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Grading SystemTests/Quizzes 45%Essays/Projects
40%Daily/Homework 10%Enrichment/SEG 5%
Please Note: There is no extra credit available; however I am always available for extra help by appointment during my lunch on Tuesdays, or Thursdays at 3:30.
Advanced Placement Course Themes
Political Beliefs and Behaviors
5-15% of AP TestConstitutional Underpinnings
10-20% of AP TestPolitical Parties, Elections, Interest Groups, and the Media
10-20% of AP TestThe Institutions of National Government-The Congress, Presidency, Bureaucracy, and Courts
35-45% of AP TestPublic Policy
5-15% of AP Test
Contact [email protected]
OR770-578-3225 Ext- 520
Summer ReadingBrave New World- HuxleyParallel ReadingHardball- Chris Matthews
AP U.S. Government & Politics Instructor: Beth Boyd
TextbookAmerican Government- O’Connor and Sabato (Price: $52.27)All students are expected to read and comprehend the assigned pages.
Supplemental ReadersThe Lanahan Readings in the American Polity (Price: 28.00)American Government Readings and Cases- Peter Woll (Price: $25.75)Fault Lines: Debating Issues in America ($26.67)
Attendance and SuppliesYou are expected to attend class daily and participate in all classroom activities and discussions. Unexcused absences and tardies are discouraged. Students are expected to bring paper, pens, and pencils to class everyday. All students should purchase a binder for AP Government notes and handouts. Dividers and highlighters are also strongly encouraged.
Make-Up PolicySchool policy detailed in Section 2.4 of the agenda will be followed. You are responsible for inquiring about any missed work. Zeros will be entered into the gradebook until the work is made up. I encourage you to email me if you are absent.
AP Classes and AP Exam:As AP Government is the equivalent of a college course, all components of the course must be completed to receive credit for the course on your transcript. This means that all fall semester students must take a course final in December or the AP Government test at the end of the year otherwise they will receive credit for Honors Government on their official transcripts. Furthermore, as an AP course, students may not “drop” this course without teacher recommendation
Course Description and GoalsThis course is about the American political system. We will discuss political ideology, the development of the political system and our democratic institutions. Students will be able to evaluate the role of the national government and its relationship to the concept of liberty in a pluralistic society. The discussions will emphasize the changing political culture of American society and its effect on voting patterns, trends and the processes of government. In doing so, we will examine certain critical elections in American history as well as recent political movements. The main focus of the course, however, is to be able to apply an understanding of our political system to contemporary events.
Course DifferentiationAP Government and Politics is a one-semester advanced academic course designed to meet the needs and challenges of gifted students and high achievers in Cobb County Schools. Students who qualify for gifted services are taught by a gifted-certified
Government Terms and Concepts
AP Government students are expected to recognize and understand important terms and concepts. Each unit you will be provided with a list of terms that may appear on the unit test. Please keep these terms and their definitions in your AP Government folder/notebook. These terms will be extremely useful in preparing you for the AP
AP Government Case FileYou will be required to keep a case file of all the constitutional cases discussed in class. There is a brief summary of selected cases in on p. 744 in your textbook or you may use www.oyez.org. The case file will be collected 3-4 times this semester.Your case file will be extremely useful in
Current EventsThe AP Government and Politics course is dependent not only upon your understanding of political beliefs and theory, but also a working knowledge of current events and issues. You are expected to read the news daily and be ready to discuss issues and late-breaking news in class. Current events reports will be assigned throughout the
Reading QuizzesThere will be unannounced reading quizzes over the assigned sections in the textbook. These will be simple identification quizzes over concepts and vocabulary. You may use handwritten notes on these quizzes.
teacher during this course every day. Learning is differentiated through in-depth analysis of events, sources, and formal essay assignments. Course ExpectationsAll work completed outside the classroom must be typed. All in-class essays/FRQ’s must be completed in blue or black ink. Please use spell-check and/or a proofreader. Students are expected to have an excellent grasp of the English language, and grammar and mechanics. It must be understood at the outset, that there is extensive reading, and that it must be COMPLETED IN ADVANCE of the material being covered in class. Students are expected to have a comprehensive understanding of all topics treated in the text, reader, and the classroom.
Course StructureThere will be ten unit exams and at least ten essays and in-class free response questions (FRQ’s). The examinations and essays will test for understanding of the text and readings, as well as classroom discussion. This course will primarily assume a lecture format with a modified Socratic Method seminar enhancement. You would most likely find this method in law school and some college classrooms. In Socratic teaching, the instructor focuses on giving students questions, not answers. The instructor models an inquiring mind by continually probing into the subject with questions. This method assumes that YOU HAVE READ THE MATERIAL PRIOR TO CLASS! At anytime, I will pose a question related to the material of the day and randomly select a student to answer. This will prompt further questions and discussion. During this process, you must be courteous to one another and stay focused. You will have to state your opinions clearly and provide textual proof whenever possible. You will also need to keep an open mind and be willing to consider another person’s point of view. The goal is for you to beyond the immediately apparent issues in a given situation to consider its broader implications, so be prepared for class with the text(s) read.
Socratic Seminar FacilitationAt least once during the semester, small groups will be responsible for leading the class in a Socratic seminar on the assigned readings in the Lanahan book. I will meet with you ahead of time to go over topics and possible questions if needed. This will count toward your participation grade. During the seminars, I expect the following from ALL students:
1. To speak at 1-2 times 2. To refer to the texts in detail 3. To keep an open mind 4. To speak out of uncertainty
Food for Thought… One of the differences between college and high school
classes is that high school students tend to be dependent on classes for learning, while college classes place more responsibility for learning on the student. As AP Government
is a college-level course, you will be expected to read and learn some of the material on your own and are responsible for this information on the unit tests. Class discussions are intended to embellish the readings, not repeat the material. The readings, lectures, and class discussions are all a means of carrying on an inquiry into the topic at hand and are meant to supplement rather than duplicate each other—although some repetition and reinforcement is intended and desirable.
Tentative AP Government and Politics Course Outline
Unit One: Political Beliefs and Behaviors Tentative Test Date _________Overview- What is Government? Basic Structure of American Government; Democratic roots; American Political Culture; Basic Political Ideology
Sabato Chapter 1 Handouts from Locke; Lanahan Part 1
Unit Two: Constitutional Underpinnings Tentative Test Date _________Overview- The Framing of the United States Constitution; Basic Constitutional Principles; Federalism and Its Many Offshoots
Sabato Chapters 2 and 3 Lanahan Part 2, 3, and 4
Unit Three: Linking Institutions Part 1 Tentative Test Date _________Overview- Political Socialization and Public Opinion; The Media and Its Role
Sabato Chapter 11 and 15 Lanahan Part 10
Unit Four: Linking Institutions Part 2 Tentative Test Date _________Overview- Political Parties; Interest Groups
Sabato Chapter 12 and 16 Lanahan Part 11 and 13
Unit Five: Linking Institutions Part 3 Tentative Test Date _________Overview- Voting and Elections; The Campaign Process;
Sabato Chapter 13 and 14 Lanahan Part 12 and 13
Unit Six: The Legislative Branch Tentative Test Date _________Overview- Congressional responsibilities, checks and balances, leadership, committees, politics, and the everyday workings of the Senate and the House
Sabato Chapter 7 Lanahan Part 5
Unit Seven: The Executive Branch & Federal Bureaucracy Tentative Test Date _________Overview: The powers of the presidency; the imperial presidency, checks and balances, the cabinet and presidential appointments; The size and scope of the American bureaucracy; bureaucratic red tape; the Peter Principle; who really runs the country?
Sabato Chapter 8 and 9 Lanahan Part 6 and 7
Unit Eight: The Judicial Branch Tentative Test Date _________Overview: The Federal Court system; Appointments and Confirmation of Justices and Judges; Judicial Activism vs. Judicial Restraint Sabato Chapter 10 Lanahan Part 8
Unit Nine: Civil Rights and Civil Liberties Tentative Test Date _________Overview: What are your rights? The Importance of the Bill of Rights and the 14th Amendment; The Due Process Clause and the Equal Protection Clause; The Right of Privacy; The Civil Rights Movement Sabato Chapters 5 and 6 Lanahan Part 9
Ten: Public Policy Tentative Test Date _________Overview: The Policy-Making Process; Social Welfare Policy; Economic Policy; Foreign Policy and Defense Policy Sabato Chapters 17-18-19 Lanahan Part 15
Lanahan Reader Student-Led Socratic Seminar Leaders: No more than 2 per group
Unit 1 Jihad vs McWorld Barber (p. 631)
Group 1
Unit 2 American Federalism Elazar (p. 121)
Group 1
The American Political Tradition Hofstadter(p. 43)
Group 2
Unit 3 Feeding Frenzy Larry Sabato (p.574)
Group 1
Where Have All the Voters Gone? Wattenberg (p.592)
Group 2
Unit 4 Who will tell the People? Greider (p. 432)
Group 1
The Values Divide White (p. 541) Group 2
Unit 6 Homestyle and Washington Career Fenno (p. 150)
Group 1
Stalemate Binder (p. 156) Group 2
Unit 7 Presidential Power & the Modern President, Neustadt p. 199
Group 1
Locked in the Cabinet by Robert Reich (p. 262)
Group 2
Unit 8 Storm Center O’Brien (p. 291)
Group 1
In Pursuit of Justices Yalof (p. 302)
Group 2
Unit 9 Rights Talk Glendon (p. 375 Group 1
Socratic Seminar Facilitation and Participation
Facilitators:At least once during the semester, you and approximately 1-2 other classmates will be responsible for leading the class in a Socratic seminar on the assigned readings in the Lanahan book (see your syllabus for the specific articles). I will meet with you ahead of time to go over topics and possible questions. Your questions will count toward your participation grade.
