COURSE DESCRIPTION
This course in Advanced Placement United States Government and Politics will give students an
analytical perspective on government and politics in the United States. This course includes both the
study of general concepts used to interpret U.S. government and politics and the analysis of specific
examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that
constitute U.S. government and politics. Students successfully completing this course will know
important facts, concepts, and theories pertaining to U.S. government and politics. They will
understand typical patterns of political processes and behavior and their consequences (including
the components of political behavior, the principles used to explain or justify various government
structures and procedures, and the political effects of these structures and procedures). They will be
able to analyze and interpret basic data relevant to U.S. government and politics (including data
presented in charts, tables, and other formats). In addition, they will be able to critically analyze
relevant theories and concepts, apply them appropriately, and develop their connections across the
curriculum. Ultimately, this course is designed to prepare students to take the AP Exam for U.S
Government and Politics.
In addition to content-based knowledge and skills, this curriculum integrates the skills, knowledge,
and expertise of 21st Century Learning as identified by the Partnership for 21st Century Skills.
Twenty-first Century Learning, when used in combination with standards-based content, ensures that
students are prepared for success in today’s challenging environment. In this course, students will
conclude with an examination of contemporary global issues. In this unit, students will examine the
relationships of the past to the present, solve challenging, authentic problems, accept the
responsibility of supporting a group by improving their own skill sets, identify interdisciplinary
connections, and utilize technology to solve problems.
SC 12 – The course includes supplemental readings,
including contemporary news analyses that strengthen
student understanding of the curriculum.
Resources:
Magleby, David D., Paul Light, and Christine Nemacheck. Government By the People, 25th ed, AP
ed, Pearson, 2011.
Barron’s A.P. U.S. Government and Politics guide
Woll, Peter. American Government: Readings and Cases, 15thed. New York: Longman, 2003.
Articles from current newspapers, such as The New York Times or Wall Street Journal, news
magazines, such as Time or Newsweek, news footage from t.v. networks and cable, and numerous
websites such as the Pew Forum. [SC 12]
(Examples of primary and secondary documents provided in each unit)
Unit 1:
Constitutional Underpinnings of United States Government
Timeframe: 4 Weeks
Subject/Topic Areas: [SC 1]
A.
Considerations that influenced the formulation and adoption of the
Constitution
SC 1 – The course provides instruction
in constitutional underpinnings of
B.
Separation of powers
United States Government.
C.
Checks and balances
D.
Federalism
E.
Theories of democratic government
F.
Theories informing interpretation of the Constitution
Critical Vocabulary:
Anti-Federalists
Bicameral legislature
Bill of Rights
Checks and balances
Confederation
Declaration of Independence
Federal system
Federalist Papers
Federalists
Great Compromise
Madisonian model
Natural rights
New Jersey Plan
Ratification
Representative assembly
Separation of powers
Social contract
Three-fifths compromise
Unicameral legislature
Virginia Plan
Categorical grants
Commerce clause
Concurrent powers
Cooperative federalism
Devolution
Dual federalism
Elastic clause (necessary
and proper clause)
Extradite
Federal mandate
Full faith and credit clause
Gibbons v. Ogden
Interstate compact
Lopez v. United States
McCulloch v. Maryland
Picket-fence federalism
Police powers
Printz v. United States
Privileges and immunities
Supremacy clause
Unitary system
Anarchy
Aristocracy
Authoritarianism
Capitalism
Communism
Consent of the people
Conservatism
Democracy
Democratic republic
Direct democracy
Dominant culture
Elite theory
Eminent domain
Equality
Fascism
Ideology
Initiative
Liberalism
Limited government
Majoritarianism
Majority rule
Oligarchy
Pluralism
Political culture
SC 1 – The course provides instruction
in constitutional underpinnings of
United States Government.
All Students Will Know and Be Able To: [SC 1]
1. Compare the political philosophies of Enlightenment thinkers such as Locke, Hobbes,
Rousseau and Montesquieu, and discuss their relative influence on important American
documents such as the Declaration of Independence and the Constitution
2. Describe the weaknesses in the Articles of Confederation that led to the Constitutional
Convention
3. Compare the arguments of the Federalists and Anti-Federalists with respect to the creation of
the Constitution
4. Compare the Virginia Plan, New Jersey Plan, and Connecticut Compromise (Great
Compromise) with respect to representation in Congress
5. Discuss the contradictions between the Declaration of Independence and the compromises
written into the Constitution with respect to slavery (Three-fifths Compromise)
6. Explain the intent and function of the Madisonian Model’s use of separation of powers, checks
and balances, and federalism
7. Analyze selected Federalist Papers and discuss their role in the ratification process
8. Explain the role of the Bill of Rights in the ratification process
9. Describe the processes necessary for amending the Constitution
10. Analyze the advantages and disadvantages of federalism
11. Compare the expressed, implied and prohibited powers granted the different levels of
government under federalism
12. Describe how U.S. federalism has evolved through policy and case-law
13. Compare democracy to alternative forms of government
14. Compare and contrast three theories of American democracy (majoritarianism, elitism,
pluralism)
15. Compare and contrast several ideologies within the American political spectrum
16. Discuss shifts in, and challenges to, American political culture in the 21st century
Materials: [SC 11]
Articles of Confederation
2
United States Constitution and Bill of Rights
The Federalist (Papers)
The Anti-Federalist Papers
John Locke’s Second Treatise of Civil Government
Barron’s Guide Chapters 1-3
Chapters 1-3 Government By the People
SC 11 – The course includes supplemental
readings, including primary source materials (such
as the Federalist Papers).
