AP US Government and Politics
Course Requirements
Course Overview: AP United States Government and Politics is an intensive study of the formal and
informal structures of government and the processes of the American political system. Students will explore
the foundations of government along with political theory, policy making, and policy implementation.
Students must keep up with current national and international political events in order to use this information
in essays and research papers, as well as classroom discussions. This course will challenge student’s
political thought and give them a greater understanding of the functions of the US Government which will
help to create an informed citizen and prepare them for the AP Exam.
Textbook
Edwards, George C., Martin P. Watenberg, and Robert Lineberry, Government in America: People, Politics,
and Policy 15th Edition. New York: Longman, 2011.
Reader
Woll, Peter. Readings and Cases in American Government 15th & 16th Edition. New York: Longman. 2006.
Federalist Papers
Webster, Mary E. ed. The Federalist Papers; In Modern Language, Indexed for Today’s Political Issues.
Merril Press: Bellevue, Washington, 1999.
Supplementary Readings
Canon, David T., Anne Khademian and Kenneth R. Mayer, The Enduring Debate: Classic and
Contemporary Readings in American Politics. New York: Norton. 1997.
Serow, Ann G. and Everett C. Ladd. The Lanahan Readings in the American Polity 3rd Edition. Baltimore:
Lanahan Publishers, Inc. 2003.
Canon, David T., John J. Coleman, and Kenneth R. Mayer. Faultlines: Debating the Issues in American
Politics. New York: Norton. 2004.
The Economist
Requirements
1. Reading: In order for students to be successful in a college level course, it is essential that students
maximize their time through proper organization and time management strategies and complete all
assigned reading prior to class. The required reading, along with lectures and class discussion, will
figure prominently in your formal evaluation on quizzes, examinations, and essays. In addition to the
survey text, students will be reading portions of a supplemental reader and various other sources.
2. Group Work: For the purpose of presentations over the assigned reading from the Woll reader and
other sources, students will be placed into groups. Group work for the presentations is a course
requirement and it is expected that all students will contribute to the group effort. Establishing a
positive attitude and rapport within the groups is key to the success and will greatly assist in the
management of the amount of reading and work that is required.
3. Research: Students will be required to choose a topic that they will research each semester. Students
will choose a topic during the first nine week of each of each semester and will write a full-length
research paper, the format of which will be provided at that time. The due date for each project will
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be announced during the first week of each semester. Research done for these assignments should be
as current as possible.
4. Data and statistical analysis: Throughout the course of the year students will be required to analyze
various political statistical data. This will include exercises in the computer lab, assignments
involving the analysis of charts, graphs, political cartoons and use of the Internet. Students will
respond to a series of questions with respect to data examined on daily assignments students also
need to be prepared to deal with data analysis on tests and essays.
5. Examinations: Formal evaluations will consist of two days worth of testing which will consist of a
sixty question multiple choice test (one day) and at least one essay (one day). Students should be
prepared each unit for the possibility of taking the test over two days. The structure of the tests will
be similar to that of the AP examination. After the first unit, students must be prepared for the tests
be comprehensive, meaning that any information covered during the year (including current events)
will be considered fair game. Also after the first unit, students will be required to write two 25minute essays, which, in addition to requiring students to display knowledge of the subject matter,
will serve to prepare them for the format of the AP Exam.
6. Quizzes: Students will be evaluated over the assigned reading material from the text. These
evaluations will consist of ten to thirty multiple choice or short answer questions.
7.
Grading policies and procedures: The research paper and in class essays will be graded according
to a rubric designed for that topic or assignment. Grading on multiple choice exams and quizzes will
decided on a case by case decision. The grade scale will be consistent with that of the scale presented
in the PVHS student handbook. No extra credit will be offered during the course and all
assignments must be turned in on time. Late work will be accepted only according to the Social
Studies Department Guidelines.
8. Academic integrity: All students will be held to the highest standards of academic
integrity. Students who violate these rules will be subject to punishment,
including but not limited to, loss of credit on any assignment affected by the
violation.
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AP US Government
Syllabus and Course Readings
*** indicates group presentations
Semester 1
Unit I
Introduction to Government in America and Constitutional Foundations
August 15 – September 12
Unit Objectives
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Examine the three contemporary theories of American democracy: pluralism, elite and class theory
and hyperpluralism.