You are expected to be an “expert” in your assigned readings and to pose questions that require thought and analysis on the part of the participants responding to your questions. Please do not ask questions that only require a “yes” or shallow response. Also, avoid asking too many opinion type questions that do not directly reference the article. The participants need to have actually read to answer the questions, so questions that directly refer to the article are preferred.
Participants:During the seminars, I expect the following from ALL students who are not facilitating:
1. To speak at least three times 2. To refer to the texts in detail 3. To keep an open mind 4. To speak out of uncertainty5. Responses that do not show evidence of reading the article will not receive
credit
Students who fail to participate, but who are not disruptive, will receive a 70%. Over time, this can significantly impact your overall grade in this class so participation is highly encouraged. See me if you are overly shy and we can work on strategies to get you talking!
AP Government and Politic Current Events Assignment
Expectations: The AP Government and Politics course is dependent not only upon your understanding of political beliefs and theory, but also a working knowledge of current events and issues. You are expected to read the news daily and be ready to discuss issues and late-breaking news in class.
Assignment: Each unit you will select a news article, editorial, or political cartoon that discusses and/or comments on national political policies, political events, policy formulation, political action or any other important political topics. Suggested Topics:
Federalism issues Important Court cases Campaign Financing Federal Budget/Taxes Government Spending Foreign Policy/Military Policy
Health Care/Social Security Interest Groups and PACS National Economy National Political Party issues Other ideas…see me!
Article/Editorial- 50 points1. Select an article/editorial that is no
more than 4 days old from a reputable source like the New York Times, Newsweek, Washington Post, Atlanta Journal-Constitution or other qualified publications. NO BLOGS allowed!!! Then insert electronically or print and neatly paste or tape onto a sheet of paper. Be sure to include the name of publication, date, author, and topic. 5 points
A. Show evidence of active reading by highlighting or circling important ideas, terms, and people. Jot down notes on ideas we have discussed in class. 5 pts
2. Write a short summary of article or editorial. 5 points
3. Analysis- Discuss the relevance of the topic to the American political system. 5 points
4. Evidence of bias- Read between the lines…do you feel this reporter showed bias in the article/editorial? Explain. 5 pts
5. Class Connection- How does the article exemplify or relate to one or more of the topics we have addressed in class? 5 pts
6. Present a short summary and the class connection to your classmates on due date. 20 pts
Political Cartoon- 50 points1. Select a cartoon that is no more than
3 days old from a reputable source like the New York Times, Newsweek, Washington Post, Atlanta Journal-Constitution or other qualified publications. NO BLOGS allowed! Then insert electronically or print and neatly paste or tape onto a sheet of paper. 5 pts
a. Show evidence of active reading. Highlight or circle important symbols, terms, and people in the cartoon. Jot down notes on ideas we have discussed in class. 5 pts
2. Explain the message of the cartoon and identify any people/symbols you see. 5 pts
3. What political parties and/or interest groups would agree/disagree with the cartoon's message? Why? 5 pts
4. Evidence of bias- Read between the lines…do you feel this cartoonist showed bias in the cartoon? Explain. 5 pts
5. Class Connection- How does the cartoon exemplify or relate to one or more of the topics we have addressed in class? 5 pts
6. Present a short summary and the class connection to your classmates on due date. 20 pts
AP Government Current Event Assignments
Names Article Editorial
Cartoon
1. Unit 1 Unit 10 Unit 72. Unit 2 Unit 9 Unit 83. Unit 3 Unit 8 Unit 94. Unit 4 Unit 7 Unit 105. Unit 5 Unit 6 Unit 16. Unit 6 Unit 5 Unit 27. Unit 7 Unit 4 Unit 38. Unit 8 Unit 3 Unit 49. Unit 9 Unit 2 Unit 510. Unit 10 Unit 1 Unit 611. Unit 1 Unit 10 Unit 712. Unit 2 Unit 9 Unit 813. Unit 3 Unit 8 Unit 914. Unit 4 Unit 7 Unit 1015. Unit 5 Unit 6 Unit 116. Unit 6 Unit 5 Unit 217. Unit 7 Unit 4 Unit 318. Unit 8 Unit 3 Unit 419. Unit 9 Unit 2 Unit 520. Unit 10 Unit 1 Unit 621. Unit 1 Unit 10 Unit 722. Unit 2 Unit 9 Unit 823. Unit 3 Unit 8 Unit 924. Unit 4 Unit 7 Unit 1025. Unit 5 Unit 6 Unit 126. Unit 6 Unit 5 Unit 227. Unit 7 Unit 4 Unit 328. Unit 8 Unit 3 Unit 429. Unit 9 Unit 2 Unit 530. Unit 10 Unit 1 Unit 6
How to Write Successfully in AP GovernmentDo’s
Write your own assignments- plagiarism will not be tolerated! Use your critical thinking skills to analyze sources Give logical examples Always use spell-check Please ALWAYS type homework or projects or use blue or black ink for in-
class work Be neat if you are handwriting any assignment Always re-read and then re-read again! For outside work, you should find a proofreader you trust Be careful when using semicolons! Always break papers into logical paragraphs
Don’ts Don’t “borrow” heavily from any one source Don’t use Wikipedia as a source for work outside of class
o It is a great place to clarify information that you already know Don’t use “a lot” or “alot” (This is not a word!)
o Use “A great deal” or “Exceedingly” or “Especially” Don’t use “Huge” or “Big” when you mean “Important” or “Significant” Don’t end sentences with a prepositional phrase Don’t change tense within your paper Never use “I think, I know, or I feel” unless the instructions ask for your
opinion Don’t show bias unless paper asks for your opinion Be careful of using the word “Like”- More than likely it is not necessary Don’t use “Will” when you mean “Should”
o “Will” shows that you are able to 100% predict what will happen Don’t use same verb twice in a sentence Don’t use same noun twice in a sentence Don’t use the same proper noun twice in a sentence
Mastering the AP Government and Politics ExamMultiple Choice and FRQ’s
The AP Government and Politics exam consists of two parts: Multiple Choice questions and Free-Response Questions (FRQ’s). Each of the two sections has equal weight when calculating the final score.
PART ONE Multiple Choice- There are 60 multiple choice questions on the exam; you are allotted 40 minutes for this section. Students who have not learned good test-taking skills are working with an unseen handicap when taking a multiple choice test. In almost every test, they give up points needlessly due to undisciplined testing behavior, irrational responses to test items, or a variety of other bad habits.
Effective test-taking is not about gimmickry. It is not about outwitting the test in a guessing game or applying some magical formula to test-taking. Instead, the successful student must apply critical reading and thinking skills to the test and avoid making careless mistakes
Research has indicated that your first hunch is more likely to be correct. You should only change answers to questions if you originally misread them or if you have encountered information elsewhere in the test that indicates with certainty that your first choice is incorrect.
Types of AP Government Multiple Choice Questions1. The straightforward question may involve defining terms or making a
generalization.Political socialization is the process by which
A. The use of public property is regulated by the governmentB. Governments communicate with each otherC. Public attitudes toward government are measured and reportedD. Political values are passed on to the next generationE. Children are trained for successful occupations
2. The negative question might include “all of the following except” and requires extra time because it demands that you consider every possibilityAll of these are functions of interest groups EXCEPT:
A. Making campaign contributions.B. Lobbying executive branch agencies.C. Providing information to members of Congress.D. Helping members of Congress draft legislation.E. Nominating candidates for public office.
3. The “multiple” multiple-choice question uses Roman numerals to list several possible correct answers. You must choose which answer or a combination of answers is correct.Presidents have which of the following powers?
I. Commanding the armed forces.II. Appropriating funds.III. Impeaching and removing public officials.IV. Signing or vetoing proposed Constitutional amendments.V. Removing federal judges from office.
A. I only.B. III, IV only.C. III, V only.D. I, II, and IV only.E. I, II, and V only.
4. The stimulus-based question involves interpreting a chart, graph, table, quote, etc. to determine the answer. Which of these is suggested by the table above?
A. Democrats won a majority of seats in the House in 1994.B. Republican challengers had no chance of winning House seats in 1994.
C. Poorly-financed Republican challengers had a difficult time of winning House seats in 1994.
D. Republican incumbents were outspent by Democratic incumbents in 1994. E. Democratic incumbents who won by large margins spent more than
Democratic incumbents who won by smaller margins.
