Class Syllabus
Advanced Placement
United States
Government and Politics
2014-2015
Mr. Cooper
Room C03-003
Kathleen High School
1100 Red Devil Way
Lakeland, FL 33815
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What Is Government?
To some people, government is a complex array of bureaucrats, agencies, and
regulations. To others it is an administrative organization set up to identify, define, and resolve
problems. Still others see it as a major source of public goods and services. Whatever view, it
is important to know what American government is, how it works, how it affects lives, and how
one can become a part of it.
Introduction
Welcome to Advanced Placement American Government. Over the next thirty-six weeks
we will examine the foundation, institutions, ideology, political behavior, organization, and
evolution of the American political system. This course will be taught as a college level elective
survey. Coursework, requirements, and expectations will be the same as those found in
freshman level political science classes taught in America’s colleges. The course will be broken
down into six major thematic units:
(1) Constitutional Underpinnings of United States Government
(2) Political Beliefs and Political Behaviors
(3) Political Parties, Interest Groups, and Mass Media
(4) Institutions of National Government (Congress, President, Courts,
Bureaucracy)
(5) Public Policy
(6) Civil Rights and Civil Liberties
Course Overview
The major purpose of this course is to help students gain and display an understanding
of American politics, and the processes of government that help shape our public policies.
Students will develop a more sophisticated and insightful understanding of majority rule
democracy, constitutionalism, civil liberties, and other distinguishing characteristics of the
American political system. Throughout the course we will examine and evaluate the institutions
of government, those who run those institutions, the public polices made by these institutions,
and the influences of the electorate on policies. In addition, this course will:
(1) Provide students will practice in analyzing and interpreting data and other
information relevant to U.S. government and politics.
(2) Include supplemental readings, including primary source materials, and
contemporary news analyses that strengthen student understanding of the
curriculum.
(3) Require students to answer analytical and interpretive free-response
questions on a frequent basis.
A political science course cannot provide either easy or comfortable answers to societal
issues. Political positions can upset students and shake views already taken. A political
science course can and perhaps should provide a set of political values to take into life. It can
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help students distinguish the essential from the incidental, understand and evaluate competing
arguments, formulate and express opinions on political and policymaking processes, and carry
on an intelligent discussion on social issues.
AP Government and Politics is a highly structured, very demanding college-level course.
Students are required not only to thoroughly read the college-level text, but also to augment this
material through research and the reading of supplemental articles. Students are expected to
critically apply their findings/conclusions within the context of current governmental policies and
analyze the ramifications of these policies. One of the primary objectives of this course is to
expose students to all areas of information covered on the AP Examination. Thus it is
imperative that a high-level academic environment exist and that the student is dedicated to
learning, is highly motivated, and is willing to put forth both in and outside of the classroom the
time and effort required for a course of this intensity.
The A.P. Exam
Students are not required to take the A.P. Exam but are strongly encouraged to do so in
Spring of the academic year. Students must pay their own fee to take the AP Exam, but
financial assistance is available from the state for those with demonstrated need (please see me
for details).
The AP United States Government and Politics examination is 2 hours and 25 minutes
long. Each examination consists of a 45-minute multiple-choice section and a free-response
section consisting of four mandatory questions. Students have 100 minutes to answer all four
questions, and it is expected that they will spend approximately 25 minutes on each question.
The score of each question will account for one-fourth of the student’s total score on this section
of the exam. The multiple choice and free-response sections of each examination will have
equal weight.
The faculty consultants’ judgments on the essay and problem-solving questions are
combined with the results of the computer-scored multiple-choice questions, and the total raw
scores are converted to AP’s 5-point scale.
AP Grade
Qualification
5
Extremely Well Qualified
4
Well Qualified
3
Qualified
2
Possibly Qualified
1
No Recommendation
The college or university, not the College Board or the AP Program, awards advanced
placement and/or credit. The best source of specific and up-to-date information about an
individual’s institution’s policy is its catalog or Web site.
Course Objectives
Upon successful completion of this course, students will be able to:
A) Identify the origins of government and evolution of democratic institutions.
B) Articulate the ideology and reality of Constitutional government (Constitutionalism).
C) Trace the evolution of Federalism.
D) Explain the interrelationship between American government and American
capitalism.
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E) Define the rights, responsibilities, equalities, and inequalities of citizenship at the
local, state, and national level of government.
F) Analyze the role of government in relation to the concept of individual liberty.
G) Identify political culture trends resulting in shifts in demographics, voting patterns,
and socio-economic status.
H) Utilize learned structures and strategies in relation to content area to include
thematic studies, documentary reading, and inquiry method of learning.
I) Develop organized and effective writing techniques.
J) Demonstrate the ability to analyze and interpret data and other information relevant
to U.S. government and politics.
K) Interpret and analyze governmental data, charts, graphs, and political cartoons.
Teaching Methodology/Learning Activities
Weekly topics are outlined for the entire year. Instruction will include a mixture of lecture
/ presentations, group activities and discussions (topic assignments and discussion leaders will
be identified for specific dates), debates, and independent library research. In each class, time
will be spent discussing/analyzing/interpreting both historical and current political and
governmental concepts/issues.
Chapter Quizzes
At the completion of each area of study a chapter quiz will be administered. This quiz
will consist of 30 multiple choice questions and one free response essay based upon the key
concepts, data, and classroom lecture.
Unit Tests
Unit test will take place at the end of unit of study (usually 3 to 5 chapters). The unit test
will be 60 multiple choice questions along with four free response essays that will mirror the
format of the College Board’s AP Government test.