Timed Writing:
Students will complete the following in-class timed essay.
The system of federalism has been evolving since the creation of our republic. The Supreme Court
has been instrumental in refining this system. For TWO of the following cases, complete the
following tasks:
a. Identify the issue the Court was asked to resolve.
b. Describe the Court’s ruling.
c. Explain how the ruling affected the practice of federalism.
McCullough v. Maryland
Gibbons v. Ogden
Printz v. United States
Special Assignments:
Federalism vs. Anti-Federalism
Students will research the Federalist/Anti-Federalist split, asking them to locate the arguments made
by James Madison, Patrick Henry, John Jay, or other leading intellectuals of the era. Students will
start by creating a presentation (such as PowerPoint) on a leading Federalist or Anti-Federalist that
includes biographical information about the person. Following the presentations, students will then
write a script for a conference call with one person from each side of the debate. They will write a 3-4
page transcript of what they think they would hear, and the final conclusion is based on their
knowledge of history (covered in the unit).These can be written in contemporary language as long as
they capture the essence of this debate.
The Federalist Papers
Students will each read 4-5 of the Federalist Papers and complete a chart of information including
author, title, and summary of key ideas. Students will compile their information into a class Google
doc. Students will then read an Anti-Federalist Paper corresponding to a Federalist Paper they read
and discuss with the class.
At the conclusion of the unit there will be a comprehensive exam including multiple choice questions
and free-response questions.
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and lead a
class debate on the topic. [SC 12]
SC 12 – The course includes supplemental readings,
Unit 2:
Political Beliefs and Behaviors
Suggested Timeframe:
4 weeks
including contemporary news analyses that strengthen
student understanding of the curriculum.
SC 2 – The course provides instruction
in Political Beliefs, Political Behaviors,
and Elections.
Subject/Topic Areas: [SC 2]
A. Beliefs that citizens hold about their government and its leaders
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B. Processes by which citizens learn about politics
C. The nature, sources, and consequences of public opinion
D. The ways in which citizens vote and otherwise participate in political life
E. Factors that influence citizens to differ from one another in terms of political beliefs
and behaviors
Critical Vocabulary:
 Agenda setting
 Consensus
 Divisive opinion
 Gender gap
 Generational effect
 Lifestyle effect
 Life cycle effect
 Media
 Opinion leader
 Opinion poll
 Peer group
 Political socialization
 Political trust
 Public opinion
 Sampling error
 Socioeconomic status


Straw polls
Watergate break-in
SC 2 – The course provides instruction
in Political Beliefs, Political Behaviors,
and Elections.
All Students Will Know and Be Able To: [SC 2]
1. Describe several levels of public opinion
2. Analyze the impact of various sources of socialization on public opinion including the family,
peers, political events and the media
3. Describe examples that illustrate the life cycle effect and the generational effect
4. Describe how demographic factors influence political preferences and behavior
5. Discuss how party identification, perception of the candidates, and issue preferences affect
public opinion and voting behavior
6. Explain the principles of representative sampling, random selection, and sampling error with
respect to public opinion polls
7. Discuss how the wording of a question can affect the results of a survey
8. Analyze the impact of push polls and the effect of technology on the accuracy of polls
9. Analyze the effects of public opinion on policy making
10. Discuss how political trust affects policy decisions
11. Describe the ways citizens participate in political life
SC 11 – The course includes supplemental
readings, including primary source materials (such
Materials: [sc 11]
as the Federalist Papers).
