AP

 COMPARATIVE  GOVERNMENT  AND  POLITICS  SYLLABUS  2018-­‐2019  

Alliance  Gertz-­‐Ressler/Richard  Merkin  6-­‐12  Complex  
Mr.  Vasquez  
 
General  Information:    
Term  and  Year:  Fall  2018-­‐Spring  2019    
Name  of  Instructor:  Enrique  Vasquez  
Room  Number:  112    
E-­‐Mail  Address:  evasquez@laalliance.org    
School  Telephone:  (213)  745-­‐8141    
Office  Hours:  Mondays—3:45-­‐4:45pm      
   
 
WELCOME  TO  ADVANCED  PLACEMENT  (AP)  COMPARATIVE  GOVERNMENT  AND  POLITICS!  
 
COURSE  DESCRIPTION:    
AP  Comparative  Government  and  Politics  introduces  students  to  the  rich  diversity  of  political  life  
outside  the  United  States.  The  course  uses  a  comparative  approach  to  examine  the  political  structures;  
policies;  and  the  political,  economic,  and  social  challenges  among  six  selected  countries:  Great  Britain,  
Mexico,  Russia,  Iran,  China,  and  Nigeria.  Additionally,  students  examine  how  different  governments  
solve  similar  problems  by  comparing  the  effectiveness  of  approaches  to  many  global  issues.  
 
This  is  an  introductory  college-­‐level  course,  meaning  that  the  student  must  do  a  great  portion  of  the  
work.  Expect  about  5-­‐6  hours  of  homework  per  week.  Readings  of  forty-­‐fifty  pages  or  more  per  week  
will  be  a  common  occurrence.  In  addition,  free-­‐response  questions  (short  answer  concept,  conceptual  
analysis,  and  country  context),  essays,  projects,  research  assignments,  current  events,  and  
presentations  will  be  assigned  on  a  regular  basis.  Students  are  expected  to  have  a  complete  
understanding  of  the  assigned  readings  in  advance  of  coverage  in  class.  Class  discussions  will  focus  on  
the  readings  and  other  types  of  information.  Thus,  one  must  be  prepared.  Participation  and  attendance  
are  imperative.  
 
AP  EXAM:  Toward  the  end  of  the  course  there  will  be  an  exam  that  will  test  your  proficiency  in  AP  
Comparative  Government  and  Politics.  The  exam  is  2  hours  and  25  minutes  in  length  and  will  take  
place  on  Thursday,  May  16th,  2019.  It  consists  of  2  parts.  One  is  a  45-­‐minute  multiple-­‐choice  section  
and  the  other  is  a  100-­‐minute  free  response  writing  section.  The  multiple-­‐choice  section  consists  of  55  
questions  that  make  up  50%  of  the  final  score.  The  free  response  section  consists  of  5  short-­‐answer  
concept  questions,  1  conceptual-­‐analysis  question,  and  2  country-­‐context  questions  that  last  100  
minutes.  The  two  sections  are  designed  to  complement  each  other  and  to  measure  a  wide  range  of  
skills  and  knowledge.  This  makes  up  the  other  50%  of  the  final  score.  The  final  score  is  converted  into  
the  following  scale:  
 
5  –  Extremely  Well  Qualified  
4  –  Well  Qualified  
3  –  Qualified  
2  –  Possibly  Qualified  
1  –  No  Recommendation  
 
OBJECTIVES:  Students  successfully  completing  this  course  will  be  able  to:  
• Define  and  describe  major  comparative  political  concepts.  
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 • Support  generalizations  with  relevant  factual  information  pertaining  to  the  governments  and  
politics  of  China,  Great  Britain,  Iran,  Mexico,  Nigeria,  and  Russia.  
• Analyze  typical  patterns  of  political  processes  and  behavior  and  their  consequences.  
• Compare  and  contrast  political  institutions  and  processes  across  countries.  
• Analyze  and  interpret  basic  data  relevant  to  comparative  government  and  politics.  
 
To  help  students  reach  these  goals  the  following  themes  will  be  covered  throughout  this  course.  
 
REQUIREMENTS  
Students  will  be  required  to  read  assigned  text  chapters  prior  to  class  discussions  on  those  materials,  
and  additional  readings  (primary  documents,  newspaper  or  news  magazine  articles,  political  editorials  
and  cartoons,  etc.)  will  be  assigned  from  time  to  time.    Vocabulary  terms  and  concepts  will  be  assigned  
as  well.    Homework,  class  work,  class  notes,  projects,  and  research  activities  must  be  completed  as  
assigned;  a  research  project  and  presentation  will  be  required;  and  other  research  and  writing  
activities  (including  actual  past  AP  exam  essay  prompts  linked  to  each  unit  of  study)  will  be  completed  
as  assigned.      
 
According  to  the  College  Board  AP  Comparative  Government  and  Politics  course  description,  the  
following  themes  will  be  covered:  
 
I. Introduction  to  Comparative  Politics  (5%)  
• Impact  of  informal  politics,  importance  of  political  change,  integration  of  political  and  economic  
systems.  
 
II. Sovereignty,  Authority,  and  Power  (20%)  
• States,  Nations,  and  Regimes,  Legitimacy,  Political  Culture/Ideologies  
 
III. Political  Institutions  (35%)  
• Levels  of  Government,  NGOs,  Executive,  Legislatures,  Bureaucracies,  Judiciaries,  Electoral  
Systems,  Linkage  Institutions,  Interest  Groups,  Political  Elite  
 
IV. Citizens,  Society,  and  the  State  (15%)  
• Citizen/State  Relationships,  Social  Movements,  Civil  Society  
 
V. Political  and  Economic  Change  (15%)  
• Reform,  Revolution,  Coup  d’états,  Attitudes  toward  change  
 
VI. Public  Policy  (10%)  
• Economic  Performance,  Social  Welfare,  Civil  Liberties,  Environment  
 
TEXTBOOK  AND  READINGS  
 
O’Neil,  Patrick,  Karl  Fields,  and  Don  Share.  Essentials  of  Comparative  Politics  with  Cases  (Fifth  AP  
Edition).  New  York,  NY:  W.  W.  Norton  &  Company,  2015.  
 
