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AP United States Government and Politics Syllabus Subject Area: Social Science

Number:

Studies Credit: 1

Overview Lake Minneola High School’s AP United States Government and Politics course will continue to develop a student’s reading (fluency, vocabulary and comprehension), writing

and critical thinking skills by investigating, analyzing and synthesizing the United States government’s principles, institutions and politics. Utilizing historic role models, primary

and secondary source documents, readings, in addition to analysis of the cause and effect of benchmark court decisions and events, students will develop a fuller understanding of

the American political system, including, but not exclusive to the: constitution, the branches of government and supporting bureaucracy, political beliefs, behaviors and parties,

elections, interest groups, media, public policy, the individual’s rights and liberties. This is a college-level course. Students will receive a course grade which will include a

midterm and final assessment. In May 2013, the students will take a separate AP Exam for this course given by the College Board. This test uses a 1-5 scale with most colleges and

universities requiring a score of 3 or more in order to receive credit; students should check their target colleges and their respective state statues on AP scoring, for specific

information.

Common Core Standards

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help

them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The

execution of these standards in Lake County will be in the form of a focus calendar which overlays course curriculums, syllabi or blue prints; they are also grade specific which

lend them to classroom differentiation

Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the

information.

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CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop

over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.RH.11-12.1 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.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships

among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where

the text leaves matters uncertain.

Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of

history/social science.

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and

emphasize in their respective accounts.

CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key

term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute

to the whole.

CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

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CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words)

in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies

among sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and

proficiently.

Resources Text Readings: Wilson, James Q, American Government: Institutions and Politics, 13th edition, New York, Wadsworth Cengage Learning, 2013 (Wilson)

Supplemental Readings: Benson, David G. and Waples, Karen K., Preparing for the AP United States Government and Politics Examination, New York, Wadsworth Cengage

Learning, 2011 (Benson). Schmidt, Steffen W., Handbook of Selected Court Cases, Wadsworth Cengage Learning, 2008 (Schmidt). Students will be assigned additional reading

(e.g., newspaper and magazine articles, The Federalist Papers, etc.) to augment the text; whenever possible the specific tem will be listed in the Course Plan (below).

Graphs, Maps, Tables and Charts: Students will utilize and be tested on their understanding of quantitative and visually presented information; whenever possible the specific

items will be listed in the Course Plan (below).

Movies and Videos: Students will watch relevant videos from a variety of sources: Wadsworth News for American Government, PBS, Discovery, Scholastic and Schlessinger

Media via Safari Montage, Political Theatre 2.0 (PT), Schoolhouse Rock, etc.; whenever possible the specific items will be listed in the Course Plan (below). Also, as part of our

environmental policy discussion, student will watch An Inconvenient Truth, Directed by Davis Guggenheim, 2006 (PG)

Websites and Apps: Students are provided with an iPad by our school which comes preloaded with various reference applications (i.e., The Constitution, etc.). In addition the

iPad will also allow quick and easy access to various websites which will be used are references for the course (i.e., CIA.gov, etc.); whenever possible the specific items will be

listed in the Course Plan (below)

Current Events: In addition to use of major media platforms (i.e., CNN, Fox News, ABC, the New York Times, etc.) as listed in the Course Plan (below), each class will begin

with a ten minute viewing of CNN Student News, a daily summary of current events edited for middle and high school students

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Teaching Strategies Each lesson will feature teaching strategies to reach the greatest possible variety of learning-styles (i.e., lecture, video, projects, simulations and games, etc.) and be conducted in

the Socratic-style in order to activate prior knowledge, review previous day’s learning or exercise critical thinking skills. The class will revolve around four main focal points: (1)

vocabulary: discussion of key terms and concepts via lecture, activity and on e-flashcards utilizing the iPad APP “Cardboard” (2) review of case studies and videos (3)

geographical skills (e.g., maps, graphs, analysis, etc.) and (4) writing, especially for short answer and free-response questions featured on the AP test.

Reading and Writing Component Free-response questions will be included on all tests noted in the Course Plan (below) in order to prepare for that section of the AP U.S. Government and Politics Exam.

Additionally, students will stretch their reading and writing skills by demonstrating critical thinking as they analyze and interpret the structure, processes and players within the

American political system in the following assignments:

Timed Writing: Students will be asked to research and argue the opposing sides of chosen landmark Supreme Court Cases listed in the Course Plan (below).