Describe the influences that shaped the formulation of the Constitution.
Demonstrate what is meant by the “Madisonian Model”
Determine how federalism decentralizes power.
Compare the contrasting forms of federalism.
Analyze how federalism has a negative impact on democracy.
Required Reading:
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Text- Chapter 1, Introducing Government in America; Ch. 2, The Constitution and Ch. 3, Federalism
The Declaration of Independence (see Appendix in Text or Woll)
Articles of Confederation – class handout
U.S. Constitution
The Origins of the American Constitution – Michael Kammen (class handout)
*** John Locke, “Second Treatise of Civil Government”, Woll Group 1, 9/13/13
Federalist 51 – Federalist Papers
Federalist 47, 48 – Woll
*** Who Governs? and A Preface to Democratic Theory – Robert Dahl (class handout) Group 2,
9/13/13
Unit II
Civil Liberties and Civil Rights
September 15 – October 31
Unit Objectives
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Describe the institutional guarantees to political and civil rights.
Examine how decisions of the Supreme Court have extended specific provisions of the Bill of Rights
through key Supreme Court cases.
Analyze the impact of the Fourteenth Amendment and incorporation.
Identify the major public policy milestones in the movement toward equality for all Americans.
Required Reading:
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Text – Chapter 4, Civil Liberties and Public Policy and Ch. 5, Civil Rights and Public Policy
The Bill of Rights and the Fourteenth Amendment (see Appendix)
*** “Texas v. Johnson (1989)”, - class handout Group 3, 9/26/13
*** “Adarand Constructors v. Pena (1995)” – Woll Group 4, 10/3/13
*** “Shaw v. Reno (1993)” – class handout Group 5, 10/10/13
*** “Rasul v Bush & Al Odah v US 2004 (class handout)
Civil Liberties: The Tradeoff between Security and Freedom (class handout)
Unit III
Political Socialization, Parties and Interest Groups
November 3 – November 21
Unit Objectives
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Identify the processes by which citizens learn about their government.
Describe the activities that encompass political participation.
Examine how political parties function as linkage institutions in democracy.
Examine the significance of divided government and explain how the recent pattern of divided
government may explain party de-alignment.
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Determine the factors that tend to make an interest group successful.
Explain how interest groups try to shape public policy.
Required Reading:
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Text Chapter 6,Public Opinion and Political Action; Ch. 8,Political Parties and Ch. 11, Interest
Groups
*** David R. Mayhew, “Divided We Govern”, Woll Group 1, 10/24/13
*** David B. Truman, “The Governmental Process”, Woll Group 2, 10/31/13
Third Parties and the Presidential Race – Berns (class handout)
James Madison, “Federalist 10”, Federalist Papers Reaction Paper Due 11/3/13
Unit IV
Campaigns, Elections and The Media
December 1 – December 19
Unit Objectives
 Describe and evaluate the caucus and primary methods of delegate selection.
 Identify the role of party identification in elections.
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Identify the characteristics of voters and nonvoters.
Trace the development of mass media and its impact on policy, campaigns and elections.
Required Reading:
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Text – Chapter 9, Nominations and Campaigns; Ch. 10, Elections and Voting Behavior and Ch. 7,
The Mass Media and the Political Agenda
*** B. Berelson, “Democratic Practice and Democratic Theory”, Woll Group 3, 11/14/13
*** V.O. Key, “The Responsible Electorate”, Woll Group 4, 11/15/13
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*** L. Sabato, “The Misplaced Obsession With PACs”, Woll Group 5, 11/18/13
The Presidency and the Press – Charles Jones
Toxic Media versus Toxic Censorship – Massing and Kaminer (class handout0
Federalist 10, The Alleged Mischiefs of Faction - Truman, The Hyperpluralism Trap – Rauch (class
handout)
Semester 2
Unit V
Institutions of Government – Congress, The Presidency and The
Bureaucracy, and the Judiciary
January 7 – February 24
Unit Objectives – Congress:
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Describe the essential roles and functions of senators and representatives.
Evaluate the major formal and informal institutional arrangements of power.
Appraise the influence of lobbyists and interest groups on the legislative process.