Wood.  Ethel.  AP  Comparative  Government  and  Politics:  An  Essential  Coursebook,  7th  Edition.  
Germantown,  NY:  WoodYard  Publications,  2015.  
 
These  readings  will  be  supplemented  with  classroom  handouts,  articles,  current  events  and  scholarly  
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articles  throughout  the  school  year,  including,  but  not  limited  to, The  Economist,  The  New  York  Times,  
The  Christian  Science  Monitor,  BBC  News,  and  AP  Central.
 
REQUIRED  SUPPLIES  
All  supplies  should  be  brought  to  class  each  day  unless  otherwise  instructed.    
● 2  inch,  3  ring  binder  with  a  clear  cover,  front,  outside  pocket  that  includes  a  paper  with  the  
following:          
           Student’s  Full  Name    
           AP  Comparative  Government  and  Politics    
           Current  School  Year  (i.e.  2018-­‐2019)    
           Mr.  Vasquez  
● 5  binder  dividers  labeled  as  follows:  
o Do  Nows  
o Vocabulary  
o Notes  
o Classwork/Homework  
o Supplemental  Readings.  
● Loose  leaf  lined  paper    
● Writing  Utensils    
● Note  Cards  
 
EDUCATIONAL  PHILOSOPHY  
AP  classes  are  fun  and  interesting  because  students  have  the  opportunity  to  develop  the  content  
knowledge  and  academic  skills  they  will  need  in  college  and  beyond.  There  are  three  goals  for  this  
course:  (1)  encourage  students  to  develop  a  genuine  interest  in  government  and  politics,  (2)  prepare  
students  to  succeed  in  college,  and  (3)  prepare  students  to  do  well  on  the  AP  exam.  
 
CLASS  RULES  
1. BE  AT  SCHOOL  AND  ON  TIME:    Attend  all  classes  and  be  in  your  seat  when  the  tardy  bell  rings.  
2. BE  PREPARED  FOR  CLASS:    Have  with  you  all  the  materials  required  for  the  class.    Take  care  of  
personal  grooming  prior  to  arriving  to  class.  
3. BE  ATTENTIVE:    Pay  attention  throughout  the  class  period;  learn  as  much  as  you  can.    (Cell  
phones,  IPods,  MP3s,  tablets,  or  any  type  of  electronic  may  NOT  be  used  in  the  classroom  for  
any  reason.)    If  used  it  will  be  confiscated  by  the  teacher  and  will  receive  a  DEMERIT.  
4. BE  COOPERATIVE:    Make  your  best  effort  to  actively  participate  in,  and  contribute  to  the  class.    
Work  quietly  when  given  the  opportunity.  
5. BE  COURTEOUS:    Show  respect  for  your  Alliance  Gertz-­‐Ressler  faculty  and  fellow  students.  (NO  
profanity)  
6. BE  HONEST:    Do  your  own  work!    (no  cheating)  
7. BE  RELIABLE:    Turn  in  work  on  time.    Also,  take  responsibility  to  obtain  assignments  for  
periods  of  absence  from  class.  
8. BE  NEAT:    Help  keep  the  classroom  and  the  school  grounds  free  from  litter  and  vandalism.    (NO  
food,  beverages,  or  GUM  in  the  classroom)  
9. BE  RESPONSIBLE:    Take  care  of  classroom  and  school  equipment  and  property.  
10. BE  CAREFUL:    Follow  all  school  and  class  rules.    Use  good  common  sense!  
 
GRADING  AND  COURSE  REQUIREMENTS  
Grades  are  figured  on  a  cumulative  basis.  Each  unit  test,  quiz,  free  response  question,  readings,  notes,  
in-­‐class  assignment,  homework  assignment,  project,  etc.,  is  worth  a  given  grade,  according  to  the  
  3  
quality  and  level  of  completion  of  the  work.  At  the  end  of  a  grading  period,  a  grade  average  is  
determined  based  on  the  content  standards  and  weights  that  are  embedded  on  each  assignment.    
 
GRADING  POLICY  FOR  FALL  2018  AND  SPRING  2019  SEMESTER  
All  grading  will  be  100%  standards  based  and  weighted  by  categories.  In  AP,  this  means  that  your  
grade  will  be  based  mostly  on  multiple  choice  assessments,  Free  Response  Questions  (FRQs),  writing  
assignments,  classwork,  homework  and  projects,  just  as  you  will  experience  in  college  courses.  
Additionally,  there  will  be  chapter  quizzes,  pop  quizzes,  and  Socratic  Seminars  counted  in  your  
semester  grade.  Grades  will  be  translated  into  Pinnacle  grades  using  the  following  scale:  
 
Level  of  Mastery   %  of  pts.  earned   Grades  entered  in  Pinnacle  
Advanced   (90  -­‐  100%)     3.4  to  4.0    
Proficient   (80  -­‐  89%)   2.7  to  3.39  

Basic     (70  –  79%)     2  to  2.69  

Below  Basic     (0%  -­‐  69%)     1  to  1.99  (Not  Passing)  
 
Zero  Effort   (Never  submitted)                                   Z  (Counts  as  a  0)  
 
Each  department  has  specific  percentage  weights  they  have  adopted  for  each  category  of  
assessments/assignments.  Here  is  the  category  weight  system  for  the  History  Department.  
 
