Advanced Placement –AP
US Government & Politics 2013-2014 Course Outline and Syllabus
1
I have the great pleasure of welcoming you to Advanced Placement –AP US Government &
Politics 2013-2014 (AP US GoPo!) Class. Let’s get to work together! This course will consist of
a college-level comprehension and survey of American politics and government. You should be
prepared to work hard. The key is reading; there will be many difficult and complex readings
and concepts to analyze, and the course is meant to prepare you to excel on the AP US
Government and Politics Exam, which you will take in May 2014.
Standards will be high and cannot be altered to suit individuals, so you should expect to do
college-level and not college preparatory work if you are to succeed in the class.
This course is aimed at giving each student an analytical perspective on the dynamics of
government and politics in the United States. This includes both the study of general concepts
used to interpret U.S. politics and the analytical examination of specific examples. This course
also demands a familiarity with the various institutions, groups, beliefs, and ideas that constitute
and inform U.S. politics.
I.
COURSE OBJECTIVES
 To learn and understand important facts, concepts, and theories pertaining to U.S.
government and politics
 To understand typical patterns of political processes and behaviors and their
consequences (including the components of political behavior, the principles
used to justify various government structures and procedures, and the political
effects of these structures and procedures)
 Students will be able to analyze and interpret basic data relevant to U.S.
government and politics (including maps, charts, graphs, tables, exit poll data,
and Supreme Court decisions)
II.
REQUIRED MATERIALS
 Textbook: Wilson & Dilulio, American Government: Institutions & Policies, (9TH
to latest edition)
 Test Preparation: Benson & Waples, Preparing for the AP United States
Government & Politics Examination, (Matching Textbook Edition)
 Supplemental/Primary Source Readings: The LANAHAN READINGS in the
AMERICAN POLITY FIFTH EDITION 2011
 Contemporary News Analysis: Supplementary articles from the New York
Times, The Washington Post, CNN, MSNBC, Time Magazine, The
Economist etc.
 Notebook
 Travel Drive
III. GRADING FACTORS
Quarter grades will be computed according to the following factors:
 Tests (AP Format) 50%
 Homework/Research/Projects/Activities 25%
 Classwork/Conduct/Participation/Attendance 25%
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IV. CONDUCT
Students are expected to follow all rules in this class that correspond to those stated in the Prince
George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will
result in the loss of participation points. Work missed because of an unexcused absence may not
be made up. Work missed because of an excused absence must be made up within the week the
student returns to school. It is the responsibility of the student to arrange for make-up work.
All assignments must be handed in on time; late work will not be accepted.
V. METHODOLOGY
This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative
learning activities, and independent study/research. All students are responsible for reading the
assignments before coming to class (both in textbook & in supplemental/primary source readings
book) so that they may actively participate. Periodically, simulations and cooperative learning
activities replace and/or supplement the lecture/discussion. A variety of film clips and videos are
also used throughout the course. During each unit, students must complete numerous free
response questions that demonstrate their ability to analyze and interpret information
presented within that unit. The purpose of this is to prepare students for the free-response
section of the A.P.U.S. Government & Politics exam.
VI. COURSE OVERVIEW/OUTLINE
1. Foundations of American Government (Chapters I, 2, 3)
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Principles of Government
What is Government?
Forms of Government
Themes of Government
Origins of American Government
--British Contributions
--Unification of the Colonies
--Declaration of Independence
--Articles of Confederation and the Critical Period
--Constitutional Design----Creation and Ratification
The United States Constitution
--Basic Principles (including separation of powers)
--Articles
--Amendment Process
--Amendments----Formal and Informal
Federalism
--Views of Federalism
--National Supremacy vs. States’ Rights
--Interstate Relations
--Politics of Federalism (fiscal, regulatory)
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2. Political Beliefs and Behaviors (Chapters 4, 5, 6)
Public Opinion and Political Socialization
--Public Opinion and Democracy
--Distribution of Public Opinion
--Agents of Socialization
--Process of Socialization
3. Political Parties, Interest Groups, and the Mass Media (Chapters 7, 8, 9, 10)
Political Parties
--Functions of Political Parties
--History of the Two-Party System
--Nature of American Parties (major and minor)
--Party Ideology and Organization
--Parties and Elections
--Parties and Governments
Political Interest Groups
--Individuals, Groups, and Society
--Development of Groups
--Electoral Activity of Political Action Committees
--Lobbying
Campaigns and Elections
--Suffrage
--Participation and Voting
--Voter Turnout and Voter Behavior
--Election Campaigning
--Analyzing Election Results
--Elections and Governments
Politics and the Mass Media
--Media and Freedom of the Press
--Development of the Media in the United States
--Media and Politics
--Media and Government
--impacts of Media on Public Policy
--Evaluating the Media in Government
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4. Institutions of National Government: The Congress, The
Presidency, The Bureaucracy, and the Federal Courts (Chapters 11,
12, 13, 14)
Congress
--Institution of Congress----Origin and Powers
--Election to Congress
--Organization of Congress (parties, leadership, committees, staff)
--Functions of Congress (legislation, representation)
--Congressional Procedures
--Congressional Ethics and Reform
The Presidency
--Constitutional Basis of Presidential Authority
--Expansion of Presidential powers
--Presidential Elections----Electoral College
--Presidential Leadership
--Executive Office of the President
--Relations with the Cabinet
--Vice Presidency
--Struggle for Power (setting agenda, influencing legislature, building public support,
implementing priorities, exercising leadership)
Executive Bureaucracy
--Organization of Bureaucracy
--Staffing the Bureaucracy
--Policymaking----Formal and Informal
--Bureaucratic Influence
--Accountability
--Reforming the Bureaucracy
The Judiciary
--Judicial Federalism
--Judicial Review
--Justices and Judges
--Supreme Court
--Landmark Cases
--Politics of Judicial Policymaking
5. Public Policy (Chapters 15, 16, 17, 20, 21)
Policymaking Process
--Types of policies
--Stages of Policymaking
--Politics of the Policy Process
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Domestic policy
--Education Policy
--Health and Welfare Policy
--Housing Policy
--Environment and Energy Policy
Economic Policy
--Modern American Economy
--Economic Policy Objectives
--Monetary Policy
--Fiscal Policy
--Government Intervention in the Economy
--Politics of Economic Policymaking
Foreign and Defense Policy
--Policymakers
--Roots of Foreign and Defense Policy
--Evolution of Foreign and Defense Policy
--Contemporary Challenges
6. Civil Rights and Civil Liberties (Chapters 18, 19)
American Political Environment
--Personal Freedom and Social Welfare
--Distribution of Power
--Majority Rule and Minority Rights
--Individual Liberties
Rights, Liberties, and Constitutional Politics
Rights and Liberties vs. Economic Interest
Civil Rights
--Civil Rights and Criminal Justice----Equality Before the Law
--Diversity and Discrimination
--Federal Civil Rights Laws
Civil Liberties
--First Amendment Freedoms
--Protecting Individual Freedoms (due process, rights of the accused)
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SIGNATURE PAGE
Principal
Instructor
Student Signature
Parent Signature
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Unit One
Constitutional Underpinnings of United States Government
Overview
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, the
separation of powers, and checks and balances. 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: for example, why did Madison fear
factions? What were the reasons for the swift adoption of the Bill of Rights? Familiarity with the
United States Supreme Court’s interpretation of key provisions of the Constitution will aid
student understanding of theoretical and practical features of federalism, separation of powers,
and checks and balances. 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.
Essential Questions
1. Are the theories and philosophies relevant/prevalent in our democracy today?
2. Is the concept of Separation of Powers a reality today?
3. Is Federalism a viable form of government today?
Objectives
Students will be able to describe the purpose and of government and goals of American
government.
Students will be able to identify the founders’ view of the purpose of government and the
role of the citizen in the American Republic.
Students will be able to explain how the Constitution underpins the U.S. government.
Students will be able to identify the impact of the enlightenment thinkers on the
development of the U.S. Constitution.
Students will analyze the ways the framers dealt with the following: pluralism, popular
sovereignty, republican ideals and elite theory.
Students will be able to identify and explain the concepts of Federalism, Check and
Balances, and Separation of Powers.
Students will be able to analyze and evaluate the theories of democratic government.
Calendar – Unit 1 is approximately 5-15% of AP Exam (Multiple Choice Sections)
8
45 Minutes – Semester
80 Minute – Semester
6 Teaching Days
1 Exam Day
9 Teaching Days
1 Exam Day
50 Minutes –
All Year
12 Teaching Days
1 Exam Day
Content Taught
1. Considerations that influenced the formulation and adoption of the Constitution
2. Theories of Democratic Government
3. Separation of Powers
4. Checks and Balances
5. Federalism
Sills Taught
1. Current Event Evaluation
2. Primary and Secondary Source valuation
3. Data Evaluation
4. Editorial Cartoon Interpretation and Analysis
5. AP Exam Test Preparation: Multiple Choice and Free Response Questions (FRQs)
Additional Readings with Assignments
1) Benjamin Franklin's Speech at the Conclusion of the Constitutional Convention,
September 17, 1787 "I Agree to This Constitution, with All Its Faults"
http://www.usconstitution.net/franklin.html
Unable to give the speech himself due to his old age, Franklin praises the Constitutional
Convention for creating what he believes to be the best possible outcome for the creation
of a new Republican government. However, he also warns of the natural tendency of all
democracies to slip into despotism, claiming that the people will become so corrupt as to
deserve one. He alludes that the United States is not immune from such a fate.
2) James Madison. “The Federalist No. 10” In American Polity 5th ed. Edited by Ann G.
Serow and Everett C. Ladd, 56-63, Lanahan Publishers, Baltimore MD.
The “Father of the Constitution” and 4th President of the United States, Madison along
with Alexander Hamilton and John Jay wrote the Federalist papers in order to defend
our Constitution and new form of government. In No.10 Madison warns of the dangers of
parties and factions in our new government and his attempts to stop them.
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3) Cato V, November 22, 1787 “Can an American Be a Tyrant? On the Great Powers of the
Presidency, the Vagueness of the Constitution, and the Dangers of Congress” In The
Debate on the Constitution: Part One: September 1787 to February 1788, by Bernard
Baylin, 399-404, New York, NY: Library of America, 1993.
Following the ratification of the Constitution in September 1787, a spirited debate broke
out in newspapers and journals across the nation between federalists and anti-federalists.
Men ranging in stature from George Washington to anonymous farmers all weighed in
on their opinion of our new government. One such author, known as “Cato V”, criticized
the vague language of the Constitution as well as the lack of clearly defined powers given
to the President and Congress. Cato feared our nation would turn into a presidential
monarchy or a cumbersome Congressional aristocracy.
4) James Madison. “The Federalist 39 and 46” in American Polity 5th ed. Edited by Ann G.
Serow and Everett C. Ladd, 119-124, Lanahan Publishers, Baltimore MD.
Part of Madison’s magnum opus, in Federalist 39 and 46 Madison creates a distinct but
compatible difference between the local, state and federal governments. Conscientious of
the liberties and freedoms fought for by the individual states, Madison carefully
articulates a multi-leveled Republican government that respects and allows for the
autonomy of the individual states but nevertheless creates a federal government that will
provide national cohesion that was sorely lacking under the previous Articles of
Confederation.
5) Alexis De Tocqueville. “Democracy in America” in American Polity 5th ed. Edited by
Ann G. Serow and Everett C. Ladd, 3-7, Lanahan Publishers, Baltimore MD.
One of the greatest political commentaries on our new nation by a non-American, a
young Alexis De Tocqueville travelled across the United States in 1831 to examine what
it was that made the United States unique both politically and socially was. Tocqueville
came to the conclusion that Americans value equality and liberty above all else, to the
point of obsession. Tocqueville also warned that this obsession would eventually lead to
the social destruction of the United States and prompted him to say “Americans are so
enamored with equality that they would rather be equals in slavery than unequal in
freedom.”
6) Richard Henry Lee to George Mason, October 1, 1787 “On the Deviousness of
Congress's Action, and the Need for Amendments” In The Debate on the Constitution:
Part One: September 1787 to February 1788, by Bernard Baylin, 45-48, New York, NY:
Library of America, 1993.
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President of the Continental Congress, first President Pro Tempore of the Senate and
Senator from Virginia, Richard Henry Lee was a strong anti-federalist as were many of
his Southern contemporaries. In his 1787 letter to George Mason, Lee criticizes the
tremendous power given to the federal government as well as the fact that while the new
Constitution declares we have rights, it does not state what those rights are. His voice,
along with many anti-federalists such as Thomas Jefferson, led to the creation of the Bill
of Rights.
Study Guide Questions
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Is federalism a viable form of government today? Why or why not? Compare and
contrast Madison’s views on federalism to the concerns expressed by “Cato V”.
Is the concept of separation of powers a reality today? Explain, citing modern examples.
Benjamin Franklin gave an ominous warning: that the United States would eventually
slip into a despotic form of government because the people would be so corrupted that
they would be capable of no other form. Do you believe that Franklin’s warning is valid?
What signs do you see in out socio-political society that would cause you to agree or
disagree with Franklin’s assessment? Use specific examples
Alexis De Tocqueville feared that our preoccupation with individual freedoms would be
our undoing. Do you agree with Tocqueville’s warning? What sorts of current social
issues would lend credence to Tocqueville’s warning? What role do you think special
interest groups today play in Tocqueville’s concerns?
Are the theories and philosophies of American government relevant and/or prevalent in
the American democratic system today? Why or why not? Use current evidence as well
as evidence from the readings to support your answer.
Classroom Activities, Long Term or Short Term Project
 Federalism Research Activity (See attached worksheet)
 Commerce Clause Activity (See attached lesson plan with supplemental materials)
o Commerce Clause Healthcare Extension Activity (See attached materials)
 AP Government – Federalism: The Scavenger Hunt (See attached worksheet)
 Separation of Powers Audio Activity (See attached worksheet)
Textbook Correlation
Author(s)
Book
Chapters
Topic
Edwards,
Government In
2 (pgs.28-59)
The Constitution
Wattenburg,
America: People
Linesberry
Politics, and Policy
3 (pgs.65-88)
Federalism
Lowi, Ginsberg,
American
2 (pgs. 32-70)
Constructing
Shepsle,
Government: Power
Government: The
Ansolabehere
and Purpose
Founding & the
Constitution
3 (pgs. 72-102)
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Federalism & the
Separation of Powers
Barbour, Wright
Keeping the
Republic: Power and
Citizenship in
American Politics
3 (pgs.70-90)
Politics of American
Founding
4 (pgs.97-131)
Federalism & the
U.S. Constitution
Political Cartoon and Data Analysis
 Student will complete the AP Political Cartoon Analysis Worksheet (attached) for
political cartoons given in class. Students will be given a few political cartoons in class
(attached) and must choose one for the analysis.
 Student will complete the AP Data Analysis Worksheet (attached) for data given in class.
Students will be asked to find one piece of data, not presented in class, for analysis.