Persuasive Writing: Students will write a formal letter to their senator or representative urging support of a current issue or piece of legislation.

Book Review: Students will read either a biography or a book on modern politics or other current event. These book reviews will be two pages in length and include:

A brief summary of the book

An analysis of the author’s purpose in writing the book, including evidence used to support that position

An evidence and/or opinion-based positive or negative recommendation

Voter Registration In Florida, the AP United States Government and Politics course is populated by 12th grade seniors, therefore students will be strongly encouraged, but not required, to register and

vote in their first election upon turning 18-years of age. A voter registration drive will be conducted within the laws, requirements and restrictions of the State of Florida, Lake

County and the Lake County School board.

Student Evaluation Students will be evaluated against a course rubric and receive grades for their performance in the following areas: class preparation and participation (5%), notes/vocabulary

flashcards (10%), activities/projects/reports (25%) and tests (60%). Grade range is a percentage scale with 100% representing a top score and 59% representing a failing score.

Students will be graded on “effort” as well as “results” consequently, they will be allowed to re-take tests and re-submit assignments in order to improve any grade.

There will be one book report required for the course, a mid-term and a final; both will be weighted at 30% of their respective semester grade per Lake County Schools’ policy.

The students will take the College Board US Government and Politics AP Exam in May, 2012.

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Course Plan Constitutional Underpinnings of United States Government (5-15%)

Overview: This unit will focus on the constitutional underpinnings of the U.S. Government and include the Florida mandated lessons on the

Constitution and Declaration of Independence.

Academic Vocabulary

Authority

Bureaucratic view

Class view

Democracy

Direct Democracy

Elite

Legitimacy

Pluralist view

Power

Power elite view

Representative democracy

Amendment

Antifederalists

Articles of Confederation

Bill of attainder

Bill of Rights

Checks and balances

Enumerated powers

Ex post facto law

Factions

Federalism

Federalists

Great Compromise

Habeas corpus

Judicial review

New Jersey Plan

Republic

Ratification

Separation of powers

Shay’s Rebellion

Unalienable

Virginia Plan

Block grant

Categorical grants

Conditions of aid

Express preemption

Grants-in-aid

Initiative

Mandates

Necessary and proper clause

Nullification

Police power

Recall

Referendum

Waiver

Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)*

Supplemental Materials (e.g.

articles, maps, tables, video,

websites, etc.)

Introduction

Welcome/Teacher Bio

Class Rules and Procedures

Multiple Intelligence Activity

AP Course & Exam Review

Critical Thinking

Syllabus Review

Textbook and Resource Review

Who is Mr. Montuori?

What are the class rules and procedures?

What is AP United States Government and Politics

and what resources are available to me?

Getting to Know You form,

Multiple Intelligence survey & graph

activity (Kagen, 2011)

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Government Origins and Principles

Evaluate the theories and styles of political power and

comparative governments

Who governs us and why?

What is political power and how is it distributed in

the various forms of government?

What is Democracy?

What is the nature of politics?

2-18 Safari Videos: History of the United

States Government and Comparative

Governments (Schlessinger Media)

Theories of Democratic Government,

Benson pgs. 77-81

Chart: Lines of Power in Three

Systems of Government, Wilson pg 53

The Constitution

Analyze the philosophies, ideologies and experiences

that influenced the formulation and adoption of the

Constitution.

What were the political philosophies in Colonial

America?

What were the weaknesses of the Articles of

Confederation?

What was Shay’s Rebellion?

How did state constitutions help shape the

arguments for a national constitution?

Who were “The Framers” of the Constitution, what

were their motivations and why do we still refer to

them today?

What was “the New Jersey Plan”, “the Virginia

Plan” and “The Great Compromise”?

20-47 Pearson Video: The Enlightenment

and American Government

Essay: They Signed for Us: The

Declaration of Independence by

Merle Sinclair and Annabel

McArthur

Safari Video: The Declaration of

Independence (Schlessinger Media)

Understand the concepts and implication(s) of

“separation of powers” and “checks and balances” as

a foundation of American government.

What is the structure, powers and key principles of

the government outlined in the Constitution?

