our
comparison of political systems will allow us to identify problems and issues while
analyzing the effectiveness of policymaking. In addition, we will assess the consequences
and outcomes of both political and economic change. [CR 5, 6}

Since you have already studied American Government, we will first compare the political
processes and institutions of our own country with that of another industrialized liberal
democracy, Great Britain. Thereafter, we will confine our comparisons and analyses to
the six core countries. [CR 13]

Textbook

Sodaro, Michael J., et al. Comparative Politics: A Global Introduction, 2nd ed. New
York: McGraw Hill, 2004.

This text provides a solid and detailed overview of comparative politics. Its chapters are
divided by both concept and country, which allows it to work as an excellent foundation
for learning theories, concepts and ideas while also providing concrete examples as we
focus on each country in turn. Outlining will be required.
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Supplemental Texts [CR 16]

Zakaria, Fareed. The Future of Freedom. New York: W.W. Norton, 2004.

According to Zakaria, illiberal democracies are worse than authoritarian governments. He

traces the history of democracy and the success (or lack thereof) of democratization
throughout the world. This book, which will be read in its entirety, encourages students to
consider and question their own assumptions and beliefs.

Kesselman, Mark, et al. Introduction to Comparative Politics, 4th ed. Boston: Houghton
Mifflin, 2007.

Kesselman follows a country-centered view of comparative politics that parallels the

structure of our lessons while also reinforcing and introducing important theories and
ideas. Our one copy of his text provides a valuable reference resource.

Wood, Ethel. AP Comparative Government and Politics: A Study Guide, 2nd ed. Reading:
Woodyard, 2005.

Wood’s guide provides excellent summaries of countries and reviews of concepts. It also
includes several sample multiple-choice questions and practice free response questions.

Additional Material and Student Use [CR 16]

Periodicals

Students are required to write weekly journal entries requiring a summary of and
analytical response to articles, commentaries, editorials, and policy analyses from:

Foreign Affairs
The Economist
Newsweek
U.S. News & World Report
Our Local Newspaper
The New York Times (Sunday Edition)

These publications are kept in the blue-tiered shelves and will always be available for
student use in class or at home if checked out by me.

Websites

We will have monthly access to the computer lab. I will provide the links to websites
relevant to our activities/assignments as they are assigned.
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AP Briefing Papers

Students will be required to read and discuss briefing papers from the College Board
(along with other articles from AP Central) as assigned in the appropriate unit:

Democratization
Globalization
Mexico
Nigeria
Iran

Films

Throughout the course we will watch, discuss and write responses to a variety of
documentary films and news programs relevant to our curriculum. These films produced
by media companies such as CNN, PBS, A & E, and The History Channel, cover
historical background information, political issues, and news stories (and analysis)
relating to our course. Illustrative clips from feature films will also be shown.

In addition, we will occasionally watch excerpts from satirical and humorous shows as
they pertain to our topics of study. This includes partial episodes of the 1980’s BBC
comedy Yes, Minister, which satirizes the power of the bureaucracy’s influence over the
policymaking attempts of the elected government of Great Britain. [CR 6]

Class Planner

Unit 1 (weeks 1-5): Introduction to Comparative Politics

Globalization and Democratization [CR 1]

• Why bother to compare? Purpose & Methods to Compare & Classify

• Globalization and the shrinking world
• Political conflicts: how and why do they occur?
• Political process and policy making [CR 4,6]
• Distinguishing terms: state, nation, regime, & government [CR 1]
• Sovereignty, authority, and power [CR 2]
• Citizens, Society and the State [CR 4]
• EU, UN, IMF and the World Bank
• Purposes & Paradoxes to Democracy
• Challenges of Democratization
• Key AP terms
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Readings

o Sodaro Text
Chapter 1 – “Comparative Politics: What It Is? Why Study It?”
Chapter 2 – “Major Topics of Comparative Politics,”
Chapter 3 – “Critical Thinking About Politics: Analytical Techniques for
Political Science,” (excerpts)
Chapter 4 – “Power”
Chapter 7 – “Democracy: What is It?”
Chapter 8 – “Democracy: Institutions and Electoral Systems” [CR 3]
Chapter 9 – “Ten Conditions of Democracy” (From Summer Reading)

o AP Briefing Papers on Democratization and Globalization

o Ethel Wood chapter on “European Union” (pp. 69-74)
o Teacher selected articles/editorials from current periodicals