Vocabulary
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Anti-Federalists
Articles of Confederation
Authoritarian Regimes
Bill of Rights
Consent of the Governed
Direct Democracy
An Economic Interpretation of the Constitution
Elite Theory
Electoral College
European Enlightenment
Federalist Papers
Federalist #10
Federalists
Formal Amendment Process
The Great Compromise
Informal Amendment Process
Judicial Review
John Locke
Majoritarianism
Natural Rights
New Jersey Plan
Pluralism
Ratification
Representative Democracy
Second Treatise on Government
Shay’s Rebellion
Social Contract
State of Nature
Three-Fifths Compromise
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Virginia Plan
Block Grants
Categorical Grants
The Commerce Clause
Concurrent Powers
Confederal Systems
Creeping Categorization
Delegated Powers
Devolution Revolution
Federal Systems
Federalism
Grants-In-Aid System
Loose Construction
Mandate
National Supremacy
Necessary and Proper Clause
Nullification
Reserved Powers
Revenue Sharing
Strict Construction
Unitary Governments
Teacher Bibliography
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Baylin, Bernard. The Debate on the Constitution: Part One: September 1787 to February
1788, New York, NY: Library of America, 1993.
Serow, Ann G., and Everett C Ladd, The Lanahan Readings in American Polity, 5th ed.
Baltimore: Lanahan Publishers, Inc, 2011.
Various Street Law Recourses – www.streetlaw.org
Political Analysis Worksheet adapted from AP Central
Federalism Group Project adapted from www.bedford.va.k12us.com/stroposer/16238?rc
Ethel Wood Website for Vocabulary Words –
http://phs.prs.k12.nj.us/ewood/amergov/USGov5th/contents.htm
Barbour, Christine, Gerald C. Wright, Matthew J. Streb, and Michael R. Wolf. Keeping
the republic: power and citizenship in American politics. 5th ed. Washington, DC: CQ
Press, 2006.
Edwards, George C., Martin P. Wattenberg, and Robert L. Lineberry. Government in
America: people, politics, and policy. 15th ed. New York: Longman, 1998.
Lowi, Theodore J., Benjamin Ginsberg, and Kenneth A. Shepsle. American government:
power and purpose. 12th ed. New York: Norton, 2002.
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Unit Two
Political Beliefs and Behaviors
Overview:
This unit studies the political behaviors and beliefs of individual citizens as they affect their
government, its leaders, and political system in general. Students must understand how citizens
form their beliefs, how those beliefs evolve, and the processes by which those beliefs are
transmitted. Students must know how citizens participate in the political process and how that
participation influences government. Finally, students must understand what leads citizens to
differ from one another in their political beliefs and behaviors and the political consequences of
those differences. To understand these differences in political belief and behavior, students will
analyze demographic factors of the American population.
Essential Question: How does the American mosaic define our political beliefs and shape
our political behaviors?
Objectives: By the end of the unit, students will be able to:
 Define what is meant by political culture and explain its significant aspects
 List and explain the dominant sources of American political culture and political
socialization
 Explain the factors that influence differences in political beliefs and behaviors
 Describe the demographic characteristics of the United States and explain the political
beliefs and behavior of specific groups
 Analyze data by using contemporary poll results
 Assess their individual political ideology
 Interpret and analyze data from graphs, charts, etc.
 Write and answer to a Free Response Question (FRQ) in the style of the AP U.S.
Government and Politics exam
14
Day(s)
(B)11
(S)22
Essential Question / Content Standard /
Vocabulary
Beliefs that citizens hold about their
government.
What political beliefs do Americans hold?
Day 1
What political beliefs do American hold?
What political beliefs do you have?
Day 1-2 How can one describe the landscape of
American political culture?
Vocabulary: Political Ideology, political
culture
Objective:
 Define what is meant by political culture
and explain its significant aspects
 Assess your individual political ideology
15
Lesson/Activity
Readings
PROJECT Vocabulary Assignment,
due: Day 10
Identify:
Demographic/demography, political
socialization, public opinion, political
culture, polling, exit polls, political
spectrum, political ideology, political
participation, political efficacy
electoral requirement, majority rule,
primary elections, suffrage, 17th
Amendment, voter turnout, midterm
elections, public opinion poll, voting
records, competitive reelections, liberal,
conservative, socioeconomics
Introduce Unit Overview
Political Ideological Survey – Pew
Center For Research Political Ideology
Quiz
Survey Activity:
Complete the following activities in the
order presented.
1. Go to google and enter the following
address: http://typology.peoplepress.org/typology/
2.Take the survey and calculate your
results.
3. Write one paragraph about your
results and how accurate the results are
for you.
4.Click on the analyze issues in the bar
at the top of the page.
5.Pick one of the Social Issues and look
at the graph. Comment on what you
see.
6. Click on Survey Reports in the bar at
the top of the page.
7. Align your political beliefs with one
Sabato: p.2
“Faith in I
(w/ questio
of the Typology Groups.
8. Write a short paragraph about why
you selected that group. Use specific
examples.
9. Go to google and enter the following
address
http://www.theadvocates.org/quizp/inde
x.html
10.Answer the following question: How
do Americans disagree and still remain
civil to one another?
11.Attach this sheet to the front of your
activity.
“Where do I stand” – Gay Marriage or
Abortion or Immigration etc.
Political Beliefs and Behaviors
Processes by which citizens learn about
politics
Day 2
Where do citizens learn about politics, and
how do they form their political beliefs?
Day 3-4 Skill: Data collection and analysis.
Vocabulary: political socialization, political
spectrum
Objective:
Interpret and analyze data from graphs,
charts, etc.
Day 3
How do different ideologies fit into the
political spectrum?
Day 5-6
Vocabulary: political spectrum, political
parties, liberal, conservative
Objective:
Explain the factors that influence differences
in political beliefs and behaviors
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Political Socialization Chart (Chart)
Political Beliefs Parent Conversation
(Homework/Warm Up)
 Conversation w/ parents re:
political ideology.
 Send political survey home
 Chart student/parent responses –
compare contrast to political
ideologies of state/national trends
Introduce Political Spectrum
Chart student/parent ideology surveys
along spectrum. Compare spectrum to
state/national trends.
Video: 2011 Political Typology
The Ameri
“Democra
America”
pp.3-6
Reflection
Why does
democracy
French dem
does not?
2011 Polit
Typology
(Reflection
Questions/
Day 4
Day 78
Essential Question / Content Standard /
Vocabulary
Political Beliefs and Behaviors
The nature, sources, and consequences of
public opinion
Lesson/Activity
Readings
What are demographics?
How can demographics be used to identify
political ideologies and behaviors?
U.S. Census Bureau Webquest – local,
state, national trends
“One Nati
Slightly
Divided”
FreeRepub
com
Questions
Vocabulary: Demographic/demography,
socioeconomics
Objectives:
Describe the demographic characteristics of
the United States and explain the political
beliefs and behavior of specific groups
Day 5
How can bias affect the validity of a public
opinion poll?
Day
9-10
Vocabulary: polling, exit polls
Web-quest Questions:
1. What is the median household
income of our school
district/county
2. What is the racial/ethnic make
up of our district/county?
3. What is the average education
level of our district/county?
4. What is the population of people
over the age of 18 in our
district/county? What is the
average age?
5. What is the religious make-up of
our district/county?
6. Answer questions 1-5 regarding
our state.
7. Answer questions 1-5 for our
country.
Polling Bias –
YLi Polling Bias Activity
Objective:
 Interpret and analyze data from graphs,
charts, etc
 Analyze data by using contemporary poll
results
Day 6
How do public opinion polls affect political
action?
17
YLi Public Opinion Polls Activity
Homework
How divid
are we?” b
J.Q. Wilso
Newmark’
Questions
Day
11-12
Vocabulary: public opinion, primary
elections, voting records
Objective:
 Interpret and analyze data from graphs,
charts, etc
 Analyze data by using contemporary poll
results
Essential Question / Content Standard /
Vocabulary
Political Beliefs and Behaviors
Factors that influence citizens to differ from
one another in terms of political beliefs and
behaviors
Day 7 Political Efficacy
Day
13-14
Objectives:
 Explain the factors that influence differences
in political beliefs and behaviors
 Describe the demographic characteristics of
the United States and explain the political
beliefs and behavior of specific groups
Day 8 How do citizens choose to vote?
Day
15
Objective:
Write and answer to a Free Response Question
(FRQ) in the style of the AP U.S. Government
and Politics exam
Lesson/Activity
Readings
Analyze the role of ideologies, faiths,
socioeconomics, etc in influencing
political beliefs and behavior.
The Ameri
“The Endu
War” pp.1
Create a “Double Bubble” Map to
compare and contrast ideologies, faiths,
socioeconomics, etc to their impact on
political ideology.
Close Ana
Reading (A
Outline)
Analyze the structure of an FRQ.
FRQ Writing Workshop – walk students
through 2009 AP Public Release FRQ,
break down content of question, prewrite activities to prepare an answer for
an FRQ.
FRQ - #2, 2009 AP U.S. Government
and Politics Exam
(90 min. – have students respond, timed
18
Day 8 How do citizens choose to vote?
Cont’
d
Objective:
Write and answer to a Free Response Question
(FRQ) in the style of the AP U.S. Government
Day
and Politics exam
16
assignment, 25 minutes.)
Have students respond to FRQ - #2,
2009 AP U.S. Government and Politics
Exam
Timed assignment. 25 minutes.
Day(s Essential Question / Content Standard /
)
Vocabulary
The ways in which citizens vote and otherwise
participate in political life
How can citizens participate in political life?
Day 9
Vocabulary: Political participation, voter
turnout
Day
17-18 Objective:
Explain the factors that influence differences in
political beliefs and behaviors
Lesson/Activity
Day
10
Review Guide
Assessment Review
Day
19-20
Assessment:
Day
11
Vocabulary Project Due;
Assessment 1 – Multiple Choice
Day
21
Day
Assessment 2 – FRQ #2 – 2011 AP Exam
11
Cont’d
Day
22
19
Analyze various political polls:
Compare and contrast
language/audience/intent of polls.
Readings
Bibliography:
Wilson, James Q. and DiIulio, John J. Jr. American Government 9th Edition
Houghton Mifflin Company, Boston, 2004.
O.Conor, Karen and Sabato, Larry. American Government: Roots and Reform.
Pearson Longman, New York, 2011.
Serow, Ann G. and Ladd, Everett C., The Lanahan Reading in the American Polity5th Edition.
Lanahan Publishers, Baltimore, MD, 2011.
Newmark, Betsy, “Mrs. Newmark’s Page of American History, Government and Politics”
Retrieved Electronically, 2012.
http://www.raleighcharterhs.org/faculty/bnewmark/APGOPO.html
Youth Leadership Initiative, Lesson Plans, Retrieved Electronically 2012.
http://www.raleighcharterhs.org/faculty/bnewmark/APGOPO.html
Pew Research Center For the People and The Press. “Political Typology”, Retrieved
Electronically, 2012
http://www.people-press.org/typology/quiz/?pass
20
Unit Three
Political Parties, Interest Groups, and Mass Media
Ten Classes: (15% of AP Exam)
Overview
This unit provides students with a history of the development and function of U.S. political
parties and elections. Students will investigate Interest Groups (and PAC’s) and the activities,
functions and effect they have on the political process. An analysis of Mass Media will be done
in regards to covering news, creating news and whether or not there is a liberal bias.
Textbook:
American Government (9th Ed.) by James Q. Wilson and John J. Diluio Jr. (Chapters 7, 8, 9, 10)
Essential Questions:
1. Do political parties adequately represent public opinion in the US today?
2. Why has there been a proliferation of interest groups in the US?
3. Has the media become too influential in US politics?
Unit III Objectives:
1. Students will identify and analyze interest groups and lobbyist to determine how to
influence government action and policy
2. Students will evaluate the role of PACs in the political process and the efforts of
campaign reform
Students will examine the structure, function and historical evolution of the U.S. party
system and the impact of political parties on campaigns and elections
3. Students will determine the ideological and demographic differences of the two major
parties and discuss whether they adequately represent public opinion in the U.S. today.
Examine minor parties and their role in the political process
4. Students will identify the impact of the media on contemporary political culture and
modern elections
5. Students will analyze the influence that the media has on political attitudes and behaviors
of common citizens
Day
Topic
1
10/24/1
2
Political Parties
Political Parties –
Evolution,
function, and
structure
Chapter/Readings/Assignme Activities
nts
Wilson Chapter 9, pages 206- -Using the textbook and “Millennial Makeover”
211;
to create a time line of political party
development and shifts in party alignment.
Lanahan Readings, except
from “Millennial Makeover”
-Analyze political identification data to
pages 549-556. Questions due determine the implications of the millennial
10/26.
generation on party identification. Party
Affiliation. Predict how party identification
21
will change in the next 5 years.
2
10/26/1
2
Political Parties
Nominations,
campaigns,
elections
Wilson Chapter 9, pages 225229; chapter 10, pages 234261;
Lanahan Readings, “Boiling
Mad”, pg. 570-580
Complete the Youth Leadership Initiative lesson
on the Electoral College.
http://www.youthleadership.net/learningprograms/lesson-plans
Use the map on
http://elections.huffingtonpost.com/2012/romne
y-vs-obama-electoral-map to examine the
Electoral College. Determine how the “tossup
states” vote would influence the election in
order to understand the Electoral process.
Analyze political campaign commercials to
determine the role of the media in campaigns
and elections.
3
10/30/1
2
Political Parties
Ideological and
demographic
differences of two
parties and third
parties
Wilson Chapter 9, pages 212
– 222;
Take a political party issues quiz to determine
your political party.
2012 Democratic and
Republican Party Platforms
Compare and contrast political party platforms
from 2008 and 2012.
Go over the political cartoon analysis guide, and
in groups of 3 analyze two political cartoons.
Research on third party
chosen for group research
project.
As a class, analyze
http://kapitalisten.files.wordpress.com/2011/09/
cartoon-third-political-party.jpg and determine
the author’s statement about the two party
system and the role of third parties.
Establish groups of 3 for the third party project.
Chose a third party to research from the website
http://www.politics1.com/parties.htm and
research the chosen party for homework.
4
11/1/12
Political Parties
Third parties
Wilson Chapter 9 pg. 222-225 Project - In groups of 3, create a mock election
for a third party candidate.
Article: The Lanahan
Groups must create a 2 minute campaign
Readings “How Things
commercial for their party. Students in the
Work” pg. 570-589
audience will view presentations and record
facts about minor parties featured in student
22
FRQ #3, 2004 due 11/8
commercials.
After commercial presentations, students will
vote for a candidate. After the election, discuss
the pros and cons of a two party and multi-party
systems of government.
5
11/8/12
Interest Groups
Types of Groups
Magleby: Pages 148-157
Lanahan Readings, except
from “More than Money”
pages 459-466. Questions due
11/12.
- Interest group poster creation: Students will
create a poster that will focus on 3 different
interest groups and address the group activity,
their current role, how lobbyists are used and
how effectively they impact policy decisions in
Congress.
