AP U.S. Government & Politics
Instructor: Beth Boyd
Textbook
American Government- O’Connor and Sabato (Price: $52.27)
All students are expected to read and comprehend the assigned pages.
Supplemental Readers
The 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 Supplies
You 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 Policy
School 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 students must take the AP
Government exam in May or 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 Goals
This 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.
Contact Information
Beth.boyd@cobbk12.org
OR
770-578-3225 Ext- 520
Important Dates
Parallel Reading Test 2/21/12
Hardball- Chris Matthews
AP Government Exam 5/15/12
Grading System
Tests/Quizzes
Essays/Projects
Daily/Homework
Enrichment/SEG
45%
40%
10%
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 Test
Constitutional Underpinnings
 10-20% of AP Test
Political Parties, Elections,
Interest Groups, and the Media
 10-20% of AP Test
The Institutions of National
Government
-The Congress, Presidency,
Bureaucracy, and Courts
 35-45% of AP Test
Public Policy
 5-15% of AP Test
Civil Rights and Civil Liberties
 5-15% of AP Test
Course Differentiation
AP 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 teacher during this course every day. Learning is
differentiated through in-depth analysis of events, sources, and formal essay assignments.
Course Expectations
All projects, essays, and homework completed outside the classroom
must be typed. Please use spell-check and/or a proofreader. In addition,
all in-class essays (FRQ’s) must be completed in blue or black ink.
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 Structure
There 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 Facilitation
At 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 reader. 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 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…
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
Exam in May.
Reading Quizzes
There 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.
Current Events
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. Current events reports will
be assigned throughout the
semester.
AP Government Case File
You 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 preparing you for the AP
Exam in May.
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
Overview- Political Parties; Interest Groups
Sabato Chapter 12 and 16
Tentative Test Date _________
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
Facilitators : No more than 2 per group
Unit 1
Jihad vs McWorld Barber (p. 631)
Unit 2
American Federalism Elazar (p. 121)
The American Political Tradition
Hofstadter(p. 43)
Unit 3
Feeding Frenzy Larry Sabato (p.574)
Where Have All the Voters
Gone? Wattenberg (p.592)
Unit 4
The Values Divide White (p. 541)
Unit 5
“Going Negative” by Stephen
Ansololabehere (p.487)
Unit 6
Homestyle and Washington Career
Fenno (p. 150)
Stalemate Binder (p. 156)
Unit 7
Presidential Power & the Modern
President, Neustadt p. 199
Locked in the Cabinet by Robert
Reich (p. 262)
Unit 8
Storm Center O’Brien (p. 291)
In Pursuit of Justices Yalof (p. 302)
Unit 9
Rights Talk Glendon (p. 375
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.
2.
3.
4.
To speak at least one time
To refer to the texts in detail
To keep an open mind
To speak out of uncertainty
5. 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
 Health Care/Social Security
 Important Court cases
 Interest Groups and PACS
 Campaign Financing
 National Economy
 Federal Budget/Taxes
 National Political Party issues
 Government Spending
 Other ideas…see me!
 Foreign Policy/Military Policy
Article/Editorial- 50 points
Political Cartoon- 50 points
1. Select an article/editorial that is no more
than 4 days old from a reputable source
like the New York Times, Newsweek,
1. Select a cartoon that is no more than 4 days
old from a reputable source like the New
or
other
qualified
publications. NO BLOGS allowed!!! Then
insert electronically or print and neatly
paste or tape onto a sheet of paper.
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 points
Type the name of the publication, the
date, author, and title of article. 5 points
Write a short summary of article or
editorial. 5 points
Analysis- Discuss the relevance of the
topic to the American political system.
5 points
Evidence of bias- Read between the
lines…do you feel this reporter showed
bias in the article/editorial? Explain.
5 points
Class Connection- How does the article
exemplify or relate to one or more of the
topics we have addressed in class?
5 points
Present a short summary and the class
connection to your classmates on due
date. 20 points
qualified publications. NO BLOGS allowed!
Then insert electronically or print and neatly
paste or tape onto a sheet of paper.
 Type the name of the publication, the date,
author, and title of article. 5 points
 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 points
2. Explain the message of the cartoon and
identify any people/symbols you see.