Question Wording and Job Approval; Rasmussen Reports, 11-30-09
Malcolm Gladwell "Small Change: Why the Revolution will not be Tweeted," The New Yorker
(October, 2011)
Clay Shirky’s “The Political Power of Social Media Technology, the Public Sphere, and Political
Change”
The Nation; “Howard Dean’s Internet Push: Where Will it Lead” and “Welcome to the New Media
Campaign Tools of 2012”
Excerpt from Thomas Frank’s book What’s the Matter with Kansas
4
“Public Opinion Polling and Presidential Responsiveness: Effects on Policymaking and Democracy”
by Louis T. Sherinsky
Chapters 4, 7 Government By the People
Timed Writing:
Students will complete the following in-class timed essays:
1. The changes in American politics and the changes in the organization and technology of the press
can be linked together.
(a) Identify TWO changes that have occurred as a result of technology.
(b) Describe the impact of those changes on the media’s coverage of politics.
2. Citizens often choose to participate in the political process in ways other than voting.
(a) Identify two forms of participation in the political process other than voting.
(b) Explain two advantages of each form of participation you identified in (a).
SC 9 – The course students with
practice analyzing and interpreting data.
Special Assignments:
Choose five (5) of the polling organizations (see teacher for a list) and provide the following:
1)
A description of the organization’s ideology, mission, history (if available).
2)
A brief summary of contents/services offered, fees (if any).
3)
Then go to www.RealClearPolitics.com and provide a brief summary of an actual survey
conducted or reported by your chosen organizations, including size of sample, methodology
employed, questions asked. Look at it from the perspective of scientific polling vs. the straw poll.
Feel free to try to find a single topic that you research on all the sites – Afghanistan, current election,
Arizona immigration law, health care reform, Tea Party, as examples. [SC 9]
Students will conduct two polls of other students in the school. The first poll will utilize techniques
studied that are used to manipulate poll results. The second poll will attempt to assess the same
information, but in a non-biased manner. Students will create a presentation (such as PowerPoint)
to share their analysis of the two polls with the class. Students will write an essay on polling and its
usefulness in the political process today based on their experience.
Inner Circle/Outer Circle debate on Sherinsky article.
SC 12 – The course includes supplemental readings,
including contemporary news analyses that strengthen
student understanding of the curriculum.
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and lead a
class debate on the topic. [SC 12]
Unit 3:
Political Parties, Interest Groups, and Mass Media
Suggested Timeframe: 6 weeks
Subject/Topic Areas:
A. Political parties and elections [SC 4]
1. Functions
2. Organization
3. Development
4. Effects on the political process
5. Electoral laws and systems
B. Interest groups, including political action committees (PACs) [SC 3]
1. The range of interests represented
5
SC 4 – The course provides instruction
in Political Parties.
SC 3 – The course provides instruction
in Interest Groups.
2. The activities of interest groups
3. The effects of interest groups on the political process
4. The unique characteristics and roles of PACs in the political process
C. The mass media [SC 5]
SC 5 – The course provides instruction
1. The functions and structures of the media
in Mass Media.
2. The impacts of media on politics
Critical Vocabulary
 boycott
 climate control
 direct technique
 free rider problem
 indirect technique
 interest group
 labor movement
 latent interests
 lobbyist
 material incentive
 public interest
 purposive incentive
 service sector
 social movement
 solitary incentive
 dealignment
 Democratic Party
 divided government
 electoral college
 faction
 independent
 national committee
 national convention
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
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

party platform
patronage
plurality
realignment
Republican Party
reverse-income effect
safe seat
splinter party
state central
committee
straight ticket voting
swing voters
third party
ticket splitting
tipping
unit rule
caucus
closed primary
corrupt practices acts
focus group
front-loading
hard money
Hatch Act
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


Independent
expenditures
Issue advocacy
advertising
open primary
political action
committee
soft money
super delegate
tracking poll
narrowcasting
public agenda
sound bite
spin
spin doctor
White House press
corps
yellow journalism
All Students Will Know and Be Able To:
1. Describe the reasons why interest groups exist and analyze their positive and negative effects
on the political process
2. Describe the tools, both direct and indirect, used by interest groups and analyze the factors
that impact their relative success
3. Discuss the controversy over the influence of interest groups and describe the relative merits
of the attempts to regulate their practices
4. Describe the unique characteristics and roles of PACs in the political process
5. Summarize the three main eras of political parties in American history and discuss the
reasons behind the enduring influence of the two-party system
6. Analyze the influence of selected third parties in American history
7. Describe the seemingly hierarchical nature of party organization in the United States
8. Assess the impact of realignment, dealignment and tipping on the future of the two-party
system
9. Analyze the evolving role of media in American politics
10. Assess the relative bias in reporting by various media agencies
Materials: [sc 11]
6
“Tribal Relations
How Americans really sort out on cultural and religious issues—and what it means for our politics” by
Steven Waldman and John C. Green
“The Decline of Collective Responsibility in American Politics” by Morris Fiorina.