Classroom Rules and Expectations
1. Class begins when the bell rings. Students must be seated and silent when the bell rings.
Do not hang out in the hallway until the bell rings or you may be assigned a tardy.
2. Students are expected to come to class prepared each day with their materials. Students are
responsible for due homework assignments. Students are responsible for daily note taking and
are expected to actively participate in classroom discussion, activities, and group work.
3. All information accessed by students in the completion of paper and research assignments
must be properly cited using the M.L.A. documentation guidelines. Plagiarism will be treated as
a serious offense, voiding grades and initiating administrative punishment as outlined in the
school district’s guidelines.
4. Students are required to type all submitted work unless otherwise directed by the instructor.
The use of pencil is never permitted (this includes quiz and test taking). All assignments
must be properly document in the upper right hand corner your full name, period, and course
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title. Specific headings requirements will be given for research papers. All assignments will be
submitted through the course website http://classjump.com/c/cooperkhs
Homework and Essay
Guidelines and Expectations
1. Do not wait till the very last minute to complete an assignment and rush to complete it.
Traditionally students who procrastinate receive poor grades compared to students who take
their time and carefully prepare their work.
2. All assignments must be typed unless otherwise instructed to do so.
3. Always format your work using the proper MLA formatting guidelines.
4. When responding to a question, always include the question in the answer. This should take
place in the introductory sentence. Always clearly articulate your thesis statement in the opening
paragraph.
5. Always carefully read what the question is asking and respond to all questions being asked?
6. Always use facts and specific examples to support your statements. Avoid generalizations
and vague words such as stuff, kind of, you know, etc.
7. Check your spelling and grammar. People will judge you by the vocabulary you use and your
mastery of the English language.
8. The minimum required response is just that, the minimum. You may need to go beyond the
minimum in order to fully answer a question. If you simply stop at the minimum requirement and
do not fully answer the question, you will be penalized. Be clear, concise, and to the point -you
are graded on the quality of what you write - not on the quantity.
9. Assignments must be typed on plain white paper.
10. You need to complete and turn in every assignment that is required. AP Government is a
college level course. Do not blow off your assignments!
The quality of your work is a direct reflection of you as a person. This is true for either
college bound students or students planning on entering the work force. Your
professors and bosses will not accept poor quality work from you; neither will I. You
need to take pride in what you do and produce work that is expected of an advanced
placement student.
Late Work and Missed Classes
All assignments are due at the beginning of class on the assigned due date. As an
enrolled member of this AP Government class I expect a commitment to attend class regularly
and avoid excessive field trips throughout the course of the year. Class activities that were
missed due to an excused absence will fall under the school district late work policy.
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Remember, if you are missing work it is your responsibility to see the instructor to get the
missing work.
Grading
Students are to be prepared daily by volunteering information, asking knowledgeable
questions, and actively participating in class discussion and group work. All written work must
be submitted on time. Essays must be typed using proper grammar, spelling, and capitalization.
Essays should be submitted using the proper AP format (thesis, supporting evidence,
conclusion).
You will be graded in a variety of ways during the semester. Grading will be cumulative
based upon a final point total.
Activity
Point Value
Chapter Quizzes
40 pts.
Unit Tests
100 pts.
Weekly Current Event Reports
20 pts.
Quarterly Cartoon Journal
50 pts.
Research Projects / Presentations
100 pts.
Worksheets
Varies In Value
Group Activities
Varies in Value
Quarterly Participation Grade
50 pts.
A.P. Government Course Resources
WEBSITE:
You will be regularly utilizing the class website http://classjump.com/c/cooperkhs/
TEXTBOOK:
Wilson, James Q. and John J. Dilulio, Jr., American Government, 9th Ed.,
Boston: Houghton Mifflin Company, 2004.
SUPPLEMENTAL READINGS:
Edwards, Wattenberg, Lineberry, Preparing for the United States Government AP Exam,
Pearson Longman, 2004.
Woll, Peter, ed. American Government: Readings and Cases. Pearson Longman, New York
2004
Our Documents: 100 Milestone Documents. http://www.ourdocuments.gov/index.php?flash=true
Teaching with Documents. http://www.archives.gov/education/lessons/
Many other current news reports and commentary from major newspapers, radio, television and
the Internet are utilized in daily coursework.
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The Political Cartoon Journal
1. Each quarter, students will be required to submit a political cartoon journal with 25 political
cartoons and an accompanying one-page analysis that will identify the author’s bias, his
message, his audience, and an evaluation of how effective the author was in accomplishing his
goal.
2. Students can create their cartoon journal in either a notebook or binder. The journal must be
set up in the following format:
Attach a copy of the cartoon in the box.
(A good source for political cartoon can be
found at www.politicalcartoons.com)
1. Source of the cartoon (use M.L.A. citation).
2. Author
3. Date of publication
4. Political issue addressed or raised.
5. Analysis of the cartoonist’s intent.
6. Your reaction to the cartoon – was the author effective
in communicating his message?
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Editorial Cartoon Citation
Ramirez, Michael. Michael Ramirez, "On the Bright Side, We Have
Plenty of Bodybags..." Editorial Cartoon. Los Angeles Times. 21 May
1998: B9.
Peters, Mike. "Nixon's at It Again." Editorial Cartoon. Journal Herald (Dayton,
OH). 15 July 1981: A8.