5 points
3. What political parties and/or interest groups
would agree/disagree with the cartoon's
message? Why? 5 points
4. Evidence of bias- Read between the
lines…do you feel this cartoonist showed
bias in the cartoon? Explain. 5 points
5. Class Connection- How does the cartoon
exemplify or relate to one or more of the
topics we have addressed in class? 5 points
6. Present a short summary and the class
connection to your classmates on due date.
20 points
Washington
Constitution
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
2.
3.
4.
5.
6.
Post,
Atlanta
Journal-
York Times, Newsweek, Washington Post,
Atlanta Journal-Constitution or other
AP Government Current Event Assignments
Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Article
Editorial
Cartoon
Unit 1
Unit 10
Unit 7
Unit 2
Unit 9
Unit 8
Unit 3
Unit 8
Unit 9
Unit 4
Unit 7
Unit 10
Unit 5
Unit 6
Unit 1
Unit 6
Unit 5
Unit 2
Unit 7
Unit 4
Unit 3
Unit 8
Unit 3
Unit 4
Unit 9
Unit 2
Unit 5
Unit 10
Unit 1
Unit 6
Unit 1
Unit 10
Unit 7
Unit 2
Unit 9
Unit 8
Unit 3
Unit 8
Unit 9
Unit 4
Unit 7
Unit 10
Unit 5
Unit 6
Unit 1
Unit 6
Unit 5
Unit 2
Unit 7
Unit 4
Unit 3
Unit 8
Unit 3
Unit 4
Unit 9
Unit 2
Unit 5
Unit 10
Unit 1
Unit 6
Unit 1
Unit 10
Unit 7
Unit 2
Unit 9
Unit 8
Unit 3
Unit 8
Unit 9
Unit 4
Unit 7
Unit 10
Unit 5
Unit 6
Unit 1
Unit 6
Unit 5
Unit 2
Unit 7
Unit 4
Unit 3
Unit 8
Unit 3
Unit 4
Unit 9
Unit 2
Unit 5
Unit 10
Unit 1
Unit 6
How to Write Successfully in AP Government
Do’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 the sole source for research
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 Exam
Multiple Choice and FRQ’s
The AP Government and Politics exam consists of two parts: Multiple Choice questions and FreeResponse 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 Questions
1. 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 government
B. Governments communicate with each other
C. Public attitudes toward government are measured and reported
D. Political values are passed on to the next generation
E. 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 possibility
All 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.
Which of the following powers were formally granted to the President in the Constitution?
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.
D. I, II, and IV only.
B. III, IV only.
E. I, II, and V only.
C. III, 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?
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.
Hints on Successfully Conquering AP Government Multiple Choice (Objective) Questions
Phase 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.
Focus on Writing a Clear, Concise, and Well-Supported Response
Students 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
Sample FRQ
1. 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
Prewriting the FRQ
Read 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, consider providing 2-3 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)
Understand the Instructions and Action Verbs
Students 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.







High
Hurtle
Verbs
Medium
Hurtle
Verbs
Lowest
level
Verbs
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.
Synthesis
Builds 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, arrange,
differentiate, group, compare, organize,
contrast, examine, scrutinize, categorize,
probe, investigate, question, discover, inquire,
distinguish, detect
Application
Use 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
Comprehension
Understand 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
Knowledge
Recall data or information.
Define, record, list, recall, name, relate, label,
specify, cite, enumerate, tell, recount
Writing the FRQ
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
You DO NOT need an intro or thesis.
Refer to your outline and answer the question IN ORDER!!
Write out the letter for each section (A, B, C…) to the left of your answer.
Do not be creative and put two parts together or change the order in any way. THINK OF THE READER!!!
Always double-check the verbs. High level or low level? (See chart below)
Write as neatly as possible (without wasting time). You’ll get a better score if the reader can understand
what you’re writing.
If you make a mistake, simply draw a line through it and write the correct information above it.
Don’t use arrows or asterisks because they can be confusing to the reader.
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!
You DO NOT need a conclusion or closing paragraph. Don’t waste your time!
Reread your work and make sure you’ve answered each question fully and correctly.
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!
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 semester
SEG is due the day after a test by 3:30. Once this date has past, the best you can receive is a late
grade.
For example:
SEG 1
Is due the day after the
Unit 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. The most
accessible source is your Lanahan reader. Select an article that corresponds to
the current unit AND was not assigned in class or used as a Socratic Seminar.
Use format included in this syllabus.