Required Reading:
Congress
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Text – Chapter 12, Congress
*** M. Fiorina, “The Rise of the Washington Establishment”, Woll Group 1, 1/15/14
*** R. Fenno, “If…, How Come We Love Our Congressmen So Much”, Woll Group 2, 1/17/14
*** T. Cook, Media Power and Congressional Power”, Woll Group 3, 1/22/14
*** L. Dodd, “Congress and the Quest for Power”, Woll Group 4, 1/24/14
A Nation at War: Paying for the War; Senate Rolls a Pork Barrel into War Bill – Firestone (class
handout)
Unit Objectives – Presidency and Bureaucracy
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Trace the evolution of the presidency from the limited office envisioned by the framers to the more
powerful contemporary office.
Determine the role that public opinion plays in setting and implementing the president’s agenda.
Describe the development of the American bureaucracy.
Investigate the importance of iron triangles in American government.
Required Reading:
The Presidency and The Bureaucracy
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Text – Chapter 13, The Presidency and Ch. 15, The Federal Bureaucracy
Alexander Hamilton, “Federalist 70”, Federalist Papers
Richard E. Neustadt, “Presidential Power”, Woll
*** C. Rossiter, “The Presidency-Focus of Leadership”, Woll Group 5, 2/6/14
*** P. Woll, “Constitutional Democracy and Bureaucratic Power”, Woll Group 1, 2/11/14
The Search for the Perfect President – The Economist (class handout)
Unit Objectives
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Identify the major actors in the judicial system and explain their functions and responsibilities.
Summarize procedure in the U.S. Supreme Court.
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Analyze the contrasting positions of judicial restraint and judicial activism.
Required Reading:
The Judiciary
 Text – Chapter 16, The Federal Courts
Alexander Hamilton, “Federalist 78”, Federalist Papers
*** W. Brennan, “How the Supreme Court Arrives at Decision” Woll Group 2, 2/18/14
*** Justice Sandra Day O’Connor, “ Constitutional Liberty and the Right to Abortion” Group 3, 2/21/14
*** Justice William Rehnquist “Liberty, Privacy and the Right to Abortion”, and Justice Antonin Scalia,
“Liberty and Abortion: A Strict Constructionist’s View” Woll Group 4, 2/24/14
*** Rasul v. Bush (2004) (class handout) Group 5, 2/26/14
P. Irons – “Brennan v. Rehnquist” (class handout)
The Right’s Judicial Juggernaut – Newfield (class handout)
Unit VI
Public Policy – Economic, Social Welfare, Health Care and Environment,
National Security, and Foreign Policymaking
February 25 – April 11
Unit Objectives
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Describe the role of institutions in policymaking and the formation of the policy agenda.
Explain the role of institutions in the implementation of policy.
Required Reading:
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Chapter 17, Economic Policymaking; Ch. 18, Social Welfare Policymaking; Ch. 19, Policymaking
for Healthcare, the Environment, and Energy and Ch. 20, National Security Policymaking.
J.K. Galbraith – “The Affluent Society” (class handout)
M. Friedman – “Free to Choose” (class handout)
T. Thompson – “Power to the People” (class handout)
T. Funicello – “Tyranny of Kindness” (class handout)
B. Barber – “Jihad vs. McWorld” (class handout)
M.Ottaway – “Nation Building” (class handout)
Unit VII
State and Local Government
April 14 – April 25
Unit Objectives
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Summarize recent patterns in partisan competition in state elections and party control in state
government.
Assess the democratic elements and the problems of state and local government.
Required Reading:
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Chapter 21, The New face of State and Local Government.
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AP US Government
Group Presentation Semester Questions
Group 1
Locke
Mayhew
Fiorina
Woll
Group 2
Tx v Johnson
Truman
Fenno
Brennan
Group 3
Dahl
Berelson
Cook
O’Connor
Group 4
Shaw v Reno
Key
Rossiter
Rehnquist
Group 5
Adarand v Pena
Sabato
Dodd
Rasul v Bush
Refer to Syllabus for Presentation Date
Group 1 - John Locke “Second Treatise of Civil Government”
1. How does Locke describe the “state of nature” (ex. Qualities and characteristics)?
2. If the “state of nature” is as wonderful as Locke describes, why do men 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 laid out in Locke’s essay.
4. Define/explain the conditions under which government can be dissolved if the social contract is
breached.
5. Compare Locke’s philosophy of the Declaration of Independence. Cite specific examples in the
Declaration that support Locke’s influence on Jefferson.
