Advanced Placement
United States Government and Politics
Syllabus
Presented to:
College Board Advanced Placement Program
Created By:
Mark A. Wipf, MA Ed.
Palm Desert High School
Desert Sands Unified School District
Palm Desert, California
Course Overview
This one-semester course is a survey of American politics. The class discusses the political
philosophies supporting the American political system, American political institutions, and
prominent controversies in American political history.
Required Texts

Edwards, George C., Martin P. Wattenberg, and Robert L. Lineberry. Government in America:
People, Politics, and Policy. New York: Longman, 10th ed.

Woll, Peter. American Government: Readings and Cases. New York: Longman, 16th ed.

Farrell, Tiffany, Marcia A. Friedman, Pherabe Kolb, and Tim Walker. Current Issues: Critical
Policy Choices Facing the Nation and the World. Alexandria, VA: Close Up Publishing, 2009 ed.
Course Outline
Unit I: Underpinnings of United States Government (9 days)
Summary: These chapters discuss the ideological and philosophical traditions that the
authors of the Constitution possessed. These traditions and historical situations directly
influenced the formulation of the Constitution.
A. American Government Readings and Cases Textbook, Chapter 1 Readings
1. Second Treatise, Of Civil Government, John Locke
2. The Founding Fathers: A Reform Causus in Action, John P. Roche
3. Framing the Constitution, Charles Beard
4. Federalist (47, 48, 51), James Madison
5. How Not to Read the Constitution, Laurence H. Tribe and Michael C. Dorf
6. The Anti-Federalist Papers No. 17
7. Federalist (39, 44, 45), James Madison
8. The Merits of the Federal System, James Bryce
9. McCulloch v. Maryland
10. Gibbons v. Ogden
11. The Federal System, Morton Grodzin
12. A Republic Subverted, David Broder
13. United States v. Morrison
B. Government in America Textbook
1. Chapter 1: Introducing Government in America
2. Chapter 2: The Constitution
3. Chapter 3: Federalism; Edwards, Wattenberg, and Lineberry
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Unit II: Political Beliefs and Behaviors (13 days)
Summary: Individual citizens hold a variety of beliefs about their government, its leaders,
and the United States political system. These beliefs form the foundations of American
political culture. Understanding the ways in which political culture affects and informs
political participation.
A. American Government Readings and Cases Textbook
1. Federalist, James Madison
2. Democratic Practice and Democratic Theory, Berelson, Kazarsfeld, and McPhee
3. The Responsible Electorate, V.O. Key, Jr.
B. Government in America Textbook
1. Chapter 6: Public Opinion and Political Action
2. Chapter 10: Elections and Voting Behaviors
Unit III: Political Parties, Interest Groups, and Mass Media (13 days)
Summary: Citizens should understand the mechanisms that allow citizens to organize and
communicate their interests and concerns about government. Plitical parties, elections,
political action committees, interest groups, and mass media all affect the political process.
A. American Government Readings and Cases Textbook
1. Chapter 4: Political Parties and the Electorate
a. California Democratic Party et al. v. Jones, Secretary of State of
California, et al.
b. Toward a More Responsible Two-Party System
c. Perspectives on American Political Parties, Martin P. Wattenberg
d. Divided We Govern, David R. Mayhew
e. A Theory of Critical Elections, V.O. Key, Jr.
f. Politics by Other Means, Benjamin Ginsberg and Martin Shefter
g. Unfree Speech: The Future of Regulatory “Reform”, Bradley A.
Smith
2. Chapter 5: Interest Groups
a. Madison’s Dilemma, Jeffery M. Berry
b. The Governmental Process, David B. Truman
c. The Theory of Countervailing Power, John Kenneth Galbraith
d. The End of Liberalism; The Indictment, Theodore J. Lowi
e. Interest Groups and the American Political System, Rozell and
Wilcox
f. The Misplaced Obsession with PACs, Larry J. Sabato
B. Government in America Textbook
1. Chapter 8: Political Parties
2. Chapter 11: Interest Groups
3. Chapter 7: The Mass Media and Political Agenda
C. Current Issues Textbook
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1. Chapter 9: The Media
Unit IV: Institutions of National Government (35 days)
Summary: The understanding of the organization and powers, both formal and informal is
crucial for citizens. The major political institutions in the United States are separate entities
sharing powers and functions. The relationships and balance that these organizations share
have evolved and are influences by a variety of interests.
