AP U.S. Government and Politics Syllabus
2015-2016
Mr. Johnson
“Whenever the people are well-informed, they can be trusted with their own
government.” – Thomas Jefferson
This course is designed to simulate a college-level, introduction to political science. The goal of
this course is to engage students and help them see the numerous connections between the
academic courses they are enrolled in and their everyday lives! Students need to know that the
political world affects their lives, and the political world is truly global in scope. By the end of
the year students who have worked hard will have a better grasp of political events and
appreciate how American and world history have shaped current political beliefs, political
parties, national institutions, policies, and laws.
The AP Exam
The AP Examinations are administered each year in May and represent the culmination of
college-level work in a given discipline in a secondary school setting. Rigorously developed by
committees of college and AP high school faculty, the AP Exams test students' ability to perform
at a college level..
The AP U.S. Government and Politics exam is made up of two parts. The objective (multiple
choice) question section consists of 60 questions, is 45 minutes long, and has a weight of onehalf. The free response section consists of four questions, is 100 minutes long, and has a weight
of one-half. According to College Board, “it is suggested that you spend approximately onefourth of your time (25 minutes) on each question. In your response, use substantive examples
where appropriate.”
Site Base Policy- Students enrolled in an Advanced Placement Course will be encouraged but
not required to take the Advanced Placement Exam for that subject. All exam fees will be the
responsibility of the individual student. Any student not electing to take the AP Exam will be
required to take a final exam for the course. The final exam will carry the same weight as all
other final exams for Barren County High School (20% of final grade).
AP Exams cost $89.00 each. College Board has historically granted reduced fee waivers for
those who qualify for free/reduced lunch. Such reductions will be determined before payments
are due. Please see your counselor, or Trina Rickard, AP Coordinator.
If you choose to take the final exam for this course, it will be like an AP Exam including both
multiple choice and free response questions. This exam will be scored according to the College
Board’s scoring rubric.
5 = 100
4 = 93
3 = 86
2 = 79
1 = 69
Course Policies
Every day when you enter my classroom, I will be ready to teach you interesting and engaging
lessons. If you approach this class with a positive attitude, respect for your classmates, and a
sense of responsibility, you will be successful! My expectations for you are listed below. Make
sure you review these expectations carefully and know that I will hold you to these standards of
behavior.
Respect: Every person in this class will be given an equal opportunity to express himself or
herself in class discussions, group work, writings, etc. Individuals may dress differently, have
different beliefs, or communicate in different ways, but I expect you to treat each classmate with
respect. In a discussion, a variety of opinions often surface. While you will not be asked to
change your way of thinking, you will be expected to listen to others with respect and to express
your personal opinions in a respectful manner. If you disagree with someone’s viewpoint, you
are free to challenge them. However, please take time to consider your classmates’ opinions.
The ability to weigh different perspectives and a willingness to change one’s ideas based on the
presentation of new evidence are essential skills in today’s information age.
Behavior: I expect all students to:
 Be in class on time.
 Come prepared for class with required materials.
 Respect your teacher and classmates.
 Limit unnecessary trips out of the classroom.
 Turn off and do not use cell phones and electronic devices during class.
 Turn work in on time.
 Be a benefit to a group, not a hindrance.
 Actively participate in class discussions.
 Accept an academic challenge.
Consequences:
1) Verbal Warning
2) Teacher /Student Conferences
3) Parent Contact
4) Office Referral
Leaving Class: Students are required to have a hall pass in order to leave class. Students will
not be allowed to leave without it under any circumstances. Disciplinary action will be taken as
required by school policy. I do have the right to limit passes due to habitual use. In addition, 4th
block students will not be allowed to leave the classroom during the last 20 minutes of the day
for any reason, unless escorted by a principal, per school policy.
Absences: If you have a planned absence from school, please notify me in advance and I will
give you the upcoming assignments. It’s always best to make up your work before you leave. If
you have an unplanned absence from school, please see me immediately upon your return to
class to obtain any make-up work (see below). You may also e-mail me to find out assignment
details. When possible, I will e-mail attachments to you. Regardless of the situation, please talk
to me personally when you return.
Make Up Work: Make-up work/tests shall be permitted for excused absences only. Students
having excused absences will be allowed the same number of days to complete make-up
work/tests as they were absent. (i.e. student missed Monday, Tuesday, and Wednesday then they
have 3 days to make-up work/tests). Again, it is the student’s responsibility to contact me
regarding make-up assignments and schedule a time before, during, or after school.
School Policies: Any rule stated in the Student Handbook is, of course, a rule in this classroom
as well. Please be very familiar with all school rules and policies.
Grading
Your grade will be based on daily work, conduct, class participation, homework, exams, quizzes,
and assigned projects.
Daily Work- Consists of any work that we complete in class. Examples of daily work are: bell
ringers, vocabulary, notes, research activities, etc.