Three Phases of Objective Test TakingPhase One:
Go through the test and answer only those items that you are confident you can answer correctly, skipping the other items momentarily. This strategy helps you build confidence and assures that you will get credit for what you know if you run low on time. Also, as you read and answer questions, you are making mental associations and reviewing the material. A term listed further into the test may be the one that was just on the "tip of your tongue" when you were trying to answer an earlier item.
Phase Two: Go back through the test and focus on items you skipped in the first phase, using
a slightly different strategy: identify and eliminate what you are relatively sure are incorrect answers. Try cutting down on the possible choices to improve your odds.
Based on the knowledge you have of the subject, eliminate choices that are definitely wrong or unlikely.
Eliminate choices that do not link grammatically to the stem of the question. Some tests may not phrase the incorrect answers as carefully as the correct one. If a choice is added to complete the stem and the result is an awkward or ungrammatical construction, it is most likely not the correct answer.
Eliminate choices that would be logically excluded by other possible choices. For example, if the possible answers to an item are a.) sleeping, b.) listening, c.) staring, or d.) napping, since a. and d. mean basically the same thing, and since only one answer can be correct, then it is logical that neither could be the correct answer.
Now for the tough part. Any remaining questions are those which you either simply do not know the answer to, or those in which the answer is buried deep in your memory and may or may not surface before the end of the exam. Now you need to look for clues in the wording of the questions. Do you know which answers are definitely not correct? Does the question ask the name of a woman rather than a man? Do two or more answers have the exact same meaning?
If you have a difficult time deciding between two close answers, try using the true/false technique. Read the stem using both answer choices and try to determine which one makes a more true statement.
Phase Three: Once you have exhausted your knowledge and narrowed the choices remaining
by eliminating unlikely answers, its time to make your best guess. But you don't have to make this a coin-flip decision. You're thinking critically . . . You're not guessing!!
PART TWO Free –Response Questions- There are four mandatory FRQ’s. You have 100 minutes for this section. AP Government FRQ’s generally ask students to integrate knowledge and respond to questions from the different content areas. They require a discussion of examples, the evaluation of general principles of U.S. government, and/or the analysis of political relationships that exist and events that occur in the United States. Students are expected to show both analytical and organizational skills and to incorporate specific examples in the responses. A student may be asked to interpret and analyze material in a table, chart, or graph and draw logical conclusions from such data in relation to general concepts or relationships in politics. Understand the Instructions and Action VerbsStudents may be asked to list, discuss, describe, explain, analyze, etc.; these are not all identical tasks. Also, the question may call for more than one task, such as both to
identify and explain. Students should understand that some tasks are more complex than others. For example, composing a list may not even require a complete sentence, but students may need to write several paragraphs for a satisfactory discussion, including well-developed examples as support, in order to adequately explain some phenomenon. Here are some of the most common action words used in past free-response questions:
List/Identify: Listing or identifying is a task that requires no more than a simple enumeration of some factors or characteristics. A list does not require any causal explanations. For example, a student might be asked to list or identify three factors that increase political legitimacy. Such a list could be bulleted or numbered, and might include such factors as a written constitution, competitive elections, and transparent institutions.
Define: A definition requires a student to provide a meaning for a word or concept. Examples may help to demonstrate understanding of the definition. Students may be instructed to note the term's significance as part of the definition.
Describe: A description involves providing a depiction or portrayal of a phenomenon or its most significant characteristics. Descriptions most often address "what" questions. For example, if students are asked to describe a political cleavage in Mexico, they must demonstrate knowledge that the cleavage has at least two sides by describing what the two sides are.
Discuss: Discussions generally require that students explore relationships between different concepts or phenomena. Identifying, describing, and explaining could be required tasks involved in writing a satisfactory discussion.
Explain: An explanation involves the exploration of possible causal relationships. When providing explanations, students should identify and discuss logical connections or causal patterns that exist between or among various political phenomena.
Compare/Contrast: This task requires students to make specific links between two or more concepts, occurrences, or countries. Thus, students cannot simply have a one-paragraph description of how women participate in Iranian politics and a one-paragraph description of how they participate in Nigeria with no connections between the two paragraphs. To correctly compare participation of women in Nigeria and Iran there must be cross paragraph references and development of a comparative structure. The students must provide the connective tissue. They should understand that it is important to note similarities AND differences.
Evaluate/Assess: An evaluation or assessment involves considering how well something meets a certain standard, and as such generally requires a thesis. It is important to identify the criteria used in the evaluation. If no criteria are explicitly given in the question, students should take care to clearly identify the ones that they choose to employ. Specific examples may be applied to the criteria to support the student's thesis. Evaluation or assessment requires explicit connections between the thesis or argument and the supporting evidence.
Analyze: This task usually requires separating a phenomenon into its component parts or characteristics as a way of understanding the whole. An analysis should yield explicit conclusions that are explained or supported by specific evidence and/or well-reasoned arguments.
Sample FRQ1. At its most basic level, politics is the struggle of “who gets what, when, and
how”. A number of political theories from the Enlightenment era influenced the framers of both the Declaration of Independence AND the United States Constitution.
a) Identify the document from the Enlightenment era which influenced the writing of Declaration of Independence and then explain the connection between the two documents.
b) Analyze the connection between Montesquieu’s concept of checks and balances and the application of the theory in the U.S. Constitution.
c) Discuss the impact that ONE of the following concepts had upon the establishment of a new style of government in the United States.
Democratic theory Justice Representative government
Focus on Writing a Clear, Concise, and Well-Supported ResponseStudents should marshal evidence to document and support their statements and make use of concrete examples to demonstrate the main points of their arguments. They should explicitly define important terms and use the clearest, most direct terms possible. A direct, clear answer is likely to earn more points than a vague, rambling,
ambiguous response
Prewriting the FRQRead the question. Then read it again. Think about what you’re going to write. Examine the question until you clearly understand it.
A. Underline the directional verbs. Are they “low hurtle” or “high hurtle”?B. Outline each answer. Make sure you’re only answering what has been asked. You
can then write the FRQ calmly and clearly during the test.C. If the FRQ does not state a specific number required, provide three examples. When
in doubt, add extra examples. If you have incorrect information, an extra correct example will make up for your mistake!
a) b) c)
Writing the FRQ
1. You DO NOT need an intro or thesis.2. Refer to your outline and answer the question IN ORDER!!3. Write out the letter for each section (A, B, C…) to the left of your answer. 4. Do not be creative and put two parts together or change the order in any way.
THINK OF THE READER!!!
5. Always double-check the verbs. High level or low level? (See chart below) 6. Write as neatly as possible (without wasting time). You’ll get a better score if the
reader can understand what you’re writing. 7. If you make a mistake, simply draw a line through it and write the correct
information above it. 8. Don’t use arrows or asterisks because they can be confusing to the reader.
9. Remember, if the FRQ does not state a specific number required, provide three examples. When in doubt add extra examples. If you have incorrect information, an extra correct example will make up for your mistake!
10. You DO NOT need a conclusion or closing paragraph. Don’t waste your time! 11. Reread your work and make sure you’ve answered each question fully and
correctly.12. Leave yourself a few minutes at the end to revise or proofread.
Important Don’ts
1. Don’t give personal opinions (like your political affiliation or whether or not you like specific policies.) The exam is testing your knowledge and understanding of the political process. Don’t waste time stating an opinion, unless you are asked to do so.2. Don’t write out a repetition of the question. Just get to the answer.3. Don’t give information that was not requested. You won’t get any extra points of you
do, so don’t waste your time.4. Don’t spend more than 25 minutes on any FRQ. There will be a total of 4 questions
and 100 minutes on the AP Exam. Get in the habit of writing a timed essay. You won’t be sorry you trained yourself when May rolls around!
HighHurtleVerbs
SynthesisBuilds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis
on creating a new meaning or structure.
compose, plan, propose, imagine, produce, hypothesize, invent,
incorporate, develop, generalize, design, originate, formulate, predict,
arrange, concoct, construct, systematize
Analysis Separates material or concepts into component parts so that its organizational structure
may be understood. Distinguishes between facts and inferences
Analyze, interpret, classify, analyze, arrange, differentiate, group, compare, organize, contrast, examine, scrutinize,
categorize, probe, investigate, question, discover, inquire, distinguish,
detect
Medium Hurtle Verbs
ApplicationUse a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place
Illustrate, solve, apply, use, demonstrate, practice, show,
experiment
ComprehensionUnderstand the meaning, translation, interpolation,
and interpretation of instructions and problems. State a problem in one's own words.
Explain, discuss, identify, summarize, describe, recognize, express, restate,
locate, review
Lowest level
Verbs
KnowledgeRecall data or information.
Define, record, list, recall, name, relate, , label, specify, cite, enumerate, tell,
recount
AP Government Social Studies Enrichment
Grade (SEG)SEG was created to encourage participation in enrichment activities. Each student will earn points throughout the semester
towards the final grade. All points must be recorded on the SEG Sheet and initialed by the teacher. The following list of activities and extensions and their point totals should be referred to throughout the semester. It is your responsibility to keep track of your tally sheet and due dates. SEG will be worth 5% of your final grade.