Group 2 - Robert Dahl –Who Governs?
1.
2.
3.
4.
5.
Explain pluralistic democracy.
Describe the differences between the political stratum and the apolitical strata suggested by Dahl.
Explain how the political stratum can be penetrated.
What are the “social prerequisites” of democracy?
Why according to Dahl is governmental decision making “the steady appeasement of small groups”?
Group 3 - Texas v Johnson (1989)
1. Cite the relevant facts behind the case.
2. The Supreme Court often uses a “balancing test” to resolve issues involving civil liberties,
particularly when it involves symbolic speech. First, what is symbolic speech? Second, what
interests were “balanced” in this case? Be sure to cite specific examples from the opinion.
3. According to the majority opinion, can an individual burn an American flag in protest? Why or why
not? Be sure to cite support for your reasons from the opinion.
4. What did the dissenters of the opinion say? What were the reasons they cited?
5. Analyze recent support for an amendment to the Constitution that would not allow the burning of the
flag. In your response provide specific details regarding the groups both in support of and opposed to
such an amendment.
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Group 4 - Adarand Constructors v Pena (1995)
1. Cite the relevant facts in the case. Summarize the ruling of the Court in this case.
2. The Court in Adarand tried to eliminate some of the confusion built up by earlier affirmative action
rulings. To achieve the same goal, though, the Court might have used less strict “intermediate
scrutiny” standard and applied it to the states and localities, as it had applied it to the federal
government. Why didn’t the Court use the looser standard to promote consistency?
3. Justice Stevens, in his dissent, writes that there is a significant difference between laws that seek to
burden a minority, and those that seek to benefit one, even if the latter places some incidental burdens
on some members of the majority. Explain whether you agree or not to his dissent.
4. What does the Adarand case tell us about how the Court’s rulings can evolve over time? Explain.
5. What effect is this decision likely to have on affirmative action in the future?
Group 5 - Shaw v Reno
1.
2.
3.
4.
5.
What were the two issues raised by the facts in this case?
Briefly explain what the “strict judicial scrutiny” test is. How was this applied in this particular case?
List two advantages and two disadvantages to the drawing of majority-minority districts.
Summarize the majority opinion in the case. Are majority-minority districts constitutional?
Look up the 1995 case, Miller v Johnson. How was this case similar/different in the court’s ruling?
Group 1 - David Mayhew “Divided We Govern”
1. What is meant by “divided government”?
2. Explain Mayhew’s thesis on divided government and explain how it defies conventional wisdom.
3. Discuss and analyze Mayhew’s five arguments (claims) that support his thesis on divided
government.
4. Reformers often bring up a system of government similar to British party government. Why is the
British party model incompatible with our political culture and institutions?
Group 2 - David Truman “The Governmental Process”
1. What is Truman’s definition of an interest group? Compare and contrast it to the one given in your
text.
2. Describe the role of the individual in the political process.
3. What is Truman’s opinion about the “public, or national interest”? What evidence does he cite to
support it?
4. List and explain the major factors that determine an interest group’s success in gaining access to
government.
5. Apply these factors to the following groups and make an evaluation as to their degree of success:
NRA, ACLU, AARP, AND THE AFL-CIO.
Group 3 - Bernard R. Berelson “Democratic Practice and Democratic Theory”
1. List and explain the requirements of the ideal democratic citizens.
2. What else is required for a proper understanding of the “democratic citizen”?
3. How would Berelson feel about the following statement: “Apathy plays a very important role in a
political system such as ours.”
4. Explain Berelson’s “division of political labor”. What is his definition of democracy?
5. List and explain the various paradoxes Berelson feels are essential to any democratic system.
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Group 4 - V. O. Key “The Responsible Electorate”
1. Why does Key argue that the “voice of the people is but an echo
2. What are the conclusions on the research as to why people vote the way they do? What conclusion
does Key draw from this?
3. Why is it important to study the theories as to how voters behave?
4. Identify and explain Key’s “perverse and unorthodox argument.”
5. Provide a specific example that tends to support Keys thesis. Be prepared to justify your response.
Group 5 - Larry J. Sabato “The Misplaced Obsession with PACs”
1. List and explain THREE common criticisms of PAC activity.
2. How does Sabato respond to three criticisms you have explained in questin #1?
3. Sabato sees PACs as “acceptable elements in the Madisonian framework”. Why does he feel they are
acceptable? How will they be checked if they are acceptable?
