AP Government Targets
Chapters 2, 5, 6 (Constitution, Civil Liberties, Civil Rights Wilson/
Chapters 2, 4, 14- Canon)
Constitution and Founding
1. Students will be able to articulate meaning and basic functions of the
legislative, executive, and judicial branches and the federal and state
governments?
- Reason
2. Students will be able to explain how the three branches of government
influence and create policy?
-Reason
3. Students will be able to explain the significance of the Declaration of
Independence.
-Reason
4. Students will be able to explain the main problems of the Articles of
Confederation. Students will be able to explain how the Constitution rectified
those main problems?
- Knowledge
5. Students will be able to describe the main compromises during the writing of
the Constitution (3/5s compromise, Great Compromise, Virginia Plan,
Connecticut Plan). - Knowledge
6. Students will be able to explain the birth of parties (i.e. Federalist & AntiFederalists).
-Knowledge
7. Students will be able to understand the separate powers of the 3 branches of
government and the checks and balances between the 3 branches of
government.
-Knowledge
8. Students will be able to summarize the differences between federalism,
confederacy and unitary forms of government. -Reason
9. Students will be able to identify the provisions for formal change in the
Constitution (Amendment process).
-Knowledge
10. Students will be able to summarize the importance and significance of
natural rights in the Constitution and American Political Culture. -Reason
11. Students will be able to explain the significance of due process rights.
-Reason
12. Students will be able to discuss the importance of Federalist #10. Knowledge
13. Students will be able to discuss the significance of the Federalist papers.
-Knowledge
14. Students will be able to summarize the differences between a direct
democracy and a republic. -Reason
15. Students will be able to define federalism. - Knowledge
16. Students will be able to explain how federalism has changed since the
creation of the Constitution.
- Reason
17. Students will be able to compare and contrast reserved powers, enumerated
powers, and unenumerated powers.
-Reason
18. Students will be able to explain the line-item veto.
-Knowledge
19. Students will be able to explain the main controversy regarding the Bill of
Rights inclusion into the Constitution.
-Knowledge
Civil Liberties and Civil Rights
20. Students will be able to explain the importance of a plea bargain in the
criminal process.
-Knowledge
21. Students will be able to explain the significance of symbolic speech. Knowledge
22. Students will be able to define and compare and contrast libel and slander.
-Reason
23. Students will be able to define the exclusionary rule and its importance in
checks and balances.
-Reason
24. Students will be able to explain the significance of Baker v. Carr. -Reason
25. Students will be able to explain various forms of affirmative action and the
Supreme Court decisions (Bakke, Gratz) relating to affirmative action. Reason
26. Students will be able to explain the importance of the Civil Rights Act.
- Knowledge
27. Students will be able to explain the importance of the Voting Rights Act.
- Knowledge
Skills, etc.
28. Students will be able to demonstrate the ability to interpret charts, graphs,
and political cartoons.
-Performance
29. Students will be able to answer FRQs.- Performance
30. Students will learn the key components of the FRQ- Product
31. Students will read, analyze and interpret primary source documents. Performance
Chapters 3 & 4 (Federalism & American Political Culture-Wilson/
Chapters 1 &3 American Politics and Federalism)
1. Students will be able to define democracy and be able to articulate how it
applies to American government in terms of a republic.
2. Students will be able to explain federalism and give examples of it in
action, while highlighting the significance of the necessary and proper
clause.
3. Students will be able to identify how American viewpoints on the
government’s role in our lives differ, especially in terms of equality,
liberty, and self-reliance.
4. Students will be able to describe the different types of political efficacy,
and how these are unique to American political culture.
5. Students will be able to explain the concept of culture war, and give
examples of ways that Americans are divided on key issues.
6. Students will be able to discuss the court cases McCulloch v. Maryland and
Printz v. United States in terms of federalism.
7. Students will be able to define devolution.
8. Students will be able to summarize the differences between block grants
and categorical grants, giving examples of each. Students will be able to
identify the significance of AFDC getting block granted in the mid-1990s,
and its relationship to the concept of devolution.
9. Students will be able to define mandate, and be able to apply this concept
to the Americans with Disabilities Act. Students will be able to explain
issues associated with the implementation of the ADA.
10. Students will be able to explain the significance of dual, cooperative, and
fiscal federalism.
11. Students will be able to summarize the role of religion in American
political culture, identifying specific organizations that have had
significant influence over the political process, as well as the dominant
religious tradition in the United States.
12. Students will be able to describe where Americans get their political
values, and explain the concept of political socialization.
13. Students will be able to discuss American’s views on the military and
their level of confidence in this institution. Students will be able to
expand this to include other governmental institutions.