Required-5 per semesterSEG is due the day after a test by 3:30. Once this date has past, you do not have the opportunity to earn those points. They are GONE!!!
For example:SEG 1 Is due the day after
theUnit One Test
SEG 2 Is due the day after the
Unit Two Test
And so on and so on…
Please note: The SEG due dates cannot be altered!! Do not ask for extensions or exceptions
unless you have a medical emergency or death in the family.
Ideas for SEG: You may use each category a maximum of 3 times each.
1. Teacher-Directed WEB Activity and assignment
2. Critical analysis of approved political essay or primary document. Use format included in this syllabus.
3. Critical analysis of one-hour Sunday morning talk show- 10:00am- Meet the Press OR 11:00am- This Week (Also available on-line)
4. Watch and report on approved movie or documentary (you must include ticket stub/receipt for rental OR parental note)
5. Attend and write a critical analysis of a government meeting such as the Cobb County Board of Commissioners or Cobb County School District Board.
6. Involvement in political campaign along with diary/journal entries
7. Share and report on APPROVED “Show and Tell” item
8. Your ideas with approval
Your SEG Sheet must be turned in and filled out for complete credit.
AP Government Document Critique Format SEG Option #2
Directions: Follow the following procedures for the document (essay, speech, court case…) assigned. Please indicate the name of the article and the unit at the top of the page.
Example: AP Government Unit OneDocument Critique
John Stuart Mill, On Liberty Procedures:Your critique must be at least one page and include all of the following elements:
1. Introduction—A description of the importance of the topic. Why do you think I assigned this reading? What is its relevance? How is it connected to the current unit?
2. Description of the article—Indicate what the author’s thesis is. Do these findings make sense based on the evidence the author has presented? Is the thesis clear, argumentative, and effective? Why or why not? Do you find the argument/thesis convincing? Why or why not? Is the thesis supported by clear reasons or evidence? Is there any evidence of bias in the author’s thesis or conclusions?
3. Identify the strengths and weaknesses of the author’s argument and explain why they are strengths and weaknesses.
4. State the author’s conclusions. What did the author find as a result of his/her study? Do these findings make sense based on the evidence that the author has presented? Has the author used any questionable assumptions to come to his/her conclusion?
5. Description of whether you support the author’s conclusions and why you do or do not support them. What were your reactions/opinions to the article?
How to Write a Critical Analysis for One-Hour Sunday Morning Talk Show
SEG Option #3"Take a position, state it clearly, and develop it forcefully."
Select your document or news show and then prepare by being informed on current issues that may be raised. Now it’s time to create your masterpiece -- a well designed and organized critical analysis.
1. What news show did you select? What day? Time? Channel?2. Take notes throughout the program. You may use bullets, an outline, or just
notes. 3. Highlight one or more of the ideas in your notes that you disagree or are
uncomfortable with, OR that you agree with it but believe it needs much more thought.
4. Write 1-2 questions about this lingering idea that you might want to investigate. Ask yourself what your feelings are about this issue, and what reasons you might use to support your feelings.
Example: What are some of the responsibilities of media journalists? (Idea) I feel like these journalists have been really irresponsible. (Feelings) trivial topics -- coverage of all the negative stuff -- exploitation of peoples' lives (Reasons).
5. Develop a preliminary thesis statement that names your topic, asserts your ideas about this topic, and suggests the arrangement of your paper's argument.
Examples “Mr. Upitity Crust’s soliloquy on socialism was a ridiculous commentary
on an outdated political idea that Stephanopoulos should have attacked him on …”
“On “Meet the Press” on August 25th, Tacky Journalist sank to the lowest depths possible by assuming a public lack of interest in serious news, sensationalizing the evil of our society while ignoring the good, and creating media events out of what should be small private tragedies…”
Then, go back to your notes and pull out details that support your arguments. Comment on them, but any quotations or references to the text should be used only to support your viewpoint.6. Offer a final opinion of the topic, with a prediction of things to come or a perhaps
a warning about problems that could result from the issue.
AP Government SEG Movie/Documentary Critique Form
SEG Option # 4
1. What is the title of the movie? What is the setting/time period of the movie?2. When was film released? Did it win any major awards?3. Give a brief summary of the movie’s plot. (No more than ½ page!) 4. What is the film’s purpose or "thesis"?5. Based on your readings and outside knowledge, how does the movie portray the
operations of the government? Is it accurate? Explain your answer. 6. How does the filmmaker wish the viewer to think or feel about the government?7. Does the filmmaker achieve his/her purpose?8. How does it portray the realities of political power?9. What lessons can be learned by this movie?10.On a scale of 1 (low) to 10 (superb), give this film a rating and a
recommendation. Explain. 11.Would you recommend this film to future students of AP U.S. Government? Why
or why not? Suggested List of Movies and Documentaries
Disclaimer- Some of these movies are rated PG-13 or R for violence and/or sexual content. It is not my intent to encourage your watching movies that do not meet your family's code of values, ethics, or morality. Please seek their guidance and approval
before "crossing a line" that they would disapprove. It is not mandatory that you watch a movie to receive points for SEG, but an opportunity for enrichment of the course
curriculum.1. Intro to Government Political Beliefs
The Manchurian Candidate*Fahrenheit 911*Born Yesterday*Erin Brockovich*
6. Congress Mr. Smith Goes to Washington*(WEB)Charlie Wilson’s War*The Distinguished Gentleman
2. Constitutional Underpinnings
Bowling for Columbine*Iron Jawed Angels (WEB)The Life of David Gale*
7. The President and the Bureaucracy
My Fellow Americans*; Dave*The American President*; BrazilMan of the Year*; Nixon; Food, Inc.Give ‘Em Hell, Harry!* ; Fair Game*The Good Shepard; J. Edgar;Frost/Nixon* ; “W”
3. Public Opinion, Political Participation and Media
All the President's Men*Good Night, and Good Luck*Nothing But the Truth*Control Room*; State of Play*So Goes the Nation*Tanner on Tanner*Broadcast News
8. The Courts Separate but Equal*Gideon’s Trumpet*With All Deliberate Speed*12 Angry MenThe First Monday in October
4. Political Parties and Interest Groups
The American President* (WEB)Taking on the Kennedys*Thank You for Smoking
9. Civil Rights and Liberties
To Kill a Mockingbird* Taxi to the Dark SideThe Life of David Gale*Separate but Equal*Iron Jawed Angels Mr. and Mrs. LovingDead Man Walking
5. Voting and Elections
Bulworth* Ides of MarchThe War RoomSee Arnold Run*Primary*The Candidate*Primary Colors
10. Public Policy
Erin Brockovich*Silver City*The Insider *Charlie Wilson’s War*Lions for LambsWhy We Fight
*These movies are available for a one night check-out.
How to Write a Critical Analysis for Political Board Meeting
SEG Option #5“All government is local” – Former Speaker of the House, Tip O’Neill
To view our government in action, you may attend any local government meeting such as the Cobb County Commissioners Board meetings or the Cobb County School Board meetings. There are links on my blog with the dates, times, and directions.
Requirements: You must physically attend the meeting. Once you arrive at the meeting, secure an agenda sheet that shows the
date of the meeting and items that will be discussed – you must attain this sheet.
You must then STAY for the ENTIRE meeting. Once seated, take notes, and even contribute if you desire. Once the meeting is over, you MUST have one of the ELECTED officials
sign the agenda sheet verifying attendance. Be cordial and nice, and even introduce yourself; they will be glad you attended.
Written Assignment for SEG: Highlight one or more of the ideas in the meeting that you disagree or
are uncomfortable with, OR that you agree with it but believe it needs much more thought.
Write 1-2 questions about this lingering idea that you might want to investigate. Ask yourself what your feelings are about this issue, and what reasons you might use to support your feelings.
o Example: What are some of the responsibilities of these government officials? (Idea) I feel like these the board has been really irresponsible. (Feelings) trivial topics -- coverage of all the negative stuff -- exploitation of taxes (Reasons).
Develop a preliminary thesis statement that names your topic, asserts your ideas about this topic, and suggests the arrangement of your paper's argument.
o Examples “The chairman showed his loyalties to be torn as he waxed
eloquently about the benefits of instating a tax hike on the middle class but at the same time seemed hesitant about applying it in an election year……
“Following a thunderous round of applause, the board quickly voted on the popular measure while leaving out details and how to pay for the new expenditure….”
Then, go back to your notes and pull out details that support your arguments. Comment on them, but any quotations or references to the text should be used only to support your viewpoint.
Offer a final opinion of your experience, with a prediction of things to come or a perhaps a warning about problems that could result from the issues that were raised at the meeting.
Name_______________________________________________ Class ___________
AP Gov-SEG SheetRemember you need 5 this semester!
Date/Unit
Type of Activity3X each max
(Highlight or Circle)
Teacher Initials/Notes Points Earned
(5 maximum)Date
Unit
WEB Activity Document
Critique Sunday Talk
Show Movie/
Documentary Political
Meeting Show and Tell Other?