Category  (Assignment  Types)   Category  %  Weight  

Unit  Exams   35%  

Projects   20%  

Quizzes   20%  

Classwork   10%  

Homework   10%  

Participation      5%  

Unweighted  (includes  formative  assignments….)      0%  

 
GRADEBOOK  CODES  
 
D   Only  for  scholars  who  have  this  as  an  option  in  their  IEP.    Use  1.5  -­‐  1.99  for  the  GPA  range  

X   Excused  missed  assignment  or  standard  not  taught  

S   Accommodation/support  not  provided*  

Z   Assignment  not  submitted  and/or  blank  (which  includes  only  having  a  scholar’s  name  on  the  
paper)  and  is  a  grade  of  zero.      

  4  
E   Ethics  violation  and  is  a  grade  of  zero.**  
 
*Students   with   a   disability   (IEP)   or   Section   504   plan   must   receive   any   accommodations   outlined   in  
their   IEP   or   504   plan.   If   a   required   accommodation   is   not   provided,   students   must   be   given   the  
opportunity  to  retake  or  redo  the  assessment/task  with  the  appropriate  accommodation  and  receive  a  
grade  replacement.    
 
**Students  who  receive  an  ethics  violation  grade  of  zero  must  also  meet  with  an  administrator  and  will  
be  referred  to  Gertz  Ethics  Committee.  
 
DATA  ANALYSIS  
Students  will  examine  multiple  forms  of  information  including  political  maps,  election  results,  and  
public  opinion  polls  throughout  the  year.  Students  will  be  required  to  analyze  and  interpret  
quantitative  data  by  providing  claims  and  supporting  evidence.  
 
CURRENT  EVENTS  (ARTICLE  REVIEWS)  
Students  are  responsible  for  keeping  up  with  the  daily  events/news  in  the  nation  and  the  world.  You  
will  be  responsible  in  completing  article  reviews  (format  will  be  provided)  that  summarizes  and  
provides  an  in-­‐depth  analysis/connection  to  what  we  are  learning  in  the  course.  
 
Students  will  need  to  stay  up  to  date  with  events  that  are  going  on  both  locally  and  nationally.  They  
will  be  required  to  read,  watch,  and  listen  to  several  different  sources  such  as  The  New  York  Times,  
Los  Angeles  Times,  NPR,  CNN,  and  other  sources.    In  this  class,  we  will  read  and  discuss  a  wide  variety  
of  news  articles  and  other  secondary  sources  that  will  help  you  participate  and  succeed  in  student-­‐led  
Socratic  Seminars.  Online  sources  will  also  be  encouraged.  
 
BINDER  CHECKS  
Each  student  is  required  to  have  a  binder  with  dividers.  Your  binder  should  be  organized  in  the  
following  sections:  (1)  Do  Nows,  (2)  Vocabulary,  (3)  Notes,  (4)  Classwork/Homework,  and  (5)  
Supplemental  Readings.  In  class,  students  will  take  notes,  answer  text-­‐based  questions,  answer  in-­‐
class  FRQ’s,  collaborate  in  groups,  and  complete  other  college-­‐level  assignments.  Students  will  be  
using  their  binders  that  will  include  all  these  class  activities.  Every  five  weeks,  I  will  conduct  binder  
checks  and  assess  the  organization  and  completeness  of  all  assignments.    
 
TESTS,  QUIZZES,  AND  PROJECTS  
Tests  will  be  given  upon  completion  of  specific  units.  Tests  will  be  composed  of  multiple-­‐choice  
questions  and  free  response  questions.  Quizzes  will  be  given  for  each  chapter  and  will  focus  on  
vocabulary,  chapter  readings,  PowerPoints,  and  important  topics  covered.  Tests  will  follow  the  AP  
Comparative  Government  format  (multiple  choice  questions  and  free  response  questions).  Projects  
will  be  given  periodically  and  will  reflect  major  topics  covered.  Lastly,  your  final  exams  will  be  
cumulative.  For  example,  your  final  fall  exam  will  cover  material  since  August.    We  will  have  a  
mandatory  mock  AP  exam  around  April  during  a  class  session.  Lastly,  I  may  give  POP  QUIZZES  on  any  
selected  topic  for  any  particular  day.  BE  PREPARED!  
 
HOMEWORK  POLICY  
For  the  most  part,  I  will  expect  every  student  to  complete  assigned  readings  and  writing  activities.  
There  will  be  times  that  I  am  going  to  quiz  you  based  on  your  reading.  Make  sure  to  complete  all  the  
assigned  readings  in  order  to  perform  well  on  all  assessments  and  be  able  to  participate  in  class  

  5  
discussions,  which  is  another  component  of  your  overall  grade.    Any  work  that  is  incomplete  or  does  
not  meet  the  minimum  requirements  of  the  assignment  will  receive  a  0.00  (NP).    
 
MAKE-­‐UP  WORK  POLICY  
Make-­‐up  work  will  be  assigned  only  when  there  is  an  excused  absence.  It  is  the  student’s  responsibility  
to  obtain  the  missing  work  within  two  days  of  their  return  to  school.  It  is  highly  recommended  that  a  
student  get  at  least  2  phone  numbers  from  peers  to  aid  them  in  making  up  their  work.  In  addition,  if  a  
student  is  absent  for  a  test,  they  are  expected  to  make  it  up  during  my  office  hours.  Make  sure  to  
communicate  (i.e.  email,  face  to  face)  with  the  teacher  to  make-­‐up  missing  assignments,  readings,  
and/or  assessments  when  you  have  an  excused  absence.  This  is  essential  as  a  college  student  as  you  
will  need  to  communicate  with  your  professors  when  you  have  absences.  
 