“How to Tilt an Election Through Redistricting” by Michael Cooper [SC 2]
“Super PACs Let Strategists Off the Leash” by Nicholas Confessore
Segments of the Frontline video "The Persuaders"
SC 11 – The course includes supplemental
Segments of the video “An Unreasonable Man”
readings, including primary source materials (such
Chapters 5, 6, 9 Government By the People
as the Federalist Papers).
SC 2 – The course provides instruction
in Political Beliefs, Political Behaviors,
and Elections.
Timed Writing:
Students will answer the following free-response question:
The media impact the way citizens view government and politics. Furthermore in the past 20 years, changes
in the media have impacted government and politics.
a. Identify the public agenda.
b. Explain one way in which media coverage impacts the public agenda.
c. Identify two changes in the media that have occurred in the pat 20 years, and describe the impact of those
changes on the government and politics.
d. Predict how the media will change in the next 10 years and how this might affect the government and
politics.
Special Assignments:
Special Interest Groups: [SC 3]
Visit the AARP Web site. Using what you learn from the Web site, as well as what we’ll learn in this unit,
explain why the AARP is successful in both membership and lobbying. Your explanation should be several
thoughtful, well-written paragraphs.
Visit the Web sites of at least 10 interest groups. Create a chart shared with the class through Google docs
indicating: What are they doing? What are their key issues and tactics? Who are their members? How many
members do they have? How does this information correlate with what we have learned in this unit?
Interest Groups: [SC 3]
Team up with ONE or TWO classmates. Form an interest group. Prepare a presentation discussing:
 What issue(s) your group will promote
SC 3 – The course provides instruction
 How you would promote these issues
in Interest Groups.
 What strategies and tactics would you use?
 How would you attract members?
 How would you ensure the success of the group?
 Your completed project should include multiple types of media (commercial using iMovie, poster,
bumper sticker, radio ad, etc.)
SC 9 – The course provides students with
practice analyzing and interpreting data.
Political Parties: [SC 4] [SC 9]
Assign each student to research a recent House race, preferably a district that they have some
familiarity with, and look for information to answer the following questions:
 How much money did each candidate raise?
SC 4 – The course provides instruction
in Political Parties.
 What proportion of funds came from individual contributions?
 What were the occupations of individual contributors?
 What proportion of the district's population contributed to candidates in the House race?
 In what part of the district did most individual contributors live?
 What sorts of organizations provided funding? Were they related to the district?
 If there was an incumbent, how did the level and sources of contributions for challengers
compare with the incumbent's resources?
7
 Did the candidate with the most money win?
Students will share their findings with their classmates through a presentation (such as PowerPoint)
Students will play The Redistricting Game from the USC Annenberg Center.
Mass Media: [SC 5]
Have students create a 30-second issue advertisement using a technique called a storyboard.
Distribute and review the handout Storyboard Directions. Place students in groups and distribute the
handouts Issue Ad Storyboards. Groups should select one of the topics below, and create an issue
ad aimed at a particular government policy:
SC 5 – The course provides instruction
 Drilling for oil in the Alaskan National Wildlife Refuge
in Mass Media.
 School choice, vouchers
 Gun control
 Trade with China
 Deregulation (airlines, electricity, telecommunications)
 Smart Growth initiatives
Assign students to research a news event in which the political parties have “spun” the information to
suit its platform.
Discuss the events using the following questions:
-For any given event, is there a single truth about what happened and why? Or does it always
depend on who is telling the story?
-Could spin ever cross the line into deceit? Where would that line be drawn?
-How does the widespread use of talking points across an entire political party shape our political
system?
-Do you use spin when discussing events in your own life? If so, at whom is your spin usually
directed?
-If you were a politician, is there anything that you would consider to be off-limits to spin? Why or
why not?
Divide the class into groups, assigning each group to watch a different TV network evening news
broadcast for two weeks. On the basis of this observation, have each group list the top news stories
reported by their network. After the reports are filed, these questions are pertinent for combined
classroom discussion.
Are the network news priorities different or similar?
How did the networks differ in how they presented subjects other than the breaking news, things
such as special in-depth reports, on-going segments, etc.?
Are there any differences in how the network news programs treat the same subject?
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and lead a
class debate on the topic.