Class Participation- Everyone is expected to participate in class discussions and activities. It is
imperative that each student have their voice heard!
Homework- Consists of any work assigned outside of class. Examples of homework are:
annotated notes to go along with readings, guided reading notes, article research, etc.
Exams/Quizzes- Exams and quizzes will consist of identification, multiple choice, short
answer, and/or essay questions. Exams will be announced, but quizzes may be unannounced.
If you miss an exam or quiz please refer to the make-up work policy listed above.
Semester Project- The semester project will account for 100 points, or the equivalent of a test
grade. This project will include a variety of activities that you will complete throughout the
semester. It is important that you do NOT put this off until the end of the semester. The purpose
of the project is to be an active citizen in the local community.
Plagiarism / Academic Dishonesty Policy
I begin the year with complete trust in each of you. Please do not abuse that trust by being
dishonest. Plagiarism and academic dishonesty are serious offenses. The academic work of a
student is expected to be his/her own effort. Students must give the author(s) credit for any
source material used. To represent ideas or interpretations taken from a source without giving
credit is a flagrant act. To present a borrowed passage after having changed a few words, even if
the source is cited, is also plagiarism. Students who commit any act of academic dishonesty will
receive a failing grade in that portion of the course work. Acts of academic dishonesty will be
reported to the administration.
Questions and Help: If you have questions regarding your schoolwork or need extra help, you
can see me after class, by appointment before or after school, and/or you may e-mail me.
Texts
Ginsberg, Benjamin, Theodore J. Lowi, Margaret Weir. We the People: An Introduction to
American Politics, 9th edition. W.W. Norton, 2013.
[Listed on the “AP United States Government & Politics: Examples Textbook List”
http://www.collegeboard.com/html/apcourseaudit/courses/us_government_textbook_list.html]
Serow, Ann G. and Everett C. Ladd. Lanahan Reading in American Polity, 5th ed., 2011. [CR3,
SC11]
Stinebrickner, Bruce. Annual Editions: American Government 14/15, 44th ed., 2014.
Other readings and materials will be used throughout the course from these as well as other
sources, such as the New York Ttimes, The Economist, BBC News, The Wall Street Journal, etc.
[CR3, SC12]
SCHEDULE OF TOPICS (Curriculum Outline)
* Please note that there will be a test, consisting of multiple choice and/or at least one free
response question, at the conclusion of each chapter/topic.
I.
A.
B.
C.
D.
II.
A.
B.
C.
D.
E.
III.
Constitutional Underpinnings of United States Government
Considerations that influenced the formulation and adoption of the Constitution
Separation of Powers
Federalism
Theories of democratic government
Political Beliefs and Behaviors
Beliefs that citizens hold about their government and its leaders
Processes by which citizens learn about politics
The nature, sources, and consequences of public opinion
The ways in which citizens vote and otherwise participate in political life
Factors that influence citizens to differ from one another in terms of political beliefs and
behaviors
Political Parties, Interest Groups, and Mass Media
A.
1.
2.
3.
4.
5.
Political parties and elections
Functions
Organization
Development
Effects on the political process
Electoral laws and systems
B.
1.
2.
3.
4.
Interest groups, including political action committees (PACs)
The range of interests represented
The activities of interest groups
The effects of interest groups on the political process
The unique characteristics and roles of PACs in the political process
C. The mass media
1. The functions and structures of the media
2. The impact of media on politics
IV.
A.
B.
C.
1.
2.
3.
4.
5.
Institutions of National Government: The Congress, The Presidency, the
Bureaucracy, and the Federal Courts
The major formal and informal institutional arrangements of power
Relationships among these four institutions and varying balances of power
Linkages between institutions and the following:
Public opinion and voters
Interest groups
Political Parties
The media
Subnational governments
V.
A.
B.
C.
D.
E.
1.
2.
3.
4.
5.
6.
Public Policy
Policymaking in a federal system
The formation of policy agendas
The role of institutions in the enactment of policy
The role of the bureaucracy and the courts in policy implementation and interpretation
Linkages between policy processes and the following:
Political institutions and federalism
Political parties
Interest groups
Public opinion
Elections
Policy networks
VI.
Civil Rights and Liberties
A. The development of civil liberties and civil rights by judicial interpretation
B. Knowledge of substantive rights and liberties
C. The impact of the Fourteenth Amendment on the constitutional development of rights and
liberties
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I have read the course syllabus for ____________________________ (print student’s name), and I
understand the expectations and requirements for this course.
Parent Signature: _________________________
Student Signature: _________________________
* Cut off and return to Mr. Johnson by August 10th, 2015.
SCHEDULE OF TOPICS (Curriculum Outline)
* The following is a very basic outline of the topics that we will cover throughout the course.