LATE  ASSIGNMENT  POLICY  
An  assignment  is  expected  to  be  submitted  on  the  due  date.  A  student  may  only  submit  a  late  
assignment  in  the  event  of  an  excused  absence  or  medical  excuse.  If  the  student  is  present  at  school  the  
day  the  assignment  is  due  and  they  do  not  turn  it  in,  IT  WILL  NOT  be  accepted.  If  there  are  
extenuating  circumstances,  contact  by  a  parent  or  guardian  will  be  necessary.  Make  sure  to  
communicate  with  me  if  you  are  experiencing  extenuating  circumstances.  This  is  your  senior  year  and  
it  may  get  a  little  stressful,  especially  when  completing  college  applications.  Make  sure  to  manage  your  
assignments  in  a  timely  manner  and  be  responsible  as  it  will  be  essential  when  you  transition  to  
college  life.  
 
REASSESSMENT  POLICY  (RETAKE  POLICY)  
You  have  a  chance  to  improve  your  grade  for  quizzes  and  unit  exams.  You  can  only  reassess  a  test  or  
quiz  by  completing  an  error  analysis  (METACOGNITION).  In  order  to  complete  this,  you  must  submit  
your  error  analysis  within  ONE  week  of  the  results.  You  will  get  a  grade  replacement  for  chapter  
quizzes  and  unit  exams.  NO  EXCEPTIONS!  
 
ACADEMIC  INTEGRITY  
Alliance  Gertz-­‐Ressler  is  an  academic  institution  dedicated  to  growth  through  knowledge.  The  pursuit  
of  knowledge  is  a  pursuit  of  honest  academic  excellence;  it  must  be  a  personal  journey  inspirited  by  
sincere,  committed  effort  and  personal  integrity.  Cheating  and  other  forms  academic  dishonesty,  such  
as  misrepresentation  and  plagiarism,  will  not  be  tolerated  at  Alliance  Gertz-­‐Ressler.    Students  directly  
or  indirectly  involved  (such  as,  but  not  limited  to,  knowing  this  is  happening  and  keeping  quiet)  in  any  
act  of  academic  dishonesty  may  subject  to  the  following  consequence:  

First  offense:  Demerits  issued.  Student  will  receive  a  failing  grade  on  the  assignment  without  the  
opportunity  to  make  it  up.    Student  may  be  removed  from  the  class  they  cheated  in  for  that  class  
period.  Student  will  have  a  parent  conference  with  an  administrator  before  being  admitted  back  to  
class  and  will  write  a  reflection  on  his/her  actions.  Student  will  be  an  active  member  of  our  Ethics  
Committee.  

Second  offense:  Same  as  first  plus:  Student  will  attend  detention  and/or  community  service  on  
Saturday.  Student  may  receive  a  Failing  grade  on  the  following  grade  report.  If  the  following  grade  
report  is  the  last  report  of  the  semester,  the  student  will  fail  the  class  and  will  have  to  take  the  class  
again  to  earn  the  credits.

Third  offense:  Same  as  second  plus:  Student  will  be  placed  on  academic  contract  for  period  of  1  month.  

  6  
The  school  will  prepare  a  specific,  written  remediation  agreement  outlining  future  student  conduct  
expectations,  timelines,  and  consequences  for  failure  to  meet  the  expectations.
 
AP  COURSE  GRADE  WEIGHTING  
At  the  end  of  each  semester,  the  semester  grade  earned  in  each  AP  course  is  weighted  with  one  
additional  GPA  point.  (An  A  =  5  points,  B  =  4  points,  C  =  3  points).  Individual  assessment  grades  will  be  
graded  on  a  curve  at  the  teacher’s  discretion.
 
AP  COURSE  DROP  POLICY,  2018-­‐2019  
If  it  is  agreed  upon  by  multiple  stakeholders  that  a  student  can  not  execute  the  workload  or  perform  
the  skills  necessary  to  succeed  in  their  advanced  placement  course  load,  even  when  provided  with  
opportunities  to  receive  support  (i.e.  tutoring,  small  group  study  sessions,  additional  resources,  etc.),  
there  are  two  points  in  the  school  year  at  which  students  will  be  able  to  be  transferred  out  of  an  AP  
course:  
   
•  At  5-­‐week  mark  of  the  fall  semester,  if  a  student  is  earning  an  NP  in  an  AP  course,  the  student  
will  have  the  option  to  request  to  transfer  out  of  the  course  OR  the  teacher  may  suggest  that  the  
student  be  placed  on  an  academic  contract  for  the  remainder  of  the  semester  if  the  following  
steps  are  taken:  
Step  1:  Parent  and  student  meet  for  a  conference  with  a  counselor  or  administrator  and  
the  teacher  of  the  course  to  discuss  the  student’s  work  ethic,  academic  performance,  and  usage  
of  support  services  (i.e.  tutoring).  
Step  2:  Parent,  student,  counselor  or  administrator,  and  teacher  agree  that  the  student  
needs  to  be  placed  on  academic  contract  (to  be  revisited  at  end  of  Fall  semester)  OR  transferred  
out  in  order  to  be  placed  in  a  course  where  they  can  demonstrate  success.  
   