Safari Video: The Constitution and

the Bill of Rights (Schlessinger

Media)

Schoolhouse Rock Video: The

Preamble

iPad APP: The United States

Constitution?

The Federalist Papers and the Anti-

Federalist Papers

How Things Work: Checks and

Balances, Wilson pg. 31

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Federalism

Understand the implication(s) of federalism as a

foundation of American government.

What is federalism and how has it evolved in

America?

How is power divided between the national and

state governments?

What competing values are at stake in federalism?

Unit Test

50-75 Federalist #39 and #51

How Things Work: The Bill of

Rights, Wilson pg. 37

Safari Video: Federal System

(Schlessinger Media)

Supreme Court: McCulloch v.

Maryland and Gibbons v. Ogden

Political Beliefs and Behaviors (10-20% of exam)

Overview: Students will investigate how the varieties of individual political beliefs are formed, evolve and lead to differing

participation in our political culture

Academic Vocabulary

Civic competence

Civic duty

Civil society

Class consciousness

Orthodox

Political culture

Progressive

Culture war

Conservative

Liberal

Moderate

Elite

Exit polls

Gender gap

Norm

Political elites

Political ideology

Political socialization

Poll

Public opinion

Random sample

Sampling error

Activists

Grandfather clause

Literacy test

Political participation

Poll tax

Registered voters

Voting-age population (VAP)

Voting-eligible

White primary

Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)

Supplemental Materials (e.g.

articles, maps, tables, video,

websites, etc.)

Political Culture

Investigate the beliefs US citizens hold about their

government and its leaders

What is American political culture and how does it

differ from political ideology?

Do Americans trust their government?

78-94 Table: Attitudes in the USA and Other

Democracies, Wilson pg 85

American Political Culture, Benson

pgs.88-93

Graph: Trust in the Federal

Government, Wilson pg. 91

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Explore and understand the process of political

socialization

What is political socialization and how does it

work?

159-161, 165-

167

Public Opinions and Political Beliefs,

Benson pgs.101-106

Smith v. Allwright, Schmidt pg.198

The Test:

www.politicalcompass.org/test

Public Opinion

Analyze public opinion; its nature, influences

consequences and measurement and how

demographic factors influence political beliefs and

behaviors

What is public opinion and how do we measure it?

What role did the Framers think public opinion

should play in American democracy?

How does public opinion in America today vary by

age, race, gender and other differences?

156-158 Tables (Wilson):

Young Adults on Politics, pg. 168

Four Christian Groups on Four

Issues, pg. 169

Worship Service Attendance and the

Probability of Voting Democratic, pg.

169

Charts (Wilson): Gender Gaps in

Partisan Identification 1992-2008,

pg. 170 and Ideology Typology, pg.

175

http://www.pollster.com\

Graph: Voter Turnout by Schooling,

Race and Employment, 1996-2008,

Wilson pg. 193

Supreme Court Case Review: Smith

v. Allwright, pg. 188

Political Participation

Explore the way citizens participate in political life

What is political participation?

How, and how much, do most citizens participate?

Who votes and who doesn’t?

Should college-age citizens participate more in

politics?

Unit Test

176-190 Political Participation, Benson

pgs.114-119

Charts (Wilson): Voter Registration

and Turnout, pgs. 184-185

Voter Participation, 1860-2008, pg.

190

Graph: Method of Voter Registration,

Wilson pg. 187

League of Women Voters,

www.lwv.org

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Political Parties, Interest Groups and the Media (10-20% of exam)

Overview: Students will investigate the mechanisms that allow citizens to organize and communicate their interests and concerns

through political parties, political action committees (PACs), interest groups and the mass media

Academic Vocabulary

Caucus

Congressional campaign committee

Critical (or Realignment) period

Ideological party

Progressives (or Mugwumps)

National chair

National committee

National convention

Personal following

Plurality system

Political machine

Political party

Solidary incentives

Split ticket

Sponsored party

Superdelegates

Tea Party Movement

Two-party system

527 organization

Blanket primary

Closed primary

Clothespin vote

Coattails

General elections

Gerrymandering

Incumbent

Independent expenditures

Malapportionment

Open primary

Political action committee (PAC)

Position issue

Primary election

Runoff primary

Soft money

Sophomore surge

Valence issue

Earmark

Ideological interest groups

Incentive

Interest group

Lobbyist

Political cue

Public-interest lobby

Social movement

Adversarial press

24-hour news cycle

Press secretary

Attack journalism

Investigative journalism

Insider stories

Loaded language

Routine language

Selective attention

Sound bite

Trial balloon

Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)

Supplemental Materials (e.g.

articles, maps, tables, video,

websites, etc.)