Critical analysis of one-hour Sunday morning talk show- 10:00am- Meet the
Press OR 11:00am- This Week (Also available on-line)
Watch and report on approved movie or documentary (you must include
3.
4.
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.
Interview an Eyewitness. This person should be at least 65 years old and
willing to discuss politics and voting with you.
7.
Involvement in political campaign along with diary/journal entries
8.
Share and report on APPROVED “Show and Tell” item
9.
Your ideas with approval (Appropriate museum/exhibit visits, approved
contest entries, food…) Check out my blog for ideas!
Your SEG Sheet must be turned in and filled out
for complete credit.
AP Government Document Critique Analysis 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 One
Document 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.
Please note: #1-4 may be handwritten1. 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. Attach.
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 on the Sept. 29th “This Week” show was
a ridiculous commentary on an outdated political idea that Christiane Amanpour
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
What is the title of the movie? What is the setting/time period of the movie?
When was film released? Did it win any major awards?
Give a brief summary of the movie’s plot. (No more than ½ page!)
What is the film’s purpose or "thesis"?
Based on your readings and outside knowledge, how does the movie portray the operations
of the government? Is it accurate? Explain your answer.
How does the filmmaker wish the viewer to think or feel about the government?
Does the filmmaker achieve his/her purpose?
How does it portray the realities of political power?
What lessons can be learned by this movie?
On a scale of 1 (low) to 10 (superb), give this film a rating and a
recommendation. Explain.
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
2.
Constitutional
Underpinnings
3. Public
Opinion,
Political
Participation
and Media
4. Political
Parties and
Interest Groups
5. Voting and
Elections
The Manchurian Candidate*
Fahrenheit 911*; V for Vendetta*
Born Yesterday*; All the Kings
Men*; Erin Brockovich*
Bowling for Columbine*
Iron Jawed Angels (WEB)
The Life of David Gale*
6. Congress
Mr. Smith Goes to Washington*(WEB)
Charlie Wilson’s War*
The Distinguished Gentleman
7. The President
and the
Bureaucracy
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
The American President* (WEB)
Taking on the Kennedys*
Thank You for Smoking
8. The Courts
My Fellow Americans*; Dave*
The American President*; Brazil
Man of the Year*; Nixon; Food, Inc.
Give ‘Em Hell, Harry!* ; Fair Game*
The Good Shepard; J. Edgar;
Frost/Nixon* ; “W”
Separate but Equal*
Erin Brockovich*
Gideon’s Trumpet*
With All Deliberate Speed*
12 Angry Men
The First Monday in October
The Candidate*; Ides of March
Primary*
Bulworth*
The War Room*
See Arnold Run*
Primary Colors
9. Civil Rights and
Liberties
10. Public Policy
To Kill a Mockingbird*
Taxi to the Dark Side
The Life of David Gale*
Separate but Equal*
Iron Jawed Angels
Mr. and Mrs. Loving
Dead Man Walking
Erin Brockovich*
Silver City*
The Insider *
Charlie Wilson’s War*
Lions for Lambs
Why 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.
Interview an Eyewitness
AP Government SEG Option #6
Preparing for the Interview






Create a "Natural" Interview Setting. If visiting a relative or other person specifically for
interview, take along home baked goodies, an artifact/object from the past or a picture
that may be used during the pre-interview session as a lead to interview questions. Use
props whenever possible: Documents, letters and photo albums to stimulate memories.
Ask evocative questions rather than those requiring only a yes or no answer. There will
be some information you will not get, some sensitive issue cannot be approached even
when trust is developed. You may be the wrong age or sex. That does okay though, just
expect it.
Take a low key approach. This helps ease both you and the informant into the interview
role.
Show interest through body language but don't crowd your informant. Interject remarks,
take part in the conversation but don't take over. Learn to be a good listener.
Know what questions you want to ask, but don't be afraid to let your informant go off
on a tangent.
How to get on track. "Before you told me about this or that we were talking about
________. Or, “Can you tell me how ________was affected when FDR was elected?
Other ideas:

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

If you need to write down questions, put them on note cards (1-2 each card).
Use props whenever possible.
Be sensitive to the needs of the informant. Older people may tire easily. Cut off interview
at first sign of fatigue.
Consider Ethical Issues.
Remember, secret recordings violate your informant's right to know.
Let your informant see anything that will be published. Ask for permission to use
tapes/photos to be displayed publicly.