• At  the  end  of  the  fall  semester,  if  a  student  has  earned  an  NP  in  an  AP  course,  the  student  will  
have  the  option  to  request  to  transfer  out  of  the  course  OR  the  teacher  may  suggest  that  the  
student  be  placed  on  an  academic  contract  OR  transferred  out  if  the  following  steps  are  taken:  
Step  1:  Parent  and  student  meet  for  a  conference  with  a  counselor  or  administrator  and  
the  teacher  of  the  course  to  discuss  the  student’s  work  ethic,  academic  performance,  and  usage  
of  support  services  (i.e.  tutoring).  
Step  2:  Parent,  student,  counselor  or  administrator,  and  teacher  agree  that  the  student  
needs  to  be  placed  on  academic  contract  for  the  Spring  semester  OR  transferred  out  in  order  to  
be  placed  in  a  course  where  they  can  demonstrate  success.  
 
STUDENT  CONDUCT  AND  SUCCESS  
Successfully  passing  this  course  with  a  2.00  or  higher  GPA  in  each  semester  is  a  requirement  for  
graduation.  You  must  earn  this  grade  through  your  evidence  of  skill-­‐level  and  work  ethic.  Thus,  it  is  
imperative  that  you  turn  in  all  of  your  homework  assignments  –  on  time  and  to  the  very  best  of  your  
ability.  Unfortunately,  failure  to  complete  required  assignments  has  resulted  in  former  Gertz  students  
not  passing  this  course,  and  they  were  unable  to  celebrate  the  graduation  ceremony  with  their  peers.  I  
do  not  wish  this  to  happen  to  you  or  to  your  family.  So  please  keep  this  in  mind  as  we  move  forward  in  
our  learning  over  the  next  ten  months.    If  you  encounter  any  difficulties  along  the  way,  in  either  your  
learning  or  your  work  ethic  responsibilities,  you  must  communicate  with  me  immediately  and  not  wait  
until  it  is  too  late  to  rectify  the  problem.    
 
IPAD/CHROMEBOOK  AND  TECHNOLOGY  POLICY  
Remember  that  your  iPad/chromebook,  laptop  and  access  to  the  Internet  is  for  instructional  purposes  
  7  
only.    Inappropriate  use  during  this  class  will  not  be  tolerated.  This  includes  working  on  homework  in  
other  courses;  browsing  photos,  videos  or  websites  for  entertainment;  texting;  personal  emailing;  and  
gaming.  If  you  are  caught  using  your  iPad  or  other  technology  for  any  other  purpose  other  than  what  is  
assigned  for  the  day,  then  you  will  not  be  allowed  to  use  it  for  the  remainder  of  the  class  day  and  you  
will  earn  a  0.00  (NP)  grade  for  the  current  assignment,  with  no  option  for  a  make-­‐up.  Additionally,  you  
will  receive  a  DEMERIT.  No  exceptions.  
 
AP  COMPARATIVE  GOVERNMENT  TIPS  
1.  KNOW  YOUR  VOCABULARY/CONCEPTS:  A  large  portion  of  political  science  is  learning  various  
terms  and  concepts  –  vocabulary  is  essential  to  your  success  on  the  AP  exam.  In  addition  to  being  able  
to  define  each  term,  you  must  also  be  able  to  apply  the  concepts.  Find  a  method  that  works  best  for  
you  to  learn  this  vocabulary  –  whether  it  is  paper  note  cards,  online  notecards,  a  running  PowerPoint,  
or  some  other  method.  It  is  highly  recommended  that  you  add  to  your  preferred  method  as  you  
complete  each  reading  assignment!  In  addition,  vocabulary  quizzes  will  be  given  for  each  unit.    
 
2.  KEEP  UP  WITH  READING  ASSIGNMENTS:  Do  not  fall  behind!  Always  be  prepared  to  discuss  the  
reading  assignment  and/or  take  a  quiz  on  the  material.    
 
3.  LEARN  TO  READ  MORE  EFFECTIVELY:  Read  ACTIVELY;  don’t  just  look  at  the  words.  If  you  spend  a  
half  hour  “reading”  but  are  unable  to  recall  anything  when  you  are  done,  you  have  wasted  your  time.  
Reading  a  college  level  text  requires  a  great  deal  more  effort  and  concentration  than  does  the  latest  
novel.  Do  NOT  ignore  pictures,  diagrams,  tables,  sidebars,  etc.  in  your  textbook.  These  features  were  
added  to  your  book  for  a  reason.  They  make  the  text  more  interesting  and  usually  provide  important  
information.  Take  notes  as  you  read.  If  you  condense  a  30-­‐page  chapter  to  a  few  pages  of  good  notes,  
it’ll  be  much  easier  to  review.    
 
4.  FORM  A  STUDY  GROUP  WITH  OTHER  STUDENTS:  Organizing  study  groups  can  be  a  useful  tool  to  
review  major  concepts,  free  response  questions,  and  prepare  for  unit  exams  and  quizzes.  This  is  a  tool  
that  is  frequently  used  in  colleges/universities.    

5.  CONSULT  VARIOUS  RESOURCES:  Unfortunately,  it  is  impossible  to  cover  everything  that  you  will  
need  to  know  for  the  AP  Exam  during  class.  As  a  result,  it  is  crucial  that  you  make  a  point  to  learn  the  
information  on  your  own.  If  you  come  across  something  that  you  don’t  understand,  please  ask  for  
clarification,  consult  another  textbook  or  peruse  the  Internet  for  further  explanation.    