Political Parties

Trace the role of political parties in the US; their

history, function, organization, differences and impact

and effects on the political process

What is a political party and why were the Framers

concerned about their influence?

Why is the United States a two party system and

what is are the prospects for a third?

How much do parties affect how Americans vote?

192-221 Political Parties, Benson pg.143

Graph: Decline in Party

Identification, 1952-2008,Wilson

pg. 205

Watching and discussing both the

RNC and DNC

Maps: The Elections of 1828…1932

How Things Work: Minor Parties,

Wilson pg. 223

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Elections and Campaigns

What are the role of elections; their operation, current

laws, constitutional mandates and the workings and

implications of the electoral college?

What is the difference between a primary and a

general election?

What does the Constitution say about office criteria

and election process?

How do voters typically decide on a candidate?

Does the federal government provide funding for

political campaigns?

222-259 Elections and Campaigns, Benson

pgs.129-134

Watching and discussing key

debates and events of the 2012

Presidential Election

Graph: Cost of Winning a

Congressional Election, 2002-2010,

Wilson pg. 214

Chart: Presidential Fundraising and

Expenditures 1976-2008, Wilson pg.

236

How Things Work: Kinds of

Election, pg. 247 and Major Federal

Campaign Finance Rules, pg. 251

(Wilson)

Bush v. Gore, Schmidt pg. 29

Electoral College game,

www.270towin.com

Interest Groups

Investigate the roles of interest groups and political

action committees; their range of interests, activities,

characteristics, recent court decisions and impact on

political institutions and specific demographics?

What are interest groups and how did they arise in

America?

How do interest groups attempt to influence public

policy and how does the government regulate these

groups?

Is the proliferation of political action committees

(PACs) and other groups good or bad for

America’s representative democracy?

260-285 Federalist #10

Interest Groups, Benson pgs.157-

162

Graph: Growth of PACs 1979-2010,

Wilson pg. 251

Chart: Top 20 PAC Contributors to

Candidates, 2009-2010, Wilson pg.

255

Supreme Court Case Review:

Financing Elections: Citizens

United v. Federal Election

Commission,, Wilson pg. 256

Do-it-Yourself Super PAC Kit,

http://www.colbertsuperpac.com/

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The Media

What role does mass media play in our political

system; its organization, functions, impact on opinion

and use in political campaigns?

What role do the media play in American politics?

Why are there so few restrictions on media

coverage?

How has technology changed the interactions

between public officials and the media?

How much power do the media have and can we

trust them to be fair?

Unit Test

286-309 Mass Media, Benson pgs.170-175

CNN Student News

Graphs: Evening News Audience

and Newspaper Readership, Wilson

pgs. 304-305

NYT v. Sullivan

NYT v. United States

www.nytimes.com

iPad APP: WP Politics (Washington

Post)

Institutions of National Government: The Congress, the Presidency, the Courts and the Bureaucracy

(35-45% of exam)

Overview: Students will investigate the organization of power, both formal and informal, of the major institutions in the United

States: the Congress, the Presidency, the federal bureaucracy and the federal courts. Students will also explore the ties between these

institutions and political parties, interest groups, the media and state and local governments