Date
Unit
WEB Activity Document
Critique Sunday Talk
Show Movie/
Documentary Political
Meeting Show and Tell Other?
Date
Unit
WEB Activity Document
Critique Sunday Talk
Show Movie/
Documentary Political
Meeting Show and Tell Other?
Date
Unit
WEB Activity Document
Critique Sunday Talk
Show Movie/
Documentary Political
Meeting Show and Tell Other?
Date WEB Activity
Unit
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Show and Tell Other?
Your SEG Sheet must be turned in and filled outfor complete credit.
Unit 1 “Think About It” Essay-1-Page Typed and Double-Spaced-
Choose one and reflect:
“Laws too gentle are seldom obeyed; too severe, seldom executed.” -Benjamin Franklin
“When the people fear their government, there is tyranny; when the government fears the people, there is liberty.”
-Thomas Jefferson
Laws made by common consent must not be trampled on by individuals”
-George Washington
"[America] has . . . respected the independence of other nations while asserting and maintaining her own… [However if] the fundamental maxims of her policy would insensibly change form liberty to force . . . she might become the dictatress of the
Dates to Remember
“Think About It” 1___________
Summer Reading Test ___________ Supplementary Reader 1
___________Socratic Seminar 1
___________Current Events 1 ___________
Tentative AP Government and Politics Course OutlineUnit One: Political History, Beliefs, and Behaviors
Essential QuestionsWhat is Government/ Who governs? To what ends??? What is political power and how is it obtained? Is there one American political culture?
Overview/Basic Structure of American Government; Democratic roots; American Political Culture; Basic Political Ideology
Assigned Textbook ChaptersSabato Chapter 1
Important Things to Know Leviathan2nd Treatise on Civil GovernmentDeclaration of IndependenceSocial Contract TheoryPolitical Theorists/Theory:Plato and Aristotle David HumeMachiavelli Thomas HobbesJohn Stuart Mill John LockeMontesquieu Alexis De TocquevilleRousseau C. Wright MillsKarl Marx Max Weber
Important Terms and Concepts1. Communism2. Conservative3. Fascism4. Direct democracy5. Indirect democracy6. Legitimacy7. Liberal8. Libertarian9. Majority rule10.Moderate11.Natural law12.Oligarchy13.Personal liberty14.Political culture15.Political elite16.Political equality17.Political efficacy18.Political ideology19.Popular consent20.Popular sovereignty21.Populism22.Progressivism23.Representative democracy24.Totalitarianism
AP GOVERNMENTUNIT 1: Political Beliefs and Behaviors
Supplementary Reader 1 QuestionsA. Second Treatise, Of Civil Government, John Locke (Document found on blog)
1. List and explain the qualities or characteristics of Locke's "state of nature".
2. If the state of nature is as wonderful as Locke describes, why do people leave it and form a political society?
3. A contract is defined as an exchange of promises between two parties. Apply this definition to the social contract theory laid out in Locke's essay.
4. Explain the conditions under which government can be dissolved.
B. The Declaration of Independence, Thomas Jefferson (In Sabato Appendix)
5. What sort of action is the Declaration attempting to justify?6. What does the Declaration suggest is the relationship between a
government and the people it governs? 7. On what conditions is all legitimate government based? What justifies
the ending of that relationship?8. Compare Locke's philosophy to the Declaration of Independence. Be
able to cite specific excerpts from both documents in your comparison.
Student-Led Socratic Seminars:All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester.
Jihad vs McWorld , Benjamin Barber (In Lanahan Reader p. 631)
Dates to Remember
Supplementary Reading 2___________
Socratic Seminar 2___________
Constitution Quiz ___________Unit Two Test ___________Unit 2 FRQ ___________Case File 1 ___________SEG 2
Tentative AP Government and Politics Course OutlineUnit Two: Constitutional Underpinnings and
FederalismOverviewThe United States Constitution What is Federalism? Basic Political Philosophy
Assigned Readings-Sabato Chapters 2-3
Primary Documents to Know
Articles of ConfederationUnited States ConstitutionBill of Rights (1-10)Other Amendments (11-27)New Jersey PlanVirginia PlanGreat CompromiseFederalist Paper #51Privileges and Immunities ClauseSupremacy Clause Full Faith and Credit ClauseMarbury v. MadisonMcCulloch v. MarylandGibbons v. Ogden Fletcher v. PeckDartmouth v. WoodwardBarron v BaltimoreGitlow v New YorkNLRB v Jones Laulfin SteelHeart of Atlanta Motel v. US United States v. LopezPrintz v. United StatesSouth Dakota v DoleBoumediene v. BushDistrict of Columbia v. HellerMacDonald v ChicagoBush v Gore
Important Terms and Concepts- 1. Block Grant2. Categorical Grant3. Checks and Balances4. Concurrent Powers5. Confederation6. Cooperative Federalism7. Extradition Clause8. Enumerated Powers9. Federalism10. Full Faith and Credit
Clause11. Implied Powers12. Informal Amendment
Process13. Interstate Compact14. Necessary and Proper
Clause 15. New Federalism16. Privileges and
Immunities Clause17. Republic18. Separation of Powers19. Sovereign Immunity20. Supremacy Clause21. Unfunded Mandates22. Unitary System
AP Government and PoliticsUNIT 2: Constitutional UnderpinningsSupplementary Reader Assignment
*DUE DATE __________________
A. All Students: Federalist 51, James Madison (Lanahan p. 97 and Sabato Appendix)
1. What is the particular evil that Madison deals with in this paper?2. What does Madison say about the selection process of government officials?3. What does Madison believe is the most important fundamental constitutional
arrangement of the government that will protect against this evil?4. How does Madison differentiate between federalism and the separation of
powers? Do they have the same or different constitutional purposes? Does Madison consider one more important than the other?
5. What does Madison add to the debate about majority rule and minority rights?
Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.
8. The American Political Tradition, Richard Hofstadter (Lanahan p. 43)19. American Federalism, Daniel Elazar (Lanahan, p. 121)
Dates to Remember
Political ID Card ___________Socratic Seminar 3 #80_____ #82 _____Ideology Self-Quizzes ___________Chapter 11 Reading Quiz
___________Unit 3 Current Events ___________Chapter 15 Reading Quiz
___________SEG 3 ___________Optional Public Opinion Poll ___________ Hardball Test
___________
Tentative AP Government and Politics Course OutlineUnit 3: Linking Institutions Part I
OverviewPolitical Socialization and Public OpinionThe Media
Assigned ReadingsSabato Chapter 11, Ch. 13 (p. 463-477) and Ch. 15Primary Documents to KnowThe Zenger caseNew York Times v Sullivan (1964)New York Times v US (1973)FCC v. Fox Television Stations (2009)Telecommunications Act 0f 1996Communications Decency Act (1997)
Supplementary Reader 3 Assignment
Student-Led Socratic Seminar Directions:
All students are assigned to read these two essays. Please sign up to
lead one session this semester
80. LARRY SABATO Feeding Frenzy, p. 574
82. MARTIN WATTENBERG
Terms1. Activist2. Agenda setting3. Broadcast media4. Civic Duty5. Content regulation6. Conventional participation7. Equal time rule8. Exit Polls9. Fairness doctrine10. Framing11. Horserace journalism12. Margin of Error13. Media effects14. Muckraking15. Narrowcasting16. Prospective judgment17. Push polls18. Random Sampling19. Silent majority20. Social Cleavages (polarizing and
cross-cutting)21. Stratified Sampling22. Straw Polls23. Ticket splitting24. Tracking Polls25. Yellow journalism
Political Self-QuizzesWhat’s Your Political Ideology??
Questions often arise as to what is a liberal? What is a conservative? What does it mean to support the Left? Or the Right? What does a certain political party stand for? Although positions change over time and it's never good to make generalizations about what a certain group thinks, these quizzes try to pinpoint your place on the political spectrum.
Directions: Please type this assignment up on a separate sheet of paper.Before you start, answer these questions:
1. Do you consider yourself a liberal, conservative, or moderate? 2. What are your political hot button issues? (areas in which you have strong
interests)
Now its time to explore, “Politopia: The Land of Custom-made Government”.
http://www.politopia.com/index.htm First, read through the Introduction.
3. How did you do on the first challenge (placing the American politicians on the spectrum?) Explain.
4. Where did you put the “infamous politicians” on the second challenge? Explain why there is no “real” answer key for this challenge.
5. Where did you put ‘Buddy”? What about “Neo”?Now you are ready to take the “Politopia Quiz”.
6. Where did you “feel most at home” in Politopia? 7. Do you feel this was accurate? Explain.
Additional Self-Quizzes8. Now select three additional self-quizzes to find out more about your political
beliefs.(You may do more if time allows!)
a. Quiz Nameb. What did the quiz say about your political ideology?c. How accurate do you believe this quiz was? Explain.