BEHAVIOR  EXPECTATIONS

Gertz-­‐Ressler  School-­‐wide  Classroom  Response  to  Behavior

Step  1:  Proximity  and  Positive  Narration
Step  2:  Visual  Cue  and/or  Whole  Class  Reminder
Step  3:  1:1  Private  Conversation  (Warning,  Redirect,  Possible  Seat  Relocation)
Step  4:  Demerits  and  Teacher  -­‐>  Parent  Contact  (Possible  Seat  Relocation,  Hold  after  class)
Step  5:  Dean’s  List  Referral  to  Administrators  (Admin  -­‐>  Parent  Contact,  Teacher  -­‐>  Parent  
Contact/Conference)

Gertz-­‐Ressler  School-­‐wide  Policies

Appropriate  use  of  technology:  Use  of  Ipads  and  Chromebooks  must  be  during  assigned  times  and  
only  for  educational  purposes.  Additionally,  Ipads/Chromebooks  may  be  used  in  the  MPR  from  6:45-­‐

  8  
7:40am,  during  supervised  times  in  the  library  during  nutrition  and  lunch,  and  afterschool  in  Puma  
Lounge.    

Cell  phone  use  is  not  allowed  in  the  classroom  or  on  campus  nor  may  it  be  on  a  student.  Cell  phones  
must  be  off  and  in  backpacks.  If  a  student  is  seen  with  or  using  a  cell  phone  by  any  staff  member,  it  will  
be  given  to  an  administrator.    

First  offense  =  cell  phone  kept  for  remainder  of  day.  

Second  offense  =  cell  phone  kept  for  one  month.  

15-­‐minute  rule:  Students  may  not  leave  class  during  the  first  15  or  last  15  minutes  of  class  (unless  
they  are  being  sent  out  by  the  teacher  for  dress  code  or  other  behavior  issues).  

Hall  passes:  Only  1  student  may  be  out  of  class  at  a  time.  Students  out  of  class  must  be  carrying  a  hall  
pass;  unless  they  have  received  an  official  summons  slip.

Mutual  Respect:  Students  must  be  respectful  of  their  peers.  The  relationship  between  teachers  and  
students  should  be  mutually  respectful  at  all  times.  

No  eating/drinking/gum  chewing:  Students  should  not  eat  or  drink  in  the  classroom  or  hallways,  
nor  chew  gum.  Water  is  acceptable  when  allowed  by  teacher.  

Tardy  Policy:  Students  should  move  with  a  sense  of  urgency  starting  at  the  warning  bell  (or  teacher  
dismissal  on  Wednesdays)  and  line  up  against  the  walls  before  entering  class  to  allow  students  and  
staff  to  walk  down  the  center  of  the  hall.  Being  tardy  to  class  means  a  student  is  not  inside  the  class  
when  the  late  bell  rings.  Tardy  to  School  =  5  demerits.  Tardy  to  Class  during  the  school  day  =  10  
demerits.  3  tardies  within  a  two-­‐week  period  =  automatic  1  hour  Wednesday  detention,  regardless  of  
merit  status.  

“Two  backpack”  rule:  Students  should  not  be  touching  or  seated  closer  than  a  distance  equivalent  to  
the  space  for  two  backpacks.

Uniform/Dress  Code  Violations:  Students  must  follow  the  school  dress  code  everywhere  on  campus.
Correctable  Violations  (out  of  uniform  sweatshirt,  untucked  shirt)
• Demerits  
• Out  of  uniform  attire  (hats,  beanies  or  sweatshirts)  will  be  confiscated  by  the  
teacher/staff  member  and  turned  in  to  front  office  and  will  be  returned  to  student  by  
end  of  day.    
• Multiple  infractions  will  result  in  parent  contact  

Non  correctable  Violations  (i.e.  no  uniform  shirt,  wrong  pants,  torn  pants,  shorts/skirt  that  are  not  long  
enough)
• Student  will  be  sent  to  office.  The  office  will  enter  the  demerits.  
• Three  or  more  dress  code  violations  during  free  dress  days  will  result  in  students  losing  
free  dress  for  the  remainder  of  the  semester    
 
AREAS  OF  STUDY  
The  course  is  divided  into  the  following  topics,  and  students  will  consider  the  themes  and  ideologies  
during  each  country  study.  
  9  
  
1st  SEMESTER  
1.  Introduction  to  Political  Ideology  
2.  Introduction  to  Comparative  Politics  
3.  Mexico  
4.  Great  Britain  
5.  China  
 
2nd  SEMESTER  
6.  Russia  
7.  Iran  
8.  Nigeria  
9.  AP  Review  
 
COURSE  OUTLINE  AND  READING  ASSIGNMENTS  
 
Part  I/Unit  1:  Introduction  to  Comparative  Politics  (approx.  7  weeks)  
 
I.    Introduction  to  Comparative  Politics  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  ..  5%    
Purpose  and  methods  of  comparison  and  classification  
•
o Ways  to  organize  government  
o Normative  and  empirical  questions    
• Analysis  and  interpretation  of  charts,  graphs  and  other  data.  
• Concepts  (state,  nation,  regime,  government)  
• Process  and  policy  (what  is  politics;  purpose  of  government;  what  are  political  science  and  comparative  politics;  
common  policy  challenges)  
 
Readings:  O’Neil,  Chapter  1  (Introduction)  
 
II.    Sovereignty,  Authority,  and  Power  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  20%  
Political  culture,  communication,  and  socialization  
•
Nations  and  states  
•
Supranational  governance  (e.g.,  European  Union)  
•
Sources  of  power  
•
Constitutions  (forms,  purposes,  application)  
•
Regime  types  
•
Types  of  economic  systems  
•
State  building,  legitimacy,  and  stability  
•
Belief  systems  as  sources  of  legitimacy  
•
o Religion  
 
Readings:  O’Neil,  Chapter  2  (States)  
 
o Ideology  (liberalism,  communism,  socialism,  conservatism,  fascism)  
• Governance  and  accountability  
 