Academic Vocabulary

Bicameral legislature

Caucus

Closed rule

Cloture rule

Concurrent resolution

Conference committees

Conservative coalition

Discharge petition

Division vote

Double tracking

Earmarks

Filibuster

Franking privilege

Joint committees

Joint resolutions

Majority Leader

Minority Leader

Open rule

Party polarization

Ad hoc structure

Bully pulpit

Cabinet

Circular structure

Divided government

Electoral College

Gridlock

Impeachment

Line-item veto

Pocket veto

Pyramid structure

Signing statement

Unified government

Veto

Presidential succession

Executive privilege

Appropriation

Authorization legislation

Bureaucracy

Civil service

Committee clearance

Competitive service

Discretionary authority

Iron triangle

Issue network

Laissez-fare

Patronage

Red tape

Trust funds

Congressional oversight

Activist approach

Amicus curiae

Brief

Class-action suit

Concurring opinion

Dissenting opinion

Constitutional court

Court of appeals

In forma pauperis

Judicial review

Legislative courts

Litmus test

Opinion of the Court

Per curiam opinion

Plaintiff

Remedy

Solicitor General

Sovereign immunity

Standing

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Party vote

Pork-barrel legislation

Quorum

Restrictive rule

Riders

Roll-call vote

Safe districts

Select committees

Simple resolution

Speaker

Standing committees

Teller vote

Unified government

Veto

Voice vote

Whip

Stare Decisis

Writ of centiorari

Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)

Supplemental Materials (e.g.

articles, maps, tables, video,

websites, etc.)

The National Government

Examine the Constitutional framework and the formal

and informal arrangements of power for the

institutions: Congress, the Presidency, the Federal

Courts and the Bureaucracy

Explore the relationships, over time, among these four

institutions and the varying balances of power

Explore the relationship of these institutions with:

political parties, voters, public opinion, interest

groups, the media and state and local governments

How has the balance of power evolved through

custom and usage since the founding?

Congress

What does the Constitution say about Congress and

the legislative process?

Which branch of government did the Framers see

as “the first branch?”

What are the informal arrangements of power

within the Congress?

How closely do the members of Congress mirror

the American people in terms of demographics?

How is public policy made today; does the system

work as originally intended?

How does Congress represent and reflect the

interest and desires of the American people?

Are the American people as deeply divided in

partisan and ideological terms as their

representatives in Congress?

Presidency

What does the Constitution say about President and

the executive branch?

312-357

358-400

400-427

428-458

How Things Work (Wilson): The

Powers of Congress, pg. 328; Key

Facts about Congress, pg. 344;

Standing Committees of the Senate and

House, pgs. 347 and 349 and

Summary, pg. 353

Safari Video: The Legislative Branch

(Schlessinger Media)

Congress, Benson pgs.185-193

Editorial Cartoon: Millionaires Club,

Wilson pg. 335

Charts: Congressional Demographics,

Wilson pgs. 336-337

School House Rock Video: “I’m Just a

Bill”

Chart: How a Bill Becomes Law,

Wilson pg. 351

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What are the informal arrangements of power

within the executive?

Should we abolish the electoral college?

Is the President too powerful or not powerful

enough versus the other branches?

The Bureaucracy

What is the federal bureaucracy and what is meant

by “discretionary authority”?

Is the federal bureaucracy the “fourth branch” of

government; does a permanent professional

bureaucracy serve democracy?

What is meant by the term “red tape” and is it

always a negative?

What is meant by the term “Iron Triangle”?

Federal Courts

What does the Constitution say about the federal

courts and the judicial process?

What are the varying types of jurisdiction and the

judicial decision making process?

What is “judicial review”?

Why should federal judges serve for life?

Have so called “activist courts and judges”

supplanted legislative or executive authority by

power of decree?

Unit Test

House of Representatives,

www.house.gov

Senate, www.senate.gov

C-SPAN, www.c-span,org

How Things Work (Wilson): The

President: Qualifications and Benefits,

pg. 371; Federal Agencies, pg. 393

http://www.whitehouse.gov/

http://www.archives.gov/presidential -

libraries/

22nd and 25 Amendment

Safari Video: The Executive Branch

(Schlessinger Media)

The Presidency, Benson pgs.201-207

United States v. Nixon, Schmidt pg.

219

Clinton v. Jones, Schmidt pg. 35

Safari Video: Processes of the United

States Government (Schlessinger

Media)

The Bureaucracy, Benson pgs. 217

Graph: Growth of the Federal

Government, Wilson pg. 416

Safari Video: The Judicial Branch

(Schlessinger Media)

http://www.supremecourtus.gov/

The Federal Courts, Benson pgs.230

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Graph: Presidential Victories on Votes

in Congress, 1953-2010

Chart (Wilson): Presidential Vetoes,

1789-2010, pg. 384;

Cabinet Departments, pg. 391;

Jurisdiction of the Federal Courts, pg.