Editorial Cartoon Citation (On-line Source)
Priggee, Milt. “First Amendment Cemetery.” Editorial Cartoon. St. Louis Post. 15
Jan. 2006. 20 Jan. 2006 <http://www.politicalcartoons.com>.
Quarterly Research Projects
You will be assigned a research activity each quarter. Each assignment must be
formatted according to MLA guidelines (typed, have a one-inch margin, be properly
cited), and must meet the minimum length requirements. Additional details will be
provided once the assignment is distributed in class.
1st 9 Weeks – 10-page research paper on a political science related topic.
2nd 9 Weeks – Group research and a paper on an American political party.
3rd 9 Weeks – Research paper on a member of Florida’s congressional delegation.
4th 9 Weeks – Supreme Court case research and mock trial.
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AP Government Course Chronology & Reading Assignments
UNIT
Unit
1
WEEK
OF:
Week
1
Week
1-2
TOPICS
COVERED
Syllabus Review /
Expectations/
100 Questions
Every American
Citizen Should
Know The
Answers To.
Chapter 1 – The
Study of
American
Government
Origins of
Government
Intro to Political
Philosophy
Political Power,
Types of Power,
The Nature of
Democracy.
Unit
1
Week
3
Ch 2 – The
Constitution
The Nature of the
Revolution.
The Constitution
and Liberty.
FOUNDING
“FATHERS” –
WHO WERE
THEY IN
REALITY – A
LIGHTER LOOK
READINGS:
QUESTIONS
Introduction
What is government?
What is the most common form of government?
How does the United States Compare?
Wilson: Chapter 1
What is Political Power?
What is Democracy?
Impact of Enlightenment Ideas: Is government based
on the ideas of John Locke or Thomas Hobbs?
In the light of the past 200 years who appears to have
been correct?
Why is government necessary?
Government and Human Nature
Is Representative Democracy best?
Assignments
Two Treatises of Government (1690) worksheet
Who were the philosophers worksheet
Thomas Hobbes,
excerpts from
Leviathan (1651)
John Locke,
excerpts from Two
Treatises on
Government
(1690)
Montesquieu,
excerpts from The
Spirit of the Laws
(1748)
Wilson: Ch 2
James Madison,
Federalist # 10
James Madison,
Federalist # 51
Alexander
Hamilton, excerpts
from Federalist #
84
Antifederalist,
excerpts from
Centinel I
Antifederalist,
excerpts from
Brutus I
Articles of
Confederation
U.S. Constitution
The Bill of Rights
(Amendments #'s
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Were the “founding fathers” motivated by economic
self-interest or by an idealistic vision or both?
Who governs anyway: “iron triangles” and “political
elites”.
What was the “real” revolution?
Why is the Constitution considered “a bundle of
compromises”?
Assignments
Federalist Papers #10 & 51 Rewrite
1-10)
Unit
1
Week
4-5
Ch 3- Federalism
Wilson: Ch 3
Federalism and
the AntiFederalists.
James Madison
Federalist #39
The Evolution of
Federalism and
its Relationship of
the States.
James Madison
Federalist #46
McCulloch v.
Maryland (1819)
What was the debate on the meaning of Federalism?
Supreme Court intervention: McCulloch v. Maryland.
What impact did the Nullification crisis have on the
understanding of Federalism?
Federal Aid and Federal Control: Mandates,
Conditions of Aid, Block Grants and Entitlements.
Assignments
Analyzing McCulloch v. Maryland
Politics in Action
Formulating
Economic Policy
Unit 1
Test
end
of
Week
5
Unit
2
Week
6
Chapter 4American
Political Culture
Unit
2
Week
7
Ch 5- Public
Opinion
Unit 2
Test
end
of
week
7
Unit
3
Unit 1 Test - 60
Matching
Questions, 4
Short Response
Essays (2 take
home)
Wilson- Ch 4
Buckley v. Valeo
(1976)
End of Week 5
Do Americans trust their government?
Why do Americans accept great differences in wealth
and incomes?
What affect have the political scandals had on our
perception of politics and of politicians?
Assignments
Buckley v. Valeo Brief
What is Public- Opinion and why does it matter?
What is political ideology and how does it affect
political behavior and influence public policy?
What role did the Framers of the Constitution think
public opinion should play in American Democracy?
Cleavages in Public-Opinion affected by race &
ethnicity, social class, region, gender.
Assignments
Are you conservative or liberal online quiz
http://www.people-press.org/quiz/politicaltypology/
Gallup Poll investigation- How does it work? Is it
needed?
Wilson- Ch 5
Unit 2 Test - 60
Matching
Questions, 4
Short Response
Essays (2 take
home)
Week
7
Ch 6- Political
Participation
Who votes and who doesn’t?
How did the Framers of the Constitution think
average citizens should participate in America’s
representative democracy?
Why do some people participate in politics at a higher
rate than others?
Wilson: Ch 6
10
Wilson: Ch 7
Report of the
Committee of
Political Parties,
American
Political Science
Association,
Toward More
Responsible
Two Party
System
Wilson: Ch 8
David R.
Mayhew,
Divided We
Govern
How much do parties affect how Americans vote?
Did the Founding Fathers think that political parties
were a good idea?
How, if at all, should America’s two party system be
reformed?