III.    Political  Institutions  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .    .  .  .  .  .  .  ..  .  35%  
• Levels  of  government  
• Supranational/national/regional/local  
• Unitary/federal  
• Centralization/decentralization  
• Executives  (head  of  state,  head  of  government,  cabinets)  
• Single  or  dual  
• President  
  10  
 • Prime  Minister  
Legislatures  
•
• Unicameral/bicameral  (symmetric/asymmetric)  
• Organization  
• Membership  (representation)  
• Parliamentary  and  presidential  systems  
• Institutional  relations  
• Elections  
• Presidential  
• Parliamentary  
• Referendums  
• Noncompetitive  
• Electoral  systems  
• Proportional  representation  
• Single  member  district  (plurality,  majority  runoff)  
• Political  parties  (organization,  membership,  institutionalization,  ideological  position)  
• Party  systems  
• Leadership  and  elite  recruitment  
• Interest  groups  and  interest  group  systems  
• Bureaucracies  
• Military  and  other  coercive  institutions  
• Judiciaries  
• Degrees  of  autonomy  
• Judicial  review  (including  European  Union  in  relation  to  states,  citizens)  
• Types  of  law  
 
Readings:  O’Neil,  Chapter  6  (Democratic  Regimes),  7  (Developed  Democracies)  and  8  (Nondemocratic  Regimes)  
 
IV.    State  and  the  Nation  &  Citizens,  Society,  and  the  State  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  15%  
• Cleavages  and  politics  (ethnic,  racial,  class,  gender,  religious,  regional)  
• Civil  society  and  social  capital  
• Media  roles  
• Political  participation  (forms/modes/trends)  including  political  violence  
• Social  movements  
• Citizenship  and  representation  
 
Readings:  O’Neil,  Chapter  3  (Nations  and  Society)  
 
V.    Political  and  Economic  Change  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  15%  
• Revolution,  coups,  and  war  
• Trends  and  types  of  political  change  (including  democratization)  
o Components  
o Promoting  or  inhibiting  factors  
o Consequences  
• Trends  and  types  of  economic  change  (including  privatization)  
o Components  
o Promoting  or  inhibiting  factors  
o Consequences  
• Relationship  between  political  and  economic  change  
• Globalization  and  fragmentation:  interlinked  economies,  global  culture,  reactions  against  globalization,  
regionalism  
• Approaches  to  development  

Readings:  O’Neil,  Chapter  5  (Political  Violence),  9  (Communism  and  Post-­‐Communism),  and  10  (Developing  
Countries)  

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 VI.    Public  Policy  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  ..    10%  

• Common  policy  issues  

o Economics  performance  
o Social  welfare  (e.g.  education,  health,  poverty)  
o Civil  liberties,  rights,  and  freedoms  
o Environment  
o Population  and  migration  
o Economic  development  
• Factors  influencing  public  policymaking  and  implementation  
o Domestic  
o International  
 
Readings:  O’Neil,  Chapter  4  (Political  Economy)  

Supplemental  Readings  for  Unit  1:  

• Introduction  to  Comparative  Government  and  Politics:  A  Conceptual  Approach  
• AP  Central:  Globalization  Briefing  Paper  
• AP  Central:  Democratization  Briefing  Paper  
• Ken  Wedding:  Civil  Society:  An  Introduction  (AP  Central)  
• Jack  Bielasiak:  Electoral  Systems  and  Political  Parties  (AP  Central)  
• Donley  T.  Studlar:  Understanding  Federalism  and  Devolution  (AP  Central)  
Jack  Bielasiak:  The  Institutionalization  of  Electoral  and  Party  Systems  in  Postcommunist  States  

*Percents  indicate  approximate  percentage  of  content  area  on  multiple-­‐choice  portion  of  AP  test.  
 
The  curriculum  in  the  first  seven  weeks  focuses  on  concepts  and  theory.  The  same  theoretical  
framework  is  used  to  analyze  each  of  the  six  countries.  As  the  course  progresses,  students  are  required  
to  constantly  think  back  to  countries  previously  studied,  so  that  they  come  to  understand  each  
process.  Institution,  and  issue  within  the  context  of  each  country’s  political  system,  as  well  as  
comparatively  in  terms  of  other  country’s  political  systems.  
 
Unit   Unit  Name   Topical  Emphases  and  Articles   O’Neil   Wood   Approx.  Time  
#   Chapter Chapter
(s)   (s)  
2   The  UK  and  the     Case  1     5  weeks  
European  Union   • Sovereignty,  Authority  and  Power  
(historical  background)  
•  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Policy  Issues  
 
Readings:    
Donley  T.  Studlar:  The  British  General  
Election  of  2005  (AP  Central)  
 
Beate  Sissenrich:  Challenges  of  
European  Union  Enlargement  (AP  
Central)  
 
Robert  Ford  and  Matthew  Goodwin:  
  12  
 Britain  After  Brexit:  A  Nation  Divided  
 
Takis  S.  Pappas:  The  Specter  Haunting  
Europe:  Distinguishing  Liberal  
Democracy’s  Challengers  
3   Mexico     Case  2     4  weeks  
  • Sovereignty,  Authority  and  Power  
  (historical  background)  
•  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Polic8y  Issues  
 
Readings:  
Caroline  Beer:  Assessing  the  
Consequences  of  Electoral  Democracy:  
Subnational  Legislative  Change  in  
Mexico  
 
William  Dean,  Laura  Derouin  
Mikhaila  Fogel,  et  al.  The  War  on  
Mexican  Cartels  
 
Rogelio  Saenz:  A  Transformation  in  
Mexican  Migration  to  the  United  States  
 
4   People’s  Republic     Case  3     4  weeks  
of  China   • Sovereignty,  Authority  and  Power  
(historical  background)  
•  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Policy  Issues  
 
Readings:  
Tianjian  Shi:  Cultural  Values  and  
Political  Trust:  A  Comparison  of  the  
People's  Republic  of  China  and  Taiwan  
 