A. American Government Readings and Cases Textbook
1. Chapter 6: The Presidency
a. Federalist 70, Alexander Hamilton
b. The Presidency---Focus of Leadership, Clinton Rossiter
c. Presidential Power, Richard E. Newstadt
d. Presidential Paradoxes, Thomas E. Cronin and Michael A. Genovese
e. The Presidential Character, James David Barber
f. The Presidency and Political Parties, Sidney M. Milkis
g. How to Run for President, David Brooks
h. Ex Parte Merryman (April, 1861)
i. Ex Parte Milligan
2. Chapter 7: The Bureaucracy
a. Constitutional Democracy and Bureaucratic Power, Peter Woll
b. The Rise of the Bureaucratic State, James Q. Wilson
3. Chapter 8: The Congress
a. Federalist 53,56,57,58,62,63, James Madison
b. Congressional Government, Woodrow Wilson
c. The Rise of the Washington Establishment, Morris P. Fiorina
d. Congress and the Question for Power, Lawrence C. Dodd
e. Speech to the Electors of Bristol, Edmund Burke
f. If, as Ralph Nader Says, Congress Is “The Broken Branch,” How
Come We Love Our Congressmen So Much?, Richard F. Fenno, Jr.
g. Congress-Bashing for Beginners, Nelson W. Polsby
h. Congress: The Electoral Connection, David R. Mayhew
i. Home Style and Washington Career, Richard f. Fenno, Jr.
4. Chapter 9: The Judiciary
a. Federalist 78, Alexander Hamilton
b. Judicial Self-Restraint, John P. Roche
c. How the Supreme Court Arrives at Decisions, William J. Brennan, Jr.
B. Government in America Textbook
1.
2.
3.
4.
Chapter 12:
Chapter 13:
Chapter 15:
Chapter 16:
Congress
The Presidency
The Federal Bureaucracy
The Federal Courts
C. Current Issues Textbook
1. Chapter 1: Introduction to Domestic Policy
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Unit V: Public Policy (9 days)
Summary: The formation of public policy is the interaction of interests, institutions, and
processes. The interpretation of policies by the courts and bureaucracy are all stages in the
decision making process which citizens should be aware of.
A. Government in America Textbook
1.
2.
3.
4.
Chapter 17:
Chapter 18:
Chapter 19:
Chapter 20:
1.
2.
3.
4.
5.
6.
Chapter 4:
Chapter 5:
Chapter 6:
Chapter 7:
Chapter 8:
Chapter 9:
Economic Policymaking
Social Welfare Policymaking
Policymaking for Health Care and the Environment
Foreign and Defense Policymaking
B. Current Issues Textbook
Crime and Drugs
The Economy
Education
Healthcare
Immigration
Poverty
Unit VI: Civil Rights and Civil Liberties (9 Days)
Summary: The development of individual rights and liberties and their impact on citizens is
essential to understanding the Constitution and political process. Significant United States
Supreme Court decisions on topics such as free speech, assembly, minority groups, and
women, play a major role in citizens’ lives.
A. Government in America Textbook
1. Chapter 4: Civil Liberties and Public Policy
2. Chapter 5: Civil Rights and Public Policy
B. Current Issues Textbook
1. Chapter 3: Constitutional Rights
2. Chapter 10: Women and Minorities
3. Chapter 13: Democracy and Human Rights
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Projects and Assignments
Political Party Essay
A person should know their political beliefs and where one stands on an issue. With this in mind, students will be writing an essay expounding on
their political beliefs and how they came to these convictions. One must be able to support their opinions using claims and counter claims from the
various political positions. The paper must discuss the strengths of one’s position on an issue and also develop (using relevant evidence) the
arguments against the counter position.
Content:
1.
Students should discuss their political spot. Where does one fall on the political spectrum? Which political party does one align them
self with and how did they come to these findings? Students should consider whether they would be labeled a “conservative” or a
“liberal”. Choose three of the concepts listed and write on their beliefs; change, dissent, freedom, liberty, justice, censorship, loyalty,
law and order, and religion.