Ch 9- Interest
Groups
Wilson: Ch 9
Woll text:
Chapter 5, # 42
–Truman: The
Governmental
Process
Woll text:
Chapter 5, # 43
– Lowi: The End
of Liberalism:
The Indictment
Woll text:
Chapter 5, # 44
– Rozell:
Interest Groups
and the
American
Political System
Woll text:
Chapter 5, # 45
– Sabato: The
Misplaced
Obsession with
PACs
Do interests groups dominate government, and is any
particular lobby politically unbeatable
Why do people join interest groups?
Is the proliferation of political action committees
(PACs) and other groups good or bad for America’s
representative democracy?
Should interest groups’ political activities be restricted
by law?
Ch 10- The
Media
Wilson: Ch 10
How much power do the media have in American
politics?
Can we trust the media to be fair?
What is the measure of fairness and objectivity in
judging media?
Unit
3
Week
8
Ch 7- Political
Parties
Unit
3
Week
9
Ch 8- Elections &
Campaigns
Unit
3
Week
10
Unit
3
Week
11
How do American elections determine the kind of
people who govern us?
What matters most in deciding who wins presidential
and congressional elections? Party? Issues? The
Campaign? The candidate?
Do elections make a real difference in what laws get
passed?
How have blogs and the process of blogging affected
political outcomes?
What will change journalistically with the rapidly
changing technology and the use of internet news
services, cell phone cameras, pod casting and
internet fund raising?
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Unit 3
Test
Week
11
Unit
4
Week
12
Unit
4
Unit
Week
13
Week
Unit 3 Test - 60
Matching
Questions, 4
Short Response
Essays (2 take
home)
Ch 11- Congress
Ch 12- The
Presidency
Ch 13- The
Wilson: Ch 10
Wilson text:
Chapter 11 –
Congress
Woll text:
Chapter 8, # 59
– Fiorina: The
Rise of the
Washington
Establishment
Woll text:
Chapter 8, # 60
– Dodd:
Congress and
the Quest for
Power
Woll text:
Chapter 8, # 65
– Mayhew:
Congress The
Electoral
Connection
Woll text:
Chapter 8, # 66
– Fenno Jr.:
Home Style and
Washington
Career
Are members of Congress representative of the
American people?
Wilson: Ch 12
Woll text:
Chapter 6, # 47–
Rossiter: The
Presidency—
Focus on
Leadership
Woll text:
Reading 48:
Richard E.
Neustadt
Presidential
Power
Woll text:
Chapter 6, # 50
– Barber: The
Presidential
Character
Did the Founders expect the presidency to be the
most important political institution?
Wilson: Ch 13
What happens to make the bureaucracy a “fourth
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Does Congress normally do what most citizens want
it to do?
Six phases of Congressional evolution: 1.The
Powerful House, 2. The Divided House, 3. The
Speaker Rules, 4. The House Revolts, 5. The
Members Rule, 6. The Leadership Returns.
How important is the president’s character in
determining how he governs?
What are the characteristics of a great president?
What is the purpose of the Electoral College? Should
the Electoral College be eliminated?
4
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Bureaucracy
Unit
4
Week
15
Ch 14- The
Judicary
Unit
4
Week
16
Ch 18- Civil
Liberties
Unit
4
Week
17
Ch 19- Civil
Rights
Woll text:
Chapter 7, # 56
– Woll:
Constitutional
Democracy and
Bureaucratic
Power
Woll text:
Chapter 7, # 57
– Wilson: The
Rise of the
Bureaucratic
State
Wilson: Ch 14
Woll text:
Reading 69:
John P. Roche,
Judicial SelfRestraint,
Reading 71:
William J.
Brennan, Jr.,
How the
Supreme Court
Arrives at
Decisions
Wilson: Ch 18
Woll Reader:
Reading 16:
Gideon v.
Wainwright,
Reading 18:
New York Times
Co. v. Sullivan,
Reading 22:
Engel v. Vitale,
Reading 19:
Plessy V.
Ferguson;
Reading 20:
Brown V Board
of Education of
Topeka;
Reading 21:
Brown V. Board
of Education of
Topeka;
Reading 24:
Roe v. Wade;
Reading 14:
AntiFederalist
Paper No. 84.
Wilson; Ch 19
Miranda V.
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branch” of government?
What are the actual size and scope of the federal
bureaucracy?
What should be done to improve bureaucratic
performance?
Is “red tape” all that bad?
How have the Federal Courts developed over time?
What is Judicial Review? Is it good or bad for the
nation as a whole?
Why should federal judges serve for life?
Why should federal courts be able to declare laws
unconstitutional?
Should federal judges only interpret existing laws or
should they be able to create new laws?
Why do the courts play so large a role in deciding
what our civil liberties should be?
Why dot display religious symbols on government
property?
If a person confesses to committing a crime, why is
that confession sometimes not used in court?
Does the Patriot Act reduce our civil liberties? Give
examples to support the argument?
Since one Congress enacts all of our laws, why has it
not made certain that all groups have the same
rights?
Arizona
US Bill of Rights
Unit 4
Test
Week
17
Unit
5
Week
18
Unit
5
Unit
5
Unit
5
Unit
5
Unit
5
Week
19
Week
20
Week
21
Week
22
Week
23
Unit 5
Test
Week
23
Unit
6
Unit
6
Unit
6
Unit
6
Week
24
Week
25
Week
26
Week
27
Unit 6
Test
Week
27
Unit
7
Unit
7
Unit
7
Unit
8
Week
31
Week
32
Week
33
Week
34
Week
35
Week
36
Unit 4 Test - 60
Matching
Questions, 4
Short Response
Essays (2 take
home)
Ch 15- The
Policy Making
Process
Wilson: Ch 15
Review for Finals
Comprehensive
Review / Final
Exam
14
If the law supports equality of opportunity, why has
affirmative action become so important?