Suisheng  Zhao:  Xi  Jinpin’s  Maoist  Revival  
 
Martin  King  Whyte,  Wang  Feng,  and  
Yong  Cai:  Challenging  Myths  About  
China’s  One-­‐Child  Policy  
 
Chris  Buckley:  China  to  End  One-­‐Child  
Policy,  Allowing  Families  Two  Children  
 
Bo  Zhiyue:  China’s  Model  of  Democracy  
  13  
  
 
5   Russia,  former     Case  4     4  weeks  
Union  of  Soviet   • Sovereignty,  Authority  and  Power  
Socialist   (historical  background)  
Republics  (USSR)   •  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Policy  Issues  
 
Readings:  
Henry  Hale:  Russia’s  Elections  and  
“Managed  Democracy”  
 
Neil  J.  Mitchell:  Illiberal  Democracy  and  
Vladimir  Putin’s  Russia  
 
Henry  E.  Hale:  25  Years  After  the  USSR:  
What’s  Gone  Wrong?  
 
6   Iran     Case  5     4  weeks  
• Sovereignty,  Authority  and  Power  
(historical  background)  
•  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Policy  Issues  
 
Readings:  
Milena  Sterio:  President  Obama's  
Legacy:  The  Iran  Nuclear  Agreement?  
 
Abbas  Milani:  The  Green  Movement  
 
Robin  Wright:  The  Challenge  of  Iran  

Farideh  Farhi:  The  Parliament    

 
7   Nigeria     Case  6     4  weeks  
• Sovereignty,  Authority  and  Power  
(historical  background)  
•  Political  institutions  
• Citizens,  Society,  and  the  State  
• Political  and  Economic  Change  
• Public  Policy  and  Policy  Issues  
 
Readings:  
Michael  M.  Ogbeidi:  Political  Leadership  

  14  
 and  Corruption  in  Nigeria  Since  1960:  A  
Socio-­‐economic  Analysis  
 
Olajide  O.  Akanji:  Migration,  Conflicts  
and  Statehood  Problem  in  Nigeria:  The  
Self  Determination  Issue  
 
 
*  These  readings  are  not  limited  to  this  list.  The  teacher  has  the  right  to  add/remove  readings  to  enrich  
the  major  topics/events  that  correspond  to  the  country  study.    
 
How  is  the  AP  Exam  you  will  take  on  Thursday,  May  16th,  2019  at  8am  structured,  timed,  and  
scored?  
 
  #  of  questions   Timing   Pts.   How  is  it  scored?  
possible  
MC  Section   55   50  secs   60   1  pt.  per  correct  answer.  No  extra  penalties  for  
(50%  of  exam)   (5  answer  options   per   guessing.  If  you  don’t  know,  eliminate  and  choose  
each)   question   your  best  guess.    
(45  mins.  
total)  
FRQ  Section   8  QUESTIONS   100  mins.   60   Unlike  APUSH,  there  aren’t  any  rubric  points  assigned  
(50%  of  exam)     total     to  organization,  a  pretty  thesis,  or  any  fluff.  Your  
Short-­‐Answer   responses  will  be  graded  objectively  based  only  on  
Concept  (Five   the  following  criteria:  Did  you  respond  accurately  
Questions)   and  thoroughly  to  each  part  of  the  prompt?  
 
Conceptual  Analysis  
(One  Question)  
 
Country  Context  
(Two  Questions)  
Total:   63   2  hrs.  25   120   As  with  all  AP  exams,  the  entire  AP  exam  is  out  of  a  
mins   possible  score  of  5.  Scores  of  3  or  above  are  
considered  passing  however  not  all  colleges  accept  3s  
for  college  credit,  thus,  we  are  aiming  for  4s  and  5s.  
College  Board  changes  the  total  points  needed  to  earn  
a  3,4,  or  5  based  on  the  performance  of  all  students  
on  each  annual  test.  

 
 
 
 
 
 
  15  
 Student  and  Parent  Syllabus  Acknowledgement

Course  Name:  AP  Comparative  Government  and  Politics                                Teacher  Name:  Mr.  Vasquez

I  have  read  and  understand  the  preceding  information.  I  hereby  express  my  dedication  to  my  learning  
and  my  dedication  to  doing  the  work  that  I  need  to  do  to  be  successful  in  this  course.  
 
I  have  read  this  syllabus  and  schedule  and  understand  that  it  is  subject  to  change  in  the  event  of  
extenuating  circumstances  or  teacher’s  discretion.  
 
I  understand  in  the  case  I  am  absent  from  class,  it  is  my  responsibility  to  check  on  
announcements/assignments/assessments  made  while  I  was  absent.    

 
___________________________________                        ________________________________________                                                  _________
Student  Signature                                                                        Student  Name  (printed)                                                                                              Period
 
I  have  read  and  understood  the  preceding  information.  I  will  maintain  an  active  role  in  my  child’s  
education  and  encourage  him  or  her  to  work  relentlessly  towards  his  or  her  academic  goals.

He  leído  y  entendido  la  información  anterior.  Voy  a  mantener  un  papel  activo  en  la  educación  de  mi  
hijo/a  y  lo  voy  a  animar  para  trabajar  implacablemente  hacia  sus  metas  académicas.

_________________________________                                                    _________________________________________                
Name/Nombre                                                                                                        Relationship  to  Student/Relación  con  el  estudiante                                
 
_________________________________                                                      _________________________________________                
Phone  Number/Número  de  teléfono                          Email  /Correo  electrónico                
 
_________________________________                                                      _________________________________________                
Parent  Signature  /Firma  del  padre                                  Date  /Fecha
 
 
 

  16