Political Spectrum Quiz http://www.gotoquiz.com/politics/political-spectrum-quiz.html
IDEALog- Goldman & Janda http://idealog.org/idealog.asp?ClassID
Pew Research Group http://typology.people-press.org/typology/
Political Quiz-USA Weekendhttp://franz.org/quiz.htm
Advocates for Self-Governmenthttp://www.theadvocates.org/quiz.html
Pace News Limitedhttp://www.politicalcompass.org/
9. Repeat #8 with a new quiz.
10.Repeat #8 with another new quiz.Now its time to evaluate what you learned, and assess the accuracy:
11.Did the results of the four quizzes give you a consistent OR an inconsistent assessment of your political belief? Explain.
12.Which of the quizzes was the most accurate? Why do you think so?13.Which was the least accurate? Why do you think so?14.It’s time to reflect: What did you learn about yourself from taking these quizzes?
Dates to RememberCh. 12 Reading Quiz
___________Supplementary Reader 4
___________Socratic Seminar 4 #77___________Chapter 16 Reading Quiz ___________Current Events 4 ___________Unit 3 and 4 Test
___________
Tentative AP Government and Politics Course OutlineUnit 4: Linking Institutions Part 2
Overview Political Parties and Interest Groups
Assigned Readings-Sabato Chapters 12 and 16
Primary Documents/Acts to Know15th-17th-19th -24th -26th Amendments Federalist 10Federal Regulation of Lobbying Act- 1946Ethics in Government Act- 1978The Lobbying Disclosure Act- 1995Terms
Hardball by Chris MatthewsThis book is a contemporary discussion of political strategies used by some modern day presidents. In the book, the author Chris Matthews defines the title term:
“Hardball is clean, aggressive Machiavellian politics. It is the discipline of gaining and holding power, useful to any profession or undertaking, but practiced most openly and unashamedly in the world of public affairs”.
Matthews supports his observations and conclusions with quotes from a variety of sources and a number of political maxims or rules. Be ready to explain, analyze, and offer examples of the following political maxims for our parallel reading test:
It’s not who you know: it’s who to get to know
All politics is local It's better to receive than to give Dance with the one that brung ya Keep your enemies in front of you Don't get mad; don't get even; get
ahead Leave no shot unanswered. Only talk when it improves the silence Always concede on principle Hang a lantern on your problem Spin! The press is the enemy The reputation of power
1. Candidate centered politics2. Civil Service laws3. Coalition4. Collective Good5. Dealignment6. Disturbance Theory7. Earmark (political pork)8. Free rider problem9. Interest Group10. Issue Oriented politics11. Lobbying12. Lobbyist13. Machine14. National Party Platform15. Organizational Party16. PAC17. Party in the Electorate18. Party platform19. Political Machine20. Political Party21. Proportional Representation22. Public Interest Group23. Secular Realignment24. Social Capital25. Think Tank26. Trade Association
AP Government and Politics
UNIT 4: Linking Institutions 2
Supplementary Reader 5 AssignmentAll students must read Federalist #10 by James Madison and answer these questions (Lanahan p. 49 or Sabato Appendix)
1. What did James Madison mean by factions?2. What danger to American representative democracy and freedom did
Madison believe factions represented?3. What solution did Madison see to the dangers of factions?4. How does Madison suggest the new Constitution will deal with the
problems of majority rule and minority rights? Can a balance be found? 5. Do you agree with Madison that differing interpretations of the
Constitution make political parties inevitable? What other factors help determine party differences today?
Student-Led Socratic SeminarAll students are assigned to read this essay. Sign up to lead the class in discussion one time this semester. 77. The Values Divide by John White (Lanahan p. 541)
Supplementary Reader 5 Assignment
Student-Led Socratic Seminar Directions:
All students are assigned to read this essay. Please sign up to lead
one session this semester.70. “Going Negative” by Stephen Ansololabehere (p. 487 Lanahan)
Please note this is a change from the
Dates to Remember
TAI 5 ‘Modern Elections” __________ Socratic Seminar 5 # 70_________Current Events 5 ___________Unit 5 Test
___________SEG 5 ___________Hardball Test
___________
Tentative AP Government and Politics Course OutlineUnit 5: Linking Institutions Part 3
Overview Voting and ElectionsThe Campaign Process
Assigned Readings-Sabato Chapters 13 and 14
Primary Documents to Know15th-17th-19th -24th -26th Amendments Motor Voter Act LawFederal Election Campaign Act (FECA) of 1971FECA Amendments (1974)FECA Amendments (1976)Baker v Carr (1961)Buckley v Valeo (1976)Shaw v Reno (1993)Miller v Johnson (1995) Bipartisan Campaign Reform Act (BCRA)527 RuleCitizens United v. FEC (2009)
Terms1. BCRA2. Blanket primary3. Closed Primary4. Crossover Voting5. Elector6. Electoral College7. Electorate8. 5279. Front Loading10. General Election11. Gerrymandering12. Hard money13. Incumbency14. Initiative
15. Matching funds
16. Midterm Election17. Open Primary18. PACS19. Primary Election20. Proportional Representation21. Reapportionment22. Recall23. Redistricting24. Referendum25. Soft money26. Superdelegate
Hardball by Chris Matthews
This book is a contemporary discussion of political strategies used by some modern day presidents. In the book, the author Chris Matthews defines the title term:
“Hardball is clean, aggressive Machiavellian politics. It is the discipline of gaining and holding power, useful to any profession or undertaking, but practiced most openly and unashamedly in the world of public affairs”.
Matthews supports his observations and conclusions with quotes from a variety of sources and a number of political maxims or rules. Be ready to explain, analyze, and offer examples of the following political maxims:
It’s not who you know: it’s who to get to know
All politics is local It's better to receive than to give Dance with the one that brung ya Keep your enemies in front of you Don't get mad; don't get even; get ahead Leave no shot unanswered. Only talk when it improves the silence Always concede on principle Hang a lantern on your problem Spin! The press is the enemy The reputation of power Positioning
27. Voter canvass 28. Winner takes all systemAP Government and Politics UNIT 5: Linking Institutions 3
Think About It 5 “Modern Elections’Modern Election Essay: Directions:
1. Sign up for one of modern presidential elections.
2. Include this information in your 1-page double-spaced essay; Which election were you assigned?
Who were the main candidates? Who won? Where? Why? Explain. Who lost? Where? Why? Explain. Tell me something interesting about
the election, the winner, or the loser.
Was it a critical election? Did it play a role in redefining American politics and the electorate? Why or why not?
3. Find a graph(s) that shows the final popular vote, electoral vote, and a map showing the Electoral College result. Please print and attach OR insert into your essay.
The election of 1952 The election of 1958 The election of 1960 The election of 1964 The election of 1968 The election of 1972 The election of 1976 The election of 1980 The election of 1984 The election of 1988 The election of 1992 The election of 1996 The election of 2000
The election of 2004 The election of 2008
Student-Led Socratic Seminars: All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester.
Dates to Remember
Getting to Know Your….___________Socratic Seminar 6 #22 ______ #23______Mock Congress Bill ___________Current Events 6 ___________Congress Leadership Quiz ___________Unit 6 Test ___________SEG 6 ___________
70. “Going Negative” by Stephen Ansololabehere (Lanahan p.487)Please note this is a change from the original semester syllabus.
Tentative AP Government and Politics Course OutlineUnit Six: The Legislative Branch
Unit Six: Overview- Congressional responsibilities, checks and balances, leadership, committees, politics, and the everyday workings of the Senate and the House
Assigned Readings-Sabato Chapter 7
Primary Documents to Know:
Congressional Budget and Impoundment ActTonkin Gulf ResolutionWar Powers ActAmendment 16 and 17Shaw v Reno (1993)Miller v Johnson (1995)
: Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.
22. Homestyle and Washington Career by Richard Fenno (Lanahan p. 150)23. Stalemate by Sarah Binder (Lanahan p. 156)
Terms
1. Cloture2. Committee of the Whole3. Conference Committee4. Congressional caucus5. Congressional review6. Conservative coalition7. Delegate8. Discharge Petition9. Double tracking10.Earmark11.Filibuster12.Gerrymandering13.Hold14.Impeachment15.Joint committee16.Legislative veto 17.Logrolling18.Malapportionment
19.Markup bill20.Multiple/sequential referrals21.Open/closed rule22.Oversight23.Party caucus24.Pork barrel legislature25.Public/private bill26.Quorum call27.Restrictive call28.Rider/Christmas tree bill29.Select committee30.Senatorial Courtesy31.Seniority32.Simple/concurrent/joint resolution33.Single member district34.Standing Committee35.Trustee36.Voice/division/teller/roll call vote
AP Government and Politics Unit 6Getting to Know Your Congressman Letter
It is important for all American citizens to know their representatives in Congress. People who think members of Congress pay little or no attention to constituent mail, are plain wrong. Concise, well thought out personal letters are one of the most effective ways Americans have of influencing law-makers. But, members of Congress get hundreds of letters and emails every day.
In order to be able to write a thoughtful letter from a concerned constituent, you need to know more about their job and their area of expertise. Please look up:
Biography-include Congressional Committees The latest news- Include recent three headlines Their “hot button” issues (Pick 3)
There are many sources on the Internet, or you can contact their offices here in Georgia or in Washington, DC.