Under what circumstances can men and women be
treated differently?
Quarterly Research Projects
You will be assigned a research activity each quarter. Each assignment must be
formatted according to MLA guidelines (typed, have a one-inch margin, be properly
cited), and must meet the minimum length requirements. Additional details will be
provided once the assignment is distributed in class.
1st 9 Weeks – 10-page research paper on a political science related topic.
2nd 9 Weeks – Group research and a paper on an American political party.
3rd 9 Weeks – Research paper on a member of Florida’s congressional delegation.
4th 9 Weeks – Supreme Court case research and mock trial.
1st 9 Weeks
AP U.S. Government Research Paper
Introduction:
The purpose of a research paper is to enrich the researcher's understanding of
the significance of a given topic. In essence, when a student begins to research a topic
they are, in fact, becoming something of an expert on a given subject. Research is
essential for intellectual and academic growth because it broadens the researcher's
awareness of the world around them.
Your Task:
You are required to complete a 10-page research paper during the first 9 weeks
of AP Government. The paper will be worth 100 points. Research time will be allocated
from the normally scheduled AP Government classes to allow you to conduct research
in the school's library. Specific times and dates will be provided in class.
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Requirements:
1. Select a political science related topic from the research topic guide that
interest you. No more than one student can do a topic or closely related topic.
Papers are to be a minimum of seven pages but should not exceed ten pages.
2. All research papers are to be written using the M.L.A. documentation
guidelines. As a general rule, all papers should have the following: thesis
statement, body of information (supporting evidence), conclusion, a separate
page for your personal reflection/insights, and M.L.A. formatted works cited page.
3. Papers are to be typed in black ink on white paper. Papers should have a
one- inch margin; the size and type of font must be 12pt. Times New Roman.
4. Students must use a minimum of five different types of sources (examples books, newspapers, magazines, Internet, etc). All papers must have proper
M.L.A. in-text citations (example - author's name and page number (Miller 34),
(Dupont 453), etc.
5. Students are not permitted to use Wikipedia as a research source.
AP Government Research Paper Topic Suggestions
Should...
1. burning the American flag be prohibited by a constitutional amendment?
2. there a constitutional amendment forcing the government to have a balanced
budget?
3. presidential campaign contributions be strictly limited and/or publically funded?
4. there be term limits for members of Congress?
5. a constitutional amendment be passed to deny automatic citizenship to the children
of illegal aliens?
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6. all abortions be banned?
7. English be made the official language of the United States?
8. hate speech be censored?
9. pornography be censored on the Internet?
10. public schools conduct organized school prayers?
11. the sale/use of marijuana be legalized?
12. assisted suicide for the terminally ill be legalized?
13. preferred treatment be accorded to minorities for college admission or job
placement?
14. those who lose civil suits be forced to pay for the cost of the trial?
15. there be a death penalty?
16. drug testing be performed routinely on high school athletes?
17. we try to build an international space station.
18. there be a nationally sponsored health care program?
19. the ownership of assault weapons be banned?
20. employers be able to test all employees randomly for drug use.
21. homosexual couples be allowed to legally marry?
22. women be allowed to perform combat roles in the military?
23. homosexuals be allowed in the Armed Forces?
24. the US lift the economic embargo against Cuba?
25. industrial polluters be forced to pay for toxic waste cleanups?
26. the US act to reduce global warming?
27. the US raise trade barriers to help protect American jobs?
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28. the US revoke China's "most favored nation" trade status?
Student's Name____________________________________
Assignment Topic__________________________________
AP Government Grading Rubric for
Research Paper Commentary
Categories of
Evaluation
Excellent
6 Points
Very
Good
5
Points
Average
4 Points
Needs
Work
3
Points
A) Thesis /
focused, well
defined.
B) Well-stated
arguments.
C) Vivid /
effective
examples.
D) Use of
specific detail.
Poor
Quality
2-1
Points
Did not meet
minimum
requirement
0 Points
Suggestions
Need clearer, more
concise focus.
Need deeper analysis.
Provide more examples.
Use more detail.
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E) Good internal
logic.
F) Wellstructured /
organized /
logical
sequenced.
G) Good
introduction and
conclusion.
H) Clear / well
written.
I) Creative /
lively style.
J) Find
command of
topic / accuracy.
K) Superb
synthesis skills.
L) Proper in-text
citations.
M) Works Cited
Page.
N) Mechanics
and spelling.
O) Neatness
and
professionalism.
P) Proper
formatting for
paper.
Q) Personal
Reflection.
Check contradictions.
Rethink organization.
Rework introduction and
conclusion.
Fix awkward language.
Adjust tone or mood.
Fact / concept errors.
Consult more resources.
Properly document in-text
facts.
Check M.L.A. formatting
requirements.
Fix grammar / syntax.
Re-write, proof read.
Check M.L.A. formatting
requirements.
Think about how this
topic may have changed /
enforced some of your
previously held beliefs.
Total Possible Points - 102pts.
2nd 9 Weeks Research Project
The American Electoral Project
Introduction:
In our country, public officials serve at the pleasure of the citizens. That is, we
elect citizens to maintain and operate the offices of government. If we are unhappy with
our government, we may change those who hold public office. The entire process of
political campaigning, nominating party candidates, and electing public officials is very
complex in the American Electoral System. This project will enlighten you on the major
issues facing our country and the proposed solutions by each of the major political
parties.