451

Supreme Court Case Review (Wilson):

Powers of the President, pg. 385;

Marbury v. Madison, pg. 443

Map: US District and Appellate

Courts, Wilson pg. 446

Graph (Wilson): Presidential

Popularity, pg. 380-381; Patterns of

Public Confidence in the Court, 1974-

2006, pg. 462

Public Policy (5-15% of exam)

Overview: Students investigate the interactions and dynamics among interests, institutions and processes which lead to the

development and implementation of public policy in the federal system

Academic Vocabulary

Benefit

Client politics

Cost

Entrepreneurial politics

Interest group politics

Logrolling

Majoritarian politics

Policy entrepreneurs

Political agenda

Budget

Budget resolution

Deficit

Discretionary spending

Economic planning

Entitlements

Fiscal policy

Globalization

Gross domestic product

Keynesianism

Monetary policy

National debt

Sequester

Supply-side theory

Surplus

Tax loopholes

Progressive tax

Regressive tax

Assistance program

Charitable choice

Client politics

Earned Income Tax Credit (EITC)

Income strategy

Insurance program

Majoritarian politics

Means test

Service strategy

Bipolar world

Containment

Cost overruns

Disengagement

Gold plating

Human rights

Isolationism

Military-industrial complex

Polarization

Unipolar world

Worldview

Command-and-control strategy

Environmental impact statement

War Powers Act

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Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)

Supplemental Materials (e.g.

articles, maps, tables, video,

websites, etc.)

Public Policy

Investigate policymaking in our federal system and

the development of public policy agendas

Who sets the policy agendas for our nation?

How does federalism affect public policy?

460-483 Chart: The Politics of Policy Issues,

Wilson pg. 477

Policy-Making in the Federal System,

Benson pgs.243-248

Investigate the role of the major institutions

(Congress, Presidency, Judicial and Bureaucracy) in

the enactment, implementation and interpretation of

public policy?

Investigate the relationship between the policy

processes and political institutions and parties,

interest groups, public opinions, policy networks and

elections?

The class will examine and debate public policy

in the following areas:

The Economy

How is the federal budget established?

What are microeconomics and macroeconomics;

who are the leading economists and their views?

What is the difference between monetary and fiscal

policy?

What is the “global economy” and how does it

influence U.S. policy?

“Guns” or “Butter”?

Social Policy

What does the Constitution mean by “…promote

the general welfare…”?

What are subsidies and entitlements?

What is the proper role for the government in social

issues such as education, welfare and crime; has

this role evolved and is there national consensus?

Foreign Policy

What role should the United States play in the

world?

What are isolationism, containment and

appeasement?

Should our foreign policy be based on American

interests or come conception of human rights?

Environmental Policy

Why have environmental issues become so

important in American policymaking?

How far should we go in cleaning-up the

environment when the cost of each additional gain

goes up?

484-505

506-523

524-553

554-570

Graphs (Wilson): The Federal Deficit,

pg. 494; Budget, pg. 506; Taxes on

Income, 1913-2010, pg. 508; Military

Spending, pg.553

Economic Policy and the Budget,

Benson pgs.256-261

Supreme Court Case Review (Wilson):

Commerce, pg. 500; Foreign Affairs,

pg. 543

How Things Work: The Federal

Reserve Board, Wilson pg. 502

http://www.federalreserve.gov/

PT Video: President Eisenhower’s

Farewell Address (1961

Domestic Policy: Social Welfare and

the Environment, Benson pgs.270-276

Chart: Tax Burdens in Democratic

Nations, Wilson pg. 507

Graphic Novel: Health Care Reform

Safari Video: Foreign Policy

(Schlessinger Media)

Foreign and Military Policy, Benson

pgs.285-290

16

What is the best way for the government to achieve

environmental goals: by issuing orders or offering

incentives

Unit Test

Council on Foreign Relations,

http:www.cfr.org/

Map (Wilson): US Military

Intervention in the Middle East,

Central America and the Caribbean,

pg. 550 and 552

Movie: An Inconvenient Truth

Environmental Protection Agency:

http://www.epa.gov/

Civil Rights and Liberties (5-15% of exam)

