AP Government A & B Course Title Note: For the most recent AP Government curriculum, visit the course website at https://sites.google.com/a/siprep.org/governmentreader/ Course-­‐wide Enduring Understandings 1. Analyze relevant facts/theories/concepts, basic data presented in charts/tables, and the
consequences of typical patterns of political processes/behavior (Adapted from AP Course
Description)
2. Evaluate the American political system
3. Create a plan for political participation in the American political system
Course-­‐wide Essential Questions 1. How do the American people, linkage institutions, and policymaking institutions interact in
the creation and implementation of public policy? (Adapted from AP Course Description)
2. What are the strengths and weaknesses of the American political system?
3. How will I participate in the American political system on issues that call me to action?
AP Government A & B Course Title Unit I: Constitutional Framework Enduring Understandings “Students will understand that…” The study of modern politics in the United States requires students to
examine the kind of government established by the Constitution, paying
particular attention to federalism and the separation of powers.
Understanding these developments involves both knowledge of the
historical situation at the time of the Constitutional Convention and an
awareness of the ideological and philosophical traditions on which the
framers drew. Such understanding addresses specific concerns of the
framers: e.g., Why did Madison fear factions? What were the reasons for
the swift adoption of the Bill of Rights? Familiarity with the Supreme
Court's interpretation of key provisions of the Constitution will aid student
understanding of theoretical and practical features of federalism and the
separation of powers. Key court cases include Marbury v. Madison,
McCulloch v. Maryland, and Gibbons v. Ogden. Students should be familiar
with a variety of theoretical perspectives relating to the Constitution,
such as democratic theory, theories of republican government, pluralism,
and elitism.
Students will examine case studies such as the Controlled Substances Act,
Proposition 215, the Gun-Free School Zones Act, the Endangered Species
Act, and the Welfare to Work Act.
Essential Questions “Students will explore…” Knowledge Expectations “Students will know…” (Adapted from the A.P. U.S. Government & Politics Topic Outline)
Chapter 01: Constitution
1. How did the delegates at the Constitutional Convention address
the weaknesses of the Articles of Confederation?
2. How does the Constitution exemplify the concepts of "separation
of powers" and "checks and balances"?
3. Why is Marbury v. Madison still significant today?
4. What are competing philosophies for interpreting the Constitution?
5. What is the process for amending the Constitution?
Chapter 02: Federalism
1. What are the advantages and disadvantages of unitary, federal,
and confederate systems?
2. How is federalism exemplified in the Constitution?
3. How has the relationship between the federal government and the
states evolved since the country's founding?
Chapter 01: Constitution
• Articles of Confederation
• Shays Rebellion
• Constitutional Convention
• New Jersey Plan
• Virginia Plan
• Connecticut (Great) Compromise
• Bicameralism
• 3/5ths Compromise
• Ratification
• Federalists
• Anti-Federalists
• Federalist Papers
• Impeachment (and Conviction)
• Marbury v. Madison
• Federalist 10
• Federalist 51
• Federalist 78
Chapter 02: Federalism
• Unitary System
• Federal System
• Confederate System
• Express Powers
• Implied Powers
• Concurrent Powers
• Reserved Powers
• Article I, Section 8
• Commerce Clause
• Tax and Spend Clause
• Necessary and Proper Clause
• "Elastic" Clause
• Full Faith and Credit Clause
• Interstate Privileges and Immunities Clause
• Extradition
• Supremacy Clause
• 10th Amendment
• McCulloch v. Maryland
• Gibbons v. Ogden
• Federal Mandates
• Unfunded Mandates
• Categorical Formula Grant
• Block Grant
• Devolution
• Proposition (Initiative or Referendum)
• Recall
• State-centered Federalism
• Dual ("Layer Cake") Federalism
• Cooperative ("Marble Cake") Federalism
• Controlled Substances Act
• CA Proposition 215
• Endangered Species Act
• Welfare to Work Act
• Gun-Free School Zones Act
• Clean Air Act
• Americans with Disabilities Act
• Unfunded Mandates Reform Act
• No Child Left Behind
• Race to the Top
• McCulloch v. Maryland
• Gibbons v. Ogden
• Gonzalez v. Raich
• Arizona v. United States
Skill Expectations “Students will be able to…” Assessments Reading and Writing Skills
• Reading a text and learning content before class
• Composing an original research paper with correct citations
• Engaging the online world as a responsible digital citizen
Critical Thinking Skills
• Evaluating maps, charts, graphs, and figures
• Distinguishing fact from opinion
• Moving up Bloom's Taxonomy
Public Speaking and Listening Skills
• Delivering persuasive remarks
• Listening and asking informed questions
• Engaging in dialogues
Reading Quizzes
Online Research
Blog Posts
Unit Test
AP Government A & B Course Title Unit II: The American People Enduring Understandings “Students will understand that…” Individual citizens hold a variety of beliefs about their government, its
leaders, and the U.S. political system in general; taken together, these
beliefs form the foundation of U.S. political culture. It is important for
students to understand how these beliefs are formed, how they evolve,
and the processes by which they are transmitted. Students should know
why U.S. citizens hold certain beliefs about politics, and how families,
schools, and the media act to perpetuate or change these beliefs.