Be honest about your intents.
 Don't make promises you can't keep.
Respect privacy and confidences.
 Safeguard the relationship with your
informant.
Respect sensitive issues.
Sample Questions (FYI: The most useful questions will be those that you develop through your
knowledge of yourself and your family. These are sample questions that you may use as you plan.)
1. Please state your full name and present address.
2. Intro questions- Select 1-2 to concentrate on then move on to political questions.
 Where and when were you born? How long have you lived at your present home?
 Where did you live as a child? What can you recall about your family home and
neighborhood? What did you do for a living? (Or what type of work did you do as
a homemaker?) Has this type of work changed?
 Did you attend a church, synagogue, masque, etc…when you were growing up?
What activities were associated? How did these experiences affect your life and the
life of your family?
3. Political questions (This should be the main part of the interview and should be expanded.)
 What is your first memory of politics? Who is the first president you remember?
What memory stands out the clearest about his administration or politics?
 When did you first vote? Who did you vote for? Why?
 What effect did politics and government have on your adult life?
 Did your politics change as you got older? If so explain. If not, explain why not.
 What "Words of Advice" would you like to pass on to future generations in your
family as they become old enough to vote?
Name_______________________________________________ Class ___________
AP Gov-SEG Sheet
Remember you need 5 this semester!
Date/Unit Type of Activity
3X each max
Date
Unit
Date
Unit
Date
Unit
Date
Unit
Date
Unit
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Teacher Initials/Notes
Points Earned
(5 maximum)
(Highlight or Circle)
WEB Activity
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Interview
Other?
WEB Activity
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Interview
Other?
WEB Activity
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Interview
Other?
WEB Activity
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Interview
Other?
WEB Activity
Document Critique
Sunday Talk Show
Movie/Documentary
Political Meeting
Interview
Other?
Your SEG Sheet must be turned in and filled out
for complete credit.

Tentative AP Government and Politics Course Outline
Unit One: Political History, Beliefs, and Behaviors
Essential Questions
What 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 Chapters
Sabato Chapter 1
Important Things to Know
Dates to Remember
“Think About It” 1
___________
Supplementary Reader 1
___________
Socratic Seminar 1
___________
Current Events 1
___________
Unit One Test
___________
SEG 1
___________
Leviathan
2nd Treatise on Civil Government
Declaration of Independence
Social Contract Theory
Political Theorists/Theory:
Plato and Aristotle
David Hume
Machiavelli
Thomas Hobbes
John Stuart Mill
John Locke
Montesquieu
Alexis De Tocqueville
Rousseau
C. Wright Mills
Karl Marx
Max Weber
Important Terms and Concepts
1. Communism
2. Conservative
3. Fascism
4. Direct democracy
5. Indirect democracy
6. Legitimacy
7. Liberal
8. Libertarian
9. Majority rule
10. Moderate
11. Natural law
12. Oligarchy
13. Personal liberty
14. Political culture
15. Political elite
16. Political equality
17. Political efficacy
18. Political ideology
19. Popular consent
20. Popular sovereignty
21. Populism
22. Progressivism
23. Representative democracy
24. Totalitarianism
Unit 1 “Think About It” Essay
-1-Page Typed and Double-SpacedChoose one and reflect:
In framing a government which is to be
administered by men over men, the great
difficulty lies in this: you must first enable the
government to control the governed; and in
the next place oblige it to control itself.
- James Madison
The will of the people is the only legitimate
foundation of any government, and to
protect its free expression should be our first
object.
-Thomas Jefferson
"Why has government been instituted at all?
Because the passions of man will not
conform to the dictates of reason and justice
without constraint.”
- Alexander Hamilton
Government, even in its best state, is but a
necessary evil; in its worst state, an
intolerable one.
-Thomas Paine
AP GOVERNMENT
UNIT 1: Political Beliefs and Behaviors
Supplementary Reader 1 Questions
A. 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)
Tentative AP Government and Politics Course Outline
Unit Two: Constitutional Underpinnings and Federalism
Overview
The United States Constitution
What is Federalism?