Activity:
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A) The class will either be divided into pairs or individuals (depending on class
size) or assigned to research one of the major political parties in the United
States.
Republic Party (Right/Conservative).
Democratic Party (Moderate/Populist).
Green Party (Left/Liberal).
Reform Party (Moderate/Conservative).
Libertarian Party (Libertarian).
B) Conduct research on your party and gain an in-depth understanding of the
philosophy, attitudes, and positions of your party.
C) Compile this information into a research report (Value 100 pts.) This report
must include the official party's platform, and their specific positions on the
following issues:
International Issues
a) U.S. Foreign Policy / View of the United Nations / View of NATO
b) Defense appropriations and spending.
c) War & Peace (Iraq, the Middle East, Korea, and the war on
terror).
d) Free trade / NAFTA (North American Free Trade Agreement) /
Globalization.
e) Immigration and political refugees.
Economic Issues
a) Government Spending / the deficit
b) Tax Policy
c) Unemployment
d) Social Security
e) Welfare Policy
Domestic Issues
a) Gun Control
b) Crime Prevention
c) Drug Abuse and Homelessness
d) Homeland Security
e) Civil Rights / Affirmative Actions
f) Environmental Protection
g) Court nominations
Social Issues
a) Education / School Choice
b) Health care / prescription drugs
c) Abortion
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d) Principles & Values
e) Death Penalty
f) Privacy Issues.
(* Research on party positions must be confirmed with at least three
different, cross-reference sources to validate the accuracy of the
information). All information is to be properly documented with in-text
citations and a complete M.L.A. formatted Works Cited page and one
page personal reflection for each student are required.
D) Prepare for a formalized debate using the information you have research.
Helpful Web Addresses for Research
www.issues2003.org
www.speakout.com
www.policy.com
www.cnn.com
www.foxnews.com
www.msnbc.com
www.ap.org
www.hotline.com
www.abcnews.com
www.cbsnews.com
www.democrats.com
www.democrats.org
www.rnc.org
Student's Name____________________________________
Political Party _____________________________________
AP Government Grading Rubric for
Political Party Research Commentary
Categories of
Evaluation
Excellent
6 Points
Very
Good
5
Points
Average
4 Points
Needs
Work
3
Points
A) Thesis /
focused, well
defined.
B) Well-stated
arguments.
C) Vivid /
effective
examples.
D) Use of
Poor
Quality
2-1
Points
Did not meet
minimum
requirement
0 Points
Suggestions
Need clearer, more
concise focus.
Need deeper analysis.
Provide more examples.
Use more detail.
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specific detail.
E) Good internal
logic.
F) Wellstructured /
organized /
logical
sequenced.
G) Good
introduction and
conclusion.
H) Clear / well
written.
I) Creative /
lively style.
J) Find
command of
topic / accuracy.
K) Superb
synthesis skills.
L) Proper in-text
citations.
M) Works Cited
Page.
N) Mechanics
and spelling.
O) Neatness
and
professionalism.
P) Proper
formatting for
paper.
Q) Personal
Reflection.
Check contradictions.
Rethink organization.
Rework introduction and
conclusion.
Fix awkward language.
Adjust tone or mood.
Fact / concept errors.
Consult more resources.
Properly document in-text
facts.
Check M.L.A. formatting
requirements.
Fix grammar / syntax.
Re-write, proof read.
Check M.L.A. formatting
requirements.
Think about how this
topic may have changed /
enforced some of your
previously held beliefs.
Total Possible Points - 102pts.
3rd 9 Weeks Research Project
Research Project - Researching Congress
Choose one federal legislator, either a Representative or Senator, from Florida. Write a
short paper in which you discuss this legislator and the district or state that he or she
represents. Be sure to focus on representation; that is, on the relationship between the
legislator and his or her constituency. In your paper you will probably wish to consider
questions like the following:
 What is the general political outlook of the legislator you have chosen? Can he
or she be categorized broadly as a liberal or a conservative?
 Does the person reflect the view of his or her constituents?
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 Are there any issues in which he or she is especially interested? To which he or
she is particularly sensitive? On which he or she is especially vulnerable
electorally?
 What is the person's electoral record?
 What seems to be his or her future ambitions?
 What kind of legislative role has he or she chosen? How does the person seem
to construe his or her responsibilities as a representative or senator? On what
activities does he or she focus?
 What are the person's committee assignments? How do they reflect his or her
background and interests? The parochial needs of the district?
 What are the economic and social characteristics of the constituency?
 How are these characteristics related to the political behavior of the constituents?
 Have there been any changes in the social character of the political behavior of
the district in the past few years?
 Are there any issues on which the voters in the district are especially sensitive?
The Almanac of American Politics is a good place to begin
(but not end) your research.
Your research paper should be about five pages, have proper
in-text citations, and have a M.L.A. formatted Works Cited
Page.
AP Government: Congressional Research Paper Grading Rubric
Exceeds
Require
ment
+7 - 6
Meets
Meets
Require Some
ment
of
+5 - 4 Require
ment
+3 - 1
Does
Not
Meet
Require
ment
0
Category
A) Cover page, proper titles, typed, one-inch margin,
double-spaced, no crossed out words or pen
corrections, flawless appearance.
B) Introduction, Body of Information (paragraph of
information for each question), conclusion, and
person insights / reflection on this person.
C) Spelling, grammar, punctuation, indentation,
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mechanics, transitions, etc.