2.
Choose five of the issues listed that have most strongly determined students’ party identity and write on the topic: foreign affairs,
health care, welfare reform, budgeting, affirmative action, environment, immigration, education, taxes, crime, and same sex marriage.
Instructions: Students writing should include a minimum of four books, four periodicals, and internet sources.
Deadlines:
1.
2.
3.
4.
Outline Due: Second Wednesday in October
Rough Draft Due: Second Wednesday in November
Peer Editing Sheet Due: Second Wednesday in December
Final Paper: Second Wednesday in January
Organization and Grading:
Title Page
Blank Page
Formal Outline
Written Paper
Bibliography
First outline
First rough draft
Peer editing sheet
5 points
5 points
10 points
60 points
10 points
5 points
5 points
5 points
Book Review Assignment
Students will be choosing one book dealing with United States government each nine weeks to read. The book must have been written after Januray
2008. The requirements for the assignment are as follows:
Instructions:
I must physically see the book. Upon seeing the book, and being approved, the pupil will turn in a correct citation for the manuscript. Students will
not be allowed to read the same volume. First come, first serve, and so keep receipts.
Format:
1.
2.
3.
4.
5.
6.
A correct bibliography.
Number of pages.
One paragraph summary of the thesis/plot of the book.
One Paragraph explanation of the main points made that support the thesis/plot.
One paragraph applying the topic of the book to the knowledge that you have obtained in this class.
One paragraph description as to why (or not) you would recommend this writing.
Deadlines:
First Book Review Due:
Last Wednesday in October
Second Book Review Due:
First Wednesday in December
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Supreme Court Cases
Instructions:




For each case the student must abridge the key points for the plaintiff and the defendant.
Explain the overall legal issue or Constitutional question(s) concerning this case.
Evaluate the argument for the plaintiff and the defendant.
Criticize the decision and rationale of the court, and subsequent related cases.
Barron v. Baltimore
Gregg v. Georgia
McCulloch v. Maryland
United States v. Lopez
Gideon v. Wainwright
Reno v. American Civil Liberty Union
Brown v. Board of Education
Engel v. Vitale
City of Boerne v. Flores
Roe v. Wade
Shaw v. Reno
Abrams v. Johnson
Lemon v. Kurtzman
Buckley v. Valeo
McCleskey v. Kemp
Miami Herald Publishing Co. v. Tornillo
NAACP v. Alabama
Near v. Minnesota
Adarand Constructors v. Pena
Craig v. Boren
Dread Scott v. Sandford
NY Times v. Sullivan
Marbury v. Madison
United States v. Knights
Kelly v. South Carolina
United States v. Arizona
Ashcroft v. Free Speech Coalition
Thompson, Secretary of Health and Human
Services, et al v. Western States Medical
Center et al
Alabama v. Shelton
Atkins v. Virginia
Board of Education of Independent
School District No. 92 of Pottawatomie
County v. Earls
Ring v. Arizona
Zelman v. Simmons-Harris
Republican Party of Minnesota v. White
Ewing v. California
Smith et al. v. Doe et al.
Plessy v. Ferguson
Schenk v. U.S.
Gitlow v. New York
Palko v. Connecticut
Mapp v. Ohio
Baker v. Carr
Abbington v Schempp
Wesberry v. Sanders
Griswald v. Connecticut
1833
1976
1819
1995
1963
1997
1954
1961
1997
1973
1993
1997
1971
1976
1987
1974
1954
1931
1995
1976
1857
1964
1803
2001
2002
2002
2002
Miranda v. Arizona
Epperson v. Arkansas
Miller v. California
U.S. v. Nixon
Lau v. Nichols
U.C. Regents v. Bakke
Webster v. Reproductive Health Services
Planned Parenthood v Casey
Adarand v. Pena
Miller v. Johnson
Texas v. Johnson
Read v. Read
U.S. v Morrison
1966
1968
1973
1974
1974
1978
1987
1992
1995
1995
1989
1971
2000
2002
2002
2002
2002
2002
2002
2002
2003
2003
1896
1919
1925
1937
1961
1962
1963
1963
1965
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