Unit 4:
Institutions of the National Government: The Congress, the
Presidency, the Bureaucracy, and the Federal Courts
Suggested Timeframe:
10 weeks
Subject/Topic Areas:
8
A. The major formal and informal institutional arrangements of power
B. Relationships among these four institutions and varying balances of power
C. Linkages between institutions and the following:
1. Public opinion and voters
2. Interest groups
3. Political parties
4. The media
5. State and local governments
Critical Vocabulary:
• Incumbents
• Casework
• Pork barrel
• Bicameral legislature
• House Rules Committee
• Filibuster
• Speaker of the House
• Majority leader
• Whips
• Minority leader
• Standing committees
• Joint committees
• Conference committees
• Select committees
• Legislative oversight
• Committee chairs
• Seniority system
• Caucus (congressional)
• Bill
• Lawmaking process
• Twenty-second
Amendment
• Impeachment
• Watergate
• Twenty-fifth
Amendment
• Cabinet
• National Security
Council
• Council of Economic
Advisers
• Office of Management
and Budget
• Veto
• Pocket veto
• Presidential coattails
• War Powers Resolution
• Legislative veto
• Crisis
• Role of Press Secretary
• Budget
• Deficit
• Expenditures
• Revenues
• Income tax
• Sixteenth Amendment
• Federal debt
• Tax expenditures
• Social Security Act
• Medicare
• Incrementalism
• Uncontrollable
expenditures
• Entitlements
• House Ways and Means
Committee
• Senate Finance Committee
• Congressional Budget
and Impoundment
Control Act of 1974
• Congressional Budget
Office
• Budget resolution
• Authorization bill
• Appropriations bill
• Continuing resolutions
• Bureaucracy
• Patronage
• Pendleton Civil Service
Act
• Civil service
• Merit principle
• Hatch Act
• Office of Personnel
Management
• GS rating
• Senior Executive
Service
9
• Independent regulatory
agency
• Government corporation
• Independent executive
agency
• Policy implementation
• Standard Operating
Procedures
• Administrative
discretion
• Regulation
• Deregulation
• Command-and-control
policy
• Incentive system
• Executive orders
• Iron triangles
• Issue networks
• Standing to sue
• Justiciable disputes
• Amicus curiae briefs
• Original jurisdiction
• Appellate jurisdiction
• District courts
• Courts of appeal
• Supreme Court
• Senatorial courtesy
• Solicitor general
• Opinion
• Stare decisis
• Precedents
• Original intent
• Judicial implementation
• Marbury v. Madison
• Judicial review
• United States v. Nixon
• Judicial restraint
• Judicial activism
SC 6
in In
All Students Will Know and Be Able To: [SC 6]
1. Outline the Constitutional duties of the House and Senate.
2. Describe the background characteristics and Constitutional requirements to be a member of
Congress.
3. Sketch the process by which a bill becomes a law.
4. Explain the importance of the committee system in the legislative process.
5. List the qualifications (formal and informal), powers and duties of the president as set forth in
the Constitution and explain how the president’s powers have expanded.
6. Explain why modern presidents are more likely to rely on the White House Staff than on the
cabinet for advice on policymaking.
7. Discuss the changes that are now occurring in the president’s role as a world leader.
8. Describe the special skills presidents need for crisis management.
9. Describe the basic types of organization that make up the American bureaucracy.
10. Assess the factors that contributed to the growth of bureaucracy and the difficulties in reducing
its size.
11. Describe the formal and informal processes of bureaucratic policymaking.
12. Explain how recent years have demonstrated the advantages and disadvantages of
deregulation.
13. Sketch the basic organization of the federal courts system.
14. Explain how the Supreme Court operates including jurisdiction, the selection and deliberation
of cases, judicial appointment, the significance of Supreme Court decisions, and the
importance of precedent.
15. Explain ways in which justices, particularly the Chief Justice, influence court decisions.
16. Explain why there is often divided government, and tell how it affects the president’s and
Congress’ ability to carry out their perceived mandates.
17. Explain why presidents often think they have inadequate control of the bureaucracy.
18. List the main reasons why policies fail at the level of implementation.
19. Explain the concept of judicial review and how it was established by various cases.
20. Describe the process of appointment to the federal judiciary.
21. List the important sources of legislative voting cues.
22. Explain the roles of various political actors in the process of legislation.
23. List the main assets and liabilities a president brings with him as he tries to translate his political
vision into public policy.
24. Identify the bureaucracy as the most frequent point of contact between the people and the
government.
Materials:
Federalist Papers 33-44
"The Congressional Front" (21 October 1939) by Senator Everett M. Dirksen
FDR’s address to Congress requesting a declaration of war, 1941.
Congressional War Resolution, 1941
President Johnson's Message to Congress August 5, 1964
Tonkin Gulf Resolution
“The New Magic Bullet: Bureaucratic Imagination” by Douglas Jehl
Annenberg video - The Modern Presidency: Tools of Power
“What Exactly is Judicial Activism? The Charges Made Against the President’s Judicial Nominees”
by John Dean
“Wanted: More Judicial Activism!” by James Huffman
Chapters 10-13 Government By the People
10
Timed Writing:
Students will write a response to the following prompts:
In the modern age, presidents often try to influence congressional decision-making by
a process known as “going public.” In your essay, answer the following:
(a) Define what is meant by “going public.”