D) Proper citations (both in-text and works cited)
E) Identifies the general political outlook of the
legislator and identifies categorization as liberal or
conservative.
F) Does the legislator reflect the view of his or her
constituents (with supporting evidence)?
G) Identifies issues the legislator is especially
interested in and sensitive to.
H) Provides an overview of the legislator's electoral
record.
I) Identifies / hypothesis on what the legislator's
future ambitions may be.
J) Identifies the legislative style of the legislator (view
of their role and responsibilities - majoritarian vs. elite
perspective) and what activities does he or she
focus.
K) Identifies the legislator's committee assignments,
articulates whether these assignments reflect the
legislator's background and interest, and identifies
the parochial needs of the district.
L) Identifies the economic and social characteristics
of the legislator's district / constituency.
M) Explains how these characteristics are related to
the political behavior of the constituents.
N) Identifies if there have been any changes in the
social character or the political behavior of the district
in the past few years (how is the district changing (if
it is) and how is that transforming the voters within
the district).
O) Identifies issues on which the voters in the district
are especially interest.
4th 9 Weeks Research Assignment
U.S. Supreme Court Research and Mock Trial Activity
Introduction
The founding fathers worried about the excesses or abuses of power from both
the legislative and executive branches of the newly formed federal republic. In order to
prevent either of these branches, along with state and local governments, from
trampling on the liberties guaranteed in the U.S. Constitution and Bill of Rights, the
highest judicial bench, the Supreme Court, was created as the ultimate abettor of
Constitutional disputes. The duty of the Supreme Court is to interpret whether laws
made at the local, state, or federal level are in compliance or in violation of the U.S.
Constitution. The Supreme Court does not make law; what is does is express opinions
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concerning the constitutionality of laws which then become precedent as court opinions
and rulings. Over the last two hundred years, the U.S. Supreme Court has played a
vital role in helping to maintain a balance between the evolving nature and purpose of
government against the solid foundation of laws contained within the U.S. Constitution.
Activity
Mock Supreme Court Activity.
Rational
Students will have the opportunity to enrich their understanding of both the
Supreme Court and the nature of U.S. law by researching various landmark Supreme
Court decisions. The knowledge gained from this activity will enhance the student's
appreciate the importance of an independent judiciary along with the vital role they play
as a "firewall of protection" between the state and the individual.
Break Down of the Activity
1) Students will participate in two activities:
A) Serve as a member of a sitting Supreme Court.
B) Serve as a plaintiff (petitioner) or defendant (respondent) before the Supreme
Court.
2) The class will be broken down by pairs or individuals (depending on the size of the
class).
3) Two individuals or pairs will be assigned a landmark Supreme Court case to argue
before the mock Supreme Court.
A) One person/pair will be designated as the plaintiff(s).
B) One person/pair will be designated as the defendant(s).
4) Each person/pair must prepare as a minimum a full two-page (typed, doubledspaced, 12-pt. sized font) legal brief outlining their arguments and citing specific legal or
constitutional arguments why the court should rule in their favor.
A) Each legal brief must be properly documented with M.L.A. formatted citations
(see example).
B) Each team must provide a copy of this legal brief to each member of the
sitting court
C) Legal briefs must be submitted no later than 48 hours (two school days)
before the case is scheduled to be heard. Briefs may also be submitted earlier.
D) Each person/pair must present a ten-minute oral argument before the bench
and be prepared to answer questions from the bench. Visuals, witnesses, and
physical evidence is not permitted at Supreme Court hearings - only oral
arguments.
5) Students assigned as Supreme Court Justices
A) Each student assigned as a Supreme Court Justice to hear a case will be
responsible to briefing submitted by the parties and come up with five wellinformed legal questions that will be asked to the parties during the hearing.
B) Following the hearing, each Justice will be responsible to write a legal opinion
(one full page, typed, doubled-spaced, 12 pt. font) stating how they voted and
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explaining their legal rational for their opinion. Both majority and dissenting
opinions are equally important for Supreme Court cases. These opinions will
become the basis of case law upon which future laws and legal issues will be
interpreted.
6) At the conclusion of the various cases, the Justices will reveal their decisions and a
general classroom discussion will take place regarding the court's decision.
Student Requirements and Grading
1) This project is worth 100 pts. total.
2) Students will be graded on a variety of activities.
A) Petitioners/Plaintiffs or Respondents/Defendants.
1) Two-page legal Brief along with documented research - 30 pts.
2) Oral arguments before the bench - 20 pts. Each lawyer will be
responsible to speak before the bench.
B) Supreme Court Justices
1) Typed page of five legal questions based on the facts of the case - 10
pts.
2) Typed one page legal opinion paper outlining their decision and rational
- 40 pts.
Suggested Supreme Court Cases
1) Brown v. Board of Education of Topeka (1954)
Case to determine if forced racial segregation in public schools was a violation of
the U.S. Constitution.
2) Plessy v. Ferguson (1896)
Case to determine if a state could require racial segregation in public
transportation if those facilities were equal.
3) Gore v. Bush (2000)
Case to determine if Florida state laws regarding election recount standards
violated the equal protection act under the U.S. Constitution.
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4) Dred Scott v. Sanford (1857)
Case to determine if slaves were considered citizens or property. The case also
was meant to determine if Congress had the legal right to ban slavery in the territories.
5) Gideon v. Wainwright (1963)
Case to determine if the state must provide legal representation to people who
cannot afford it when charged with breaking the law.
