AP US Government and Politics
Syllabus
2011-2012
Introduction:
An introductory college course in United States government and politics or in comparative
government and politics is generally one semester in length. In both subject areas there is considerable
variety among the courses offered by colleges. In terms of content, there is no specific college course
curriculum that an AP course in United States Government and Politics or in Comparative
Government and Politics must follow. Therefore, the aim of an AP course should be to provide the
student with a learning experience equivalent to that obtained in most college introductory U.S. or
comparative government and politics courses. (College Board Course Description, 2010)
Teaching Strategies
• Activities addressing a variety of learning styles and opportunities to demonstrate
understanding
• Analytical Writing
• Speeches/Presentations and Simulations
• Research Papers and Projects
• Assessments (Tests, Quizzes, etc.)
• Nightly reading assignments
• Cooperative/Group projects
Description:
This course will allow students to gain a deeper understanding of the government and
politics of the United States. Students will examine various general concepts and
specific examples in order to analyze and synthesize the functions and outcomes of
government and politics in the United States. Students will use critical thinking skills to
evaluate a variety of theoretical perspectives, as well as political behaviors and their
outcomes. Students will learn important facts, concepts, and theories pertaining to the
U.S. government and understand typical patterns of political processes and behavior
and their consequences. An emphasis will be placed on critical thinking skills, essay
writing, primary source analysis, debating skills, presentations, and other activities.
Students should bring to the course a basic understanding of the various vocabulary,
institutions, and ideological beliefs involved with and relating to U.S. government and
politics. This is a rigorous and demanding course requiring students to have a strong
work ethic, to read at a rigorous pace, and to complete a variety of writing assignments.
Students are expected to demonstrate strong writing and analytical skills and
independent work habits. All Advanced Placement students are required to take the
College Board AP exam.
Resources:
American Government and Politics today. 2011-2012 edition 15th, Stephen W.
Schmidt, Mark C. Shelley II, Barbara A. Bardes, Lynne E. Ford
Lanahan Reader – Reed et al.
Course Objectives:
Students successfully completing this course will:
• know important facts, concepts, and theories pertaining to U.S. government and politics
• understand typical patterns of political processes and behavior and their consequences
(including the components of political behavior, the principles used to explain or justify
various government structures and procedures, and the political effects of these structures
and procedures)
• be able to analyze and interpret basic data relevant to U.S. government and politics
(including data presented in charts, tables, and other formats)
• be able to critically analyze relevant theories and concepts, apply them appropriately,
and develop their connections across the curriculum
Expectations:
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You are responsible for your own work, in class and make up. If you miss work due to absences, you are
responsible for making it up in the required time. Always remember that you can get work or announcements
from the web site.
You are expected to keep up with current events by daily watching the news or reading periodicals.
Come prepared each day with necessary materials.
Cheating and/or plagiarism are serious offenses and will be handled immediately by appropriate school
authorities. Do not to tolerate cheating; it is unfair to you! You can notify me of any incident (anonymously if
you wish) so I can deal with it.
You are tardy to class if you are not in your seat when the bell rings.
This is a college level class and will be taught as such. Expect more work, expect to work independently, expect
questions on tests that are thinking questions and may not be in your text. I will give out a calendar at the
beginning of each chapter and I will work hard to keep to it or update it. Therefore, you will know about all
work in advance (i.e. no whining!).
The goal is to pass the National AP Exam at the end of the year (Tuesday, May 8th in the morning). This is an
optional exam that costs about $80. If you pass it, you’ll probably receive college credit worth a one semester
class. Different colleges may have different policies regarding A.P. scores. If you choose not to take the exam,
you’ll be required to take and be graded on a comprehensive exam that I develop. But everyone will study
together in the days leading up to the National A.P. US Government Exam.
Grading Policy
Quarter Grade
Classwork
35%
Tests/Projects/FRQs
35%
Homework
15%
Quizzes
15%
Assessments
 Unit Tests – These test follow most chapters or unit and are modeled on the AP Exam with
approximately 30 multiple choice questions and an FRQ (free response question or essay), or
some variation along those lines
 Reading Quizzes – Quizzes will be given after reading assignments (students may use notes they
take).