4. It is often said that PACs use their money contributions to buy the votes of members of Congress.
What evidence do you have to support this statement? What are the factors that Sabato argues are
more central to a congressman’s consideration.
5. Do you agree or disagree that PACs play a useful role in the American Political process? Explain.
Group 1 - Morris P. Fiorina “The Rise of the Washington Establishment”
1. What are the major assumptions that Fiorina makes about those in the Washington political
“establishment”?
2. List and explain the three types of activities that congressman are engaged in. Why do they engage in
these?
3. From your reading of Federalist 53, 56, 58, 62, and 63 how do these activities relate to the Framer’s
intent of the operation of Congress?
4. What are Fiorina’s conclusions regarding Congress, the bureaucracy, and individual congressmen?
5. List three specific activities that your congressman has engaged in lately that supports the activities
mentioned by Fiorina. Be prepared to explain them to the class in detail.
Group 2 - Richard Fenno “If, As Ralph Nader Says, Congress is the Broken Branch,
How Come We Love Our Congressman So Much?”
1. Cite two specific examples from the reading that supports Fenno’s thesis why we love our
congressman, but lack respect for the institution.
2. How does the behavior of individual members of Congress tend to degrade the institution of
Congress?
3. How does Fenno see the committee system as it applies to his argument?
4. What does Fenno mean when he says “the more we come to see the institutional performance as
influenced by the desires of the individual member, the more the original puzzle ought to resolve
itself”?
5. What similarities can be drawn from this reading and the Fiorina presentation?
Group 3 - Timothy E. Cook “Media Power and Congressional Power”
1.
2.
3.
4.
5.
What is Cook’s thesis regarding the role of media in Congress?
How do legislators use the media for re-election purposes? Provide specific examples.
How do congressmen use the media for policy-making purposes? Provide specific examples.
Is there an independently critical media? Why or why not? Explain.
What similarities can be drawn from this reading and the Fiorina and Fenno presentations?
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Group 4 - Lawrence C. Dodd “ Congress and the Quest For Power”
1. What is the personal power incentive on Capitol Hill, and how does it affect Congress as an
institution?
2. Contrast the reelection and personal power incentives. Which is dominant and why Capitol Hill?
3. What are the different committee groupings and how do they constrain the quest for personal power?
4. What are the normal stages of a Congressional career according to Dodd?
5. What are the five problems committee government faces and how does it solve them through the
quest for personal power?
Group 5 - Clinton Rossiter “The Presidency-Focus on Leadership”
1. On what grounds does Rossiter claim that the President is to be the “leader of the Executive Branch”?
2. How has the authority of the president as commander in chief been expanded since the founding?
3. Is it accurate to describe the president as “leader of the party”? Does this give him significant power?
Explain.
4. Describe recent actions of the last four presidents fulfilling their role as “leader of the free nations”.
You may need to use your text or some other resource to find examples.
5. Identify and explain the various leadership roles that the president fulfills. Provide specific examples
from the Clinton presidency that support Rossiter’s thesis.
Group 1 - Peter Woll “Constitutional Democracy and Bureaucratic Power”
1. What was the original conception of “administration” at the time of the framing of the Constitution?
2. How did the role assigned to Congress in relation to administration result in a bureaucracy
independent of the president?
3. Provide specific examples/evidence of the president’s authority to control the bureaucracy.
4. How does Congress check that power? What is required if the president is going to have any
meaningful control?
5. In what ways does the existence of a bureaucracy pose problems to the maintenance of our
constitutional democracy?
Group 2 - William J. Brennan, Jr. “How the Supreme Court Arrives at Decisions”
1. How does a case get docketed with the Supreme Court?
2. Do you feel that the procedures of the Supreme Court described by Justice Brennan are adequate for
the Court to meet its vast responsibilities? Explain
3. List and discuss the various limitations placed upon the Supreme Court.
4. Evaluate Justice Brennan’s statement that the Court is not a council of Platonic guardians, nor
involved in making social, political, economic, or philosophical decisions.
5. Select three recent Supreme Court cases and assess the role of the Court in regard to Brennan’s above
statement.