(b) Discuss one reason that presidents might go public and identify one risk associated with the strategy.
(c) Define what is meant by “cross-pressured members” of Congress.
(d) Explain how the president might use such techniques as “photo ops” and pressure on “cross-pressured
members” of Congress to achieve his goals
The United States Congress and the President together have the power to enact federal law. Federal
bureaucratic agencies have the responsibility to execute federal law. However, in the carrying out of these
laws, federal agencies have policy-making discretion.
(a) Explain two reasons why Congress gives federal agencies policy-making discretion in executing federal
laws.
(b) Choose one of the bureaucratic agencies listed below. Identify the policy area over which it exercises
policy-making discretion AND give one specific example of how it exercises that discretion.
Environmental Protection Agency (EPA)
Federal Communications Commission (FCC)
Federal Reserve Board
(c) Describe two ways in which Congress ensures that federal agencies follow legislative intent.
SC 6 – The course provides instruction
in Institutions of National Government.
Special Assignments:
Congress [SC 6]
You will have the opportunity to research a particular senator and write a bill. You also will select party leaders
and learn to strategize in a party caucus. Students will work in a committee, practice reciprocity, and conduct
mark-up negotiations. You will learn the basics of the procedures and special Senate rules. Legislative lingo
will also be introduced. You will participate in a mock Senate activity where they will assume the identity of
their researched senator and use persuasive skills to pass their bill. You will also formally oppose one bill
during floor debate. Finally, they will participate in one filibuster, invoke cloture, and attempt a discharge
petition.
Step 1: Students will select and research a senator of their choice.
Step 2: Students will create a senator nametag with a photo that will be on their desks for all sessions.
Step 3: Students should complete a report about their particular senator using the Senator Report as a guide.
Step 4: Students will select an area of interest or topic as the first step in writing their bill.
Step 5: Students will pick one problem or issue from their general area of interest on which they want their
legislation to focus.
Step 6: Students will use the checklist listed on the Writing the Bill handout to see if their issue qualifies.
Step 7: Students will evaluate their issue and decide if the problem really exists. They should consider
possible solutions to achieve their goal.
Step 8: Students will determine the type of legislation and begin drafting their bill using the guidelines provided
on the Writing the Bill handout. All bills will be titled, numbered, and published in an official docket. Marked-up
dockets will be turned in at the end of the session.
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Step 9: Students will follow the procedural rule and special Senate rules. They will study and learn the
legislative lingo.
Step 10: Student will assume the identity of their researched senator while participating in a mock Senate
activity and use persuasive skills to pass their bill. They will draft and deliver a formal sponsoring speech.
Step 11: Students will formally oppose one bill during floor debate. They will draft and deliver a formal
opposition speech.
Students to select a committee from the list provided on the House website or the Senate website
and conduct research on their selected committee.
After researching their selected committee, have students complete the following tasks:
1. Committee Name:
2. Who is the Chair of the committee, and briefly describe why you believe this person is qualified to
be chair of the committee?
3. Briefly explain the variety of issues the committee examines. Give at least 3 examples, providing
enough detail so that you get a healthy idea about what are some of the issues and areas the
committee oversees.
4. Pursue the variety of links within the committee page that will help you understand what the
committee has accomplished. Make sure to provide at least two specific examples of committee
accomplishments (preferably from this session of Congress; if not, highlight “big” and important
accomplishments you find mentioned). [SC 10]
SC 10 – The course provides with
practice analyzing information relevant to
US government and politics.
The Presidency [SC 6]
Students will devise a systematic, analytical method to compare past presidents with current or
potential future presidents, and to determine their own research-based ranking system.
Students will hold a debate on the issue of term limits.
SC 6 – The course provides instruction
in Institutions of National Government.
The Federal Courts [SC 6]
Students will analyze the issue of “judicial activism” by reading the following articles:
 What Exactly Is Judicial Activism? The Charges Made Against the President's Judicial
Nominees
 Wanted: More Judicial Activism!
Students will then find a current event that illustrates the issue and write a reaction paper.
Students will examine the role of precedent in Supreme Court decisions -- why precedents are
usually followed and what justices take into consideration when they overturn precedents. Students
will analyze the case of Dickerson v. United States (2000), which most Court watchers predicted
Chief Justice William Rehnquist would use to overturn the precedents established in Miranda v.
Arizona (1966). Finally, students will trace the Miranda decision to Yarborough v. Alvarado (2004), a
case that answered the question of whether juveniles are entitled to special procedures for Miranda
warnings.