 Quizzes – Quizzes will be announced and given on specific chunks of content in especially long
chapters. The format for these quizzes will be open-ended factual and critical thinking type
questions.
Classwork: Journals or Reflective Responses – Students will receive numerous articles and
readings from books, newspapers, magazines, and journals assigned (see each unit calendar for
specifics). After each reading students are to complete an analytical critique which includes the
following components – summary of the main points of the article, analysis of how this issue
effects the US or effect politics, a personal response to the article or newly learned information,
and the article’s importance to the field of politics or government.
Final Project – Students will be expected the complete a final project. Assignment TBD.
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Course Outline
To help students meet these goals, the course should cover the following topics.
I.
II.
III.
IV.
V.
VI.
Unit
Constitutional Underpinnings of the United States Government
Political Beliefs and behaviors
Political parties, Interest Groups, and Mass Media
Institutions of National Government: The Congress, the Presidency, the
Bureaucracy, and the Federal Courts
Public Policy
Civil Rights and Civil Liberties
Topic(s)
Text
Chp(s)
Summer Reading
Assignment
1.
Introduction to
government,
Constitutional
underpinnings, &
Federalism
Paper(s)/Essay(s)/Outside Readings/Case
Studies(s)
Text Readings
Dates
Hardball by Chris Mathews
1, 2, & 3
 Federalist Papers essay & presentations
 Practice FRQ – Articles of Confederation
v. Constitution (2000)
 Time Magazine – “Does the Constitution
Still Matter?”
 Reading on McCulloch v. Maryland
 Lanahan Reader: Federalist #10
 Introduction to Policymaking – ECongress by YLI
 Practice FRQ - Federalism
 Political Ideology Quiz
 Blue Truth, Red Truth – Time Magazine:
Pgs. 3 – 29
Pgs. 32 – 82
Pgs. 84 – 59
Pgs. 90 – 112
Sept 1Oct 21
Pgs. 212-238
Pgs. 244-270
Pgs. 276-308
Oct 24Nov 10
http://www.time.com/time/magazine
/article/0,9171,995193,00.html
2.
Public Opinion &
Political Socialization,
Political Parties, Interest
Groups
6, 7, & 8
 The Problem of Divided Government in
an Era of Polarized Parties – Jeffrey
Fine:
http://teachers.greenville.k12.sc.us/si
tes/ppowell/Government%20Docum
ents/Presidential%20readings/proble
ms%20of%20divided%20govern.pdf
 Practice FRQ – Political Parties
 Politicians Don’t Pander, Lawrence
Jacobs, Robert Shapiro, Lanahan Reader
pgs 433-439
 So Damn Much Money, Robert Kaiser,
Lanahan Reader, pgs 467-479
 Is 2008 a Realigning Election? Numbers
offer some clues, Stuart Rothenberg,
Lanahan Reader, pgs 560-562
 A Theory of Critical Elections by V.O.
Key, Jr:
http://faculty.smu.edu/jmwilson/Key
1.pdf
3.
Voting, Campaign
Processes, & the Media
9, 10, &
11
 Practice FRQ – Gerrymandering (2008)
 Senate Confirmation of Cabinet
Appointments – James King, and The
Tensions of Judicial Appointments – Peter
Yacobucci: (pages 41 and 51)
Pgs. 312-333
Pgs. 336-357
Pgs. 368-395
Nov 14 Dec 9
http://apcentral.collegeboard.com/ap
c/public/repository/US_Gov_Balanc
e_of_Power_SF.pdf
4.
Congress &The
Legislative Branch
12
 Electoral College Case Study
 Stormy Weather, Dante Scalia, Lanahan
Reader, pgs 489-495
 Practice FRQ – Congressional Leadership
(2003)
 Practice FRQ – Campaign Finance
Reform (2000)
 Readings on Buckley v. Valeo & United
Citizens v. FEC
 Filibuster Gregory Wawro, Eric
Schickler, Lanahan Reader, pages 163170
Pgs. 402-440
Dec 12 –
Jan 13
5.
Presidency, Executive
Branch, & the
Bureaucracy
13 & 14
6.