Basic Political Philosophy
Assigned Readings
-Sabato Chapters 2-3
Primary Documents to Know
Articles of Confederation
United States Constitution
Bill of Rights (1-10)
Other Amendments (11-27)
New Jersey Plan
Virginia Plan
Great Compromise
Federalist Paper #51
Privileges and Immunities Clause
Supremacy Clause
Full Faith and Credit Clause
Marbury v. Madison
McCulloch v. Maryland
Gibbons v. Ogden
Fletcher v. Peck
Dartmouth v. Woodward
Barron v Baltimore
Gitlow v New York
NLRB v Jones Laulfin Steel
Heart of Atlanta Motel v. US
United States v. Lopez
Printz v. United States
South Dakota v Dole
Boumediene v. Bush
District of Columbia v. Heller
MacDonald v Chicago
Bush v Gore
Dates to Remember
Unit 2 FRQ
___________
Constitution Quiz
___________
Supplementary Reader 2
___________
Socratic Seminar 2
#8 _____ #19______
Current Events 2
___________
Unit Two Test
___________
Case File 1
___________
SEG 2
(completed in class)
___________
Important Terms and Concepts-
1. Block Grant
2. Categorical Grant
3. Checks and Balances
4. Concurrent Powers
5. Confederation
6. Cooperative Federalism
7. Extradition Clause
8. Enumerated Powers
9. Federalism
10. Full Faith and Credit Clause
11. Implied Powers
12. Informal Amendment Process
13. Interstate Compact
14. Necessary and Proper Clause
15. New Federalism
16. Privileges and Immunities Clause
17. Republic
18. Separation of Powers
19. Sovereign Immunity
20. Supremacy Clause
21. Unfunded Mandates
22. Unitary System
AP Government and Politics
UNIT 2: Constitutional Underpinnings
Supplementary 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)
Tentative AP Government and Politics Course Outline
Unit 3: Linking Institutions Part I
Overview
Political Socialization and Public Opinion
The Media
Assigned Readings
Sabato Chapter 11, Ch. 13 (p. 463-477) and Ch. 15
Primary Documents to Know
The Zenger case
New York Times v Sullivan (1964)
New York Times v US (1973)
FCC v. Fox Television Stations (2009)
Telecommunications Act 0f 1996
Communications Decency Act (1997)
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
___________
Terms
Hardball Test
___________
1.
Activist
FYI: The Unit 3 Test will be combined with
2. Agenda setting
3. Broadcast media
the Unit 4 Test for one grade.
4. Civic Duty
5. Content regulation
6. Conventional participation
7. Equal time rule
Supplementary Reader 3 Assignment
8. Exit Polls
Student-Led Socratic Seminar
9. Fairness doctrine
Directions:
10. Framing
All students are assigned to read these two
11. Horserace journalism
essays. Please sign up to lead one session this
12. Margin of Error
semester
13. Media effects
14. Muckraking
80. LARRY SABATO Feeding Frenzy, p. 574
15. Narrowcasting
16. Prospective judgment
82. MARTIN WATTENBERG
17. Push polls
Where Have All the Voters Gone? P. 592
18. Random Sampling
19. Silent majority
20. Social Cleavages (polarizing and cross-cutting)
21. Stratified Sampling
22. Straw Polls
23. Ticket splitting
24. Tracking Polls
25. Yellow journalism
Political Self-Quizzes
What’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-Quizzes
8. Now select three additional self-quizzes to find out more about your political beliefs.
(You may do more if time allows!)
a. Quiz Name
b. 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 Weekend
http://franz.org/quiz.htm

Advocates for Self-Government
http://www.theadvocates.org/quiz.html

Pace News Limited
http://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?
Tentative AP Government and Politics Course Outline
Unit 4: Linking Institutions Part 2
Overview
Political Parties and Interest Groups
Assigned Readings
-Sabato Chapters 12 and 16
Primary Documents/Acts to Know
15th-17th-19th -24th -26th Amendments
Federalist 10
Federal Regulation of Lobbying Act- 1946
Ethics in Government Act- 1978
The Lobbying Disclosure Act- 1995
Terms
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Candidate centered politics
Civil Service laws
Coalition
Collective Good
Dealignment
Disturbance Theory
Earmark (political pork)
Free rider problem
Interest Group
Issue Oriented politics
Lobbying
Lobbyist
Machine
National Party Platform
Organizational Party
PAC
Party in the Electorate
Party platform
Political Machine
Political Party
Proportional Representation
Public Interest Group
Secular Realignment
Social Capital
Think Tank
Trade Association
Dates to Remember
Ch. 12 Reading Quiz
___________
Supplementary Reader 4
Socratic Seminar 4
___________
#77___________
Chapter 16 Reading Quiz
___________
Current Events 4
___________
Unit 3 and 4 Test
___________
Hardball Test
___________
SEG 4
___________
Optional Poll Project
___________
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 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
Positioning
AP Government and Politics
UNIT 4: Linking Institutions 2
Supplementary Reader 5 Assignment
All 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 Seminar
All 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)
Tentative AP Government and Politics Course Outline
Overview
Unit 5: Linking Institutions Part 3
Voting and Elections
The Campaign Process
Assigned Readings
-Sabato Chapters 13 and 14
Primary Documents to Know
15th-17th-19th -24th -26th Amendments
Motor Voter Act Law
Federal Election Campaign Act (FECA) of
1971
FECA 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 Rule
Citizens United v. FEC (2009)
Terms
1.