We will try and follow it, but unanticipated interruptions may force us to deviate from the
schedule. It is crucial that you get the specific reading assignments for each class. In addition to
textbook chapters that are listed, you will be given handouts that will supplement the material in
the text.
* Please note that there will be a test, consisting of multiple choice and/or at least one free
response question, at the conclusion of each chapter/topic.
Introduction
* Class Expectations
* The AP Exam- Strategies for Success:
- “Strategies to Approach Multiple Choice Questions in the Classroom and on the Exam,”
Shirley Council, AP Central: 2007.
- “Using and Understanding Tables, Charts, and Graphs,” Jean Robinson, AP Central: 2005.
American Political Culture (Ch.1)
Lectures and discussion will be based on the following goals:
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Explore how Americans see their government.
Describe the role of the citizen in politics.
Define government and forms of government.
Show how the American people have changed over time.
Analyze whether the system of government upholds American political values.
Readings, Assignments, and Projects
Readings: Chapter 1 in We the People
Fein, Bruce. “The Stain of Watergate.” The World and I, December 1994.
Schudson, Michael. “What if Civic Life Didn’t Die?” American Prospect. March-April 1996.
Wilson, James Q. “Democracy for All?” Commentary, March 2000.
Barbash, Fred. “What They Don't Know” CQ Weekly, June 13, 2011[AE #6]
Stokes, Bruce. “What Makes a Country Great?” National Journal, June 4, 2011 [AE #5]
Buckley, F.H. “Legacy Nation” The American Spectator, March 2012
American Political Culture Vocabulary Quiz
Interactive Politics Simulation: American Political Culture
The Founding and the Constitution (Ch.2)
Lectures and discussion based on the following questions:
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What features of the US Constitution have enabled it to endure for over two centuries?
What are its strengths and weaknesses?
What were the strengths and weaknesses of the Articles of Confederation?
What historical events surrounded the writing of the US Constitution?
Why did Madison fear factions?
How did the Federalist papers influence the passage of the US Constitution
What are the three main branches of government and what are their major powers?
In what ways does each branch of government check and balance the other branches?
What are the advantages and disadvantages of separation of powers?
What are the differences between formal and informal powers?
What are the processes for proposing amendments and getting them passed?
What were the major views of the federalists and anti-federalists?
Why did some people feel there was no need for a bill of rights and others feel it was an
absolute necessity?
What major provisions are found in each of the 27 amendments?
How do different theories (i.e., pluralism, power elite, democratic, republican,
communist) address the nature of government?
Readings, Assignments, and Projects
We the People, CH.2
The Declaration of Independence, Thomas Jefferson, 1776 [AE #1]
The History of the Constitution of the United States, 1787 [AE #2]
Federalist No. 10, James Madison, The Federalist Papers, 1787 [AE #3]
Federalist No. 51, James Madison, The Federalist Papers, 1787 [AE #4]
It Is Time to Repair the Constitution's Flaws, Sanford Levinson, October 13, 2006 [AE #12]
Constitutional Trivial Pursuit: Explore various details of the Constitution
Amendments Quiz
Declaration of Independence
United States Constitution
Washington’s Farewell Address
The Founding and the Constitution Vocabulary Quiz
Video
John Adams (Selected Scenes)
Federalism (Ch.3)
Lectures and discussion based on the following questions:
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What is federalism?
What are the differences and similarities between federalist, confederalist and unitary
systems of government?
What are the strengths and weaknesses of each system?
What are federal, state and local powers (shared/concurrent and exclusive/delegated)
under federalism?
What are express, implied, and inherent powers?
What is fiscal federalism?
What are federal mandates?
Why was there a need for the passage of an unfunded mandates law and why is it
sometimes ignored?
What are the differences and similarities between categorical grants, block grants, project
grants, and revenue sharing?
Why do states prefer block grants and why does the federal government prefer
categorical grants?
What are the major aspects the Welfare Reform Act and the Americans with Disabilities
Act and how do they exemplify the strengths and weaknesses of federalism?
Readings, Assignments, and Projects
We the People, Ch.3
The Federalist 39 and 46, James Madison p.119-123 (Lanahan)
American Federalism, Daniel Elazar p. 124-128 (Lanahan)
Is Federalism the Reason for Policy Failure in Hurricane Katrina? Thomas Birkland/Sarah
Winterman p. 130-136 (Lanahan)
Federalism Vocabulary Quiz
Interactive Politics Simulation: Federalism
Video
When the Levees Broke: A Requiem in Four Acts, HBO (Selected Scenes)
Civil Liberties/Civil Rights (Ch.4 and 5)
Lectures and discussion based on the following questions:
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What is the difference between civil liberties and civil rights?
What major provisions are found in each amendment of the bill of rights?
Under what circumstances is free speech curtailed or prevented?