Judicial Branch, Civil
Rights, & Civil Liberties
15, 4, &
5
7.
Public Policy
16, 17 &
18
8.
Review
Unit
Topic(s)
1.
Introduction to
government,
Constitutional
underpinnings,
& Federalism
(Ch 1, 2, 3)
2.
Political
Parties,
Political
Opinion &
Socialization
(Ch 12 & 11)
ALL
 Practice FRQ – Congress v. President
(2004)
 Presidency Papers & Presentations
 The Tensions of Judicial Appointment –
Peter Yacobucci
 Feeding Frenzy – Sabato
 Bureaucracy, James Q. Wilson,
Lanahan Reader pgs 302-307
 Practice FRQ – Supreme Court (2011)
 West Wing – The Supremes
 Supreme Court Cases Project &
Presentations
 System Under Stress, Donald Kettl,
Lanahan Reader pgs 360-370
 Practice FRQ – Bureaucracy (2010)
 Public Policy Project
 Understanding Environmental Policy,
Steven Cohen, Lanahan reader pgs 660667
 Practice FRQs – 2011 (3 & 4)
 Practice MC – 2009 & 2000
Skills/Understandings
 Explain the advantages/disadvantages of a
federal system of government.
 Evaluate how effectively the federal
government fulfills its original purpose.
 Identify benefits and challenges of diversity in
American life.
 Identify and explain the underlying principles
of the Declaration of Independence.
 Evaluate the weaknesses of the Articles of
Confederation
 Identify and explain the advantages/
disadvantages of a federal system of
government.
 Evaluate the weaknesses of the Articles of
Confederation
 Analyze the Founding Fathers original
concepts of separation of powers, federalism,
and checks and balances and how well they
work in modern-day society.
 Analyze the political and economic
circumstances at the time of the framing of the
Constitution.
 Identify and explain different political
thoughts and ideologies that exist in the US
today.
 Classify the ideological beliefs people
maintain about their government.
 Analyze public opinion and the impact it has
on policy.
 Evaluate the reasoning behind each student’s
Pgs. 446 - 477
Pgs. 482 - 511
Jan 23 –
March 2
Pgs. 516 - 542
Pgs. 122 – 160
Pgs. 166 – 206
March 5
– April 2
Pgs. 548 - 583
Pgs. 590 - 615
Pgs. 620 – 650
April 3 –
April 29
May 4 –
May 14
Essential Questions
 Were the founding fathers elitists or
pragmatists?
 Why did the framers create a
Republican form of government?
 What is the underlying reasoning
behind the creation of a federal system
of government?
 Why did the Constitution create a
system of checks and balances,
federalism, and a separation of
powers?
 How is the Constitution a “living
document”?
 What fundamental beliefs bind
together each of the two main political
parties in the US?
 Why do third parties so often fail in
US politics?
 What is public opinion? How does it
impact policy decisions?
 What is the public agenda and how is
political beliefs.
 Explain the metacognitive process of how and
why citizens vote as they do.
 Evaluate current and historical proposals for
reform of the political system.
 Explain why there is a divide in this country
between core democratic principles and the
application of these principles to specific
situations.
 Define political parties
 Reflect on how parties operate, are organized,
serve as intermediaries between citizens and
government and the impact of parties on the
electoral process.
the agenda shaped?
 How do political parties, the media,
and special interest groups influence
the way Americans vote?
 Why are political parties, the media
and special interest groups an
important influence on both voters and
elected officials?
3.
4.
5.
Voting, &
Campaign
Process
(Ch 13 & 14)
 Describe the nomination and election process.
 Examine campaign funding and spending.
 Describe how can American citizens
participate in the American political process
Congress &
Special Interest
Groups
(Ch 7 & 16)
 Know the structure and importance of
congressional committees.
 Evaluate the process a bill goes through on its
legislative journey.
 Analyze the relevance and effectiveness of
reapportionment today.
 Know the powers granted and prohibited by
the Constitution.
 Understand the organization and function of
the Congress and its leaders.
 Understand the influence of interest groups
and mass media on the political process.
 Evaluate the impact of PAC’s on the political
process.