14. Students will be able to explain how a federal system best protects
minority rights.
15. Students will be able to summarize the role of local government in
federalism.
16. Students will be able to explain the significance of the reserved powers,
and describe how they relate to federalism.
17. Students will be able to summarize why Americans have a low degree of
class consciousness.
18. Students will be able to describe due process rights, and explain
differentiating American attitudes toward them.
Public Opinion, Parties and Elections (Chapters 7, 9 & 10-Wilson/
Chapters 5, 7 & 8- Canon)
1. Students will be able to identify which demographic groups vote consistently for
the Democratic Party. Which demographic group votes most consistently for
republicans. -Knowledge
2. Students will be able to identify which demographic groups have the highest voter
turnout.
- Knowledge
3. Students will be able to explain the relationship between socioeconomic status
and participation in politics.
-Reason
4. Students should be able to evaluate the various forms of political participation
such as voting, protest, mass grassroots movements- Reason
5. Students will be able to explain the relationship between increasing suffrage
rights since 1970 and voter turnout. -Reason
6. Students will be able to discuss voter turnout patterns in American today. Knowledge
7. Students will be able to discuss the type of voters that vote in primaries compared
to those that vote in general elections.
-Knowledge
8. Students will be able to explain the significance of ‘split-ticket’ voting.
Reason
9. Students will be able to define referendum. -Knowledge
10. Students will be able to define political efficacy.
-Knowledge
11. Students will be able to explain the significance of political socialization. Reason
12. Students will be able to identify the most common form of political activity that
Americans engage in.
-Knowledge
13. Students will be able to identify which positions (i.e. President, Supreme Court,
Senate, House of Reps) registered voters directly elect.
-Knowledge
14. Students will be able to identify the most important influence on the choice made
by voters in presidential elections. -Knowledge
15. Students will be able to name three differences between elections in the US and
elections in Europe. (i.e. voter turnout).
-Knowledge
16. Students will be able to define public opinion and why public policy often differ
from public opinion. Knowledge
17. Students will be able to identify which factors affect the validity of public opinion
polls and which factors make them less accurate? More accurate. -Knowledge
18. Students will be able to identify what percentage of adults adopt the party
preference of their parents and which partisan identification is most often
transferred from parent to child.
-Knowledge
19. Students will be able to discuss how has the ability of the family to promote a
partisan identification changed in recent years.
-Knowledge
20. Students will be able to discuss why strong identification with a party declined in
recent years. -Reason
21. Students will be able to explain how women typically responded to war. Knowledge
22. Students will be able to discuss the women’s voting trends from the 50’s to the
90’s. -Knowledge
23. Students will be able to determine the effect of attending college on political
attitudes.
-Knowledge
24. Students will be able to discuss the affects cross-cutting cleavages in public
opinion.
-Reason
25. Students will be able to explain the significance of random sample in polling.
- Knowledge
26. Students will be able to explain why voters in the South have become
progressively less attached to which political party. -Knowledge
26. Students will be able to define political ideology. -Knowledge
27. Students will be able to exlain the significance of Motor Voter.
-Reason
28. Students will be able to explain the requirements necessary to vote in America.
(VAP vs. VEP) -Knowledge
Elections/Parties
1. Students will be able to define political parties and factions, as well as
differentiate between parties and interest groups. Students will be able
to describe the origins of such groups and the attitudes of the founding
fathers towards factions and parties.
2. Students will be able to articulate the differences between political
parties in the U.S. and Europe, and be able to apply the concept of
decentralization.
3. Students will be able to explain the primary and caucus process, as well
as the shift from party control over candidates to voter control.
4. Students will be able to discuss the origin and function of party
conventions.
5. Students will be able to define critical realignments and explain why they
have occurred.
6. Students will be able to identify the key functions and purpose of the
party chairman.
7. Students will be able to define party machines and explain their role in a
democracy.
8. Students will be able to discuss the two-party system and how this affects
U.S. elections.
9. Students will be able to identify the difference between a majority and a
plurality, and apply these concepts to U.S. elections. Students will be able
to extend this concept to the concept of a winner-take-all system.
10. Students will be able to describe the role of third parties in U.S. elections,
particularly in the context of a winner-take-all system.
11. Students will be able to explain the differences in voters in primary
elections versus general elections, as well as the different approaches that
candidates take to appeal to these voters.
12. Students will be able to identify the elections with the highest voter
turnout.
13. Students will be able to summarize the differences between presidential
and congressional campaigns and elections.
14. Students will be able to define presidential coattails and their impact on
elections.