BCRA
2. Blanket primary
3. Closed Primary
4. Crossover Voting
5. Elector
6. Electoral College
7. Electorate
8. 527
9. Front Loading
10. General Election
11. Gerrymandering
12. Hard money
13. Incumbency
14. Initiative
15. Matching funds
16. Midterm Election
17. Open Primary
Dates to Remember
TAI 5 ‘Modern Elections” __________
Socratic Seminar 5
# 70_________
Current Events 5
___________
Unit 5 Test
___________
SEG 5
___________
Hardball Test
___________
Optional Poll Project
___________
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 original
semester syllabus.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
PACS
Primary Election
Proportional Representation
Reapportionment
Recall
Redistricting
Referendum
Soft money
Superdelegate
Voter canvass
Winner takes all system
AP 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
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
Student-Led Socratic Seminars:
All students are assigned to read this essay. Sign up to lead the class in discussion one
time this semester.
70. “Going Negative” by Stephen Ansololabehere (Lanahan p.487)
Please note this is a change from the original semester syllabus.
Unit Six:
Tentative AP Government and Politics Course Outline
Unit Six: The Legislative Branch
Overview- Congressional responsibilities, checks and balances, leadership, committees, politics, and
the everyday workings of the Senate and the
House
Dates to Remember
Assigned Readings
Getting to Know Your…. ___________
-Sabato Chapter 7
Primary Documents to Know:
Congressional Budget and Impoundment Act
Tonkin Gulf Resolution
War Powers Act
Amendment 16 and 17
Shaw v Reno (1993)
Miller v Johnson (1995)
:
Socratic Seminar 6
#22 ______ #23______
Mock Congress Bill
___________
Current Events 6
___________
Congress Leadership Quiz ___________
Unit 6 Test
___________
SEG 6
___________
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Cloture
Committee of the Whole
Conference Committee
Congressional caucus
Congressional review
Conservative coalition
Delegate
Discharge Petition
Double tracking
Earmark
Filibuster
Gerrymandering
Hold
Impeachment
Joint committee
Legislative veto
Logrolling
Malapportionment
19. Markup bill
20. Multiple/sequential referrals
21. Open/closed rule
22. Oversight
23. Party caucus
24. Pork barrel legislature
25. Public/private bill
26. Quorum call
27. Restrictive call
28. Rider/Christmas tree bill
29. Select committee
30. Senatorial Courtesy
31. Seniority
32. Simple/concurrent/joint resolution
33. Single member district
34. Standing Committee
35. Trustee
36. Voice/division/teller/roll call vote
AP Government and Politics Unit 6
Getting 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 doublespaced 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 Name
Address
Marietta, GA Zip Code
Date
The Honorable Saxby Chambliss
United States Senate
416 Russell Senate Office Building
OR The Honorable Johnny Isakson
United States Senate
131 Russell Senate Office Building
OR The Honorable Tom Price
United States House of Representatives
403 Cannon House Office Building
Washington, 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 Ink
Your Name
Template for Mock Congress Bill
Type the Name of Your Bill Here
IN THE House or Senate OF THE UNITED STATES
112th CONGRESS
1st 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.)
Tom Price Your party and state you are representing here RGA 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
Put your name here
committee name here
__________ Committee.
1. Be it enacted by the United States _________ here
assembled that:
2. Section 1: Write your bill here.
3.
4. SubSection 1A: How the cost of bill will be paid for will
5. be written here IF there is a cost.
6.
7. Section 2:What part of the executive branch will be in
8. charge of enforcing the law will be written here.