Overview: Students will investigate the development of individual rights and liberties through constitutional interpretations, judicial

decisions, legislation and the Fourteenth Amendment

Academic Vocabulary

Clear and present danger test

Due process of law

Equal protection of the law

Establishment clause

Exclusionary rule

Freedom of expression

Freedom of religion

Free-exercise clause

Good faith exception

Inevitable discovery

Libel

Public safety exception

Prior restraint

Probable cause

Search warrant

Selective incorporation

Slander

Symbolic speech

Wall of separation

Affirmative action

Civil disobedience

De facto segregation

De jure segregation

Equality of opportunity

Equality of results

Police powers

Rational basis

Reasonableness standard

Reverse discrimination

Separate but equal doctrine

Strict scrutiny

17

Lesson Planning

Objectives Lesson Essential Questions Wilson

Reading

(Pages)

Supplemental Materials (e.g. articles, maps,

tables, video, websites, etc.)

Civil Liberties and Rights

Identify substantive rights and liberties?

Investigate the civil rights and liberties

developed from legislative and which from

judicial enactment (e.g., freedom of

expression, rights of the accused, rights of

minorities and women, etc.)??

What are a civil liberty, a right and a

privilege?

How does the Bill of Rights apply to the

states?

What is meant by “selective incorporation”?

Why do the courts play so large a role in

deciding what our civil rights and liberties

and what are some key cases?

How is the First Amendment affected in

times of crisis?

What forms of speech are protected?

What is the “establishment clause”?

Why not display religious symbols on

government property?

What is “equal protection” under the law?

Is there a right to privacy?

Why are some criminal confessions and

evidence not used in court?

What is the difference between “strict

scrutiny” and “intermediate scrutiny”?

96-152 iPad APP: The Bill of Rights

How Things Work: Testing Restrictions on

Expression, Wilson pg 111

Civil Rights, Benson pgs.300-306

Civil Liberties, Benson pgs. 315-321

Supreme Court Case Review (Wilson):

Incorporation, pg 107

Free Speech and Press, pg 113

Religious Freedom, pg. 118

Criminal Charges, pg.124

How Things Work: How the Court Decides If You

Discriminate, Wilson pg. 146

Evaluate the Fourteenth Amendment’s impact

on the constitutional development of rights and

liberties?

How has the interpretation of the equal

protection clause changed over time?

How have laws like the Civil Rights Act of

1964, the Voting Rights Act of 1965 and

affirmative action influenced our

understanding of the clause?

Why has the Fourteenth Amendment been in

the news recently regarding the Immigration

debate?

Book Review Deadline

Final Exam

AP Exam

102, 104, 111,

127, 128, 132,

140, 144-145,

212

Graph: Attitudes toward white children’s attending

schools with different proportions of African-

Americans, Wilson pg. 141

Supreme Court Case Review (Wilson):

Civil Rights, pg. 139

Privacy and Abortion, pg. 148

Affirmative Action, pg. 154

Gay Rights, pg. 154

Plessy v. Ferguson, pg. 144 and Brown v. Board of

Education of Topeka, KA, pg. 24, Schmidt

Greensboro Sit-In, www.youtube.com

PT Video: Dr. King’s “I Have a Dream” speech

Loving v. the Commonwealth of Virginia, Schmidt

pg. 103

18

Gideon v. Wainwright, pg. 67 and Miranda v.

Arizona, pg. 133, Schmidt

Roe v. Wade, Schmidt pg. 172

Graph: Annual Legal Immigration, 1850-2010,

Wilson pg. 104

What is the Dream Act,

http://www.immigrationpolicy.org/issues/DREAM-

Act

*some pages are repeated in multiple sections

AP Test Preparation – 2 weeks We will review all material previously discussed in this syllabus. We will also utilize Preparing for the AP United States Government and Politics Examination preparation guide

both as a study guide and by taking the sample tests included in the book. Additionally previous AP United States Government and Politics Exams accessed from the College

Board website will be utilized for practice.

Sources The following books and documents were utilized in the development of this syllabus: Wilson, James Q, American Government: Institutions and Politics, 13th edition, New York,

Wadsworth Cengage Learning, 2013; College Board Government and Politics Course Description, Fall 2010 and the AP US Government and Politics Workshop Handbook, 2011-

2012, Benson, David G. and Waples, Karen K., Preparing for the AP United States Government and Politics Examination, New York, Wadsworth Cengage Learning, 2011