-Student review of 11/1 FRQ
6
11/12/1
2
Interest Groups
Lobbying
Magleby: Pages 164-175
-Activity 1: gallery walk: In this class activity
students will review posters and organize
information on the function and influence of
different interest groups.
-Activity 2: On-line Lobbyist simulation with
questions
Website:
http://media.pearsoncmg.com/long/long_longm
an_media_1/2008_raised/Player/sim.youarelobb
yst.html
7
11/14/1
2
Interest Groups
-PACs
-Campaign
Reform
Articles:
-PACs, Parties, and
Presidents by Larry Sabato
-Political Action Committees top 7 contributors
list: Students will use the internet to look at 7
different PAC’s and make connections between
current legislative initiatives based on their
research.
-The Case for PACs by
Herbert Alexander
-The Choice is Clear: It’s
People vs. the PACs by
Archibald Cox and Fred
Wertheimer
23
http://www.youthleadership.net/central/lesson_
plans/417?_yli_session=b314663b1ac1f9775c2
193882bd264f5
Activity 2: Candidates running for office:
-Comparison chart
-FRQ #4, 2012 due 11/16
Students will use short biographical information
about candidates to determine which would
receive support from their chosen PAC and
justify each selection.
Activity 3: Campaign reform jigsaw: Students
will read short excerpts on some examples of
financial reform and complete a chart
http://timeline.pearsoncmg.com/timeline.php?b
ookid=110
“An Examination of Campaign Web Sites:
Technology and Political Campaigns”
Woll – The Press-Government http://www.youthleadership.net/
Relationship Today
central/lesson_plans/494?_yli_
session=38a8c99e73fd317a6e
Lanahan – pp. 65-67
4a5be6bd50510d
“The Media and Campaigns” Media Bias: Home Viewing. URL:
http://apgovernmentFRQ #1, 1999 due 11/27
faust.blogspot.com/2012/03/mediabias.html#!/2012/03/media-bias.html
8
11/16/1
2
Mass Media
Function and
Structure
Edwards - pp.196-216
9
11/20/1
2
Mass Media
The Impact of
Media
on Politics
Edwards – pp.196-220, 263265,
392-399
*SPONGE: Review 11/14 FRQ
Campaign Trail Video & Q’s (Discovery
Education: Campaigns and the Media)
Campaign Propaganda Commercial Assignment
James T. Hamilon. “Market
and the Media.” In The Press, Review on Political Parties, Interest Groups,
by Geneva Overholser.
and the Media: http://www.funnelbrain.com/cOxford University, 2005.
3172-constitutes-mass-media.html
Lanahan Readings, except
from “Millennial Makeover”
pages 589-596. Questions due
11/27.
10
11/27/1
2
-Test
-Discuss upcoming unit (IV)
Unit III Test
24
Vocabulary: (Wilson Book)
Chapter 5-7 Opinions &
Political Parties
Political Elite
Realigning periods
Factions
Pluralism/pluralist
Swing Voter
Chapter 8-Election &
Campaigns
Caucus
Primary Elections
Political Action Committee
(PAC
Incumbent
Gerrymander
Malapportionment
Valence Issue
Position Issue
Prospective Voting
Retrospective Voting
McCain-Feingold Act 2002
Soft Money
Political Machine
Super PACs
Independent Expenditures
Chapter 9- Interest Groups
Interest Groups
Incentives (material,
solidary, purposive)
Chapter 10-The Media
Horserace Coverage
Sound Bites
Study Guide Questions:
Political Parties (Wilson Chapter 7)
1.
What are the three political arenas within which a party may be found?
2.
In what ways are American political parties weak? (This is an extremely important point
so be sure that you understand it and can explain all the reasons. This concept will turn
up again and again in this class.) This would be a good question for writing a detailed
answer. As you read through the chapter, any time you see a mention of weakened
parties, add to this list. Then leave room for more notes or plan to add more later since
we’ll be talking about this all unit (and year).
3.
Briefly summarize the differences between political parties in the United States and in
Europe.
4.
Briefly trace the development of the party system through its four periods, and give
reasons for why the parties have been in decline since the New Deal period. Be familiar
with the parties and the terms and the chronology. The important thing is that you
understand the broad pattern in Figure 7.2 on p. 156.
5.
Describe the structure of the major political parties, making sure you understand the roles
of the national committees, congressional committees, and the national chairmen.
6.
What has been the difference between the two parties in terms of structure and
organization?
7.
After reading the textbook and the article “How a little-known task force helped create
Red State/Blue State America,” answer this question: How have changes in how they
choose delegates affected the last few Democratic nominating conventions? Take note of
25
8.
9.
10.
11.
12.
13.
14.
the 1972 McGovern changes (known as the McGovern-Frasier Commission) and the
1981 Hunt Commission. What were the effects of these changes?
What is a political party machine? How has the power of party machines been weakened?
What were some of the positive aspects of party machines?
Define and give examples of an ideological party.
How does having a personal following reflect a weakened party system?
What explanations does the book give for the persistence of the two-party system?
Explain why minor parties form, and briefly summarize the different kinds of parties.
Analyze why third parties are so rarely successful.
Describe some of the issue differences between delegates at Democratic and Republican
conventions, and indicate whether there are major differences between the parties.
Compare these differences with those between delegates of each party and average
voters.
10/24 – (Day 1)
Lanahan reading- Questions for “Millennial Makeover”
1- What are some reasons that contribute to political realignment?
2- Explain the term “Millennial” and some of its characteristics.
3- How did the Democratic Party use social media while campaigning for the 2008
presidential election?
4- How did then Senator Obama set himself apart from other presidential candidates?
Interest Groups (Wilson Chapter 9)
1. Why are interest groups so common in this country?
2. The book gives four factors that account for the rise of interest groups? Summarize those
factors and give examples for each.
3. Define what an interest group is and what its purpose is. What are the differences
between institutional interest and membership interests? Give examples of each.
4. Identify and define the incentives to join a mass-membership organization.
5. Define what a public-interest lobby is and give an example.
6. What is the difference between the staff and membership of an interest group?
7. The book discusses the environmental, feminist, and union movements. Outline or
summarize the information on each.
8. How do interest groups get their funds?
9. Summarize the five activates that the book list for how interest groups work to influence
policy? Give examples for each activity. Assess how successful each type of activity
is in influencing policy. IMPORTANT!
10. What were the weaknesses of the Federal Regulation of Lobbying Act of 1946 and why
did Congress decide to enact to a new law in 1995?
11. How did the 1995 Lobbyist Disclosure Act strengthen the federal government’s
regulation of interest groups?
11/8 – (Day 5)
Lanahan reading- Questions for “More than Money”
1- Why is expertise so important to interest groups and what are some of its essential
elements?
26
2345-
What approach to “issue ads” has the Sierra Club been most successful with post 9/11?
What is a “narrow-cast” and why do so many groups have success using this technique?
How can interest groups target voters?
How do interest groups contribute to the political party?
The Mass Media (Wilson Chapter 10)
1. In general, how does the American media differ from that of England and France?
2. Define the terms “yellow journalism” and “muckrakers.”
3. How have the characteristics of the electronic media and the Internet affected the actions
of public officials and candidates for national office?
4. What does the book conclude about the degree of competition in the media?
5. What is the impact of the “national press?” Define the roles of the national media as
gatekeeper, scorekeeper, and watchdog. Think of examples for each.
6. Summarize the rules regulating the media and the government including the following:
prior restraint, libel, confidentiality of sources, FCC regulations, Telecommunications
Act (1996), Equal time rule, Right-of-reply rule, political editorializing rule, fairness
doctrine. Make sure you understand all these rules.
7. Summarize what the book says about the effects of the media on politics.
8. How does press coverage of the president and of Congress differ?
9. What does the book say concerning press bias?
10. Why does American government have so many leaks?
11. Why do people have an increasing lack of confidence in the media?
11/20 – (Day 9)
Lanahan reading- Questions for “Millennial Makeover”
1- Describe the term, “netroots?”
2- Explain the purpose of the “Moving Forward” PAC and how Edwards and Fontas
capitalized on it.
4- List some examples of campaigning via the Net.
5- Why are Millennials so influential to campaigns?
Bibliography:
Alexander Herbert. “The Case for PACs.” The University of Virginia Center for Politics, Youth
Leadership Initiative, 2010.
http://www.youthleadership.net/central/lesson_plans/417?_yli_session=b314663b1ac1f9775c219
3882bd264f5
“An Examination of Campaign Web Sites: Technology and Political Campaigns.”
Youth Leadership Initiative. 2009. http://www.youthleadership.net/central/
lesson_plans/494?_yli_session=38a8c99e73fd317a6e4a5be6bd50510d.
27
AP U.S. Government: Parties, Media, and Interest Groups. FunnelBrain. 2010.
http://www.funnelbrain.com/c-3172-constitutes-mass-media.html
Ballinger, R. Interest Groups and Campaign finance. Pearson, 2012.
http://timeline.pearsoncmg.com/timeline.php?bookid=110
Campaign Essentials: Politics and the Media. Prod. New York Times Television.
Discovery Channel, 2004. Discovery Education. Web. 20 June 2012.
<http://www.discoveryeducation.com/>.
Cox, Archibald, Wertheimer, Fred. The Choice is Clear: It’s People vs. the PACs. Excerpted
from People Against the PACs: A Common Cause Guide to winning the War Against Political
Action Committees (Washington, DC: Common Cause, 1983)
“Directory of U.S. Political Parties.” Ron Guzberger’s Politics 1.com. 2012
http://www.politics1.com/parties.htm
Edwards, George C., Lineberry, Robert, L., Wattenberg, Martin P. Government in America.
Fifthteen Edition. Boston, Ma:
Pearson, 2011.
“Electoral College and Presidential Campaigns: Working the System.” Youth Leadership
Initiative
http://www.youthleadership.net/learning-programs/lesson-plans
Hamilton, James T. “Market and the Media.” In The Press, by Geneva Overholser.
Oxford University, 2005.
Light, Paul C., Magleby, David, B. Government by the People. 2009 National Edition. New
York: Person, 2009.
Media Bias. Blogspot: Faust AP American Government. 2012. http://apgovernmentfaust.blogspot.com/2012/03/media-bias.html#!/2012/03/media-bias.html.
Newmark, Elizabeth E., Newark, Craig M. “Advanced Placement United States Government
and Politics.” Mrs. Newmark’s Page of History, Government and Politics. June 19, 2012.
<http://www.raleighcharterhs.org/faculty/bnewmark/APGOPO.html>.
“Partisan Polarization Surges in Bush, Obama Years: Trends in American Values: 1987-2012.”
Pew Research Center. June 4, 2012. June 19, 2012. <http://www.peoplepress.org/2012/06/04/section-9-trends-in-party-affiliation/>.
“Party Affiliation.” Gallup. June 21, 2012. http://www.gallup.com/poll/15370/partyaffiliation.aspx
28
Sabato, Larry. “PACs, Parties, and Presidents.” Society, May/June1985, Vol.22, No.4, pp 5659.
Serow, Ann G., Ladd, Everett C. American Polity. Baltimore, MD: Lanahan Publishers, Inc.,
2011.
“Special Interest Groups and Political Action Committees: Influences on the Political Process.
Youth Leadership Initiative, 2010.
http://www.youthleadership.net/central/lesson_plans/417?_yli_session=b314663b1ac1f9775c219
3882bd264f5
Wilson, James Q., Dilulio, John J. American Government, Institutions and Policies. Ninth
Edition. Boston, New York:
Houghton Mifflin Company, 2004.
Woll, Peter, ed. American Government: Readings and Cases. 19th ed. New York,
London: Longman Pearson, 2011.
29
Unit Four
Institutions: Congress, Presidency, Bureaucracy, & Courts
Overview:
In this unit you will 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. You will explore these institutions and how they interact, the
forces that influence their interaction, and the implications of those interactions. Points
emphasized are: the functions that each of these institutions perform and do not perform, the
powers that they do and do not possess, the evolution of the relationships between these
institutions, as well as ties between these institutions and political parties, interest groups, and
the media.
(a). The Presidency
Essential Questions:
Has the Presidency, as an institution, become too powerful?
Understand:
This component examines the formal and informal powers of the president, the balance of power
between the legislative and judicial branches of government, and the relationship between the
Presidency and public opinion and voters, interest groups, political parties, the media, and state
and local governments. Students will be able to:




Describe how the Constitution provides for a President within the Executive Branch of
government;
Identify the roles/functions a president performs and how these have morphed over time;
Identify how the separation of powers with respect to the powers given to the president is
used and explain how these presidential powers have expanded over time;
Identify the relationship between the executive department and legislative and judicial
branches of government and explain how the concept of checks and balances works in
this relationship
Vocabulary: The following list of vocabulary terms, court cases, legislation, executive agencies,
and constitutional amendments is not all inclusive. Students may add ancillary vocabulary as
necessary to augment their understanding.
30
1. Divided government
21. Clinton v. New York City
(1998)
41.
Recess appointments
2. Unified Government
22. Executive privilege
42.
bureaucracy
3. Representative
democracy
23. United States v. Nixon
(1973)
43.
patronage
4. Direct democracy
24. Congressional Budget and
Impoundment Act (1974)
44.
spoils system
5. Electoral college
25. Impoundment
45.
Pendleton Act (1883)
6. Faithless electors
26. War Powers Act (1973)
46.
Discretionary authority
7. Pyramid structure
27. Trustee approach and
Delegate model
47.
Competitive service
8. Circular structure
28. Independent Counsel law
48.
Office of Personnel
Management
9. Ad hoc structure
29. Lame duck
49.
Excepted service
10 Cabinet
30. Presidential Succession
Act of 1947
50.
Merit system
11 Executive Office of the
.
President
31. 12th Amendment
51.
Civil Service Reform Act of
1978
12 Office of Management
.
and Budget (OMB)
32. 22nd Amendment
52.
Hatch Act (1933 and 1993)
13. National Security
Council (NSC)
33. 25th Amendment
53.
Whistle Blower Protection
Act (1989)
14. Council of Economic
Advisers (CEA)
34. Impeachment
54.
Issues network
15. Independent Executive
Agencies
35. Bully Pulpit
55.
Authorization legislation
16. Independent Regulatory
Agencies
36. Inherent powers
56.
Appropriations
17. Government
Corporations
37. Executive orders
57.
Legislative veto
.
31
18. Presidential honeymoon
38. Executive Agreements
58.
INS v. Chadha (1983)
19. Veto message and pocket
veto
39. Approval ratings
59.
Red tape
20. Line-item veto
40. Imperial presidency
60.
Freedom of Information Act
(1966)
Outline:
DAY
LESSON
ACTIVITY
OBJECTIVE
1
1. Identify the major formal
and informal institutional
arrangements of
presidential power.
2. Describe the powers of
the President.