Activities

o Find and journal five additional current events articles that relate to the issues
we have studied with an emphasis on legitimacy and authority [CR 2]
o In groups of three, prepare a short presentation on one form of power that can
be exerted by a government [CR 2]
o Prepare a set of key-terms flash cards from your chapter outlines
o Comparison chart on Civil Rights and Civil Liberties in six core countries;
make generalizations about the power of the individual vs. the power of the
state within each society [CR 13}
o End-of-unit essay analyzing the way that the ideas and theories we have
learned about in this unit can be applied to a current political issue [CR 15]
o Read Zakaria’s Future of Freedom [CR 16]
o Small group discussions of briefing papers
o Watch film on economic changes brought about by globalization

Assessment

o Three tests (40 multiple choice, 5 short answer)

o Four Practice AP Free Response Questions
o Extensive essay exam on Zakaria’s book
o Key-terms vocabulary quiz
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Unit 2 (weeks 6-8): Great Britain and Political Institutions

• British democracy then and now [CR 8]

• Roots of Constitutionalism
• Evolution of political parties [CR 5]
• Parliament, elections and the British political process [CR 8]
• Conflict with Northern Ireland [CR 5, 8]
• Britain and the European Union; Evolution of Britain/EU relations [CR 5]
• Political Issues in Today’s Britain [CR 8]
• Comparison of Election Procedures and Political Institutions [CR 3,13]

Readings:

o Sodaro Text

Chapter 5 “The State and Its Institutions”

Chapter 15 “The United Kingdom of Great Britain and Northern Ireland”

o Primary Source: Churchill, Thatcher, & Blair speeches [CR 16}

o Teacher selected articles from The Economist on the transition from
Tony Blair to Gordon Brown

Activities

o In groups of three, create an illustrated chart or diagram that compares and

contrasts the democratic institutions of Great Britain and the United
States, with emphasis on presidential vs. parliamentary system [CR 13]
o Student selected articles/editorials for journals with at least one each on
1) devolution and Scotland &
2) the EU and national sovereignty
o Formal classroom debate:
“Should Great Britain convert their pound to the Euro?” [CR 8,14]
o End-of-unit essay tracing the history of the Northern Ireland conflict, its
current state, and projecting into its future. [CR 14, 15]
o Prime Minister’s Question Hour taped from C-SPAN [CR 16]
o Writing response: “How does Great Britain recruit elites for leadership?”
o Selected scenes from 1970 film Cromwell, starring Richard Harris and
Alec Guinness (known by many as “Dumbledore” & “Obi-Wan Kenobi”)
o Country Groups assigned for presentations during week the before finals.
First task: Comparative Institutions Diagram – Executive, Legislative,
Judiciary, Bureaucracies, Military, etc. [CR 3]
o Scenes from Yes, Minister or Yes, Prime Minister
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Assessment

o Two tests (45 multiple choice, 5 short answer)

o Three AP Free Response Questions
o Weekly current events quizzes [CR 13]
o Map & British Geography Quiz [CR 14]
o Election Data Analysis Project [CR 14]

Unit 3 (weeks 9-10): Russia, Nationalism and Nation Building

• History of Russia and its citizens: From Tsarism to Leninism

• Rise of Communism [CR 5, 14]
• The collapse of the Soviet Union [CR 5, 12]
• Current political institutions {CR 12]
• State Nationalism in International affairs
• The increasing power of the executive under Vladimir Putin

Readings

o Sodaro Text
Chapter 6 “States and Nations: Nationalism, Nation Building and
Supranationalism”
Chapter 19 “Russia”

Activities

o End-of-unit interpretive essay: How does Russia’s current political system

affect the chance of it becoming a true democracy? [CR 15]
o Russia Lab Activity: Group research and PowerPoint presentations on the
major events (one event per group) leading up to the transition from the
Soviet State to the Russian Federation and the Independent states of the
former USSR. Sample handout attached [CR 12]
o Individual research on socioeconomic and education statistics in the six
core countries in order to make generalized observations and conclusions
about the comparison data [CR 13]
o Continue journals by selecting articles on our Unit topics
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Assessment

o 50 question multiple choice test, plus an in class essay analyzing the fall of
Communism [CR 12,15]
o Weekly current events quizzes [CR 16]
o Two AP Free Response Questions
o Take Home Essay on “Citizens, Society and the State”; must address the
topics of civil society, cleavages, political participation (including protest
and violence) [CR 15]
o Discussion using student diagrams of the continuum of political systems
from democratic to authoritarian (include distinct and defining
characteristics of each); Refer to Sodaro p. 21 [CR 13]