Group 3 - Justice Sandra Day O’Connor “Constitutional Liberty and the Right to
Abortion”
1.
2.
3.
4.
5.
Cite the relevant facts of the case.
Summarize Justice O’Connor’s decision.
Are waiting periods, parental notification, and spousal notification necessary burdens?
Is O’Connor’s argument about stare decisis convincing?
What is the significance of this decision in lieu of recent Court cases rights of individuals and
abortion?
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Group 4 - Justice William Rehnquist “Liberty, Privacy and the Right to Abortion”, and
Justice Antonin Scalia, “Liberty and Abortion: A Strict Constructionist’s View”
1. Summarize both Rehnquist and Scalia’s opinions.
2. Is public opinion or the agreement of state and local law a necessary element in a fundamental right?
3. Is the Court, in the abortion decisions, deciding on the basis of reason and law, or on the basis of
political concerns and value judgments? Explain.
4. Given a situation where the Court felt it had decided wrongly, but where it also believed that a
reversal would seriously disrupt citizens’ lives, what should it do?
Group 5 -Rasul v Bush and Al Odah v US (2004)
1.
2.
3.
4.
5.
Cite the relevant facts of the case.
Define habeus corpus. Is there a time when the suspension of habeus corpus is allowed by law?
How are these cases different from the Eisentrager case?
What did the dissenters of the opinion say? What were the reasons cited?
To what extent does this case indicate the difficulties in determining the jurisdiction of the court?
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Group Presentation Rubric
Group:_____________________
Presentation:_________________________
Date:_________________
1. Substance (70 points)
14 points for each of the five questions that the group is supposed to answer.
 Answer is clear, direct, and made understandable to all students
 A minimal amount of prodding from the teacher is necessary
 Where required, outside information is included in a meaningful way
 Students are able to provide examples from contemporary politics to back up assertions made in the reading
 Students are able to answer questions from the class with a minimum of “floundering”
 Question #1 __________
 Question #2 __________
 Question #3 __________
 Question #4 __________
 Question #5 __________
Style (30 points)
 Use of at least one colorful visual that aids students in understanding the material presented (10 Points)
 Students display enthusiasm and a positive attitude toward the subject at hand: students go beyond the use of
lecture to get ideas across (10 points
 Group works well together: it is apparent that the groups have met before class to plan, each student knows the
information presented, each student contributes to the presentation (10 Points)
 Visual ________
 Attitude ________
 Group Dynamics ________
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AP US Government
Research Topics
Units 1-4
1. Americans value the concept of “equality of opportunity” but disagree as to what role the government
should play. Support and provide evidence of this statement by analyzing a specific equality of
opportunity issue since 1990. Your analysis must contain evidence from:
a. Party policy differences over the issue
b. Differences in the majority and minority opinions of relevant Supreme Court cases
c. Public opinion about the issue
2. Analyze and explain a positive and a negative impact the following have had on the processes and
institutions of elections:
a. Polling
b. Primaries
c. Television
Specific examples must be used in your analysis and must come from any two of the last three
presidential elections.
3. Analyze the effects of federalism on contemporary policy-making in two of the following areas:
a. Civil rights policy
b. Social welfare policy
c. Environmental policy
In your answer, include a brief discussion of the nature of federalism and use specific examples of its
impact on policy-making in the two areas you select.
4. Explain how three of the following voter characteristics influenced voter decisions in the last three
presidential elections:
a. Party identification
b. Socioeconomic status
c. Race/ethnicity
d. Issue preference
5. Discuss the changes in the participation of women in United States politics since 1970. Using
specific examples, analyze the impact of women’s participation on both of the following:
a. Electoral politics
b. Economic and social policy
6. The contention that American political parties have been in decline since 1960 is challenged by some
scholars who suggest instead that parties are resurgent. Evaluate the current status of American
political parties by analyzing:
a. Campaigns and elections
b. The role of parties in the legislative agenda
c. Party influence over public policy
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7. Analyze the effectiveness of the tactics used by interest groups to influence the interpretation of the
Bill of Rights by addressing three of the following:
a. The National Rifle Association
b. The American Civil Liberties Union
c. The Christian Coalition
d. The NAACP
8. We frequently complain about bias in the media in reporting the policies and activities of the
president and Congress, but officeholders also manipulate the media. In fact, modern political
success depends upon control of the mass media. Analyze two ways in which the media manipulate
the policy agenda and analyze two ways in which political figures use the media to their advantage.