Teacher selected relevant
vocabulary terms
Attached handout on Powers of the
President
b. Executive Powers
d. Diplomatic Powers
Wilson, Chapter
14, pages 370-372
Wilson, Chapter
14, pages 383-386
Answer Guided
Reading Question
#1
a. Legislative Powers
c. Judicial Powers
REQUIRED
READING
2004AP FRQ #1 (a) in-class nongraded writing exercise with peer
review.
e. Military Powers
2
1. Describe the relationship Teacher selected relevant
the Presidency has with the vocabulary terms.
Federal Bureaucracy,
Congress, and the Federal
Courts.
32
Lanahan Reader,
reading #34
Wilson, Chapter
14, pages 366-367
2. How does this
relationship differ from the
relationship a Prime
Minister has with
government.
3
Answer Guided
Reading Question
#4, 5 & 6
Identify how public opinion Teacher selected relevant
and voters influence the
vocabulary terms.
Presidency.
2003AP FRQ #1 (a) & (b)
Wilson, Chapter
14, pages 378-383
Lanahan Reader,
reading #35
Lanahan Reader,
reading #36
Answer Guided
Reading Question
#2 & 3
4
Identify how interest
groups influence the
Presidency.
Teacher selected relevant
vocabulary terms.
Wilson, Chapter
14, pages 394-396
Answer Guided
Reading Question
#7
5
Identify how political
parties influence the
Presidency.
Teacher selected relevant
vocabulary terms.
33
Wilson, Chapter
14, pages 368-369
6
Identify how the media
influences the Presidency.
Teacher selected relevant
vocabulary terms.
Lanahan Reader,
reading #80
Answer Guided
Reading Question
#9
7
Identify the influence
exerted by state & local
governments on the
Presidency.
Teacher selected relevant
vocabulary terms.
Wilson, Chapter
14, pages 388-393
Answer Guided
Reading Question
#8
8
Cumulative Discussion:
Teacher selected relevant
vocabulary terms.
Wilson, Chapter
14, pages 372-378
and page 401.
“Has the presidency
become too powerful?”
Lanahan Reader,
reading #33
Position A – “Yes” it has
become too powerful.
Answer Guided
Reading Question
#10
Position B – “No” it has
grown with the government
out-of-necessity.
9
Multiple Choices & FreeResponse Exam
M/C Teacher
selected questions
34
from previous AP
Govt Exams
FRQ2007#3
Guided Reading Questions:
1. Learn the list of presidential powers; you should know all of them. Pay attention to which
powers the Presidents shares with as a whole.
2. Write down three generalizations you can make about presidential popularity.
3. Explain the reasons why the president’s popularity does and does not have an effect on getting
congressional support for his programs.
4. Give details about the following terms: veto message, pocket veto, and the line-item veto.
5. What is executive privilege and what has the Supreme Court said about it?
6. What is impoundment? What did Nixon do and how did Congress respond?
7. What are the four groups that the book talks about who have input on a president’s program?
Be familiar with the strengths and weaknesses of each.
8. What are the three constraints on the president’s ability to plan a program?
9. What is the role of political polls in decision-making?
10. Make a list of the ways that the Congress tried to limit the president’s powers in the past 30
years. Make sure you understand all of these.
Online Lessons:


Evaluating the Presidency:
http://www.youthleadership.net/central/lesson_plans/492?_yli_session=e44836f1c2fb363
0912a9172dbd88050
Powers of the President: http://s3.amazonaws.com/yli-lessonplans/d4dad72a2a70153abf787babb129942e7b5bd0d069a4731e468c14504a914c45/presi
dentialpowershs_eng_ver4.pdf?AWSAccessKeyId=AKIAIGIE4E6PHBIP2QWA&Expir
es=1340247993&Signature=04Cq6hcV2W%2FBSVOBcIyU3KRrfac%3D
35



Presidential Appointments: http://s3.amazonaws.com/yli-lessonplans/a2b39bcd3a4370657d79bd17ebbe140f66b9ec6e6d992aa346c43c0bf82873dd/Presi
dential_Appointmentshsms_eng_ver1.pdf?AWSAccessKeyId=AKIAIGIE4E6PHBIP2Q
WA&Expires=1340248148&Signature=NTHQ9rMVWGSUcINa31pO1nCo3Hc%3D
Assessing Limits on Presidential Powers: http://s3.amazonaws.com/yli-lessonplans/a3d088d4c974235ee959a8d57944910069638d3b494cfb36583bcc9cef9d5f80/Presi
dentialPowerLimitsHS_eng_ver4.pdf?AWSAccessKeyId=AKIAIGIE4E6PHBIP2QWA
&Expires=1340248291&Signature=r0uUqqW5n%2Fdik%2BKiXX4J6p580XA%3D
War & Peace – Whose power is it anyhow:
http://www.youthleadership.net/central/lesson_plans/465?_yli_session=e44836f1c2fb363
0912a9172dbd88050
Online Readings:



Interest Groups/Lobbyist & the President:
http://www.thedailybeast.com/newsweek/2008/12/12/lobbying-is-democracy-inaction.html
“With the stroke of a pen.” – How the president can affect policy without congressional
approval:
http://www.raleighcharterhs.org/faculty/bnewmark/AP%20Government/Mayer%20Articl
e%20Exec%20Orders.pdf
Restraining the Imperial Presidency:
http://www.raleighcharterhs.org/faculty/bnewmark/AP%20Government/ImperialPresiden
cy.htm
Reviews:

http://www.studystack.com/flashcard-253872
(b). Congress
Objective:



Students will examine the bicameral structure, powers and organization of the U.S.
Congress to interpret Article I of the U.S. Constitution.
Students will explore the relationships between Congress, the Presidency, the
Bureaucracy, and the Federal Courts to critically analyze the varying balances of power.
Students will identify the roles Interest Groups, Political Parties, Voters and the Media to
determine linkages to and influences on Congress.
36
Essential Questions:
How does Congress work?
How do the powers of Congress maintain the good of the public?
Where does the “real” work of Congress occur?
UNIT VOCABULARY TERMS
appropriation
minority leader of the Senate
authorization
minority/majority districting
bicameral
oversight
caucuses
party whips
closed rules,
pigeonholing
open rules
pork barrel legislation
cloture
president pro tempore
Committee of the Whole
reapportionment
committee system
redistricting
conference committees
resolutions: simple, concurrent, joint
discharge petition
revenue bills
constituency service
select committees
Easley v. Cromartie
senatorial courtesy
elastic clause
seniority system
filibuster
Speaker of the House
franking privilege
standing committees
germane amendments
term limits
gerrymandering
votes: teller, voice, division, roll call, electronic
incumbency
War Powers Resolution
37
iron triangle
joint committees
legislative veto
logrolling
majority leader of the House
quorum
majority leader of the Senate
mal-apportionment
marking up
minority leader of the House
Daily Plan
Day
TEXT READING /
HOMEWORK
LESSON ACTIVITY
ANCILLARY TEXTS
Day 1
Vocabulary Terms
Activity: Crossword Puzzle
(Who is a member of Congress?)
Day 2
Read pp. 226 - 235
(History; Members,
and Organization)
(Document Handouts)
CLUES activity
and Study Guide
questions.
Day 3
Read pp. 236-239
(Leadership operate with Whips)
CLUES activity
and Study Guide
questions.
Activity: The Committee Activity
(Leadership Assignments – H.O.R. –
Majority Leader, Rules, Whips, 1 of 2
38
Pg. 171 Michele Swers “The Difference Women
Make”
Independents)
Day 4
Day 5
Read pp 240 – 242
CLUES activity
Class Discussion / Re-Cap
Read pp 243 – 249,
and 249 (Pork &
Earmarks)
Day 1
CLUES activity
and Study Guide
questions.
Day 6
Day 7
Activity: Warm-Up Based Discussion
Question
(Law-Making Process); Powers; Elastic
Clause; Necessary and Proper; Checksand-Balances, Confirmation and
Approval Powers
Activity JIGSAW Group: Questions for
each Ancillary Article (Day 2)
Pg 163 Gregory Wawro/Eric Schickler
“Filibuster”
Pg. 190 John Ellwood/Eric Patashnik “In Praise of
Pork”
Pg.195 Senator John McCain “Hey There!
SenJohnMcCain Is Using Twitter”
Day 2 Class Discussion / Re-Cap
Read pp. 249 – 252
Oversight Function; War Powers Act
Reading and Discussion
Political Parties, Constituents;
Incumbents, Activity: Political Cartoon
Pg. 151 Richard Fenno “Home Style”
Gerrymandering, Reapportionment
COURT CASE: Easley v. Cromartie
CLUES activity
and Study Guide
questions.
Day 8
Read pp. 252 – 255
CLUES activity
and Study Guide
questions.
Day 9
RedistrictingGame.org
Cnn video “Why Your Vote for Congress Might
Not Matter”
Vicki Johnson “The All” Gerrymandering
Day 10 Read pp. 256 – 258
CLUES activity
and Study Guide
questions.
Interest Groups, PACs & Political
Parties,
Iron-Triangle
W/Up - (Interpret & Discuss graph)
39
Activity – Political Cartoons
Day 11 Read pg. 259
Checks and Balances In-Action
CLUES activity
and Study Guide
questions.
Day 12
Election Trends; Senate v. H.O.R.
Incumbent Re-election
Day 13
Activity: Graphs – Election Trends
Analyze Political Cartoon (Incumbent, sandbags)
Expansion of Powers / Limited Powers Commerce
Supreme Court Case
Clause (Article I – Section 8)
Day 14 Multiple Choice
60 point Pearson Sample Exam
Day 15 FRQs
Exam Year
FRQ
2001
#2
2003
#4
2008
#1
2003
#3
Chapter 7: Congress
Study Guide Questions you should be able to answer:
1.
What is the effect of incumbency in congressional elections? What other factors are
associated with congressional electoral success?
2. What is the role of money in congressional campaigns? Assess the influence of interest
groups and political action committees (PACs) on members of Congress.
40
3. How do the House of Representatives and the Senate differ? How does the structure of
leadership differ between the two?
4.
Describe the committee system in Congress. What are the different roles of committees
in the legislative process?
5. How does a bill become a law? What factors influence the legislative process and how
does their influence differ?
6.
Is Congress representative in its membership and its policy-making role? What structures
and reforms have affected its representation function?
C. Bureaucracy (Time Option 15 days)
Essential Questions:
Can the growth of bureaucracy in America be stopped or even slowed down?
Does Congress practice effective oversight of bureaucracy?
What would America be without bureaucracy?
How might the level of control over bureaucracy lend to corruption in the bureaucratic machine?
Student will be able to know key terms:
Bureaucracy, Cabinet Department, Line Organization, Pendleton Act, Civil Service Commission,
Privatization, Iron Triangle, patronage (spoils system), merit system, independent regulatory
agency, governmental corporations, independent executive agencies, policy implementation,
regulation, deregulation, executive orders, political appointments, red tape, whistleblower
41
Students will understand that:
The bureaucracy is a product of public need or want.
There is no guidance provided by the Constitution on how to handle the bureaucracy.
Congress, through the Constitution, exercises some control over the bureaucracy through certain
Civil Rights & Liberties.
Students will be to:
Analyze the relationships between the Bureaucracy and the three major branches of government.
Evaluate the role of the bureaucracy in contemporary government.
Evaluate the extent to which congress oversees the activities of the bureaucracy.
Daily Plan:
Day Outside
Reading
Lesson Activity
Homework
1
Bureaucracy Brainstorm: Hook with everyday Bookwork with
bureaucratic organization. Ask who runs this. question guide
42
Who is in charge? Etc. Free write with
think/pair/share.
2
Pgs. 425428
3
Graded Class Discussion Questions 1-3;
Finish Precis Essay
Vocabulary Review. Start modified précis for
article “Bureaucracy”, by James Wilson
(American Polity Pgs. 302-307)
Precis Scramble! Students group together to
share précis summaries and pick the best
summary from each student. (Must include
AT LEAST one from each person in the
group)
Bookwork with
question guide.
Bookwork with
question guide.
4
Pgs. 429436
Graded Class Discussion, Vocabulary, FRQ
(2006 #3)
5
Pgs. 437444
Review FRQ; strategy session. Graded class
discussion, Vocabulary Review
“The Bureaucracy of Pizza” Web-quest that
asks you to research the federal agencies that
would regulate the delivery of a pizza.
6
http://ebnerperiod6.wikispaces.com/Bureaucr
acy+of+Pizza
7
“Lost in
D.C.’s Iron
Triangle”
Introduction to “Corruption in Bureaucracy”
debate. Start initial research and team
brainstorming.
http://ebner
period6.wi
kispaces.co
m/Bureaucr
acy+of+Piz
za
8
Develop a clear strategy for the debate,
complete with formal outline of the strategy.
43
Finish web-quest if
necessary.
(Should be done as a team)
9
10
Debate
Pgs. 444448
Bookwwork with
question guide.
Graded Class Discuss, Vocabulary, FRQ
(1999 #3)
11
Review FRQ; strategy session.
12
Start vocabulary review for the chapter.
13
Finish vocabulary review. “Jeopardy”
14
Review
Multiple Choice Exam
15
Review
FRQ Exam (2012 #1, 2010 #2)
Teaching Key & Guidelines for Test Preparation – An Example
Bookwork – Bookwork refers to any questions or other student response materials that are
associated with your reading assignments.
Graded Class Discussion – In this class discussion format, students are compelled to participate
due to the fear that they may be missing out on a daily “easy A”.
I create a spreadsheet with the students’ names. The spreadsheet should include four or five
boxes that follow all of the students’ names.
The discussion should be about the previous night’s homework. I generally tie it to my nightly
question guides, which are simply a series of in-depth discussion questions that cover the
reading.
As students either define vocabulary or provide correct or sensible answers for the discussion
questions, they will be given checks. I usually set the check limit at 3 or 4, meaning that if the
students are able to attain 3 or 4 checks, they will get full credit for homework without having to
pass it in for review. They love this. Those who do not attain enough checks to qualify, simply
pass in their homework for review.
Précis Summary followed by Précis Scramble –
In this activity, students are given a relatively short reading assignment. Students are asked to
summarize each paragraph in the reading assignment into one sentence (Keep in mind that précis
is a French word meaning “precise”). Format is not really important. Some students prefer to
44
list or number their sentences, while others prefer to build them into paragraphs of their own.
For the purpose of a précis scramble, some sort of list is probably preferable.
The scramble aspect of this will be realized when the students create groups of three or four to
synthesize one précis list that incorporates at least one sentence per person in each group. This
should help all students understand all of the paragraphs in the article.
D. Supreme Court
Optional School Days allotted = 13
Section Objectives:
Students will identify the relationships among the Courts and the President, and Congress, and
the Federal Bureaucracy in order to evaluate the dynamics of American politics.
Students will analyze the linkages between the Courts and public opinion and voters, interest
groups, political parties, the media. in order to assess the dynamics of American politics
Students will assess the role of unelected courts and the scope of judicial power in the United
States
Students will interpret and analyze political cartoons.
Students will define and apply important concepts related to the Supreme Court nomination
process.
Students will explore and apply the concepts of judicial activism and judicial restraint (or
strict constructionism).