Unit 4 (weeks 11-12): China, Political Ideology, and Political Economy

• Maoism and the Cultural Revolution [CR 5, 7]

• Institutions, policy-making, & policy implementation in China
• Belief-systems, stability, and legitimacy
• Political participation {CR 4, 7]
• Understanding China’s policies toward Taiwan, Hong Kong, & Tibet
• Trends and types of economic change including privatization [CR 5]
• Opportunities & Obstacles to Democratization in China

Readings

o Sodaro Text
Chapter 12 “Ideology”
Chapter 13 “Political Economy” (Review from Summer Reading)
Chapter 20 “China”

Activities

o Create a chart comparing and contrasting China’s brand of Communism

with Russia’s [CR 13]
o Group activity to illustrate the left-right spectrum of ideology from
anarchism to fascism; Refer to Sodaro p. 291
o Three videos on contemporary China analyzing the economic, political,
and religious challenges and changes facing their government [CR 7]
o Continue Journals with at least one article about 1) China’s investment in
Nigeria and/or Mexico, 2) Local/Village conflicts and protests against
public policies such as the “one-child rule.” [CR 6]
o Spring Break Trip to China (Beijing, Xian, & Shanghai)
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Assessment

o 40 question multiple choice test, plus an in-class essay analyzing the

emergence of capitalism in China [CR 15]
o Weekly current-events quizzes
o Two AP Free Response Questions
o Brief research paper on contemporary Chinese culture or
o A cultural diary to be kept by students participating in China trip

Unit 5 (weeks 13-14): Mexico, Linkage Institutions, & Political Participation

• The changing landscape of Mexican politics [CR 10]

• Revolutionary roots of Mexico
• The dominance of the PRI
• Patron-clientelism & corporatist structure & public policy
• The PAN and Vincente Fox [CR 4]
• Outlook for Mexico’s future: legitimacy and the 2006 election
• Linkage Institutions and Change [CR 2,3]
• Political Parties and Factions [CR 4]

Readings

o Sodaro Text
Chapter 21 “Mexico and Brazil” (pp. 628-658 Mexico only)
Chapter 10 “People and Politics: Voters, Parties, Interest Groups,
Dissidence and Revolution”

o AP Briefing Paper on Mexico

Activities

o Partner assignment comparing and analyzing the election results of the

2000 and 2006 presidential election [CR 10]
o Journal articles focusing on recent political unrest, Mexico’s economy,
and challenges with both emigration and immigration [CR 10]
o Class discussions on 1) the intent and outcomes of NAFTA and
2) The Chiapas conflict

Assessment

o Multiple Choice and short answer test

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o Two AP Free response Questions

Unit 6 (week 15): Nigeria & The Politics of Development

• Colonialism and Civil War [CR 5, 11]

• Dictatorship: stability at a price [CR 11]
• The Legacy of Obasanjo
• Political and Economic Change in Nigeria [CR 5, 11]
• Less Developed & Newly Developing Industrialized Countries:
The roles of the citizens, society, and the state [CR 4]
• Public Policy: Oil, Corruption, Poverty, & Terrorism

Readings

o Sodaro Text
Chapter 22 “Nigeria and South Africa” (p.686-705 Nigeria only)
Chapter 14 “The Politics of Development”

o AP Briefing Paper on Nigeria

Activities

o Groups of three study, compare and present their diagrams of the

cleavages affecting Nigeria and either Mexico or China or Russia
o Journal articles on oil and the recent elections in Nigeria [CR 16]
o Essay comparing the controversial elections of Umaru Yar'Adua in
Nigeria and Felipe Calderon in Mexico [CR13, 15]

Assessment

o Multiple Choice and short answer test

o Two AP Free Response Questions

Unit 7 (week 16): Iran

• Political Institutions: Theocracy and the role of Islam

• Iran Under the Shah and the role of the United States
• Khomeini, the Iranian Revolution and Legitimacy
• Who has authority and who wields power in Iran? [CR 2,3]
• Contemporary Issues regarding Iran, the U.N. & the U.S.
• Nuclear Power & Nuclear Weapons in Iran
• Contemporary Challenges and Changes in Iran [CR 9]
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Readings

o Sodaro Text Excerpts

“Iran-Iraq War” (pp. 97-99)
“Power and Conflict in Iran” (pp. 107-111)
“Iran as a Theocracy” (pp. 108-111)
“Islamic Resistance to Democracy” (pp. 288-289)

o AP Briefing Paper on Iran

o Ethel Wood Chapter on Iran (pp. 181-206)