Presidency,
Executive
Branch, & the
Media
(Ch 8, 9, 15)
 Identify and explain the role of the Cabinet
and the Executive Office of the President.
 Analyze decision making during the Cuban
Missile Crisis.
 Evaluate the changing role of the Vice
Presidency.
 Know real-life examples of presidential roles.
 Know amendments affecting the presidency.
 Understand the structure and function of the
executive branch.
 Consider the various roles the president must
perform in the role as commander in chief and
taking care that the laws are faithfully
executed.
 Know the powers granted and prohibited by
the Constitution.
 How is civic participation affected by
rule of law?
 How are rules or laws that govern the
election process beneficial to the
citizens of America?
 Why is being an informed voter
important to society?
 How do political parties, the media,
and special interest groups influence
the way Americans vote?
 How does the Constitution control
special interests?
 How have interest groups helped to
democratize the US political system?
 Why are interest groups a threat to
democracy?
 Why are soft money contributions
considered a threat to the election
process?
 Why did the Supreme Court have a
problem with the imposition of
spending limits on PAC’s?
 Why do congressional incumbents
have an advantage?
 Why does Congress continue to
maintain the seniority system?
 Why has it been argued that Congress
contributes to the fragmentation of
policy-making?
 How do presidents use their informal
powers to get their legislative agenda
passed?
 What techniques can presidents use to
promote their legislative agenda in the
face of divided government?
 What impact does the White House
staff have on policymaking
 Does the media place too much
emphasis on irrelevant issues in
presidential campaigns?
 What role does the media play in
shaping public opinion?
 How do presidents use their informal
powers to get their legislative agenda
passed?
 What techniques can presidents use to
promote their legislative agenda in the
face of divided government?
 What impact does the White House
staff have on policymaking?
 Understand the influence of interest groups
and mass media on the political process.
Judicial
Branch, Civil
Rights, &
6.
Civil
Liberties
(Ch 10, 5, 6)
Public Policy
7. (Ch 17, 18,
19)
 Know the current makeup and the daily
operation of the Supreme Court.
 Organize the various levels and
jurisdiction of the federal courts.
 Evaluate the politics concerning federal
court nominations.
 Reflect on the role of the bureaucracy in
the implementation of public policy.
 Discuss the interactions among
Congress, the courts, and the
bureaucracy in policy-making.
 Distinguish between the structural and
political interrelationships of the four
branches of government.
 Differentiate between civil liberties and
civil rights.
 Using actual cases, evaluate the
effectiveness of civil and criminal courts
in the United States.
 Describe the influence of the American
concept of democracy and individual
rights in the world.
 Reflect on the implementation of the
First Amendment and the impact it has
played in US politics.
 Discuss the role the 14th Amendment
has played on the rights and liberties of
US citizens.
 Evaluate the economic policy-making
involves several parts of the government
 Describe the cornerstones of social
welfare policy, environmental policy,
and military policy in the U.S. are Social
Security and Medicare
 Environmental policy illustrates the
various forms of policy making in the
U.S.
 Constitution creates a power struggle
between the president and Congress over
foreign policy
 Differing worldviews among political
elites have dominated the nation’s
foreign policy
 How do politics enter into Supreme Court decisions?
 Why can it be said that all judicial decisions are
activist?
 Why can it be said that a president’s strongest legacy is
found in the judiciary?
 What control does Congress have over the judiciary?
 To what degree is the bureaucracy able to maintain
political neutrality?
 How do iron triangles and issue networks foster
democratic principles?
 How does Congress control the bureaucracy?
 How do presidents control their policy preferences
through the bureaucracy?
 How has the 14th Amendment affected state’s rights
and individual liberties?
 What role does the First Amendment play in a
democratic society?
 How has the phrase “equal rights under the law” been
interpreted throughout US history?
 What has the phrase “life, liberty and property” come
to mean to US citizens and US politics?
 Why did the Supreme Court have a problem with the
imposition of spending limits on PAC’s?
 What political agendas determines which issues will
receive consideration in formulating new policy
 How much does the budget indicates how much the
government will collect in taxes, spend in revenues,
and allocate among various programs