Students will describe and identify the key players involved in the nomination process.
Essential Question:
Does the Court follow the election returns? Have they become “super-legislatures?”
Vocabulary:
45
Article III
Senatorial courtesy
Court-packing plan
Federalist #78
Political questions
Supreme Court
Federal Court structure
Solicitor general
Federal court
jurisdiction(types)
Justiciable dispute
Trial v. Appellate
courts
Plaintiff
Judicial activism
Criminal law
Judicial restraint
Civil law
Judicial selection process
Litigants
Writ of Certiorari
Standing
Oral argument
Class action suit
Judicial selection process
Precedents
Writ of certiorari
Per curium decision
Oral argument
Opinion (types)
Judicial conference
Stare decisis
Judicial decision making
Original intent theory
Checks on decision
making
Writ of mandamus
Judicial tenure
Strict v. Loose
Constructionis
Daily operations of the
Daily Plan:
Day
Homework Assignments
Lesson Activity
Day 1
Vocab
Acrostic Puzzle activity
46
District Court
Circuit Court
Day 2
Read Federalist #78
Analysis and discussion of Federalist 78
Clues Activity
Questions: Summarize what Hamilton says about the
strength of the judiciary and the relationship between the
judicial and legislative branches. Why is it so important
that the judicial branch be independent? How is it best to
maintain that independence?
Day 3
Read 467 – 475 Cornell
Notes
Placemat activity on the reading
Day 4
Read 475 – 482 Politics of
Judicial Selection
YLI Supreme Choice: Process and Politics of Presidential
Nominations to the U.S. Supreme Court
Cornell Notes
http://www.youthleadership.net/
(West Wing episode clips)
Day 5
Day 6
Day 2 of Previous lesson
Read 318-320 Interest groups
and the courts
Cornell Notes
Impact of interest groups on Courts lesson
http://www.streetlaw.org/en/Page/37/Supreme_Court_Less
on_Plans__Teaching_Methods
Day 7
Day 2 of previous Street law lesson
Day 8
Day 3 of previous Street law lesson
Day 9
Day
10
Read 482- 487 Courts as
Policy makers
An Introduction to Constitutional Interpretation
Cornell Notes
http://www.streetlaw.org/en/Page/37/Supreme_Court_Less
on_Plans__Teaching_Methods
Read 488 – 496
Day 2 of previous lesson
47
Cornell notes
Day
11
Read 109-110 Media and the
courts
Fishbowl discussion of reading #47
Read 211-218 Media and the
courts
Cornell Notes
Lanahan reading #47 The
Dynamic Constitution by
Richard Fallon
Clues activity
Day
12
FRQ questions 2000 #2 and 2005 #1
Day
13
Assessment
48
Unit Five
Public Policy
Overview:
PART ONE:
Public policy is the result of the interactions among the stakeholders in government. Students
will define government actions and the ways in which they reflect the underlying principles and
beliefs of a society. Students will familiarize themselves with the formation of policy agendas,
the enactment of public policies by Congress and the president, and the implementation and
interpretation of policies by the bureaucracy and the courts. Students will also address the
changing perspectives of the American public and how that impacts the development of public
policy. Investigating policy networks and issue networks both in domestic and foreign policy
areas will be key to this unit of study. In completing this unit, students will show mastery of
impact of federalism, interest groups, parties, and elections on policy processes and policymaking in the federal context.
This unit will span fifteen class days of 45 minute blocks. One day will be spent on a multiple
choice assessment and a free-response question assessment.
The essential questions for this unit include:
•
•
•
•
•
What drives public policy?
How do government actions reflect societies underlying principles and beliefs?
What are the factors that impact the policy-making process in both the domestic and
foreign arenas?
How is public policy made?
How does federalism affect public policy?
PART TWO:
Skills and content to be mastered by students in this unit include:
•
•
•
•
•
•
•
•
Explain how public policy is made
Analyze the differences between the formation of domestic policy v. foreign policy
Describe the evolution of social welfare programs
Explain the role of the President in making policy
Explain the role of the legislative branch in making policy
Describe the role of the judicial branch in making policy
Describe the role of the bureaucracy in making policy
Examine the foreign policy making power of the President
49
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Describe the roles of the “Iron Triangle” at policy implementation
Analyze the concept of Federalism and its impact to public policy
Explain the economic policy and the role of the FED
Evaluate the role of subsidies and entitlements
Analyze the US foreign policy roles in the world
Evaluate the effectiveness of NATO, NAFTA, and the United Nations
Examine specific foreign and domestic policies events since the 1930s
Describe the politcking which occurs over issues on the political agenda
Illustrate how group politics have caused the expansion of government
Explain how the economic state of the nation plays out in policy-making
Analyze how the desires of the American voter contradict each other regarding economic
policy
Explain the following four economic theories: Monetarism, Keynesianism, Planning, and
SupplySide Tax Cuts and analyze the political consequences of each
Predict what tool the Federal Reserve will use to implement specific policy
Describe the affect federalism has had on social welfare programs
PART THREE:
The following are the reading assignments, from the textbook as well as supplemental sources,
required for this unit.
Textbook: & Wilson, J. & Dilulio, J. (2008) American Government: AP Edition (10th ed.)
New York: Houghton Mifflin.
Textbook Reading:
Chapter 18 - Economic Policy, pg 491 - 510
Chapter 20 - Foreign and Military Policy, pg 529 - 558
Chapter 21 - Environmental Policy, pg 559 - 575
Additional Readings:
• Latter, Curt. (2012) AP United States Government and Politics (8th ed.) New York: Barrons
Educational Series. p. 328-334
https://www.dropbox.com/s/5ywvpd1e22zfiwi/Barrons%20The%20Budget.pdf
• Handout on Social Welfare and Entitlements http://tinyurl.com/handoutonsocialwelfareandentit
50
• Handout on Water Quality Levels - http://tinyurl.com/CB-water-quality
• Excerpt from Rachel Carson’s Silent Spring - http://tinyurl.com/silentspringcarson
PART FOUR:
The study guide questions below align with the required readings and are to be completed to
show mastery of the readings.
Chapter 18 - Economic Policy, pg 491 - 510
1. Define deficit, gross domestic product, fiscal policy, budget deficit, budget surplus, monetary
policy, and fiscal year. These are important terms so be sure that you understand them and don’t
just mindlessly copy them from the book.
2. Summarize how economics affects politics and how politicians respond.
3. How do two kinds of majoritarian (when almost everyone benefits from a policy and almost
everyone pays for it) politics complicate the politics of taxing and spending
4. Summarize the following economic theories: Monetarism, Keynesianism, economic planning,
industrial policy, supply-side, Reaganomics.
5. Summarize the role of the CEA, OMB and secretary of the treasury. (You should already
know what OMB and the Secretary of the treasury do)
6. What is the FED? What are their responsibilities?
7. Explain, in your own terms, how fiscal and monetary policy work.
8. How did the Congressional Budget Act of 1974 (p. 503) change the budget process? In your
answer indicate how the budget process is supposed to work.
9. What are entitlements? What impact do they have on the federal budget?
10. What is a tax loopholes? How does it impact government?
11. Define progressive tax, marginal rate, regressive tax, sin taxes, flat taxes, and capital-gains
taxes (USE THE INTERNET NOT IN BOOK)
Handout on Social Welfare and Entitlements http://tinyurl.com/handoutonsocialwelfareandentit
51
1. What is the difference between social insurance programs and public assistance plans?
Identify the difference in how eligibility is determined for each. List the various programs that
fall into each category
2. How was welfare reformed by the 1996 Welfare Reform Act? How was AFDC different from
TANF?
3. Identify and explain a means test.
4. What are the issues involved in the debate over education policy?
Chapter 20 - Foreign and Military Policy, pg 529 - 558
1. Briefly identify and explaining the roles of the President and Congress as they pertain to
particular foreign policy types.
2. Outline the powers that the President has in foreign policy as well as the checks on
presidential power.
3. What are the limits on the ability of the Secretary of State to direct foreign policy?
4. What is the role of the NSC?
5. Summarize the information about the interplay of public opinion and foreign policy. What is
the “rally around the flag” effect?
6. What factors influence the growth or decline of the defense budget?
7. What are the five explanations the book gives for cost overruns on big-ticket items in the
defense budget? What is the explanation for expensive small-ticket items?
8. Why was readiness given the lowest priority in budgeting?
9. What is the structure of the command in the Department of Defense? The book talks about the
1986 reorganization, the Goldwaters-Nichols Act and how it reorganized the Joint Chiefs of
Staff. Summarize that information.
Chapter 21 - Environmental Policy, pg 559 - 575
1. Why is environmental policy so controversial?
52
2. How does environmental policy in the United States differ from other countries?
3. The book gives examples of how environmental issues illustrate all four styles of policymaking pages 560- 568, skim the book and note down how environmental politics represents
entrepreneurial, majoritarian, interest group, and client politics. I’m not looking for you to
memorize the specifics of environmental policy through the decades but rather the pro’s and
con’s of environmental policy’s impact on the public.
Handout on Water Quality Levels - http://tinyurl.com/CB-water-quality
1. What trends do you see?
2. What area has the safest water?
3. What area has the least safe water?
4. What could account for unsafe water?
5. What government agency does/should regulate the water quality levels?
6. How effective are those agencies?
PART FIVE:
Students are expected to have a brief understanding of each term listed below. Terms will be
covered in the Wilson Textbook (Chapters 17-21) and additional readings assigned during the
unit.
Budget
Internal Revenue Service (IRS)
Deficit
Regressive tax
Indexing
Progressive tax
Expenditures
Flat tax
Revenues
Federal debt
Interest on debt
Tax loopholes
Income tax
Congressional Budget Office (CBO)
53
Clinton tax plan (1993)
Council of Economic Advisers (CEA)
Gross domestic Product (GDP)
North American Free Trade Agreement
(NAFTA)
Military Industrial Complex
Monetarism
Social Security Act (1935)
Inflation
Medicare (1965)
Recession
“Great Society”
Keynesianism
Mandatory or uncontrollable expenditures
John Maynard Keynes
Office of Management and Budget (OMB)
Economic planning
House Ways and Means Committee
Price and wage controls
Senate Finance Committee
Supply-side theory
Tax Reform Act of 1986
Reaganomics
PAYGO
Debt Ceiling
Congressional Budget Act (1974)
Federal Reserve
Budget resolution
Scarcity
Authorization bill
Substitutability
Appropriations bill
Opportunity costs
Continuing Resolutions
Adam Smith
Omnibus spending bills
Means test
Gramm-Rudman Act (1985)
Social Security Act (1935)
Sequester
Medicare
Appropriations Committee
Medicaid
Fiscal policy
Food Stamps
Budget deficit
AFDC
Budget surplus
Earned Income Tax Credit
Monetary policy
54
Income strategy
Chain of Command
service strategy
Goldwater-Nichols Act (1986)
Welfare Reform law (1996)
Clean Air Act (1963)
Legislative veto
Auto emission standards
War Powers Act (1973)
Environmental Protection Agency (EPA) (1970)
Human rights
Water Quality Improvement Act (1970)
Boland Amendment
Endangered Species Act (1973)
National Security Council
Kyoto Protocol
National Security Adviser
Smog
Iran-contra
Toxic waste
Central Intelligence Agency
Acid Rain
Isolationist
Commission on Base Realignment and closure
(BRAC)
Internationalist
Gulf of Tonkin Resolution
Iron Curtain and the Cold War
9/11 Resolution
Containment
Iraq War Resolution
Domino theory
IMF
Munich
NATO
Appeasement
Marshall Plan
Disengagement
S.A.L.T.
Senate Foreign relations Committee
Pre-emptive Strike
Joint Chiefs of Staff (JCS)
Nuclear Proliferation
Armed Services Committees
“Reaganomics”
Mutual assured destruction (MAD)
Discretionary Spending
“Don’t ask, don’t tell”
Mandatory Spending
Environmental impact statement (EIS)
National Security Act (1947)
55
PART SIX:
Students will complete the following coursework both in and out of the classroom.
Day
1
Activity
Homework
Intro to Public Policy & Unit Project Introduction
-Agenda Setting
- The Policy-Making Process: A Student Project (pg 23
in College Board’s Curriculum Module on Public
Policy, 2011)
2
1. Read p. 491-500 to “The
Fed”(Skip the green box on p. 500)
2. Answer questions 1 – 6
1. Read p. 500 “Congress” – 510
Intro to Economic Policy and Theory
- Lecture and Cornell Notes:
the United States, business cycle,
2. Read the Barons handout page
328-334 on passing a budget and
make sure that you understand all
the steps.
economic indicators, economic
3. Answer questions 7 – 11
Introduce the economic goals of
theories
- Students will then read and
complete the day’s assessment @
https://www.dropbox.com/s/pmij3zxenbe8t45/Economic Continue Researching for Group
%20Indicator%20and%20Buisness%20Cycle%20Asses Project
sment.docx
3
Fiscal Policy
- Introductory Reading on Fiscal
Policy https://www.dropbox.com/s/raras97avc0qnfl/Fiscal%20
Policy.docx
-Use the lesson: Fiscal Policy: Does the government
spend our money wisely? from the “Youth Leadership
56
1. Read the green box on p. 500 and
“The Fed” p. 500-501
Initiative” website.
(1) From the lesson include the relevant slides from
the PowerPoint (debt and deficit charts and graphs.
Continue Researching for Group
Project
(2) Have students use the “Facing Up to Our
Nations Finances: Using Our Tax Dollars Wisely” as a
group investigation into responsible government
spending suggestions. Groups will identify the pros and
cons of different suggestions to present to class.
Essential Vocabulary: Fiscal Policy, Deficit, Mandatory
Spending, Discretionary Spending
4
The Fed and Monetary Policy
1. Go to this site and watch the short video summary of
the President’s budget and read the summary.
http://tinyurl.com/7yabqp2
1. Complete FRQ #3 of the 2008 AP
United States Government and
Politics Exam.
2. Choose two of the following interactive charts
examining the President’s budget.
New York Times http://tinyurl.com/6mu8h63 Roll
your cursor over the circles and check out the different
ways it’s organized by clicking on the boxes under the
title.
Continue Researching for Group
Project
Washington Post: http://tinyurl.com/7lxvq6y Click
on the boxes to see the information
Wall Street Journal http://tinyurl.com/7le9e3e click
through on the five links at the top of the charts.
3. As you analyze these data, write down four
conclusions you can make after studying this
information. Don’t just summarize what is going up or
down, but add in some analysis.
5
1. Quiz on Economic Policy
2. Play Budget Hero
http://www.marketplace.org/topics/economy/budget57
1. Reading on Social Welfare
Programs
hero
2. Answer Questions 1-4
Continue Researching for Group
Project
6
Social Security in Crisis
1. Social Security Political Cartoons
Utilize all or part of lesson from Youth Leadership
Initiative at http://tinyurl.com/7zrhq5a
7
http://tinyurl.com/88emorn
1. Read Chapter 20, p. 529 – 547
Social Welfare Programs
2. Answer questions 1 – 5 for
Chapter 20
- Cover any additional programs not
covered within the reading or
homework.