9. Discuss the influence of third parties by analyzing their performance in local, state, and national
elections in the latter half of the 20th century and their impact on the policy agendas of the two major
parties.
10. Some have argued that the civil rights polities of the 1960’s have been a failure. In what ways can
these policies be considered both a failure and a success? How has the legal and social status of
African Americans and other minorities changed since World War II? In answering the question, one
should focus on significant legislation and Supreme Court Cases that have attempted to address
inequalities between the races, for better or worse.
Units 5-6
11. Current analysts charge that there are few quality challengers to oppose incumbent members of
Congress. What challenges exist that impede the success of Congressional challengers and what
proposals are currently being discussed that would create a political environment conducive to more
viable candidates and a more “representative” system?
12. The United States continually faces political crises over the federal budget. Explain how specific
institutional obstacles and politics cause the budgetary process to be so problematic. Use two
specific examples of institutional obstacles and two specific examples of politics in your explanation.
13. Over the past 20 years there has been a trend towards activism on the Supreme Court in a
conservative direction. Support this statement by evaluating key decisions of the Supreme Court in
any two of the following:
a. Due process and the rights of the accused
b. Equal protection and employment discrimination
c. Federalism and states’ rights issues
Students must use two specific Supreme Court cases in their evaluation for each of the areas chosen.
14. The concept of iron triangles, also referred to as sub-governments, is used to explain how various
interests influence public policy. Identify the key players in the iron triangles, analyze how they
interact to achieve policy goals in the following areas:
a. Agriculture
b. Defense
c. Environment
Conclude your paper by evaluating the impact of the iron triangles on the democratic process.
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15. Discuss whether changes in the roles and responsibilities of the White House staff have led to greater
presidential accountability and effectiveness. Support your argument with examples from three
presidencies since 1961, making sure to define both presidential “accountability” and “effectiveness”.
16. Take six issues from the Democratic platforms of 1996 and 2000 and evaluate the ways in which
Congress supported these issues and attempted achieve the goals set forth by the party. Evaluate the
effectiveness of Congress in achieving those goals and discuss the direction taken by the party on
those issues in the 2004 platform.
17. Take six issues from the 1994 Contract with America and evaluate the ways in which the Republican
Congress has supported these goals and the ways in which they attempted to influence the Clinton
presidency. Evaluate the effectiveness of Republican Congressional leaders in achieving the goals of
their party, and discuss the new directions set forth by the party in the 2000 platform.
18. Take six issues from the Republican platform and evaluate the ways in which the Bush administration
has supported these goals and the ways in which he has attempted to work with Congress. Evaluate
the effectiveness of Republican Congressional leaders in achieving the goals of their party, and
discuss the new direction set forth by the party in the 2004 platform.
19. Presidents have failed 20 percent of the time to get Senate confirmation of their nominees to the
Supreme Court, a percentage much higher than any other federal position. Assess the relative
importance of three factors that contribute to the success or failure of a Supreme Court nomination.
Be sure to address two nominations since 1980 and explain why one was successful and why one
failed.
20. It is not uncommon for the president to receive credit or opprobrium for many things, which may or
may not be under the president’s control. Does the president have more responsibility than power?
Address the question by analyzing the amount of influence the president has and the amount of
responsibility attributed to the president in two of the following areas:
a. The economy
b. Social changes
c. Foreign affairs
21. During the 20th century, numerous presidents have attempted to meet the public’s contradictory
demands for responsiveness, efficiency, participation, and due process.
a. Analyze three factors that make the bureaucracy resistant to change and how they shape the
nature of the bureaucracy.
b. Evaluate the effectiveness of the Clinton administration’s attempt to “re-invent” government
for the 21st century.
22. In Federalist 78, Hamilton said that “the judiciary… has no influence over either the sword or the
purse… it may truly be said to have neither the force nor will but merely judgment… the judiciary is
beyond comparison, the weakest of the three departments of power…” Assess the validity of
Hamilton’s comments in light of the recent Supreme Court decisions. Be sure to include the
following:
a. The concepts of judicial review and original intent regarding the role of the federal judiciary
in our government
b. The various external and internal influence on the judicial decision making process
c. Relevant and recent Supreme Court or Federal judicial decisions as examples to support your
position
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AP US Government
Writing Guidelines
A persuasive analytical essay should contain three main parts: the introductory paragraph, supplementary
paragraphs, and a concluding paragraph. Each of these parts and their key components are explained below.