Understanding the ways in which political culture affects and informs
political participation is also critical. For example, students should know
that individuals often engage in multiple forms of political participation,
including voting, protest, and mass movements. Students should
understand both why individuals engage in various forms of political
participation and how that participation affects the political system.
Finally, it is essential that students understand what leads citizens to
differ from one another in their political beliefs and behaviors, and the
political consequences of these differences. To understand these
differences, students should focus on the different views that people hold
of the political process, the demographic features of the American
population, and the belief and behavior systems held by specific ethnic,
minority, and other groups.
This unit presents an important opportunity for students to develop their
ability to analyze data. For example, students will be examining data from
the Census, Pew Research, and other organizations.
Essential Questions “Students will explore…” Knowledge Expectations “Students will know…” (Adapted from the A.P. U.S. Government & Politics Topic Outline)
Chapter 03: Culture
1. How does political socialization occur?
2. What are the underlying values of American culture?
3. What are the underlying values of liberalism, conservatism,
libertarianism, and socialism?
4. What is the ideological breakdown of the American population?
Chapter 04: Participation
1. How do Americans engage in political participation?
2. How does political participation vary by demographic groups?
3. What are recent voter turnout trends, and what impact does this
have on policy development?
4. What are recent reform efforts that involve voter turnout?
Chapter 05: Public Opinion
1. What are the different types of polls used in politics?
2. What are the characteristics of a quality public opinion poll?
3. How are polls, focus groups and other sources of data used by
political campaigns?
Chapter 03: Culture
• Culture
• Ideology
• Liberal
• Conservative
Skill Expectations “Students will be able to…” Assessments • Libertarian
• Socialist
• Moderate
• Keynesian economics
• Laissez-Faire economics
• Anti-trust legislation
• Flat tax
• Progressive tax
Chapter 04: Participation
• Gender gap
• Voter registration
• 1993 National Voter Registration Act (aka Motor Voter Act)
• Political efficacy
• Social movement
Chapter 05: Public Opinion
• Public opinion poll
• Exit poll
• Push poll
• Straw poll
• Random sample
• Margin of error
• Focus group
Reading and Writing Skills
• Reading a text and learning content before class
• Composing an original research paper with correct citations
• Engaging the online world as a responsible digital citizen
Critical Thinking Skills
• Evaluating maps, charts, graphs, and figures
• Distinguishing fact from opinion
• Moving up Bloom's Taxonomy
Public Speaking and Listening Skills
• Delivering persuasive remarks
• Listening and asking informed questions
• Engaging in dialogues
Reading Quizzes
Online Research
Blog Posts
Unit Test
AP Government A & B Course Title Unit III: Linkage Institutions Enduring Understandings “Students will understand that…” Students should understand the mechanisms that allow citizens to
organize and communicate their interests and concerns. Among these are
the mass media, interest groups, political parties, and elections. The
media has become a major force in U.S. politics. Students are expected to
understand the concepts of agenda setting and issue framing. In addition,
the impact of the media on public opinion, voter perceptions, campaign
strategies, electoral outcomes, agenda development, and the images of
officials and candidates should be explored and understood by students.