What does prior restraint mean?
What is the difference between the establishment and free exercises clauses of the first
amendment?
What are the major provisions of the thirteenth, fourteenth and fifteenth amendments?
Why is the fourteenth amendment important in discussing civil liberties?
What is the incorporation doctrine and to which amendments does it apply?
What are the major details and results of some of the major Supreme Court landmark
cases dealing with civil liberties and civil rights (see chart on p. 16)?
What is the difference between slander and libel and why are they not protected as free
speech?
What groups are supposed to be protected by civil rights policy?
What different methods were used to restrict the voting rights of African-Americans and
women?
What is gerrymandering?
What is affirmative action?
Readings, Assignments, and Projects
We the People, Ch. 4 and 5
Debating Citizens United, Floyd Abrams and Burt Neuborne, The Nation, January 31, 2011 [AE
#13]
Title IX 40 Years Later: Game Changer, Erin Buzuvis, Ms., Spring/Summer 2012 [AE #14]
Civil Liberties and Civil Rights Vocabulary Quiz
Supreme Court Cases Project based on civil liberties cases, including:
Gitlow v. New York; Gideon v. Wainwright; Miranda v. Arizona; Griswold v. Connecticut; Roe
v. Wade; Texas v. Johnson
Video
Ghosts of Abu Ghraib (Selected Scenes)
Spying on the Home Front, Frontline (Selected Scenes)
The Torture Questions, Frontline (Selected Scenes)
I Have a Dream Speech, Martin Luther King, Jr.
Public Opinion (Ch. 6)
Lectures and discussion based on the following questions:
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What are America’s values with regard to politics, economics, and society?
How do Americans develop their political beliefs?
What are the differences between ideology and political attitudes?
What are the differences between liberals, conservatives, libertarians, socialists,
and communists?
In what ways do people, in general, and Americans, in particular, participate in
politics?
Why are American voting participation rates relatively low and does it matter?
Why do many Americans choose to participate in the political process in ways
other than voting?
What are the differences between gladiatorial, spectator, and passive forms of
political participation?
What are the agents of political socialization?
How is political culture established and fostered?
How do political beliefs and attitudes vary by demographic characteristics, such
as race, gender, age, region of the country, religion, and occupation?
Readings, Assignments, and Projects
We the People, Ch. 6
“Public Opinion: Is There a Crisis?” The Economist, July 17, 1999
Stuff White People Like, Jonathan Cohn, The New Republic, November 12, 2012 [AE #11]
Public Opinion Vocabulary Quiz
Projects:
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Political Compass Web site: students will find where they fall on the political ideology
spectrum, assess and discuss the questions asked on a variety of web-based political
ideology quizzes.
Political Literacy Survey: Students write questions, survey students, compile and analyze
results and make charts and graphs using the results.
Video
Dixie Chicks: Shut Up and Sing (Selected Scenes)
The Media (Ch.7)
Lectures and discussion based on the following questions:
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What is the role of the media in the political process?
What is the impact of the media on “public opinion, voter perceptions, campaign
strategies, electoral outcomes, agenda development, and the images of officials and
candidates?
In what ways and to what extent do the different media outlets (i.e., newspapers,
television, radio, internet, magazines) influence American political culture and the
political agenda?
How have the media and politicians formed an interdependent relationship and why can
this sometimes lead to conflicts of interest?
Is the media liberal, conservative, neutral, or does it depend on who is asking the
question?
Readings, Assignments, and Projects
We the People, Ch. 7
A See-Through Society, Micah L. Sifry, Columbia Journalism Review, January/February 2009
[AE #43]
Governing in the Age of Fox News, Paul Starr, The Atlantic Monthly, January/February 2010
[AE #44]
Campaign Coverage in the Time of Twitter, Jodi Enda, American Journalism Review, Fall
2011 [AE #45]
The Media Vocabulary Quiz
Interactive Politics Simulation: Media
Project:
- Media Project Summary: Students will watch two television news show over the course
of 4-6 weeks and analyze and compare the content, bias, and selection of news items in a
3-5 page paper.
Political Participation and Voting (Ch. 8)
Lectures and discussions based on the following tasks:
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Describe the major types of traditional and online participation in politics.
Explain voter turnout in American elections.
Explain the factors that influence whether individuals vote or not.
Describe the patterns of participation among major social groups.
Readings, Assignments, and Projects
We the People, Ch. 8
Luntz, Frank. “A Tidal Wave of Change,” The Weekly Standard, November 20, 2006
Urbina, Ian. “Decision Likely to Spur Voter ID Laws in More States.” New York Times, April
29, 2008.
Devil’s Advocate Research Activity
Political Participation and Voting Vocabulary Quiz
Interactive Politics Simulation: Political Participation and Voting
Video
Slacker Uprising (Selected Scenes)
Political Parties (Ch. 9)
Lectures and discussion based on the following questions:
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What role do political parties play in United States politics?