15. Students will be able to articulate the theme that George W. Bush used in
his 2000 presidential campaign and the rationale for its use.
16. Students will be able to define incumbency and identify its reelection rate
for the House and the Senate.
17. Students will be able to explain the concept of reapportionment and how
often it occurs.
18. Students will be able to define sophomore surge.
19. Students will be able to identify the trustee voting style of a
congressperson.
20. Students will be able to articulate the potential problems for candidates
with televised debates.
21. Students will be able to describe the ways that presidential and
congressional campaigns are funded.
22. Students will be able to differentiate between red and blue counties.
Judicial Branch (Chapter 16- Judicial Branch -Wilson/ Chapter 13- Canon)
1. Students will be able to compare and contrast judicial activism and judicial
restraint. -Reason
2. Students will be able to discuss the pros and cons of judicial activism and judicial
restraint. -Reason
3. Students will be able to define the doctrine of original intent. –Knowledge
4. Students will be able to articulate the various checks and balances on the judicial
branch? And articulate which are ineffective vrs. Effective… - Reason
5. Students will be able to discuss the process for appointing federal judges. –
Knowledge
6. Students will be able to articulate what qualities/characteristics that make a
nominee qualified to be confirmed. – Reason
7. Students will be able to identify the most important caseload of the Supreme
Court.- Knowledge
8. Students will be able to articulate the importance of amicus briefs. – Knowledge
9. Students will be able to discuss the relationship between the Supreme Court and
public opinion. – Reason
10. Students will be able to define the rule of four. – Knowledge
11. Students will be able to discuss the significance of senatorial courtesy. –
Knowledge
12. Students will be able to discuss the importance of stare decisis in judicial decision
making. - Reason
Media/Presidency (Chapters 12 & 14 –Wilson/ Chapters 6 & 11- Canon)
1. Students will be able to describe the relationship between public officials
and the media.
2. Students will be able to explain the Freedom of Information Act.
3. Students will be able to articulate the history of national magazines that
began to focus on public policy in the 1800s.
4. Students will be able to identify the key roles of the White House Staff and
explain why the President chooses the people that he does.
5. Students will be able to explain the functions of the presidential veto, as
well as why the line-item veto was ruled unconstitutional for presidents.
6. Students will be able to articulate the influence of the media on public
opinion.
7. Students will be able to describe the ways that the President influences
Congress to pass legislation.
8. Students will be able to explain why the Congress looks to the President
for leadership in the area of foreign policy.
9. Students will be able to differentiate between a treaty and an executive
agreement.
10. Students will be able to define divided government, as well as explain its
potential consequences.
11. Students will be able to describe how a presidential candidate chooses a
vice-presidential running mate.
12. Students will be able to explain the ways that the President can influence
the federal judiciary.
13. Students will be able to articulate both the formal and informal
presidential powers.
14. Students will be able to summarize the impeachment process.
15. Students will be able to describe why presidential powers have increased.
16. Students will be able to articulate the progression of the electronic media
since its origins in radio through television and eventually to the internet,
as well as why this led to a decline in party loyalties.
17. Students will be able to define the War Powers Act of 1973.
18. Students will be able to differentiate between the local and national
media.
19. Students will be able to identify the positions that require advice and
consent of the Senate.
20. Students will be able to define horse race journalism.
21. Students will be able to define the media roles of watchdog, gatekeeper,
and scorekeeper.
22. Students will be able to explain the role of the 1st Amendment in relation
to the media.
23. Students will be able to articulate the Supreme Court decision in the
Pentagon Papers case.
24. Students will be able to define libel and slander.
25. Students will be able to define executive order and explain why their use
has increased.
26. Students will be able to describe where Americans are most likely to get
their news.
27. Students will be able to identify the political ideology of the majority of
the news media.
28. Students will be able to explain why news leaks occur often.
29. Students will be able to identify the weapons that the government uses to
constrain journalists.
30. Students will be able to define executive privilege.
31. Students will be able to explain the concept of an institutionalized
presidency.
32. Students will be able to articulate what is included in Article II of the
Constitution in relation to presidential power.
33. Students will be able to define the rule of propinquity.
34. Students will be able to articulate the roles of the Cabinet and the heads
of these executive departments.
35. Students will be able to explain why the President has relatively little
power over his cabinet.
36. Students will be able to describe the importance of personality in the
presidency.
37. Students will be able to explain why presidents need to rely on their
powers of persuasion.
38. Students will be able to define presidential coattails.
39. Students will be able to summarize the trends of presidential popularity
throughout presidencies.