Understanding the often symbiotic, and frequently conflictual,
relationship between candidates, elected officials, and the media is also
important. Students must also consider the political roles played by a
variety of lobbying and interest groups. Important features of this section
of the course include an explanation for why some interests are
represented by organized groups while others are not, and the
consequences of these differences. Students study what interest groups
do, how they do it, and how this affects both the political process and
public policy. Students should examine the historical evolution of the U.S.
party system, the functions and structures of political parties, and the
effects they have on the political process. Examination of issues of party
reform and of campaign strategies and financing in the electronic age
provides students with important perspectives. A study of elections,
election laws, and election systems on the national and state levels will
help students understand the nature of both party and individual voting
behavior. Treatment of the development and the role of PACs in elections
and the ideological and demographic differences between the two major
parties, as well as third parties, form an important segment of this
material.
Important case studies will include the 2000, 2002, 2004, 2006, 2008,
2010, and 2012 election cycles. How do parties select their nominees?
How do campaign contributions affect elections? How do midterm
elections affect policymaking? How does the electoral college affect
campaign strategy?
Essential Questions “Students will explore…” (Adapted from the A.P. U.S. Government & Politics Topic Outline)
Chapter 06: Media
1. How does the news media practice agenda setting and issue
framing, and how do political institutions seek to influence these
practices?
2. How has the evolution of technology affected the news media
throughout American history?
3. What is the difference between objective journalism and opinion
journalism?
4. How does the news media serve as a watchdog on political
institutions?
Chapter 07: Interest Groups
1. How do interest groups exert influence over policymaking
institutions?
2. How do lobbyists use campaign contributions as a form of
influence?
3. What role do interest groups play in the iron triangle?
Chapter 08: Political Parties
1. How do political parties influence elections for Congress and the
Presidency?
2. How do political parties influence policymaking within Congress
and the Presidency?
3. Why does the U.S. have a two-party system whereas the U.K. has
a multi-party system?
Chapter 09: Elections
1. What factors influence re-election rates in the House and the
Senate?
2. How does the electoral college influence election strategy, and
why does it continue to exist today?
3. How has campaign finance law evolved in recent decades?
Knowledge Expectations “Students will know…” Chapter 06: Media
• media bias
• objective journalism
• opinion journalism
• agenda setting
• issue framing
• horse race journalism
• media conglomerates
Chapter 07: Interest Groups
• factions
• iron triangle
• revolving door
• issue network
• lobbyists
• litigation
• Amicus curiae briefs
• bundling
• free rider
• unions
• collective bargaining
• strikes
• protest
• open shop
• closed shop
Chapter 08: Political Parties
• 17th Amendment
• Direct primary
• Closed primary
• Open primary
• Caucus
• Iowa caucus
• New Hampshire primary
• Super Tuesday
Skill Expectations “Students will be able to…” Assessments • Party convention
• Delegates
• Superdelegates
• Platform
• Party base
• Rank and file
• NRSC and NRCC
• DSCC and DCCC
• Realignment
• Dealignment
• Divided government
• Speaker of the House
• House Minority Leader
• Senate President pro tempore
• Senate Majority Leader
• Senate Minority Leader
• Whips
• Democratic Caucus
• Republican Conference
• Two-party system
• Third parties
• Single member district
• Multi-party system
Chapter 09: Elections
• reapportionment
• redistricting
• gerrymandering
• safe seat
• incumbency advantage
• swing/battleground states
• electoral college
• coattail effect
• lame duck
• Primary election
• General election
• Midterm election
• Presidential election
Reading and Writing Skills
• Reading a text and learning content before class
• Composing an original research paper with correct citations
• Engaging the online world as a responsible digital citizen
Critical Thinking Skills
• Evaluating maps, charts, graphs, and figures
• Distinguishing fact from opinion
• Moving up Bloom's Taxonomy
Public Speaking and Listening Skills
• Delivering persuasive remarks
• Listening and asking informed questions
• Engaging in dialogues
Reading Quizzes
Online Research
Simulations (AP Gov A Only)
Congressional Election Research Term Paper
Blog Posts
Unit Test
AP Government A & B Course Title Unit IV: Policymaking Institutions Enduring Understandings “Students will understand that…” Students must become familiar with the organization and powers, both
formal and informal, of the major political institutions in the United
States- the Congress, the presidency, the bureaucracy, and the federal
courts. The functions these institutions perform and do not perform, as
well as the powers that they do and do not possess, are important. It is
necessary for students to understand that power balances and
relationships between these institutions may evolve gradually or change
dramatically as a result of crises. In the legislative branch, students must
be able to articulate the traditional and untraditional ways in which a bill
becomes a law. Familiarity with the committee system is also essential. In
the executive branch, students need to understand how the presidency
has evolved as well as how the bureaucracy implements legislation. In the
judicial branch, students should under the operation of the federal courts
and, more recently, the politics of confirmation. Students are also
expected to understand ties between the various branches of national
government and the major linkage institutions: the media, interest
groups, political parties, and elections.