How are the major political parties structured internally?
How did the political party system evolve over the centuries in the United States?
What are the major differences and similarities between the Democrat and Republican
parties?
What was the purposes behind the McGovern-Fraser Commission?
What are/were some of the major platforms of third parties?
What role do third parties play in American political life?
What occurred during party realignment periods?
What are the differences between party realignment and dealignment?
What have been the circumstances surrounding periods of party realignment and
dealignment?
Readings, Assignments, and Projects
We the People, Ch. 9
The Party's Problem, Ramesh Ponnuru, National Review Online, November 14, 2012 [AE #33]
The Culture War and the Jobs Crisis, Thomas B. Edsall, New York Times, November 11, 2012
[AE #34]
Polarized Pols versus Moderate Voters?, Stuart Taylor, Jr., National Journal, December 5,
2009 [AE #35]
The Radical Right Returns, Paul Starobin, National Journal, October 2, 2010
Political Parties Vocabulary Quiz
Interactive Politics Simulation: Political Parties
Video
Primary Colors (Selected Scenes)
Campaigns and Elections (Ch.10)
Lectures and discussion based on the following questions:
 What impact do campaigns have on elections, the candidates, and the electorate?
 What happens during the course of a typical presidential or congressional campaign?
 What are the typical steps taken to become a candidate for political office?
 What are the major components of campaign finance reform and are they democratic?
 What factors contribute to candidates being more likely to be successful in their bid for
office?
 What does the media focus on during campaigns?
 What are the differences between soft and hard money?
 What are the major components of the Federal Election Campaign Act (1974)?
 What are the major components of the McCain-Feingold Act (2002)?
 What does the Federal Election Commission do?
 Is campaign finance reform democratic?
 What are the differences between a primary and a caucus?
 How do open, closed, and blanket primaries compare?
 Why do candidates run toward the extremes during primaries/caucuses and run toward the
middle during the general election?
 How does the median voter model apply to the American political experience?
 How do different electoral systems (i.e., single member district plurality, proportional
representation) affect outcomes and the number of parties represented?
 What is Duverger’s Law?
 How does the electoral college work?
 What is the rationale behind using an electoral college rather than direct election of the
president?
 What are the advantages and disadvantages of the electoral college?
 Does your vote matter?
 What is the Presidential coattails effect and why has it diminished over the years?
Readings, Assignments, and Projects
We the People, Ch.10
America Observed, Robert A. Pastor, The American Prospect, January 4, 2005 [AE #37]
Six Myths about Campaign Money, Eliza Newlin Carney, National Journal, August 7, 2010
[AE #38]
The American Presidential Nomination Process: The Beginnings of a New Era, Bruce
Stinebrickner, McGraw-Hill Contemporary Learning Series, 2008 [AE #39]
The Evidence-Based Revolution, Barbara Trish, Campaign and Elections, July/August 2012
[AE #40]
Campaigns and Elections Vocabulary Quiz
Interactive Politics Simulation: Campaigns and Elections
Video: By The People: The Election of Barack Obama (Selected Scenes)
Groups and Interests (Ch. 11)
Lectures and discussion based on the following questions:
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What role do interest groups play in American politics?
How do interest groups form?
Why are some population segments represented or overrepresented by interest groups and
other segments are underrepresented or not represented at all?
What impact does lobbying have on the formation and implementation of policy?
Do PACs serve the roles for which they were originally intended?
How has electoral reform impacted the role of interest groups, PACs and policy
What are the five stages of the policy process?
What are internal and external political efficacy?
What demographic factors contribute to greater political efficacy?
Readings, Assignments, and Projects
We the People, Ch. 11
Big Oil's Big Man in Washington, Tory Newmyer, Fortune, July 4, 2011 [AE #41]
Who Gave Us Obamacare? Kevin Glass, National Review, August 13, 2012 [AE #42]
Groups and Interests Vocabulary Quiz
Interactive Politics Simulation: Groups and Interests
Video: Thank You For Smoking (Selected Scenes)
Congress (Ch. 12)
Lectures and discussion based on the following questions:
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What is the demographic background of the members of each house?
What are the formal and informal powers of Congress?
What are the formal and informal powers of the House of Representatives and the
Senate?
How does Congress “check” the other two branches?
What are the advantages of incumbency?
How does a bill become a law?
Why are committees the most important part of a bill becoming a law in the American
political process?
What are the different types of committees within each chamber and what are their
functions?
What is the leadership structure of each house?
What are the different roles of the Representatives and Senators within their respective
chambers?
How has Congress evolved over the centuries?
Why is Congress not as powerful as it once was?
What are the powers/functions of the Congressional Budget Office?