-In class assessment 2006 AP
Government and Politics FRQ # 2
Continue Researching for Group
Project
8
Foreign Policy
1. Read p. 548 - 558
CHOICES Lesson Day 1 - “US Role in the World” Students assigned to group and role and then given class
time to familiarize selves with assigned Future and to
prepare for presentation.
2. Answer questions 6-9
http://tinyurl.com/choicesUSArole
Continue Researching for Group
Project
9
Foreign Policy CHOICES Lesson Day 2 - Student
groups present options to whole group and ask/answer
58
follow up questions. Students cover the guidelines of
deliberation.
10
Foreign Policy CHOICES Lesson Day 3 - Students
participate in shared deliberation and issue individual
judgement. Students follow up with letter to
representative.
Continue Researching for Group
Project
1. Read excerpt from Silent Spring
by Rachel Carson
http://tinyurl.com/silentspringcars
on
2. Complete SOAPSTone.
Continue Researching for Group
Project
11
Environmental Activism Simulation - Students act as
activists working with the EPA to address concerns
regarding to global warming.
1. Data analysis of water quality
levels in Chesapeake Bay’s Rhode
River
2. Questions 1- 6
http://tinyurl.com/Environmental-Simulation
http://tinyurl.com/CB-water-quality
Environmental Policy - Day 1 - Students complete study
of the impact of the environmental decade on
legislation.
Continue Researching for Group
Project
http://tinyurl.com/PBS-Environment
12
13
14
Environmental Policy - Day 2 - Students complete study
of the impact of the environmental decade on
legislation.
Students will complete research and collaborate with
group on their Public Policy group project.
Review & Presentations
Finish Researching for Group
Project
Finalize Research for Group Project
Study
59
- Groups will present their formal projects on public
policy.
15
Public Policy Test @
https://www.dropbox.com/s/8mvzpgilny13jin/Public%2
0Policy%20Online%20Quiz.docx
PART SEVEN:
Additional free-response questions are listed below:
1. All countries of the world have “mixed market” economies. The U.S., since the time of the
Great Depression, has developed a mixed economy which is sometimes criticized for being a
“welfare” state economy too far removed from the free market.
a. Identify characteristics of the U.S. economy which support this characterization as a
“welfare” state economy.
b. For each of the characteristics you selected in part 1, explain the advantages and
disadvantages for the people of the U.S.
2. Read the following headlines and answer the questions which follow:
“Unemployment at Record Highs”
“GDP Enters Second Quarter of Negative Growth”
“Foreclosures Increase over Previous Month”
a. Describe the likely condition of the U.S. economy which is reflected by these
headlines.
b. Identify two monetary policies which the Federal Reserve might use to re-stabilize
60
the economy.
c. Explain the likely impacts of each of the policies identified above on the U.S
economy if these policies are implemented.
d. Identify two fiscal policies which the President and Congress might use to restabilize the economy.
e. Explain the likely impacts of each of the policies identified above on the U.S.
economy if these policies are implemented.
3. John Locke would argue that the purpose of a government is to provide for the people while
the people must support the government.
Using this basic theme of Democratic government, explain how the modern stance on each of the
following exceeds or fails to achieve his viewpoints on the roles and purpose of government.
•
•
•
social care
health care
environmental protection
Bibliography:
Benedict, Ludlum. Advanced Placement United States Government and Politics. Ohio:
The Center for Learning, 1993.
Burns, James MacGregor, et al. Government by the People. 20th edition. Englewood
Cliffs, NJ: Prentice Hall, 2004.
Lasser, William. Perspectives on American Politics. 4th Edition. Boston, MA:
Houghton Mifflin Company, 2005.
Woll, Peter, ed. American Government: Readings and Cases. 17th ed. NewYork: Pearson
Longman, 2008.
61
Unit Six
Civil Rights and Civil Liberties
(Optional 16 days)
Overview
In this unit, you will become familiar with the Supreme Court and its most significant decisions.
You will also explore civil rights and civil liberties, including freedoms of speech, assembly,
religion and expression. Finally, you will be able to understand the legal, social and political
evolution of women and minority rights, rights of the accused, as well as become aware of the
implications of the 14th amendment and its components.
Essential Questions
•
•
•
How do we balance individual rights and liberties against the interest of the government in limiting those
rights and liberties?
Is the Supreme Court ruling “legislating from the bench” or are Supreme Court decisions tools of social
change for the common good?
Explain how the 14th Amendment’s ideas of due process and equal protection have changed as a result
judicial interpretation regarding civil rights and liberties?
Unit Objectives - Content (SWBAT)
1. Explain the differences between civil rights and civil liberties;
2. Analyze the development of civil liberties and civil rights resulting from judicial interpretation especially in
regards to:
(a) Freedom of speech, religion, press, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups
3. Examine the impact of Supreme Court court cases on individual civil rights and civil liberties including:
- Wisconsin v. Yoder, Locke v. Davey, Engel v. Vitale, Zorach v. Clauson (religion)
- Texas v. Johnson, Virginia v. Black, Schneck v. The United States, Gitlow v. New York, Tinker v.
Des Moines, Morris v. Frederick, Jacobs v. Clark County (speech)
- Near v. Minnesota ex rel. Olson, Hazelwood v. Kuhlmeier, New York Times v. United States (press)
- Snyder vs. Phelps (assembly)
- Plessy v. Ferguson, Brown v. Board of Education of Topeka, Kansas (14th Amendment - equal
protection)
- Loving v. Virginia, Bakke v. University of California at Davis (federal response to
discrimination)
- Mapp v. Ohio, Katz v. The United States (4th Amendment)
- Miranda v. Arizona, Benton v. Maryland, Kelo v. City of New London (5th Amendment)
- Gideon v. Wainwright (6th Amendment)
- United States v. Carlton (Procedural and Substantive)
62
4. Evaluate the impact of the Fourteenth Amendment on the constitutional development of civil rights and civil
liberties;
5. Examine controversies that have resulted over the changing interpretations of civil rights (Plessy v.
Ferguson, Brown v. Board of Ed, Miranda v. Arizona, etc.)
6. Apply their constitutional knowledge regarding civil rights and civil liberties to engage in a mock trial
centered on Due Process and the 8th Amendment.
Unit Objectives - Skills (SWBAT)
•
Use a variety of study strategies to help increase their mastery of course content including:
Creating study flash cards
Review of course notes
Online review resources
Cornell Note Taking and questioning
•
Practice their AP U.S. Government & Politics exam writing skills by responding to a timed Free-Response
Question (FRQ).
•
Practice their test taking abilities with a multiple choice exam that is comparable to the AP U.S.
Government & Politics exam;
•
Use active before, during, and after reading strategies to engage in primary and secondary sources
including:
Preview the text
Making predictions
Code the text
Active annotations
Concept definition map
Sum It Up (summarization)
3-2-1
•
Use writing strategies to demonstrate course mastery of content knowledge including:
Placemat activity
RAFT writing prompts
Minute papers
SOAPs (Quick How To)
Silent Debates
Written Conversations
Acrostic poems
Gallery Walk
Comparison graphic organizers
•
Practice note taking skills by using Cornell Notes with daily reading homework;
•
Practice higher level thinking by expressing their thoughts in class discussions and debates including:
63
Think-Pair-Share
Concept formation court case and amendment activity
Four corners activity
Visual discovery
Jigsaws
Moot trial court case
Philosophical Chairs with writing component (Final thoughts)
Socratic Seminars with writing components (Blogging)
Unit Calendar
Day
Lesson Title
Assignment
Homework
1
Principles of
Civil Rights
and Civil
Liberties
Students will be able to describe the development of civil
rights and civil liberties in the United States by:
Due:
•
•
Analyzing the differences between civil rights and
civil liberties
Evaluating the protections afforded to citizens by the
Bill of Rights.
- Wilson, pg 96-102
- Cornell Notes
Strategies:
•
•
•
2
Freedom of
Religion
Warm up Wordle of the 14th Amendment
Venn Diagram on Civil Rights vs. Civil Liberties
Socratic Seminar on citizens’ rights and liberties.
Students will evaluate the differences between the Free
Exercise Clause and the Establishment Clause of the First
Amendment by:
•
Due:
- Wilson, pg 109-112
- Cornell Notes
Evaluating the decisions of Supreme Court cases
(Wisconsin v. Yoder, Locke v. Davey, Engel v. Vitale,
Zorach v. Clauson)
Strategies:
•
•
3
Freedom of
Speech
Court Case Flashcards
Write an editorial on one court case discussed that
explains the Court’s decision and your opinion on the
constitutionality of the case.
Students will be able to describe the liberties and
limitations of free speech by
●
Examining pure vs. symbolic speech
64
Due:
- Wilson, pg 105-109
- Lanahan, pg 175
●
●
Analyzing the limitations of free speech (seditious
speech, clear and present danger, defamatory speech
and fighting words)
Evaluating the decisions of Supreme Court cases
(Texas v. Johnson, Virginia v. Black, Schneck v. The
United States, Gitlow v. New York, Tinker v. Des
Moines, Morris v. Frederick, Jacobs v. Clark County)
- Supreme Court
Flashcards
- Cornell Notes
Strategies:
●
●
●
●
●
4
Freedom of the
Press
Create Supreme Court Case Flashcards
BCR: Complete the following BCR on the lines
provided. Afterwards, use the Social Studies Rubric
to score your BCR.
Describe two situations in which freedom of
expression may be legally limited.
Explain why limiting freedom of expression is
justified in each of the situations you described.
Include details and examples to support your answer.
Students will be able to evaluate the effects that freedom of
the press has on mass media by:
●
●
●
Examining the effects that journalist liberties have on
society
Exploring how social media has changed the way
young citizens view social issues
Evaluating the decisions of Supreme Court Cases
(Near v. Minnesota ex rel. Olson, Hazelwood v.
Kuhlmeier, New York TImes v. United States)
Due:
- Lanahan, pg 109
- Supreme Court
Flashcards
- Cornell Notes
Strategies:
●
●
●
5
Freedom of
Assembly
Create Supreme Court flashcards
Philosophical Chairs on the impact of social media.
Acrostic Poem on a Supreme Court case
Students will be able to identify and explain citizen’s right
to protest, picket, hold a demonstration, and have freedom
of association by:
●
●
Accessing the need for citizens to be an active
participant in their government (consent of the
government, limited government)
Evaluating the decisions of Supreme Court Cases
65
Due:
- Wilson, pg 103-104
- Supreme Court
flashcards
- Cornell Notes
(NAACP v. Alabama, Boy Scouts of America v. Dale,
Snyder vs. Phelps)
Strategies:
●
●
6
The 14th
Amendment:
Equal
Protection
Clause
Comparison chart of authoritarian governments vs.
Democratic governments including principles of
government
Frayer Model of two of the Supreme Court cases and
share out
Students will be able to describe the impact of Plessy v.
Ferguson (1896) Supreme Court decision on racial equality
in American society by:
●
●
Due:
- Wilson, pg 126-129
- Cornell Notes
Examining Justice Henry Brown’s major opinion
Analyzing the meaning of “equality” in the context of
the court’s decision.
Strategies:
●
●
7
Equal
Protection
Clause (cont.)
“Placemat” group reading activity
Equality worksheet in think, pair, share format
Students will be able to describe the impact of the Brown v.
Board of Education of Topeka, Kansas (1954) Supreme
Court decision on racial equality in American society by:
●
●
Examining Justice Warren’s majority opinion
Analyzing the meaning of “equality” in the context of
the court’s decision.
Due:
- Lanahan, pg 129134, 275
- Cornell Notes
Strategies:
●
●
8
Equal
Protection
Legislation
Gallery walk chunking Supreme Court decision with
graphic organizer.
Silent Debate on the true meaning of equality with
sharing out.
Students will be able to identify and explain how different
legislation has impacted their civil rights by:
●
●
Analyzing legislation (Civil Rights Act, Voting Rights
Act, Age Discrimination Act, Title IX, The Dream Act,
Americans with Disabilities Act, Equal Employment
Act, Individuals with Disabilities Education Act, Fair
Pay Act)
Interpreting the effectiveness of Affirmative Action
with Bakke v. University of California at Davis
Strategies:
66
Due:
- Wilson, pg 134-144
- Cornell Notes
●
●
9
Federal
Responses to
Discrimination
Analysis chart of the different legislation: Jigsaw
activity
Racial Profiling - Affirmative Action activity
Students will evaluate the effectiveness of the federal
government at enforcing anti-discrimination laws by:
•
•
•
Analyzing Constitutional Amendments (15th, 19th,
24th, 26th, and the proposed but unratified Equal
Rights Amendment)
Evaluating the effectiveness of Supreme Court cases
(Pace v. Alabama, Loving v. Virginia,)
Evaluating the effectiveness of Executive Orders
(9981, 10730, 11246)
Due:
- Wilson, pg 144-150
- Cornell Notes
Strategies:
●
●
10
14th
Amendment:
Incorporation
Doctrine
Group “experts” on a particular amendment - Create
posters and share with class. Record information on
graphic organizer.
Applying Amendments above with pair readings on
Court Cases and executive orders.
Students will examine the effects of selective incorporation
on extending rights to the states by:
●
●
Analyzing the precedent set by the Barron v.
Baltimore (1833) Supreme Court decision
Examining how the Supreme Court in the 20th century
has reversed its previous ruling to incorporate some,
but not all, of the Bill of Rights as applicable to both
the federal and state governments.
Due:
- Lanahan, pg 29
- Cornell Notes
Strategies:
●
●
11
Intro: The
Rights of the
Accused
Marking the text of Barron v. Baltimore
4 Corners Debate with Statements
Students will be able to describe the procedural due process
rights that are afforded to citizens in the Bill of Rights by:
●
Examining the protections of the 4th, 5th, 6th, and 8th
Amendments
Due:
- Lanahan, pg 233
- Cornell Notes
Due on the Day 16:
Strategies:
●
●
12
4th
Amendment
Visual Discovery Learning with images of
Amendments.
RAFT with amendments
Students will be able to explain the protections against
unreasonable search and seizure afforded to citizens by the
67
- Bridge Project on
Protecting Rights
and Maintaining
order (project code
G.B.3- amended)
Due:
- Lanahan, pg 181,
192
- Cornell Notes
4th Amendment by:
●
●
Examining the situations when citizens can exercise
their 4th amendment protections
Analyzing the effects of Supreme Court cases (Mapp
v. Ohio, Katz v. The United States)
Strategies:
●
●
13
5th
Amendment
Debate on the effectiveness of the Patriot Act
Blogging the final thoughts and opinions on the
debate.
Students will be able to explain the influence of the
Supreme Court’s interpretation of the 5th Amendment on
the rights of citizens by:
●
Due:
- Handout- Miranda v.