40. Students will be able to describe the case of U.S. v. Nixon.
41. Students will be able to define presidential impoundment of funds.
42. Students will be able to describe the role of the Vice-President.
43. Students will be able to articulate the concept of presidential succession.
44. Students will be able to identify the powers that the President shares
with the Senate.
Bureaucracy and Policymaking (Chapter 13 & 15 (-Wilson/
Chapters 12 and pieces of 15, 16, and 17: Bureaucracy, Social Policy,
Economic Policy- Canon)
Explain the significance of the line-item veto. – Knowledge
1. Explain the complex and often contentious relationship between the President and
cabinet members. – Reason
2. Compare and contrast fiscal versus monetary policy. – Reason
3. Explain the difference bw how fiscal and monetary policies are created (ie. Ways
and means/congress/political/slow vs. Fed/independent agency/apolitical/quicker)
- Reason
4. Explain the significance of monetary spending. –Knowledge
5. Explain the significance of the Office and Management and Budget. –
Knowledge
6. Be able to compare and contrast OMB and CBO.- Reason
7. Explain the significance of independent regulatory commisssions/agencies. –
Knowledge
8. Evaluate the effectiveness of the formal/institutional/constitutional tools used by
Congress for oversight of the bureaucracy. -Reason
9. Define bureaucracy. – Knowledge
10. Explain how the bureaucracy policymakes. –Knowledge
11. Discuss how iron triangles affect policymaking. – Reason
12. Explain how Congress, President, bureaucracy, states and interest groups affected
welfare.- Reason
13. Define entitlements. – Knowledge
14. Be able to explain how entitlement spending affects the budget making process. –
Reason
15. Define social security. –Knowledge
16. Explain the current problems facing social security and possible solutions. –
Reason
17. Be able to discuss the healthcare issues and main players (ie
medicare/medicaid/overall spending).- Knowledge
Congress & Special Interest Groups (Chapters 11 & 13- Wilson
Chapters 9 & 10- Canon)
1. Students will be able to identify the position that James Madison took
towards factions in Federalist #10.
2. Students will be able to explain why this is a proliferation of interest
groups in the U.S., as well as who tends to join them.
3. Students will be able to define interest group.
4. Students will be able to articulate American involvement in civic
associations compared to that of other nations.
5. Students will be able to describe the power and duties of the House Rules
Committee.
6. Students will be able to summarize the tactics that lobbyists use to try to
influence legislation.
7. Students will be able to identify the major reason for union membership
decline.
8. Students will be able to articulate the importance of congressional
committees to the legislative process.
9. Students will be able to describe the role that corporations play in the
political process.
10. Students will be able to explain how to best judge an interest group’s
influence.
11. Students will be able to identify the importance of information for an
interest group.
12. Students will be able to summarize the concept of money buying access to
political figures for lobbyists.
13. Students will be able to describe the scope of the commerce clause and
how Congress uses it to expand its power.
14. Students will be able to articulate the different tactics that interest groups
use to accomplish their goals.
15. Students will be able to explain the importance of the 1st Amendment in
interest group activity.
16. Students will be able to define bicameralism and explain its effects.
17. Students will be able to differentiate between the original method of
selecting senators and the methods since the 17th Amendment.
18. Students will be able to define filibuster.
19. Students will be able to define cloture.
20. Students will be able to define the franking privilege and relate it to
incumbency advantage.
21. Students will be able to describe the evolution of House and Senate
composition of membership since 1950.
22. Students will be able to describe the Republican Revolution of 1994.
23. Students will be able to define both marginal districts and safe seats.
24. Students will be able to define sophomore surge.
25. Students will be able to define both gerrymandering and
malapportionment.
26. Students will be able to identify that the number of House members is
fixed at 435.
27. Students will be able to identify that reapportionment of seats in the
House occurs every 10 years after the census.
28. Students will be able to define the voting styles of trustee, delegate,
partisan, and politico.
29. Students will be able to identify the Senate Majority Leader as the Senate
position of the most power.
30. Students will be able to describe the purpose of the Congressional Black
Caucus.
31. Students will be able to define conference committee.
32. Students will be able to define incumbency advantage.
33. Students will be able to define entitlement spending, mandatory
spending, and discretionary spending.
34. Students will be able to define single member district.
35. Students will be able to summarize the bill making process.
36. Students will be able to identify the origin of all revenue bills as the
House Ways and Means Committee.
37. Students will be able to define mark up session.
38. Students will be able to define discharge petition.
39. Students will be able to define pork barrel spending.
40. Students will be able to identify which presidential appointments require
advice and consent of the Senate.
41. Students will be able to describe the power of the Speaker of the House.