Readings, Assignments, and Projects
We the People, Ch. 12
When Congress Stops Wars: Partisan Politics and Presidential Power, William G. Howell
and Jon C. Pevehouse, Foreign Affairs, September/October 2007 [AE #20]
Divided We Stand, John Aloysius Farrell, National Journal, February 25, 2012 [AE #21]
The Case for Congress, Lee H. Hamilton, Wilson Quarterly, Spring 2004 [AE #22]
How to Get Our Democracy Back: There Will Be No Change Until We Change Congress,
Lawrence Lessig, The Nation, February 22, 2010 [AE #23]
Master of the Senate, Robert Costa, National Review, January 24, 2011 [AE #24]
Lugar: A Statesman Is Left Behind, Meredith Shiner, CQ Weekly, May 14, 2012 [AE #25]
Congress Vocabulary Quiz
Conflict/Compromise Budget Activity
Interactive Politics Simulation: Congress
Videos:
Burns, Ken. The Congress. PBS, 1989. (Selected Scenes)
Schoolhouse Rock “I’m Just a Bill”
Mr. Smith Goes to Washington (Selected Scenes)
The Presidency (Ch.13)
Lectures and discussion based on the following questions:
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What are the advantages and disadvantages of a presidential system?
How does a presidential system compare to a parliamentary system?
What are the differences between head of state and head of government?
What are the formal and informal powers of the executive branch?
What are the formal and informal powers of the president?
What powers does the president have alone and what powers does the president share
with the Senate and the Congress as a whole?
What are the different roles of the president?
How is the executive office structured and what are the major departments?
How is the White House Staff structured?
How does the executive branch check the other two branches?
Why has the presidency become more powerful than Congress over the course of the
twentieth and twenty-first centuries?
What are the major provisions of the Twenty-Second and Twenty-Fifth Amendments?
What is the difference between a veto and a pocket veto?
Why is a line-item veto unconstitutional?
To what different audiences does the president have to appeal?
What are the major provisions of the War Powers Resolution (1973)?
What are different ways (i.e., pyramid, circular, ad hoc), in which the president can
organize his personal staff and what are the strengths and weaknesses of each?
What are different ways to measure “presidential character?”
What is executive privilege and when can it be applied?
What limits should be placed on executive privilege?
Should executive privilege be allowed in a democracy?
Readings, Assignments, and Projects
We the People, Ch. 13
The Founders' Great Mistake, Garrett Epps, The Atlantic, January/February 2009 [AE #16]
Studying the Gipper, The Economist, January 6, 2011 [AE #17]
Obama, Explained, James Fallows, The Atlantic, March 2012 [AE #18]
Still Waiting for the Narrator in Chief, Matt Bai, New York Times Magazine, November 4,
2012 [AE #19]
Presidency Vocabulary Quiz
Interactive Politics Simulation: Presidency
Video:
Saturday Night Live (Selected Scenes)
The American President (Selected Scenes)
Bureaucracy in a Democracy (Ch.14)
Lecture and discussion based on the following:
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



What is a bureaucracy?
What are the basic features of the executive branch?
What are the major goals we expect federal agencies to promote?
Evaluate some of the ways politicians have tried to make the bureaucracy more efficient.
Explain why it is often difficult to control the bureaucracy.
Readings, Assignments, and Projects
We the People, Ch. 14
Marking Time: Why Government Is Too Slow, Bruce Berkowitz, The American Interest,
September/October 2007 [AE #31]
Legislation Is Just the Start, Lee Hamilton, Center on Congress at Indiana University, August
9, 2010 [AE #32]
Bureaucracy Vocabulary Quiz
Bureaucracy Role Playing Activity
Interactive Politics Simulation: Bureaucracy in a Democracy
Video
Thirteen Days (Selected Scenes)
The Federal Courts (Ch. 15)
Lectures and discussion based on the following questions:











How is the Federal judicial system structured?
How are Supreme Court justices selected?
What are the politics behind the nomination and confirmation of Supreme Court justices?
What are the definitions of amicus curiae, ex post facto, habeas corpus, bill of attainder?
What impact has the Supreme Court had on American politics and society throughout
history?
Why does the Supreme Court select the cases it does?
What types of cases does the Supreme Court hear?
What are the differences between original and appellate jurisdiction?
What are the major details and results of some of the major Supreme Court landmark
cases? (see chart)
What are the major viewpoints of the strict constructionists (original intent) and their
opponents?
What is judicial review and does this power add to or detract from a democracy?