Students must be familiar with case studies involving the policymaking
institutions. For example, students will be able to analyze the role of each
institution in the passage and implementation of the 2010 Patient
Protection and Affordable Care Act. Students should also be familiar with
the recent and repeated struggles in the areas of war making and fiscal
policy.
Essential Questions “Students will explore…” (Adapted from the A.P. U.S. Government & Politics Topic Outline)
Chapter 10: Congress
1. How does a bill become a law in theory and in practice?
2. What are key differences between the Senate and the House?
3. What are common criticisms of Congress?
Chapter 11: Presidency
1. How has the influence of the presidency evolved since the
founding of the country?
2. What is the structure of the executive branch?
3. Why does the president often clash with Congress on the issue of
war? The federal budget?
Chapter 12: Bureaucracy
1. What are the four different types of federal agencies?
2. Why and how does the federal bureaucracy create rules?
3. How is the federal bureaucracy checked by other institutions?
4. What are common criticisms of the federal bureaucracy?
Chapter 13: Federal Courts
1. What is the relationship between federal courts and state courts?
2. How does a case reach the Supreme Court, and how does it
hear/decide the case?
3. How has the appointment and confirmation process for federal
judges evolved over time?
Knowledge Expectations “Students will know…” Chapter 10: Congress
• Committee chair
• seniority
• Standing committee
• Select committee
• Joint committee
• Conference committee
• Hold
• Rider
• Earmarks
• Pork-barrel spending
• logrolling
• filibuster
• cloture
• discharge petition
• House Rules Committee
• open rule v. closed rule
• Ways and Means Committee
• trustee v. delegate
Chapter 11: Presidency
• Formal powers
• Commander-in-chief
• Veto
• Pocket veto
• Informal powers
• Executive order
• Executive agreement
• Executive privilege
• Signing statement
• Line-item veto
• Impoundment
• War Powers Resolution
• Executive Office of the President
• White House Chief of Staff
• White House Press Secretary
• Office of Management and Budget
• National Security Council
• Joint Special Operations Command
• Council of Economic Advisors
• Cabinet
• Fiscal policy
Chapter 12: Bureaucracy
• Cabinet Departments
• Independent Regulatory Commissions
• Independent Agencies
• Government Corporations
• Inner Cabinet
• Federal Reserve ("The Fed")
• Securities and Exchange Commission (SEC)
• Federal Deposit Insurance Corporation (FDIC)
• Monetary Policy
• Rulemaking
Skill Expectations “Students will be able to…” Assessments • Discretion
• "Red tape"
• The Federal Register
Chapter 13: Federal Courts
• Criminal Court
• Civil Court
• Original Jurisdiction
• Appellate Jurisdiction
• Writ of Certiorari
• Amicus Curiae briefs
• Federal District Court
• Federal Circuit Court of Appeals
• Supreme Court
• Chief Justice
• Associate Justices
• Clerks
• Oral Arguments
• Majority Opinion
• Concurring Opinion
• Dissenting Opinion
• Senate Judiciary Committee
Reading and Writing Skills
• Reading a text and learning content before class
• Composing an original research paper with correct citations
• Engaging the online world as a responsible digital citizen
Critical Thinking Skills
• Evaluating maps, charts, graphs, and figures
• Distinguishing fact from opinion
• Moving up Bloom's Taxonomy
Public Speaking and Listening Skills
• Delivering persuasive remarks
• Listening and asking informed questions
• Engaging in dialogues
Reading Quizzes
Online Research
Simulations (AP Gov A Only)
Blog Posts
Unit Test
AP Government A & B Course Title Unit V: Civil Liberties & Civil Rights Enduring Understandings “Students will understand that…” Essential Questions “Students will explore…” Knowledge Expectations “Students will know…” An understanding of United States politics includes the study of the
development of individual rights and liberties and their impact on
citizens. Basic to this study is an analysis of the workings of the Supreme
Court and an understanding of its most significant decisions. Students
should examine judicial interpretations of various civil rights and liberties
such as freedom of speech, assembly, and expression; the rights of the
accused; and the rights of minority groups and women. For example,
students should understand the legal, social, and political evolution
following the Supreme Court's decisions regarding racial segregation.