Activities

o Students will read and discuss selected articles and analysis on Iran from
recent issues The Economist and Newsweek
o Two films on: the 1979 Islamic Revolution and a 2006 interview with
President Ahmadinejad [CR 9,16]
o Partner activity on the judiciary, the religious hierarchy, and
Shari’a and qanun law [CR 3]
o Essay comparing the role of oil as a commodity in Iran and either Nigeria,
Mexico, or Russia [CR 9, 11]
o Complete Final Journal entries by focusing on articles covering Iran’s
contemporary political changes including the demographic shift to a
younger population [CR 5]

Assessment

o Multiple Choice and short answer test

o Two AP Free response Questions

Unit 8 (weeks 17-18): Final comparisons, Review, & Practice AP Tests

• Final Project Presentation

• Prepare for AP Comparative Government & Politics Exam

Readings

o Review material as needed

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Activities

o Group data analysis posters (literacy, voting, economic growth) [CR 14]
o Group discussion comparing leadership transitions in different countries
o Write a two-page interpretation of one selection from Foreign Affairs
o Jigsaw Group discussion (with one representative from each country
group) using CIA World Factbook data to compare economic sectors of all
six core countries [CR 13]

Assessment

o Full Practice AP exam

o Saturday Final Exam for three hour block

Expectations

As you can see, this course requires dedication and hard work from you as a student and
preparation and constant feedback from me as a teacher. You will be expected to keep up
with the readings and complete the assignments and projects in a timely manner. You
will be expected to write analytical essay responses frequently and short summaries or
interpretations of our lessons daily.

We will complete a number of projects both short-term and semester long. I have
attached a short group activity example from Unit 3 to give you a concrete idea of a
typical assignment.

I will lecture at least once a week but our main interaction will be through class and small
group discussions in which you are expected to knowledgeably participate. The reading
material can be quite challenging but will grow more understandable and accessible as
our course progresses, assuming you exert the necessary effort and time.

I look forward to an insightful and enlightening year with all of you

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Unit 3 Comparative Gov & Pol

Russia/Former Soviet Union
Lab Activity

Your goal today is to gain more knowledge of one political turning point in modern
Russian/Soviet history and present your findings. The following topics are available:

1. 1979 --- Invasion of Afghanistan; history of this war and the

eventual Soviet withdrawal.
2. 1980-1982 --- Solidarity Movement in Poland and its impact on the
Soviets.
3. 1985 --- Gorbachev is Secretary of the CPSU: perestroika, glasnost
& demokratizatsiia.
4. 1986 --- Chernobyl disaster; short and long-term effects.
5. 1989 --- Collapse of communist regimes in Eastern Europe.
6. 1990 --- Gorbachev elected Soviet president; Yeltsin elected
chairman of Russian Congress & resigns from CPSU.
7. 1991 --- Yeltsin elected president of Russia; attempted coup of
Gorbachev’s government (opposed by Yeltsin); USSR dissolved!
8. 1992 --- Creation of Russian Federation; joins IMF; shock therapy
and privatization vouchers.
9. 1994 --- Russian army to Chechnya.
10. 1998 --- Economic collapse.
11. 1999-2000 --- Yeltsin resigns; Putin elected Russian president.
12. 2001-2002 --- Putin’s Presidency.
13. 2002-2004 --- Ukraine; Chechen terrorism.

Directions: With 1-2 partners, take notes on the most important events for your
topic and their impact on Soviet/Russian government, especially its stability and
legitimacy. Note your Internet sources and discuss the topic with your partner.
Then plan a PowerPoint presentation for the class. More details later.

The following websites, in addition to your own searches, will be helpful as you
get started:

CIA World FactBook: Russia (Statistics and general facts)

http://www.odci.gov/cia/publications/factbook/geos/rs.html

World History Timeline

http://www.hyperhistory.com/online_n2/History_n2/a.html

School Library Page: Electronic Library, Reference Sources, etc.