Senator Saxby Chambliss http://chambliss.senate.gov/ Senator Johnny Isakson http://isakson.senate.gov/ Congressman Tom Price http://tomprice.house.gov
Other sources for information include: http://www.votesmart.org/ http://www.congress.org/congressorg/home/ http://www.opencongress.org/
After your research is completed, your assignment is to write a 1-page double-spaced letter that expresses your concern about a current issue that you are concerned with, a bill that you support, or an issue that you wish the Congressman/Senator to oppose. Be polite and positive in your letter, and be certain to mention that you are a constituent in his district attending Walton High School. Please use the guidelines for writing the letter on the next page.
More Hints: Keep It Simple- Say why you are writing and who you are. List your "credentials." The best letters are courteous, to the point, and include specific supporting examples. In the body of your letter make it clear what you know about the topic, what you know about your congressman’s involvement with that issue, what you want and what you will do politically to get it. You will be most effective if you come right out and politely but clearly tell your congressman that if they want your vote in the next election they should vote the way you are asking them to on that particular issue. This makes it very certain where you stand and that you are serious. If you have any genuine
political influence yourself you may want to find a way of making it known as well.
Provide details, be factual, but not emotional. Provide specific rather than general information about how the topic affects you and others. If a certain bill is involved, cite the correct title or number whenever possible.
Close by requesting the action you want taken: a vote for or against a bill, or change in general policy. Finally, request a reply to your letter, which you should always receive regardless.
Your Full NameAddress
Marietta, GA Zip CodeDate
The Honorable Saxby ChamblissUnited States Senate416 Russell Senate Office BuildingOR The Honorable Johnny IsaksonUnited States Senate131 Russell Senate Office BuildingOR The Honorable Tom PriceUnited States House of Representatives 403 Cannon House Office BuildingWashington, DC 20515
Dear Senator OR Congressman _________________________:
BODY OF LETTER
Follow directions on previous page for the body of the letter.
Please double-space and do not center!!! Use Left margin!!
Skip lines between paragraphs OR indent NOT BOTH!!
Sincerely,
Your Signature in Blue InkYour Name
Template for Mock Congress Bill
Type the Name of Your Bill HereIN THE House or Senate OF THE UNITED STATES
112th CONGRESS1st Session
October _______, 2011
H or S RES. _________(Put H if you are in the House or S if you are in the Senate;
then make up a number.)
Put your name here Tom Price Your party and state you are representing here R-GA or D-MD and(Put names of any others who assisted you or will sponsor with
you) Allen Domenico R-TX and Jennifer Snoddy D-IN submitted the following resolution; which was referred to the Put your
committee name here __________ Committee.
Be it enacted by the United States _________ here assembled that:Section 1: Write your bill here.
SubSection 1A: How the cost of bill will be paid for willbe written here IF there is a cost.
Section 2:What part of the executive branch will be in charge of enforcing the law will be written here.
Section 3: Fines or punishment for not following theactions of bill will be written here.
Section 4: This law shall take effect upon passage.
Unit Seven “Think About It”-1-Page Typed and Double-Spaced-Select one of the modern presidents (Truman-Obama) and critique their presidency by commenting on their
public and private personas.
-Hint: Find your copy of Hardball and use as a great reference!
Dates to Remember
“Think About It” 7___________
Supplementary Reader 7___________
Socratic Seminar 7 #31 _____ #39______ Current Events 7 ___________
16. Institutional presidency17. Independent Executive Agency18. Independent Regulatory Agency19. Iron triangle/Issue network20. Lame duck21. Legislative veto 22. Line Item Veto23. Line of succession24. Merit System 25. Pardon26. Pocket Veto27. Veto Power28. OMB29. Peter Principle30. Plum Book31. Regulations/Rule Making32. Spoils System/Patronage33. Merit System
Tentative AP Government and Politics Course Outline Unit Seven: The Executive Branch and Bureaucracy
Unit Seven Overview- The powers of the presidency; the imperial presidency, checks and balances, the cabinet and presidential appointments; The size and scope of the American bureaucracy; bureaucratic red tape; the Peter Principle; who really runs the country? The 5 problems of a bureaucracy Assigned Readings
-Sabato Chapter 8-9Primary Documents/Cases/ Acts to Know :
Federalist #70 United States vs. Nixon22nd Amendment25th AmendmentUS v NixonINS v ChadhaGulf of Tonkin Resolution (1964)War Powers Act (1973)Panama Canal Treaty (1979/1999)NAFTA (1994)Pendleton Act (1883)Hatch Act (1939)Administrative Procedure Act (1946)Freedom of Information Act (1966)National Environmental Policy Act (1969)Budget Reform Act of 1974Privacy Act (1974)Rehabilitation Act (1974)Open Meeting Law (1977)Civil Service Reform Act (1978)Whistle Blower Protection Act (1989)National Performance Review (1993)Federal Employees Political Activities Act (1993)
Terms
1. Administrative discretion
2. Annual authorization3. Bureaucracy4. Cabinet5. Civil Service system6. Committee clearance7. Discretionary
authority8. EOP
9. Excepted employees10. Executive Agreement11. Executive Order12. Executive Privilege13. Government
Corporation13. Inherent Powers 14. Impeachment15. Imperial presidency
Unit 7 Supplementary Reader Assignment*DUE DATE __________________
All Required to Read:A. Federalist #70 by Alexander Hamilton (from handouts)
1. What does Hamilton mean when he talks about an "energetic executive"?
2. What examples from contemporary presidents can you give to support this concept?
3. List the ingredients that constitute energy in the executive. Again, what examples from contemporary presidents can you give that reflect these ingredients?
4. The Framers discussed the notion of a plural executive when framing the Constitution. What does Hamilton say about the advantages and disadvantages of a single v. a plural executive? Discuss his opinion.
Read both of these for our Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester. 31. Presidential Power and the Modern President by Richard Neustadt (Lanahan p. 199)39. Locked in the Cabinet by Robert Reich (Lanahan p. 262)
What Do I Need to Know about the Bureaucracy?Important Departments, Bureaus, and Agencies
Executive Departments1. Department of State2. Department of the
Treasury3. Department of Defense4. Department of Justice5. Department of the Interior6. Department of Agriculture7. Department of Commerce8. Department of Labor9. Department of Health and
Human Services10. Department of Housing
and Urban Development11. Department of
Transportation12. Department of Energy13. Department of Education14. Department of Veterans
Affairs15. Department of Homeland
SecurityHigh Level Agencies, Commissions…
16. Council of Economic Advisers
17. Environmental Protection Agency
18. Office of Management & Budget
19. United States Trade Representative
20. Securities and Exchange Commission
21. Federal Reserve Board 22. Central Intelligence Agency23. Federal Communications
Commission Other Important Parts of the Bureaucracy
24. Advisory Council on Historic Preservation
25. Alcohol and Tobacco Tax and Trade Bureau
26. Alcohol, Tobacco, Firearms, and Explosives Bureau
27. Arms Control and Disarmament Agency
28. Bureau of Engraving and Printing
29. Bureau of Indian Affairs (BIA)
30. Centers for Disease Control31. Citizenship and
Immigration Services Bureau
32. Commission on Civil Rights 33. Commodity Futures
Trading Commission 34. Congressional Budget
Office 35. Congressional Research
Service 36. Consumer Product Safety
Commission 37. Corporation for National
Service 38. Council on Environmental
Quality 39. Equal Employment
Opportunity Commission 40. Federal Deposit Insurance
Corporation 41. Federal Election
Commission 42. Federal Housing Finance
Board 43. Federal Maritime
Commission 44. Federal Mediation and
Conciliation Service 45. Federal Trade Commission 46. General Accounting Office 47. National Aeronautics and
Space Administration
48. National Archives and Records Administration
49. National Commission on Libraries and Information Science
50. National Endowment for the Arts
51. National Endowment for the Humanities
52. National Labor Relations Board
53. National Science Foundation
54. National Security Agency 55. National Security Council 56. Nuclear Regulatory
Commission57. Office of First Lady 58. Office of Vice President59. Office of National Drug
Control Policy 60. Office of Personnel
Management 61. Office of Science and
Technology Policy 62. Peace Corps 63. President's Council on
Physical Fitness 64. President's Foreign
Intelligence Advisory Board 65. Selective Service System 66. Small Business
Administration 67. United States Information
Agency 68. United States Postal
Service 69. US Advisory Commission
on Public Diplomacy 70. US Agency for International
Development 71. US Office of Government
Ethics
Dates to Remember
Supreme Ct. Justice Quiz___________
Supplementary Reader 8___________
Socratic Seminar 8___________
Current Events 8 ___________Unit 8 Test ___________
Tentative AP Government and Politics Course OutlineUnit Eight: The Judicial Branch
Overview: The Federal Court system; appointments and confirmation; what is judicial review and how has it effected the federal government; judicial activism vs. judicial restraint; The Warren Court versus the Rehnquist Court
Assigned Textbook Readings -Sabato Chapter 10
Primary Documents to Know:Article IIIArticle II Section 2Amendment 11Federalist # 78 Marbury v. Madison McCulloch v. MarylandGibbons v OgdenBarron vs. BaltimoreDred Scott v Sandford Munn v IllinoisBrown v Board of EducationMiranda v ArizonaRoe v Wade
Important Terms and Concepts
1. Amicus curiae2. Appellate Courts3. Appellate Jurisdiction4. Brief5. Civil Law6. Class-action suit7. Concurring opinion8. Constitutional Courts9. Court of Appeals10.Criminal law11.Dissenting opinion12.In forma pauperis13.Judicial Activism14.Judicial Implementation
15.Judicial Restraint16.Judicial Review17.Jurisdiction18.Legislative Courts19.Litmus test20.Original Jurisdiction21.Plaintiff22.Precedent23.Rule of Four24.Solicitor General25.Standing26.Stare Decisis27.Strict Constructionist28.Writ of certiorari
AP Government and PoliticsUNIT 8: The Judicial Branch
Supplementary Reader Assignment
*DUE DATE __________________
All students are required to read and answer these questions:A. “Federalist 78”- Alexander Hamilton (Lanahan p. 283)
1. Why has Hamilton so eloquently described the courts as the branch that should be feared the least?
2. What was Hamilton’s position regarding the power of the judiciary to declare legislative acts unconstitutional?
3. Why should the independence of the judicial branch be considered a vital component of constitutional government?
4. Why does the author believe that judges should have permanent tenure?
Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.