Students will assume the roles of the Supreme Court justices and lawyers from both sides. A case
will be argued in front of “the Court” and “the Court” will rule. The students will then hear how the
Supreme Court actually ruled. Hold class discussion on how the Court conducts its business, and
writing an amicus brief and filling out the lawyers’ graphic organizer with the points to be made in the
case. The teacher will draw
names for the students who will portray the Supreme Court justices and the lawyers. The lawyers
meet to read the amicus curiae briefs that go with the case, and discuss how they are going to argue
the case. The Supreme Court justices read the amicus curiae briefs, use their iPads
to do research on their justice, and fill out the Justice Profile Worksheet.
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The justices will introduce whom they are portraying by reading their justice’s profile and/or making a
PowerPoint presentation. The lawyers
Will present oral arguments for a maximum of 10 minutes. The justices meet and discuss the case
with the rest of the class listening to their discussion. The Constitution must be the basis for all
rulings from the Supreme Court. The justices rule on the case. The actual case will then be revealed
and the Court’s ruling is read. The class
SC 10 – The course provides with
will discuss how the Court’s view might change with new justices. [SC 10] practice analyzing information relevant to
US government and politics.
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and lead a
class debate on the topic.
Unit 5:
Public Policy
SC 7 – The course provides instruction
in Public Policy Areas.
Suggested Timeframe: 3 weeks
Subject/Topic Areas: [SC 7]
A. Policy making in the federal system
B. The formulation of policy agenda
C. The role of institutions in the enactment of policy
D. The role of the bureaucracy and the courts in policy implementation and
interpretation
E. The linkages between policy processes and the following:
1. political institutions and federalism
2. political parties
3. interest groups
4. public opinion
5. elections
6. policy networks
Critical Vocabulary:
 Affordable Care Act
 Appropriation
 Authorization
 Budget deficit
 Clean Air Act of 1990
 Clean Water Act of
1972
 Consumer Price
Index
 Endangered Species
Act
 Environmental Impact
Statement
 Federal Reserve
System
 Fiscal policy
 Fiscal year
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Full employment
Inflation
Keynesian economics
Kyoto protocol
Loopholes
Medicaid
Medicare
Monetary policy
Office of Management
and Budget (OMB)
Progressive tax
Regressive tax
Social Security
Supply-side
economics
Unemployment
Attentive public
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Bush Doctrine
Cold War
Containment
Defense policy
Détente
Diplomacy
Economic aid
Foreign policy
process
Intelligence
community
Isolationism
Military-industrial
complex
Monroe Doctrine
Moral idealism
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National security
policy
Negative constituents
Nuclear proliferation
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Political realism
Strategic Arms
Limitation Treaty
Technical assistance

Truman Doctrine
All Students Will Know and Be Able To:
1. Explain the relationships between politics and the economy.
2. Describe the instruments and programs that policymakers use to affect the state of the economy.
3. Explain the obstacles to controlling the economy.
4. Discuss the major issues and policy directions that have been pursued in the areas of business,
consumer, and labor policy.
5. Summarize the debate over social welfare policy in the United States and explain why it is so
controversial.
6. Discuss the nature of wealth and poverty and how public policy affects income in the United
States.
7. Explain the evolution of social welfare programs in the United States.
8. Summarize the nature of health care and health care policy in the United States.
9. Discuss the issues surrounding the environment and the programs and policies to deal with them.
10. Understand the relationship between health and environmental policy and democracy and the
scope of government.
11. Identify the many actors involved in making and shaping American foreign policy and discuss the
roles they play.
12. Summarize how American foreign policy has changed since the nation’s founding.
13. Discuss the politics of defense policy.
14. Understand the role of foreign and defense policymaking in a democracy and how foreign and
defense policy affects the scope of government.
Materials:
Selections from series “Earth Days” from PBS
“Open and Operating” video
“Learning Lessons Learned by Kennedy” by Timothy Naftali
introduction to the Miller Center white paper: “The Right to Health Care and The Role of Government
in Health Policy” and accompanying video segments
SC 13 – The course requires students to
Chapters 16-18 Government By the People
answer analytical and interpretive free
response questions on a frequent basis.
Timed Writing: [SC 13]
Fiscal policy and monetary policy are two tools used by the federal government to influence the
United States economy. The executive and legislative branches share the responsibility of setting
fiscal policy. The Federal Reserve Board has the primary role of setting monetary policy.
(a) Define fiscal policy.
(b) Describe one significant way the executive branch influences fiscal policy.
(c) Describe one significant way the legislative branch influences fiscal policy.
(d) Define monetary policy.
(e) Explain two reasons why the Federal Reserve Board is given independence in establishing
monetary policy.