Arizona
Analyzing the effects of Supreme Court cases
(Miranda v. Arizona, Benton v. Maryland, Kelo v. City
of New London)
Strategies:
●
●
14
6th
Amendment
Creating Supreme Court flashcards
Jigsaw of court cases with presentations
Students will be able to explain the protections that are
afforded to citizens by the 6th Amendment by:
●
●
Examining the aspects of a “fair trial”
Analyzing the effects of a Supreme Court case
(Gideon v. Wainwright)
Due:
- Lanahan, pg 226
- Cornell Notes
Strategies:
●
●
15
Procedural
and
Substantive
Due Process
Gideon’s Trumpet clips: Before and after clips; Venn
Diagrams while watching.
Writing assignment: How does the decision in
Gideon v. Wainwright change or alter the
interpretation of the 6th amendment by the Supreme
Court?
Students will be able to describe the difference between
procedural and substantive due process by:
●
●
Identifying the differences between procedural and
substantive due process
Examining Justice Scalia’s concurring opinion in
United States v. Carlton (1994)
Strategies:
●
Chunking of text with questions to aid in
68
Due:
- Read the website:
- Due Process of Law:
Procedural and
Substantive issues
- Scenario Analysis
●
●
16
Unit VI Exam
understanding.
Marking the text
Moot Court Trial on Due Process: Description
60 Multiple Choice Exam
Due:
FRQ: 2007, #2
- Unit 6 Review Guide
Reading List
Textbook Readings
Wilson Textbook (96-112, 126-129, 134-150)
Lanahan Textbook (29, 109, 129-134, 175, 181, 192, 226, 233, 275)
Supplementary Readings: Legislation
-
Age Discrimination Act
Americans with Disabilities Act
Civil Rights Act
The Dream Act
Equal Employment Act
Individuals with Disabilities Education Act
Title IX
Voting Rights Act
Fair Pay Act
Supplementary Readings: Court Case Summaries
-
Barron v Baltimore
Benton v Maryland
Brown v Board of Education
Engel v Vitale
Gideon v Wainwright
Katz v The United States
Kelo v City of New London
Locke v Davey
Loving v Virginia
Mapp v Ohio
Miranda v Arizona
Pace v Alabama
Plessy v Ferguson
Regents of the University of California v Allan Bakke
United States v Carlton
Virginia v Black
Wisconsin v Yoder
Zorach v Clauson
69
Online Resources
(N.B. Hold CTRL and click the link to open it in your web-browser)
- Cagle Institute Political Cartoon Database: http://www.cagle.com/
- Civil Liberties & Public Policy (outline by Pearson):
http://wps.ablongman.com/long_edwards_government_11/10/2806/718573.cw/index.html
- Civil Rights & Public Policy (outline by Pearson):
http://wps.ablongman.com/long_edwards_government_11/10/2807/718648.cw/index.html
- Constitution - In-depth look at the 14th Amendment: http://www.shmoop.com/constitution/14thamendment.html
- Due Process of Law: Procedural and Substantive issues http://faculty.ncwc.edu/mstevens/410/410lect06.htm
- Freedom of Speech - What Does It Include:
http://www.uscourts.gov/EducationalResources/ClassroomActivities/FirstAmendment/WhatDoesFreeSpeech
Mean.aspx
- Landmark Court Cases (Brief): http://www.governmentandpolitics.us/
- Library of Congress: www.loc.gov
- Legislation - Civil Rights & Civil Liberties (Project Vote Smart): http://votesmart.org/issues/NA/13
- National Archives Activities: http://docsteach.org/
- Our Documents: http://www.ourdocuments.gov
- Oyez Multimedia Archive of the Supreme Court: http://www.oyez .com
- Perspectives on the American Experience: http://www.americanhits.org/resources/LeaHeredia_EliseHope.pdf
- Street Law: http://www.streetlaw.org/en/home
- U.S Courts - Judicial Interpretation of the 14th Amendment:
http://www.uscourts.gov/EducationalResources/ConstitutionResources/LegalLandmarks/JudicialInterpretation
FourteenthAmmendment.aspx
- U.S. Supreme Court - Judicial Interpretation of the Constitution (second video):
http://www.uscourts.gov/EducationalResources/ConstitutionResources/SupremeCourtDialogs.aspx
Miscellaneous Resources
Bridge Project on Protecting Rights and Maintaining order (project code G.B.3-amended): see Appendix 1
Description: The student will evaluate how the United States Government has maintained a balance between
protecting rights and maintaining order.
FRQ:
Description: The students will be able to analyze the protective rights of citizens when discussing incorporation
by explaining how the rights of criminal defendants, the first amendment, and privacy rights are incorporated
into their lives.
Assignment: Initially, the United States Constitution did little to protect citizens from actions of the state. In the
twentieth century, the Supreme Court interpreted the Constitution to protect the rights of citizens from state
governments in a process referred to as incorporation.
70
(a) Define selective incorporation.
(b) For two of the following, explain how each has been incorporated. Each of your explanations
must be based on a specific and relevant Supreme Court decision
- Rights of criminal defendants
- First Amendment
- Privacy rights
Moot Court Assignment:
Description: Students will participate in a Moot Court Assignment that deals with the Death Penalty. Students
will be assigned a role and must research the role, as well as prepare documents in order to argue their side.
Vocabulary List
(Sorted chronologically by lesson coverage)
Civil Liberty
Fifteenth Amendment provisions
Civil Rights
Nineteenth Amendment
First Amendment Provisions
Twenty-fourth Amendment provisions
-
Establishment Clause
Free Exercise Clause
Prior Restraint
Libel
Symbolic Speech
Shield Law
Sedition
Pure Speech
Limitation to free speech
Obscenity
-
Suffrage
Poll tax and Grandfather clause
White primary
Voting Rights Act of 1965
Comparable worth
Due Process
4th Amendment Provisions
Fourteenth Amendment
-
-
“Separate but equal” doctrine
Equal Protection Clause
Incorporation Doctrine
Affirmative Action
Civil Rights Movement
Civil Rights Act of 1964
Jim Crow laws
NAACP
Probable cause
Search warrant provisions
Search warrant requirements
Right to Privacy
Exclusionary Rule
Bill of Attainder
Fifth Amendment Provisions
71
- De jure segregation
- De facto segregation
- Ex post facto law
- Self-Incrimination
Sixth Amendment Provisions
-
Voting Rights
Equal Rights Amendment
Plea Bargaining
Right to a fair trial
Miranda Rights
Right to counsel
Right to a Jury trial
Eighth Amendment Provisions
Bibliography
O’Brien, David M., ed. The Lanahan Readings in Civil Rights and Civil Liberties. 3rd ed. Baltimore: Lanahan
Publishers, Inc., 2010. Print.
Wilson, James Q., John J. Dilulio, Jr., and Meena Bose. American Government: Institutions and Policies. 12th ed.
Boston: Wadsworth / Cengage Learning, 2011. Print.
72
Constitutional Amendments
U.S. Const. amend. I
U.S. Const. amend. IV
U.S. Const. amend. V
U.S. Const. amend. VI
U.S. Const. amend. VIII
U.S. Const. amend. XIV
U.S. Const. amend. XV
U.S. Const. amend. XIX
U.S. Const. amend. XXIV
U.S. Const. amend. XXVI
Supreme Court Cases:
Barron v Baltimore, 32 U.S. 243 (1833).
Benton v Maryland, 395 U.S. 784 (1969).
Brown v Board of Education, 347 U.S. 483 (1954).
Engel v Vitale, 370 U.S. 421 (1962).
Gideon v Wainwright, 372 U.S. 335 (1963).
Katz v The United States, 389 U.S. 347 (1967).
Kelo v City of New London, 545 U.S. 469 (2005).
Locke v Davey, 540 U.S. 712 (2004).
Loving v Virginia, 388 U.S. 1 (1967).
Mapp v Ohio, 367 U.S. 643 (1961).
Miranda v Arizona, 384 U.S. 436 (1966).
Pace v Alabama, 106 U.S. 583 (1883).
Plessy v Ferguson, 163 U.S. 537 (1896).
Regents of the University of California v Allan Bakke, 438 U.S. 265 (1978).
United States v Carlton, 512 U.S. 26 (1994).
Virginia v Black, 538 U.S. 343 (2003).
73
Wisconsin v Yoder, 406 U.S. 205 (1972).
Zorach v Clauson, 343 U.S. 306 (1952).
Executive Orders:
Exec. Order No. 9,981, (July 26, 1948)
Exec. Order No. 10730, 22 Fed. Reg. 7628 (September 25, 1957)
Exec. Order No. 11246, (September 24, 1965)
74
Appendix 1:
Name: __________________________________________________________________
Per: _____
Date: ____ / ____ / ____
DBQ: Due Process and the Constitution
How does the Constitution protect the rights of those accused of committing crimes?
Background: Due process is the right to be treated fairly by the government. It prevents the government from
taking arbitrary actions that might deny citizens of their rights. Principles of due process have been shaped over
time through Constitutional amendments and Supreme Court decisions. Procedural due process means that the
procedures, or methods used to conduct hearings and to apply and enforce the law, must be fair and reasonable.
Substantive due process means that the content of laws that legislatures pass must be fair and reasonable. The
laws cannot place unfair or unreasonable limitations on people’s rights to life, liberty or property.
75
ACTIVITY A:
Directions: Read the excerpts from the Constitution below and list the element(s) of the principle of due process
found in that excerpt in the right column.
Elements from the Constitution
Elements(s) of Due Process
The right of the people to be secure in their persons,
houses, papers, and effects, against unreasonable
searches and seizures, shall not be violated, and no
Warrants shall issue, but upon probable cause,
supported by Oath or affirmation, and particularly
describing the place to be searched, and the persons or
things to be seized.
4th Amendment, U.S. Constitution (1791)
No person shall be held to answer for a capital, or
otherwise infamous crime, unless on a presentment or
indictment of a Grand Jury,…; nor shall any person be
subject for the same offence to be twice put in jeopardy
of life or limb; nor shall be compelled in any criminal
case to be a witness against himself, nor be deprived of
life, liberty, or property, without due process of law;
nor shall private property be taken for public use
without just compensation.
5th Amendment, U.S. Constitution (1791)
In all criminal prosecutions, the accused shall enjoy the
right to a speedy and public trial, by an impartial jury
of the State and district wherein the crime shall have
been committed,…, and to be informed of the nature
and cause of the accusation; to be confronted with the
witnesses against him; to have compulsory process for
obtaining Witnesses in his favor, and to have the
assistance of counsel for his defense.
6th Amendment, U.S. Constitution (1791)
Excessive bail shall not be required, nor excessive fines
imposed, nor cruel and unusual punishments inflicted.
8th Amendment, U.S. Constitution (1791)
76
ACTIVITY B:
Directions: Read the summaries of Supreme Court decisions below and list the element(s) of the principle of due process found in
that case in the right column.
Supreme Court Case: Gideon v. Wainwright (1963)
Facts of the case: Clarence Earl Gideon was arrested in
Florida and charged with burglary of a pool hall. This
was a felony. Gideon asked the court to appoint an
attorney to represent him since he could not afford to
hire a lawyer to defend him. The court denied his
request and Gideon represented himself. At the time, the
law only required the state to appoint attorneys for poor
defendants in death penalty cases. Gideon was convicted
and sentenced to five years in prison. While in prison,
Gideon appealed his guilty verdict to the United States
Supreme Court. Gideon claimed that the failure of the
trial court to provide him with an attorney violated the
protections in the 6th and 14th Amendments.
What due process rights did this case address?
Decision: In Gideon, the Supreme Court ruled unanimously
that through the 14th Amendment the protections of the
6th Amendment were extended to the states in all
criminal cases. This meant that states were required to
appoint counsel for all poor defendants in criminal
cases. The Court reversed the decision of the Florida
courts and sent the case back to the state for a new trial.
At this trial, Gideon was found not guilty.
How did it expand those rights?
Supreme Court Case: Miranda v. Arizona (1966)
Facts of the case: Ernesto Miranda was arrested for
kidnapping and attacking a young woman. After being
identified in a police line-up, he was questioned for two
hours. During the questioning, Miranda was not
informed of his rights and confessed to the crime. He
was convicted and he appealed his case to the Supreme
Court stating that his 5th Amendment right against self-
What due process rights did this case address?
77
incrimination was violated.
Decision: The Supreme Court ruled that Miranda’s right to
5th Amendment protections including protection from
self-incrimination was violated. They outlined the
rights that a suspect must be made aware before being
questioned and also stated that if at any time before or
during the interrogation the individual indicates he
wishes to remain silent, the questioning must stop. The
decision in Miranda v. Arizona was controversial when
it was handed down and remains so even today. In
2000, Chief Justice Rehnquist stated that “Miranda
[Warning] has become embedded in routine police
practice to the point where the warnings have become
part of our national culture.”
How did it expand those rights?
Supreme Court Case: Katz v. U.S. (1967)
Facts of the Case: Charles Katz, a known gambler, was
being investigated by the Federal Bureau of Investigation
(FBI) for allegedly using a public telephone booth to
make illegal bets. The FBI placed electronic devices
outside the telephone booth Katz used regularly to
monitor and record his phone calls and gather evidence of
gambling activity. Based on the recordings, Katz was
arrested and convicted. He appealed his case to the
Supreme Court stating the evidence obtained through
electronic surveillance could not be used against him
because it was obtained illegally and that the government
violated his 4th Amendment right to protection against
unreasonable search and seizure.
What due process rights did this case address?
Decision: The Supreme Court ruled in Katz’s favor. “The 4th
Amendment protects people, not places,” wrote Justice
Potter Stewart for the Court. The Katz decision expanded
the scope of the 4th Amendment to include protection
against warrantless electronic surveillance and protected
an individual’s privacy in public places.
How did it expand those rights?
78
ACTIVITY C: When has due process been followed, and when has it been violated?
Directions: Test your understanding of due process. Read each scenario below and place an X over the scenario if due process
has been followed. For each scenario, provide an explanation of how due process has been followed or violated.
1. The police search the property of a man accused of drug dealing without a warrant. Drugs are found and
submitted as evidence in the man’s trial.
Explanation:
2. A man is arrested and held in jail without charge. His indictment includes no clear statement of the
charges against him.
Explanation:
3. During the trial of a woman arrested for shoplifting, a customer testifies that he saw the women stealing.
The woman’s defense attorney did not know that this witness would testify prior to the start of the trial.
Explanation:
79
“Due process is the right of every citizen to be protected from arbitrary
action by the government.”
Source: Maryland Voluntary State Curriculum Glossary
In the space below, in your own words, describe what due process means.