9.
10. Section 3: Fines or punishment for not following the
11. actions of bill will be written here.
12.
13. Section 4: This law shall take effect upon passage.
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 8-9
Primary Documents/Cases/ Acts to Know:
Federalist #70
United States vs. Nixon
22nd Amendment
25th Amendment
US v Nixon
INS v Chadha
Gulf 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 1974
Privacy 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 authorization
3. Bureaucracy
4. Cabinet
5. Civil Service system
6. Committee clearance
7. Discretionary authority
8. EOP
9. Excepted employees
10.
11.
12.
13.
Executive Agreement
Executive Order
Executive Privilege
Government
Corporation
13. Inherent Powers
14. Impeachment
15. Imperial presidency
Dates to Remember
“Think About It” 7
___________
Supplementary Reader 7
___________
Socratic Seminar 7 #31 _____ #39______
Current Events 7
___________
Unit 7 Test
___________
SEG 7
___________
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!
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Institutional presidency
Independent Executive Agency
Independent Regulatory Agency
Iron triangle/Issue network
Lame duck
Legislative veto
Line Item Veto
Line of succession
Merit System
Pardon
Pocket Veto
Veto Power
OMB
Peter Principle
Plum Book
Regulations/Rule Making
Spoils System/Patronage
Merit System
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 Departments
1.
Department of State
2. Department of the Treasury
3. Department of Defense
4. Department of Justice
5. Department of the Interior
6. Department of Agriculture
7. Department of Commerce
8. Department of Labor
9. Department of Health and
Human Services
10. Department of Housing and
Urban Development
11. Department of Transportation
12. Department of Energy
13. Department of Education
14. Department of Veterans Affairs
15. Department of Homeland
Security
High 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 Agency
23. 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 Control
31. 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
Commission
57. Office of First Lady
58. Office of Vice President
59. 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
Tentative AP Government and Politics Course Outline
Unit 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 III
Article II Section 2
Amendment 11
Federalist # 78
Marbury v. Madison
McCulloch v. Maryland
Gibbons v Ogden
Barron vs. Baltimore
Dred Scott v Sandford
Munn v Illinois
Brown v Board of Education
Miranda v Arizona
Roe v Wade
Dates to Remember
Supreme Ct. Justice Quiz
___________
Supplementary Reader 8
___________
Socratic Seminar 8
___________
Current Events 8
___________
Unit 8 Test
___________
Case File Check #2
___________
SEG 8
___________
Important Terms and Concepts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Amicus curiae
Appellate Courts
Appellate Jurisdiction
Brief
Civil Law
Class-action suit
Concurring opinion
Constitutional Courts
Court of Appeals
Criminal law
Dissenting opinion
In forma pauperis
Judicial Activism
Judicial Implementation
15. Judicial Restraint
16. Judicial Review
17. Jurisdiction
18. Legislative Courts
19. Litmus test
20. Original Jurisdiction
21. Plaintiff
22. Precedent
23. Rule of Four
24. Solicitor General
25. Standing
26. Stare Decisis
27. Strict Constructionist
28. Writ of certiorari
AP Government and Politics
UNIT 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)
Tentative AP Government and Politics Course Outline
Unit 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
Establishment Clause
Amendments
Equal Pay Act of 1963
13-14th-15th Amendments
Civil Rights Act of 1964
19th Amendment
Voting Rights Act of 1965
24th Amendment
Equal Rights Amendment
Due Process Clause
Title IX
Equal Protection Clause
Lucy Ledbetter Law
Free Exercise Clause
1. Abington SD v Schemp
27. NY Times vs. Sullivan
2. Abrams vs. US
28. NY Times vs. US
3. Brandenburg v Ohio
30. Oregon v Smith
4. Brown v Board
31. Planned Parenthood v
5. Brown v Board II
Casey
6. CA Board of Regents vs. Bakke 32. Plessey v. Ferguson
7. Dred Scott v Sanford
33. Reed v Reed
8. Engel v Vitale
34. Reynolds v US
9. Escobedo v Illinois
35. Roe v Wade
10. Gideon v Wainwright
36. Roth v US
11. Griswald v CT
37. Rostker v Goldberg
12. Gitlow v New York