Readings, Assignments, and Projects
We the People, Ch. 15
Court under Roberts Is Most Conservative in Decades, Adam Liptak, The New York Times,
July 24, 2010 [AE #26]
Big Chief, Jeffrey Rosen, The New Republic, August 2, 2012 [AE #27]
Tipping the Scales, James Oliphant, National Journal, July 28, 2012 [AE #28]
How the Sausage Is Made, Margot Sanger-Katz, National Journal, June 9, 2012 [AE #29]
Justices Venture into Court of Public Opinion, Seth Stern, CQ Weekly, January 31, 2011 [AE
#30]
The Federal Courts Vocabulary Quiz
Interactive Politics Simulation: The Federal Courts
Landmark Supreme Court Cases
SUPREME COURT CASES
Case
Issue
Constitution Section
Baker v. Carr (1962)
vote, equal protection
Benton v. Maryland (1969)
Reapportionment; one-person, one14th
Right Against Double Jeopardy
5th
Brandenburg v. Ohio (1969)
Schenck v. US
1st
Brown v. Board of Education (1954)
14th
Bush v. Gore (2000)
10th; 14th
Chaplinsky v. New Hampshire (1942
1st
Chicago, Burlington, and Quincy R.R. v. Chicago (1897)
5th
Dartmouth College v. Woodward (1819)
Contract Clause
Engel v. Vitale (1962)
clause)
1st
Escobedo v. Illinois (1964)
Attorney, Remain Silent
5th
Gibbons v. Ogden (1824)
Commerce Clause
Gideon v. Wainwright (1963)
6th
Gitlow v. New York (1925)
1st
Hauge v. CIO (1939)
1st
Korematsu v. United States (1944)
("emergency and peril"), Due Process 5th
Lawrence v. Texas (2003)
4th ; 14th
Lemon v. Kurtzman (1971)
Clause)
1st
Malloy v. Hogan (1964)
Forced Confessions
5th
Mapp v. Ohio (1961)
4th, 14tth
Marbury v. Madison
Articles 3, 6
McCulloch v. Maryland
Supremacy Clause
Miranda v. Arizona (1966)
6th
Near v. Minnesota (1925)
1st
New Jersey v. T.L.O. (1985)
grounds; loco parentis
4th, 14th
Muller v. Oregon (1908)
(including non-legal issues)
14th
New York Times Co. v. Sullivan (1964)
1st
New York Times v. United States (1971)
national security
1st
Plessy v. Ferguson (1896)
14th
Freedom of Speech; overturned
Equal Protection; not separate but equal
Fair counting of ballots; states’ rights
Freedom of speech (“fighting words”)
Eminent Domain
Obligation of Contracts
Freedom of Religion (establishment
Right to be Informed of Rights, an
Interstate Commerce
Right to Counsel in Any Criminal Case
Freedom of Speech
Freedom of the Press
Japanese-American internment
Homosexuality; Right to Privacy
Freedom of Religion (Establishment
Right Against Self-Incrimination and
Illegal Search and Seizure
Judicial Review
National Bank
Right to Counsel and Remain Silent
Freedom of Speech
Lawful search on seizure on school
Liberty to Contract; Brandies Brief
Freedom of the Press and Libel
Freedom of the Press; Prior restraint;
Separate but Equal; Equal Protection
Palko v. Connecticut 1937)
3rd and 5th
Roe v. Wade; Doe v. Bolton (1973)
4th; -5th
Schenck v. United States (1919)
1st
Scott v. Sanford (1857)
Compromise
5th
Shaw v. Reno (1993)
districts
14th;Voting Rights Act
Sweatt v. Painter (1950)
Equal
14th]
Tinker v. Des Moines (1969
1st
University of California Regents v. Bakke (1978)
14t
Double Jeopardy and Due Process
Right of Privacy
Clear and Present Danger and Speech
Justified slavery; overturned Missouri
Gerrymandering; majority minority
Equal Protection; not Separate but
Freedom of Speech
Affirmative Action and Equal Protection
Government and the Economy/Social Policy (Ch. 16 and 17)
Lectures and discussions based on the following tasks:
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




Identify the broad reasons government gets involved in the economy.
Describe how the government uses monetary, fiscal, and regulatory policies to influence
the economy.
Explain why the government tries to balance economic prosperity with policies that
protect the environment.
Explore why economic policy often controversial.
Trace the history of government programs designed to help the poor
Describe how education, health, and housing policies try to enable people to reach their
potentials.
Explain how contributory and noncontributory programs benefit different groups of
Americans.
Readings, Assignments, and Projects
We the People, Ch. 16 and 17
America the Undertaxed: U.S. Fiscal Policy in Perspective, Andrea Louise Campbell,
Foreign Policy, September/October 2012 [AE #51]
Generational Warfare: Old-age Entitlements vs. the Safety Net, Nick Gillespie and
Veronique de Rugy, Reason, August/September 2012 [AE #52]
What We Don't Know Can Hurt Us, Tim Fernholz, The American Prospect, December 2010
[AE #53]
The Realities of Immigration, Linda Chavez, Commentary, July/August 2006 [AE #53]
How to Save Our Kids From Poverty in Old Age, Phillip Longman, Washington Monthly,
July/August 2012 [AE #54]
Government and the Economy/Social Policy Vocabulary Quiz
Socratic Seminar- Policy Reform
Interactive Politics Simulation: Social Policy
Video:
Waiting for Superman (Selected Scenes)
Capitalism: A Love Story (Selected Scenes)
Foreign Policy and Democracy (Ch. 18)
Lecture and discussion will be based off the following tasks:



Explain how foreign policy is designed to promote security, prosperity, and humanitarian
goals.