80
Appendix 2: Relevant Legislation and Supreme Court Cases
Issue:
1st Amendment:
Freedom of Assembly
Supreme Court Cases:
- The Patriot Act
- Universal Declaration of
Human Rights
-
Richmond Newspapers, Inc. v. Virginia (1980)
Cox v. Louisiana (1965)
Edwards v. South Carolina (1963)
Shelton v. Tucker (1960)
National Association for the Advancement of Colored
People v. Patterson (1958)
Yates v. United States (1957)
Adler v. Board of Education of City of New York
(1952)
American Communications Assn. v. Douds (1950)
Hague v. Committee for Industrial Organization
(1939)
De Jonge v. Oregon (1937)
Whitney v. California (1927)
-
Robinson v. Fetterman (2005)
Gilles v. Davis (2005)
Counts v. Cedarville School District (2003)
Hustler Magazine, Inc. v. Falwell (1988)
Nebraska Press Association v. Stuart (1976)
Miami Herald Publishing Company v. Tornillo (1974)
New York Times Co. v. United States (1971)
- Foreign journalist
policies (Dept. of
Homeland Security)
- Press Freedom Act
(2012)
-
1st Amendment:
Freedom of the Press
1st Amendment:
Freedom of Religion
1st Amendment:
Freedom of Religion:
Free Exercise Clause
1st Amendment:
Legislation:
Government Intervention in Church Controversies
-
Jones v. Wolf (1979)
Presbyterian Church v. Hull Church (1969)
Kedroff v. Saint Nicholas Cathedral (1952)
United States v. Ballard (1944)
Conscientious Objection to War
-
Gillette v. United States (1971)
Welsh v. United States (1970)
United States v. Seeger (1965)
Girouard v. United States (1946)
Hamilton v. Regents of the University of
California (1934)
United States v. Macintosh (1931)
- United States v. Schwimmer (1929)
Religious Tests for Public Service or Benefits
81
- American Indian
Religious Freedom Act
- Joint Terrorism Task
Force
- Religious Freedom
Restoration Act
Freedom of Religion:
Free Exercise Clause
1st Amendment:
Freedom of Religion:
-
Goldman v. Weinberger (1986)
Bowen v. Roy (1986)
McDaniel v. Paty (1978)
Torcaso v. Watkins (1961)
Free Exercise and Public Education
-
Free Exercise Clause
-
Rosenberger v. Rector and Visitors of the
University of Virginia (1995)
Lamb's Chapel v. Center Moriches Union Free
School District (1993)
Board of Education of the Westside Community
Schools v. Mergens (1990)
Widmar v. Vincent (1981)
Wisconsin v. Yoder (1972)
1st Amendment:
Freedom of Religion:
Free Exercise Clause
Outlawing of Religious Sacrifice
1st Amendment:
Freedom of Religion:
Tax Exemption to Religious Institutions
-
Church of the Lukumi Babalu Aye v. City of
Hialeah (1993)
Establishment Clause
Texas Monthly Inc. v. Bullock (1989)
- Walz v. Tax Commission of the City of New York
(1970)
1st Amendment:
Freedom of Religion:
Religious Institution Functioning as a Government
Agency
Establishment Clause
-
1st Amendment:
Freedom of Religion:
Establishment Clause
Board of Education of Kiryas Joel Village School
v. Grumet (1994)
County of Allegheny v. ACLU Greater Pittsburgh
Chapter (1989)
Bowen v. Kendrick (1988)
Lynch v. Donnelly (1984)
Larkin v. Grendel's Den (1982)
Larson v. Valente (1982)
Government Aid to Public Education
-
Agostini v. Felton (1997)
Wallace v. Jaffree (1985)
Stone v. Graham (1980)
Epperson v. Arkansas (1968)
Abington Township School District v. Schempp
(1963)
Engel v. Vitale (1962)
82
Zorach v. Clauson (1952)
- McCollum v. Board of Education (1948)
1st Amendment:
Freedom of Religion:
Teaching of Creationism in Public Schools
- Edwards v. Aguillard (1987)
Establishment Clause
1st Amendment:
Freedom of Religion:
Prayer in Public Schools
- Lee v. Weisman (1992)
Establishment Clause
1st Amendment:
Freedom of Religion:
Governmental Aid to Church-Related Schools
-
Establishment Clause
1st Amendment:
Freedom of Speech
Zobrest v. Catalina Foothills School District
(1993)
Grand Rapids School District v. Ball (1985)
Aguilar v. Felton (1985)
Mueller v. Allen (1983)
Committee for Public Education and Religious
Liberty v. Regan (1980)
Wolman v. Walter (1977)
Roemer v. Board of Public Works of Maryland
(1976)
Meek v. Pittenger (1975)
Committee for Public Education and Religious
Liberty v. Nyquist (1973)
Lemon v. Kurtzman (1971)
Tilton v. Richardson (1971)
Witters v. Washington Department of Services for
the Blind (1970)
Board of Education v. Allen (1968)
Everson v. Board of Education (1947)
Cochran v. Louisiana State Board of Ed.(1930)
Pierce v. Society of Sisters (1925)
Free Expression
-
Brandenburg v. Ohio (1969)
Edwards v. South Carolina (1963)
Near v. Minnesota (1931)
Whitney v. California (1927)
Schenck v. United States (1919)
83
- Online Freedom of
Speech Act
- Hate Crimes
- SPEECH Act
1st Amendment:
Freedom of Speech
Read Freely
-
1st Amendment:
Freedom of Speech
1st Amendment:
Freedom of Speech
1st Amendment:
Counts v. Cedarville School District (2003)
Case v. Unified School District (1995)
Campbell v. St. Tammany Parish School Board
(1995)
Kreimer v. Bureau of Police for Morristown
(1992)
Loewen v. Turnipseed (1980)
Salvail v. Nashua Board of Education (1979)
Right to Read Defense Committee v. School
Committee of the City of Chelsea (1978)
Minarcini v. Strongsville City School District
(1976)
Todd v. Rochester Community Schools (1972)
Rosenberg v. Board of Education of the City of
New York (1949)
Evans v. Selma Union High School (1924)
Dissent
-
United States v. Eichman (1990)
United States v. Haggerty (1990)
Texas v. Johnson (1989)
Wooley v. Maynard (1977)
Dennis v. United States (1951)
Gitlow v. New York (1925)
Free Expression in Schools
-
Morse v. Frederick (2007)
Hazelwood School District v. Kuhlmeier (1988)
Bethel v. Fraser (1986)
Mozert v. Hawkins County Board of Education
(1987)
Zykan v. Warsaw (1980)
Tinker v. Des Moines (1969)
Obscenity and Indecency
84
Freedom of Speech
-
-
John D. Ashcroft, et al. v. Free Speech Coalition,
et al. (2002)
National Endowment for the Arts, et al. v. Finley,
et al. (1998)
Miller v. California (1973)
Ginsberg v. New York (1968)
Butler v. Michigan (1957)
-
California v. Greenwood (1988)
Chimel v. California (1969)
Katz v. United States (1967)
Mapp v. Ohio (1961)
Olmstead v. United States (1928)
Weeks v. United States (1914)
-
4th Amendment:
Search and Seizure
4th Amendment:
Privacy
Pro-Privacy Decisions
-
United States v. Jones (2012)
Arizona v. Gant (2009)
Lawrence v. Texas (2003)
Kyllo v. United States (2001)
Ferguson v City of Charleston (2001)
Indianapolis v. Edmond (2000)
85
- The Patriot Act
- Check Clearing for the
21st Century Act
- Economic Espionage Act
- Fair and Accurate Credit
Transaction Act
- Family Educational
Rights and Privacy Act
- Health Insurance
Portability and
Accountability Act
- US Safe Harbor Program
- HIPPA Privacy Act
-
Knowles v. Iowa (1998)
Minnesota v. Dickerson (1993)
Minnesota v. Olson (1990)
Arizona v. Hicks (1987)
Ybarra v. Illinois (1979)
Anti-Privacy Decisions
5th Amendment:
Illinois v. Cabbales (2005)
Board of Education of Pottawatomie County v.
Earls (2002)
Atwater v. Lago Vista (2001)
Florida v. White (1999)
Wyoming v. Houghton (1999)
Minnesota v. Carter (1998)
Maryland v. Wilson (1997)
Florida v. Bostick (1991)
Oliver v. United States (1984)
Michigan v. Long (1983)
United States v. Ross (1982)
New York v. Belton (1981)
Rawlings v. Kentucky (1980)
Pennsylvania v. Mimms (1977)
Terry v. Ohio (1968)
- United States v. Felix (1992)
- Fong Foo v. United States (1962)
- “The Blockburger Test”
Double Jeopardy
5th Amendment:
Self-Incrimination
5th Amendment:
Takings Clause
(Eminent Domain)
6th Amendment:
Right to Counsel
-
Missouri v. Seibert (2004)
Nix v. Williams (1984)
Miranda v. Arizona (1966)
Griffin v. California (1965)
Ashcraft v. Tennessee (1944)
Chambers v. Florida (1940)
- Kelo v. City of New London (2005)
- Berman v. Parker (1954)
- United States v. Gettysburg Electric Railway
Company (1896)
- Public Housing
Reinvestment and Tenant
Protection Act of 2011
- Private Property Rights
Protection Act of 2012
- Eminent Domain Tax
Relief Act of 2011
-
- The National Right to
Counsel Act
Scott v. Illinois (1979)
Escobedo v. Illinois (1964)
Gideon v. Wainwright (1963)
Betts v. Brady(1942)
86
- Johnson v. Zerbst (1938)
- Powell v. Alabama (1932)
6th Amendment:
Speedy Trial
6th Amendment:
Trial By Jury
8th Amendment:
Cruel and Unusual
Punishment
8th Amendment:
Executions
14th Amendment:
- Strunk v. United States (1973)
- Barker v. Wingo (1972)
- Smith v. Hooey (1969)
- Speedy Trial Act 1974
-
Blakely v. Washington (2004)
Ballew v. Georgia (1978)
Taylor v. Louisiana (1975)
Williams v. Florida (1970)
Duncan v. Louisiana (1968)
- Civil Rights Act
-
Graham v. Flordia (2010)
Hope v. Peltzer (2002)
Hudson v. McMillian (1992)
Harmelin v. Michigan (1991)
Thompson v. Oklahoma (1988)
Solem v. Helm (1983)
Ingraham v. Wright (1977)
Gregg v. Georgia (1976)
Powell v. Texas (1968)
Robinson v. California (1962)
Trop v. Dulles (1958)
Frances v. Resweber (1947)
Weems v. United States (1910)
-
Kennedy v. Louisiana (2008)
Roper v. Simmons (2005)
Atkins v. Virginia (2002)
Herrera v. Collins (1993)
Coker v. Georgia (1977)
Woodson v. North Carolina (1976)
Furman v. Georgia (1972)
Wilkerson v. Utah (1878)
- Roe v. Wade (1973)
- Un-American Military
Commission Act (2006)
- Due Process Guarantee
Act (2011)
- Reed v. Reed (1971)
- Taxation and Equal
Protection Act
- Civil RIghts Act of 1964
- Grutter v. Bollinger (2003)
- Gratz v. Bollinger (2003)
- California v. Bakke (1978)
- G.I. Bill
- Executive Order 11246
- Civil Rights Act
Due Process
14th Amendment:
Equal Protection
Civil Rights:
Affirmative Action
- Execution Act of 1664
87
- Brown v. Board of Education (1954)
- Plessy v. Ferguson (1896)
- Dred Scott v. Sandford (1857)
Civil Rights:
Age Discrimination
Civil Rights:
American with
Disabilities
-
Federal Express v. Holowecki (2008)
Gomez-Perez v. Potter (2008)
Meachum v. Knolls Atomic Power Laboratory(2008)
Sprint/United Mgmt. Co. v. Mendelsohn (2008)
Kentucky Retirement Systems v. EEOC (1993)
- Age Discrimination in
Employment Act of 1967
- Protecting Older Workers
Against Discrimination
Act
- Title II of the Genetic
Information
Nondiscrimination Act of
2008
-
United States v. Georgia, et al. (2006)
Spector et al. v. Norwegian Cruise Line Ltd. (2005)
Tennessee v. Lane (2004)
Raytheon Co. v. Hernandez (2003)
Clackamas Gastroenterology Associates, P.C. v. Wells
(2003)
Barnes v. Gorman (2002)
Chevron v. Echazabal (2002)
U.S. Airways, Inc. v. Barnett (2002)
Equal Employment Opportunity Commission v. Waffle
House, Inc. (2002)
Toyota Motor Manufacturing, Kentucky, Inc. v.
Williams (2002)
Buckhannon Board and Care Home, Inc. v. W. Va.
Dep't of Health and Human Res. (2001)
PGA Tour, Inc. v. Martin (2001)
Board of Trustees of the University of Alabama v.
Garrett (2001)
Cleveland v. Policy Management Systems Corp.
(1999)
Albertson's, Inc. v. Kirkingburg (1999)
Murphy v. United Parcel Service (1999)
Sutton v. United Airlines (1999)
Olmstead v. L.C. (1999)
Wright v. Universal Maritime Service Corp. (1998)
Bragdon v. Abbott (1998)
Pennsylvania Department of Corrections v. Yeskey
(1998)
- Americans with
Disabilities Act of 1990
- Individual with
Disabilities Education
Act (IDEA) 2004
- Rehabilitation Act of
1973 (Section 501 and
505)
-
88
- Fair Employment Act of
2011
- Fair Pay Act of 2011
- Equal Employment Act
- Civil Rights Act 1964
- Equal Pay Act of 1963
- Job Training Partnership
Act
Civil Rights:
Equal Employment/
Fair Pay
- Plyler v. Doe (1982)
- Wong Wing v. U.S. (1896)
- Yick Wo v. Hopkins (1886)
- Naturalization Acts
- Immigration Acts
- Chinese Exclusion
Repeal act of 1943
- Page Act of 1875
- Immigration and
Nationality Acts
- Cuban Refugee
Adjustment Act 1966
- Immigration Reform and
Control Act of 1986
- Immigration Reform and
Immigrant Responsibility
Act of 1996
- REAL ID Act
- Maryland’s Dream Act
Civil Rights:
Women’s Rights
- Ledbetter v. Goodyear Tire and Rubber, Inc. (2007)
- Planned Parenthood v. Casey (1992)
- International Union, UAW v. Johnson Controls, Inc.
(1991)
- Webster v. Reproductive Health Services (1989)
- Harris v. McRae (1980)
- Pitts Press Co. v. Pittsburg Commission on Human
Relations (1973)
- Roe v. Wade (1973)
- Doe v. Bolton (1973)
- Reed v. Reed (1972)
- Eisenstadt v. Baird (1972)
- Phillips v. Martin Marietta Corp. (1971)
- Griswold v. Connecticut (1965)
- West Coast Hotel Co. v. Parrish (1937)
- Adkins v. Children’s Hospital (1923)
- Muller v. Oregon (1908)
- Married Women’s
Property Acts
- Sex Discrimination
(Election Candidates)
- Act 2002
- Human Rights
Amendment Act 2007
- Title IX
- “Right to Choose”
- International Women's
Freedom Act of 2011
Civil Rights:
- Bush v. Gore (2000)
- Miami Herald Publishing Company s. Tornillo (1974)
- Oregon v. Mitchell (1970)
- Redistricting Reform Act
of 2011
- Voting Opportunity and
Technology
Enhancement Rights Act
of 2011
- Voting Rights Act (1965)
Civil Rights:
Immigration Rights
Voting Rights
89
90