Students are required to make use of these guidelines throughout the semester.
I.
The Introductory Paragraph
The purpose of this paragraph is for the student to indicate to the reader that they have a good understanding
of the focus of the question. This paragraph should include the following information:
a. Thesis statement-should be assertive, brief and to the point. This will enable students to
maintain the focus of the paper and write persuasively.
b. Brief explanation of any key theme or complex idea contained in the thesis. Make sure you
convey to the reader what is meant by the words and phrases in the thesis and demonstrate a
thorough understanding of all components of the question.
c. A brief listing of the main organizational points that will be used to structure and present the
data used to defend the thesis. The emphasis is on organizational not detailed explanation.
This could include the following:
i. Application of basic concepts
ii. Expert opinions
iii. Categories of evidence (i.e. statistics or socio-economic data)
II.
Supplementary Paragraphs
The number, order and nature of these paragraphs will be determined by the organizational list in the
introductory paragraph. These should provide relevant details that support your thesis statement. Be sure to
do a thorough job of linking this information to the thesis. The following are common mistakes that should
be avoided:
a. Quoting the author of the textbook
b. Use of catch phrases if they are a part of the question
c. Use of first person (in a persuasive paper, this weakens your argument)
d. Waiting until the end of the paragraph to link points to the thesis (i.e. Therefore, based on the
information above, one can see that …)
e. Appealing to emotion or answering the question with a question (i.e. How would you like it if
this happened to you?)
f. Utilizing overtly simplistic statements and the idea of single causation (i.e. PAC contributions
are a form of bribery that corrupt all members of Congress)
g. Data-dumping – providing any information without any relevant link to the thesis
III.
Concluding Paragraph
The emphasis of this paragraph is a brief summary delineating the case made in support of the thesis. In
research papers, the emphasis of this paragraph is synthesis as well as summary. Students should go one step
higher and draw inferences based on the facts presented in their paper. (i.e. “What problem does ‘this’ pose
for the future?” or “What possible solutions might alleviate the problem?”)
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Additional Considerations Regarding the Research Paper
1. Papers are to be eight to ten pages in length, typed and doubled spaced with no more that one-inch
margins, size 12 font, Times New Roman font style.
2. Ten sources must be used and properly end-noted. Do not use the textbook as a cited source. It is
highly recommended that you make use of primary sources whenever possible.
3. No Wikipedia.
4. Make an outline of your paper before you start writing, then use the outline as a real guide. The
outline must be turned in with the paper.
5. Read each question carefully. If further clarification is needed, make an appointment with me.
6. Time frame: research paper is due ___February 14, 2014___.
7. Wherever possible apply current political events as evidence to back up your arguments.
8. Proofread your paper very carefully - spelling and grammatical errors will detract from your overall
grade.
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AP Government and Politics Research Paper Rubric
8-10
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5-7
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2-4
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0-1
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Well developed thesis and introductory paragraph
Defines all necessary terms in intro paragraph
Great deal of supporting details, little generalization
Answers the entire question
Well-organized and well written
Few if any errors
Body paragraphs link to thesis and focus on the question
Writer analyzes the question and information provided, does not just describe
Bibliography goes above and beyond the requirements set forth
Sources are diverse and credible – fulfilling all requirements given
Has a thesis and introductory paragraph
Adequately attempts to define important terms
Attempts to address the question
Some supporting details – although may be descriptive
May be unbalanced
Acceptable organization and development
Bibliography meets all requirements but does not do much else
Sources may not be diverse/credible
Thesis is weak and/or confused, introductory paragraph is weak
No definition of important terms
Weak attempt to answer question
Lacks organization
Fails to use supporting details and evidence to answer question
Mostly generalizations
More errors
Unbalanced
Poor style and organization
Bibliography does not fulfill all requirements or includes several sources that are not as credible
Paper is a train wreck – does not meet requirements set forth in assignment
Bibliography falls short of requirements
Apparent last minute effort
10-100
9-97
8-93
7-90
6-85
5-80
4-75
3-70
2-65
1-60
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