Finally, it is important that students be able to assess the strengths and
weaknesses of Supreme Court decisions as tools of social change.
Students should be familiar with landmark cases such as Gitlow v. New
York, Schenck v. United States, NY Times v. Sullivan, Tinker v. Des
Moines, Hazelwood v. Kuhlmeier, Gideon v. Wainwright, Mapp v. Ohio,
Miranda v. Arizona, Griswold v. Connecticut, Roe v. Wade, Planned
Parenthood v. Casey, Plessy v. Ferguson, Brown v. Board of Education, UC
Regents v. Bakke, and Gratz/Grutter v. Bollinger.
(Adapted from the A.P. U.S. Government & Politics Topic Outline)
Chapter 14: Civil Liberties
1. How does the Supreme Court use the due process clause of the
14th amendment to make policy?
2. How has the Supreme Court interpreted the 1st Amendment?
3. How has the Supreme Court interpreted the "right to privacy"?
4. How has the Supreme Court interpreted the rights of the accused?
Chapter 15: Civil Rights
1. How does the Supreme Court use the equal protection clause of
the 14th Amendment to make civil rights policy?
2. How do Congress and the President have the constitutional power
to make civil rights policy?
3. How has suffrage expanded for different demographic groups in
American history?
Chapter 14: Civil Liberties
• selective incorporation
• due process clause
• Establishment Clause
• Free Exercise clause
• libel
• slander
• exclusionary rule
• Miranda warning
• Barron v. Mayor and City of Baltimore
• Gitlow v. New York
• Schenck v. U.S.
• NY Times v. Sullivan
• Hustler Magazine v. Falwell
•
•
•
•
•
•
•
•
•
•
•
•
•
Miller v. California
Tinker v. Des Moines
Hazelwood v. Kuhlmeier
Morse v. Frederick
Everson v. Board of Education
Engel v. Vitale
Lemon v. Kurtzman
Lee v. Weisman
Reynolds v. U.S.
Wisconsin v. Yoder
Employment District of Oregon v. Smith
Zelman v. Simmons-Harris
Hosanna-Tabor Evangelical Lutheran Church and School v.
E.E.O.C.
• Clark v. C.C.N.V.
• Texas v. Johnson
• Griswold v. Connecticut
• Roe v. Wade
• Planned Parenthood v. Casey
• Stenberg v. Carhart
• Gonzalez v. Carhart
• Lawrence and Garner v. Evans
• Kelo v. City of New London
• Gideon v. Wainwright
• Mapp v. Ohio
• Miranda v. Arizona
• Terry v. Ohio
• Rasul v. Bush
• Hamdi v. Rumsfeld
• United States v. Jones
Chapter 15: Civil Rights
• Selective incorporation
• Equal protection clause
• 15th Amendment
• 19th Amendment
• 23rd Amendment
• 24th Amendment
• 26th Amendment
• 1964 Civil Rights Act
• 1965 Voting Rights Act
• 1990 Americans with Disabilities Act
• Plessy v. Ferguson
• Brown v. Board I
• Brown v. Board II
• Lau v. Nichols
• Gratz v. Bollinger
• Grutter v. Bollinger
• Fisher v. University of Texas
• California Proposition 209
• Shaw v. Reno
• Boy Scouts v. Dale
• Heart of Atlanta Motel v. U.S.
Skill Expectations “Students will be able to…” Assessments Reading and Writing Skills
• Reading a text and learning content before class
• Composing an original research paper with correct citations
• Engaging the online world as a responsible digital citizen
Critical Thinking Skills
• Evaluating maps, charts, graphs, and figures
• Distinguishing fact from opinion
• Moving up Bloom's Taxonomy
Public Speaking and Listening Skills
• Delivering persuasive remarks
• Listening and asking informed questions
• Engaging in dialogues
Reading Quizzes
Online Research
Supreme Court Oral Arguments
Blog Posts
Unit Test