Identify major players in foreign policy making and describe their roles.
Describe the means the United States uses to carry out foreign policy.
Readings, Assignments, and Projects
We the People, Ch. 18
The Tyranny of Metaphor, Robert Dallek, Foreign Policy, November 2010 [AE #56]
Worth Fighting—or Not, Burt Solomon, National Journal, June 13, 2009 [AE #57]
Back to Normalcy, Paul Kennedy, The New Republic, December 30, 2010 [AE #58]
Why Iran Should Get the Bomb, Kenneth N. Waltz, Foreign Policy, July/August 2012 [AE
#59]
Foreign Policy and Democracy Vocabulary Quiz
Interactive Politics Simulation: Foreign Policy
Concept Cluster Activity- Developing Foreign Policy
Video:
Black Hawk Down (Selected Scenes)
AP Review



Review Packet
Students will use AP Checklist, included in packet, to see where they need more help
Students will take practice exams, including AP and AP-style multiple choice and freeresponse questions
AP U.S. GOVERNMENT
2015-2016
Projects and Papers:
Clippings File
Students must keep a current events notebook in addition to their regular notebook in which they
will keep a file of at least 16 press clippings (8 per quarter) from in-depth news articles they have
read. These articles should discuss policy, political events, policy formulation, or political action
in regard to the issue topics listed below. Several weeks before the end of each quarter, students
will submit a 35-question test along with articles that will be taken by a classmate. Each student
will decide the format of his/her test, but it must be challenging without being impossible, and it
must compel the test-takers to read the articles in order to find the answers. There must be at
least one essay question, which requires a response of at least three paragraphs. The purpose of
this assignment is to ensure that students are conversant in current issues facing the countries that
will be studied this semester.
Collect and read articles from the New York Times, Newsweek, Economist, or other quality
publications. Neatly paste or tape each article, and include the following information:



Categorize your clippings into each section. Articles within each section should be in
chronological order.
I will provide a cover sheet for you to complete as you place items in the clippings file.
You must fill out the cover sheet and it must be the first page in the book.
You should find articles on some of the following topics:
a. Economy/Taxation
b. Presidency
c. Corporate Reform
d. Congress
e. Federal Budget / Government Spending
f. Foreign Policy/Defense/Terrorism
g. Interest Groups and PACS
h. Elections
i. Supreme Court Decisions
j. Policies (Poverty, Welfare, Education, Health Care, Immigration, etc….)
Papers : Other assignments to be announced in addition to:
You must accumulate at least 100 points per semester
Activity
Write a one-page (minimum)
paraphrase/ critique of a
scholarly journal or magazine
Points Possible
20 points/One
required per
semester
Get involved in an election
campaign for at least 6 hours
Write a four page (minimum)
analytical review of a political
book
25 points
View a movie on a relevant
political topic and write a
political review
15 points
See me first. Your report should
highlight the main points of the book
and explain why you agree or
disagree with the author’s opinions.
Your report should:
Attend lecture, public forum,
city council meeting, school
board, water board, party
meeting.
20 points
1. discuss what political issues the
film raises and what statement it
makes about these issues
2. discuss, in light of your course
work, what your reaction is to the
film’s statement. You could explore
the accuracy of the film’s facts or
interpretations, and whether you agree
with the message.
Write a one-page report:
Interview a public official about
his or her vision of public
service and politics
40 points
1. What was discussed
2. What did you notice about the
proceedings and the processes of
the meeting? The audience? The
public officials present?
3. Was this democracy in action?
Explain your answer
See me first. You must:
View at least one hour of a
Congressional hearing or
debate on C-SPAN
15 points
30points
Notes/Comments
Texts available in classroom:
Perspectives on American Politics; 21
Debated: Issues in American Politics;
Readings in American Government;
Classic Readings in American Politics,
Atlantic Monthly, American Prospect,
National Review, Harpers
Hand in signed completion form
1. Research the official’s public
stances and career and produce a
summary of it.
2. Prepare a set of written questions
you wish to ask the official, based on
your research
3. Prepare a two-page report on your
findings
Get your parents to sign off on this.
Write a report on what you saw and
what you thought of it. Demonstrate
your understanding of the relevance of
the course materials to what you saw