43. Storm Center by David O’Brien (Lanahan p. 291)45. In Pursuit of Justices by David Yalof (Lanahan p. 302)
Dates to Remember S. Ct. Case Brief ___________Sign up for one case in class. Print your assigned case from www.oyez.org. Highlight and annotate. Be ready to present your findings to class.
Socratic Seminar#54 ___________ Current Events 9 ___________Final Case File ___________Unit 9 Test
Tentative AP Government and Politics Course OutlineUnit Nine: Civil Rights and Civil Liberties
Overview: What are your rights? The Bill of Rights; Due Process; Equal Protection; the 14th Amendment; the Incorporation Doctrine
Assigned Readings -Sabato Chapters 5-6
Primary Documents and Cases to Know
1st-4th-5th-6th-8th
Amendments13-14th-15th Amendments19th Amendment24th Amendment Due Process ClauseEqual Protection ClauseFree Exercise Clause
Establishment Clause Equal Pay Act of 1963Civil Rights Act of 1964Voting Rights Act of 1965 Equal Rights AmendmentTitle IXLucy Ledbetter Law
27.NY Times vs. Sullivan28.NY Times vs. US30. Oregon v Smith31.Planned Parenthood v
Casey32.Plessey v. Ferguson33.Reed v Reed34.Reynolds v US35.Roe v Wade36.Roth v US37.Rostker v Goldberg38.Schenck vs. US 39.Sheppard v Maxwell40.Swann vs. Charlotte-
Mecklenburg 41.Sweatt v Painter42.Texas vs. Johnson43.Tinker v Des Moines44.US v Lopez45.US vs. Nixon46.Webster vs.
Reproductive Health Services
47.West Virginia BOE v Barnette
48.Wisconsin vs. Yoder
1. Abington SD v Schemp2. Abrams vs. US3. Brandenburg v Ohio
4. Brown v Board5. Brown v Board II 6. CA Board of Regents vs. Bakke7. Dred Scott v Sanford8. Engel v Vitale9. Escobedo v Illinois10.Gideon v Wainwright11.Griswald v CT12.Gitlow v New York13.Gregg v Georgia14.Gratz v Bollinger15.Grutter v Bollinger16.Hazelwood v Kuhlmeier17.H of Atlanta Motel v US18.Island Trees SD v Pico19.Katz v US20.Kelo v City of N. London21.Korematsu v US 22.Lemon vs. Kurtzman23.Mapp vs. Ohio24.Miller v California25.Miranda vs. Arizona26.Near vs. Minnesota
Unit 9 Terms1. Clear-and-present danger2. Compensatory action3. De facto segregation4. De jure segregation5. Due Process Clause6. Equal Protection Cause7. Equal Rights Amendment8. Establishment Clause9. Exclusionary rule10. Fighting words11. Free exercise clause12. Grandfather clause13. Good-faith exception14. Libel
15. Poll tax16. Prior restraint17.Probable cause18. Right to Privacy19. Selective Incorporation20.Separate-but-equal 21. Slander22.Strict scrutiny23.Suspect classifications24. Symbolic speech25. Title IX26. Wall-of-separation27. Writ of habeas corpus
Student-Led Socratic Seminars: All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester.
54. Rights Talk by Mary Ann Glendon (Lanahan p. 375)
Unit 10 Dates to Remember Optional TAI 10 ____________Optional SR 10 (Lanahan Ch. 15)
____________Optional Policy Project
____________Public Policy Quiz
____________
Tentative AP Government and Politics Course OutlineUnit Ten: Public Policy
Overview: Public policy is a course of action or inaction chosen by public authorities to address a problem. Public policy is expressed in the body of laws, regulations, decisions and actions of government. Policy analysis may be used to formulate public policy and to evaluate its effectiveness. Public policies are governmental policies based on law; they are authoritarian and binding on people. Public policy is a course of action or inaction chosen by public authorities to address a problem
“Think About It” Essay -1-Page Typed and Double-Spaced-
Reflect on This Quote:"A popular myth is that polls drive policy decisions; the reality is the reverse. The preferences of politicians and the demands of the more active and privileged [constituents] drive policy. These policy decisions, in turn, guide polling. [Politicians] dive the polling research to identify the words, arguments, and symbols that will sway the public to support what politicians and their backers already desire. Confidence that poll-honed messages can manufacture public support for nearly any policy has lured many political activists to support extreme policies that are at odds with the
Assigned Reading -Sabato Chapters 17-18-19Important Terms and Concepts
1. Economic Policy2. Monetary Policy3. Fiscal Policy4. Foreign Policy5. Social Welfare Policy6. Entitlement7. Means-tested program8. Non means-based program9. Policy adoption10.Policy implementation11.Social welfare12.Deregulation13.Fiscal policy14.GDP15.Interventionist state16.Monetary policy17.Social regulation18.Engagement19.Enlargement20.IGO21.Multilateralism22.Pragmatism23.Unilateralism
Important Policies to Know1. Aid to Families w/Dependent
Children 2. Fair Housing Act 3. Medicaid4. Medicare5. IDEA6. Medicare Prescription Drug, Improvement, and
Modernization Act7. No Child Left Behind8. Affordable Care Act9. Race to the Top10.Social Security Act11.Temporary Assistance for Needy
Families12.Americans with Disabilities Act13.Bipartisan Campaign Reform Act 14.Civil Rights Act(s)
15.Communications Decency Act16.Freedom of Information Act17.Telecommunications Act18.Voting Rights Act 19.BUSH Doctrine
20.Foreign Intelligence Surveillance Act
21.National Security Strategy22.USA PATRIOT Act23.Airline Deregulation Act24.Bretton Woods Agreement25.Budget Enforcement Act26.CAFTA27. Economic Growth and Tax Relief Reconciliation
Act28.Gramm-Rudman Act29.NAFTA30.Trouble Assets Relief Program31.ANWR Oil Drilling Policy32.CERCLA33.Clean Air Act34.Clean Water Act(s)35.Clear Skies Act 36.Endangered Species Act (s)37.Healthy Forest Restoration Act
Unit 10 Review Questions for Quiz1. How are public policies made??
a. Elite view b. Bureaucratic viewc. Interest group viewd. Pluralist view
2. What are the stages of policy-making process? 3. What is the role of the three branches of government in the policy-making process?
a. The Legislative Branchb. The Executive Branchc. The Judicial Branch
4. What is the role of the Government Accounting Office (GAO) in policy evaluation?Social Welfare Policy (Chapter 17)5. What are the differences between non-means based programs and means-tested
programs? Be certain to give an example of each.6. What is an entitlement program? How is eligibility set for these programs?
Economic Policy (Chapter 18)7. What is fiscal policy? How does Congress influence fiscal policy? The president?8. What is monetary policy? How does Congress influence fiscal policy? The president?9. What is at the heart of the argument between conservatives and liberals concerning
fiscal policy?The Policies 10. Be ready for each of the 35 policies to appear on a matching-style quiz.
Optional Public Policy Project: All work on this project must be typed!
See me to sign up for your policy!Impress your teacher on this final project.
Research your assigned policy in depth. Plagiarism will not be tolerated!
The Basics1. What is the policy? Summarize. 2. When was it instituted? Why was instituted? 3. What are the positive effects from the policy? 4. What are the negative effects of the policy?
The Linking Institutions5. How have interest groups affected this public policy? 6. Which political parties support(ed) this policy? Why? Which parties oppose (d) this
policy? Why? Explain.7. How have the members of the media affected this public policy? Was it front page
news or on the back burner? Explain.The Three Government Institutions
8. How are/were the three government institutions involved in this issue? Explain. Your Opinion
9. Should this policy be renewed, recalled, or altered? Explain.
Please cite your sources using parenthetical documentation or attach a Works Cited page