6) Miranda v. Arizona (1966)
Case to determine if criminal suspects had to be warned of the right to remain
silent before questioning by police begins.
7) Hazelwood School District v. Kuhlmeier (1988)
Case to determine if student publications were protected from censorship under
the First Amendment.
8) New York Times v. United States (1971) (Pentagon Papers Case)
Case to determine if the press had the right to release confidential government
information to the public.
9) Roe v. Wade (1973)
Case to determine if women had a constitutional right to have a legal abortion
under certain circumstances.
10) Tinker v. Des Moines Independent School District (1969)
Case to determine if symbolic speech was protected under the 1st Amendment.
When studying landmark Supreme Court decisions, students are
encouraged to carry out the following steps:
1) Review the background information and the facts in the case.
2) Determine the main issue in the case.
3) Examine alternative arguments on the issue in the case.
4) Consider the decision (both majority and dissenting opinions) and legal
reasoning in the case.
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5) Access the implication and the significance of the case in constitutional
history.
**Sample Legal Brief Format**
Name of the Petitioner
Lawyers Names 1)
2)
v.
Name of Respondent
Lawyers Names 1)
2)
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Section One:
Summary of case to date. (State as fact - do not include your personal opinions here).
Do not include the actual decision by the U.S. Supreme Court. State only the
facts that were presented to the actual court when the case was heard.
Section Two:
Arguments to be made before the court (Why should the court rule on your behalf?)
(Your group must have accompanying documentation/M.L.A. citations)
Supreme Court Justice Opinions
When serving as a member of the bench, you are required to submit your legal opinion
with a one-page statement of your rational. It is important that you use the proper legal
terms to clearly state your opinion. Below is a list of legal terms that may be helpful in
this process.
Affidavit - A written statements of fact confirmed by the oath of the party making it, before a notary or
officer having authority to administer oaths.
Affirmed - In the practice of appellate courts, the decree or order is declared valid and will stand as
rendered in the lower court.
Answer - The formal written statement by a defendant responding to a civil complaint and setting forth
the grounds for defense.
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Appeal - A request made after a trail, asking another court to decide whether the trial was conducted
properly. To make such a request is "to appeal" or "to take an appeal." One who appeals is called the
appellant.
Appellate - About appeals; an appellate court has the power to review the judgment of another lower
court or tribunal.
Brief - A written statement submitted by the lawyer for each side in a case that explains to the judges why
they should decide the case or a particular part of a case in favor of that lawyer's clients.
Case law - The law as laid down in cases that have been decided in the decisions of the courts.
Chambers - A judge's office.
Chief Judge - The judge who has primary responsibility for the administration of a court but also decides
cases; chief judges are determined by seniority.
Clerk of Court - An officer appointed by the court to work with the chief judge in overseeing the court's
administration, especially to assist in managing the flow of cases through the court and to maintain court
records.
Complaint - A written statement by the plaintiff stating the wrongs allegedly committed by the defendant.
Contract - An agreement between two or more persons that creates an obligation to do or not to do a
particular thing.
Counsel - Legal advice; a term used to refer to lawyers in a case.
Counterclaim - A claim that a defendant makes against a plaintiff.
Court reporter - A person who makes a word-for-word record of what is said in court and produces a
transcript of the proceedings upon request.
Damages - Money paid by defendants to successful plaintiffs in civil cases to compensate the plaintiffs
for their injuries.
Defendant - In a civil suit, the person complained against; in a criminal case, the person accused of the
crime.
Deposition - An oral statement made before an officer authorized by law to administer oaths. Such
statements are often taken to examine potential witnesses, to obtain discovery, or to be used later in trial.
Docket - A log containing brief entries of court proceedings.
File - To place a paper in the official custody of the clerk of court to enter into the files or records of a
case.
Hearsay - Statements by a witness who did not see or hear the incident in question, but heard about it
from someone else. Hearsay is usually not admissible as evidence in court.
Injunction - An order of the court prohibiting (or compelling) the performance of a specific act to prevent
irreparable damage or injury.
Interrogatories - Written question asked by one party of an opposing party, who must answer them in
writing under oath; a discovery device in a lawsuit.
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Issue - The disputed point in a disagreement between parties in a lawsuit.
Judgment - The official decision of a court finally determining the respective rights and claims of the
parties to a suit.
Jurisdiction - The legal authority of a court to hear and decide a case; the geographic area over which
the court has authority to decide cases.
Jurisprudence - The study of law and the structure of the legal system.
Parties - Plaintiffs and defendants (petitioners and respondents) to lawsuits; also known as appellants
and appellees in appeals, and their lawyers.
Plaintiff - The person who files the complaint in a civil lawsuit.
Precedent - A court decision in an earlier case with facts and law similar to a dispute currently before the
court. Precedent will ordinarily govern the decision of a later similar case, unless a party can show that it
was wrongly decided or that it differed in some significant way.
Procedure - The rules for the conduct of a lawsuit; there are rules of civil, criminal, evidence, bankruptcy,
and appellate procedure.
Settlement - Parties to a lawsuit resolve their difference without having a trial. Settlements often involve
the payment of compensation by one party in satisfaction of the other party's claim.
Statute - A law passed by a legislature.
Statute of Limitations - A law that sets the time within which parties must take action to enforce their
rights.
Subpoena - A command to a witness to appear and give testimony.
Tort - A civil wrong or breach of a duty to another person, as outlined by law. A very common tort is
negligent operation of a motor vehicle that results in property damage and personal injury in an
automobile accident.
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