38. Schenck vs. US
13. Gregg v Georgia
39. Sheppard v Maxwell
14. Gratz v Bollinger
40. Swann vs. Charlotte15. Grutter v Bollinger
Mecklenburg
16. Hazelwood v Kuhlmeier
41. Sweatt v Painter
17. H of Atlanta Motel v US
42. Texas vs. Johnson
18. Island Trees SD v Pico
43. Tinker v Des Moines
19. Katz v US
44. US v Lopez
20. Kelo v City of N. London
45. US vs. Nixon
21. Korematsu v US
46. Webster vs. Reproductive
22. Lemon vs. Kurtzman
Health Services
23. Mapp vs. Ohio
47. West Virginia BOE v
24. Miller v California
Barnette
25. Miranda vs. Arizona
48. Wisconsin vs. Yoder
26. Near vs. Minnesota
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
___________
SEG 9
___________
Unit 9 Terms
1. Clear-and-present danger
2. Compensatory action
3. De facto segregation
4. De jure segregation
5. Due Process Clause
6. Equal Protection Cause
7. Equal Rights Amendment
8. Establishment Clause
9. Exclusionary rule
10. Fighting words
11. Free exercise clause
12. Grandfather clause
13. Good-faith exception
14. Libel
15. Poll tax
16. Prior restraint
17. Probable cause
18. Right to Privacy
19. Selective Incorporation
20. Separate-but-equal
21. Slander
22. Strict scrutiny
23. Suspect classifications
24. Symbolic speech
25. Title IX
26. Wall-of-separation
27. 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)
Tentative AP Government and Politics Course Outline
Unit 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
Unit 10 Dates to Remember
problem
Optional TAI 10
____________
Assigned Reading
Optional SR 10 (Lanahan Ch. 15) ____________
-Sabato Chapters 17-18-19
Important Terms and Concepts
Optional Policy Project
____________
1. Economic Policy
Public Policy Quiz
____________
2. Monetary Policy
Current Events 10
____________
3. Fiscal Policy
SEG 10
____________
4. Foreign Policy
5. Social Welfare Policy
6. Entitlement
“Think About It” Essay
7. Means-tested program
-1-Page Typed and Double-Spaced8. Non means-based program
Reflect on This Quote:
9. Policy adoption
"A popular myth is that polls drive policy decisions; the
reality is the reverse. The preferences of politicians and
10. Policy implementation
the demands of the more active and privileged
11. Social welfare
[constituents] drive policy. These policy decisions, in
12. Deregulation
turn, guide polling. [Politicians] dive the polling research
13. Fiscal policy
to identify the words, arguments, and symbols that will
14. GDP
sway the public to support what politicians and their
15. Interventionist state
backers already desire. Confidence that poll-honed
16. Monetary policy
messages can manufacture public support for nearly any
17. Social regulation
policy has lured many political activists to support
18. Engagement
extreme policies that are at odds with the preferences of
19. Enlargement
most Americans." -Dr. Lawrence Jacobs,
20. IGO
17. Telecommunications Act
21. Multilateralism
18. Voting Rights Act
22. Pragmatism
19. BUSH Doctrine
23. Unilateralism
20. Foreign Intelligence Surveillance Act
Important Policies to Know
21. National Security Strategy
1. Aid to Families w/Dependent Children
22. USA PATRIOT Act
2. Fair Housing Act
23. Airline Deregulation Act
3. Medicaid
24. Bretton Woods Agreement
4. Medicare
25. Budget Enforcement Act
5. IDEA
6. Medicare Prescription Drug, Improvement, and
26. CAFTA
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Modernization Act
No Child Left Behind
Affordable Care Act
Race to the Top
Social Security Act
Temporary Assistance for Needy Families
Americans with Disabilities Act
Bipartisan Campaign Reform Act
Civil Rights Act(s)
Communications Decency Act
Freedom of Information Act
27. Economic Growth and Tax Relief Reconciliation Act
28. Gramm-Rudman Act
29. NAFTA
30. Trouble Assets Relief Program
31. ANWR Oil Drilling Policy
32. CERCLA
33. Clean Air Act
34. Clean Water Act(s)
35. Clear Skies Act
36. Endangered Species Act (s)
37. Healthy Forest Restoration Act
Unit 10 Review Questions for Quiz
1. How are public policies made??
a. Elite view
b. Bureaucratic view
c. Interest group view
d. 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 Branch
b. The Executive Branch
c. 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 Basics
1. 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 Institutions
5. 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