Special Assignments:
Public Policy [SC 7]
Students will act as if they have been hired as a foreign policy consultant to the President. Working
as a team they will provide a presentation on a post-Bay of Pigs example of United States’
intervention in foreign affairs including, but not limited to, the following:
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–1964 Vietnam
–1965 Dominican Republic
–1973 Chile
–1981 Nicaragua
–1983 Grenada
–1986 Libya
–1989 Panama
–1991 Iraq
–1992 Somalia
–1994 Haiti
–1994 Bosnia
–1998 Afghanistan and Sudan
–2001 Afghanistan
SC 7 – The course provides instruction
in Public Policy and Public Policy
Areas.
Each group is responsible for researching its assigned case of intervention, using the following
questions as guidelines:
–What goals or priorities of that administration prompted the intervention?
–Under what auspices, or with whom, did the U.S. carry out the intervention?
–What were some of the major historical events of the country prior to the intervention (at least one
decade beforehand)?
–How long did the U.S. intervention last? What occurred in that time (number of casualties on both
sides)?
–What were the immediate results of the intervention?
–How did it (has it) impacted the region?
–What is the country’s current status? What is its leadership? What is its relationship with the United
States?
After research is complete, students will create and present information covering the basic facts and
the motivation for the intervention. Students will provide a summary of the lessons that should have
been learned from our nation’s experience in this intervention.
Students will investigate and make presentations on programs whose financing may be cut in the
federal budget. They then discuss and vote on whether these programs should be cut or maintained.
The students will go to the National Budget Simulation (Short Version),
(www.budgetsim.org/nbs/shortbudget02.html) and create a budget.
Students will summarize the following laws and agencies created between the years of 1969 and
1976:
 Resource Conservation and Recovery Act
 Clean Water Act
 National Environmental Policy Act Safe Drinking Water Act
 Occupational Health and Safety Administration Clean Air Act
 Resource Conservation and Recovery Act
 Endangered Species Act
 Federal Insecticide, Fungicide, and Rodenticide Act Toxic Substances Control Act
 Marine Protection, Research and Sanctuaries Act
 Environmental Protection Agency
Students will examine the key compromises made by the Obama administration, health industry
lobbyists and members of Congress to create the Affordable Care Act. Students will analyze these
compromises and evaluate whether the Obama administration should have accepted them. Students
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will review key proposals from two powerful health industry lobbyist groups. The goal is to show
students the discussions between constituent groups and government leaders to create legislation
that appeals to some, appeases others and minimizes opposition. In the end, the process doesn’t
always go as planned. Use the PBS documentary, FRONTLINE: Obama’s Deal
Teacher will list and briefly explain four competing economic theories (Keynesian, Friedman’s
Monetarism, Galbraith’s perspective, and supply-side). Student groups will be assigned to research
times when parts of these theories were put into action. The students must analyze the pros and
cons of each approach. In addition, they must comment on the political obstacles involved in
implementing these theories.
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and lead a
class debate on the topic.
Unit 6: Civil Rights and Civil Liberties
Suggested Timeframe:
SC 8 – The course provides instruction
in Civil Rights and Civil Liberties.
3 weeks
Subject/Topic Areas: [SC 8]
A. The development of civil liberties and civil rights by judicial
Interpretation
B. Knowledge of substantive rights and liberties
C. The impact of the Fourteenth Amendment on the constitutional
Development of rights and liberties
Critical Vocabulary:
 Affirmative action
 Americans with
Disabilities Act
 Brown v. Board of
Education
 Busing
 Civil disobedience
 Civil rights
 Civil Rights Act of
1964
 De facto segregation
 De jure segregation
 Defense of Marriage
Act
 Equal Pay Act
 Equal Rights
Amendment
 Fifteenth Amendment
 Fourteenth
Amendment
 Grandfather clause
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Gratz v. Bollinger
Grutter v. Bollinger
NAACP
Nineteenth
Amendment
Plessy v. Ferguson
Poll tax
Regents of University
of California v. Bakke
Sexual harassment
Swann v. CharlotteMecklenburg Board of
Education
Suffrage
Thirteenth
Amendment
Title IX
Voting Rights Act of
1965
White primary
Brandenburg v. Ohio
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Civil liberties
Engle v. Vitale
Establishment clause
Exclusionary rule
Free exercise clause
Furman v. Georgia
Gag order
Gideon v. Wainwright
Gitlow v. New York
Griswold v.
Connecticut
Hamdan v. Rumsfeld
Hazlewood v.
Kuhlmeir
Lemon v. Kurtzman
Libel
Mapp v. Ohio
Miller v. California
Miranda v. Arizona
Near v. Minnesota
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New York Times v.
United States
Oregon v. Smith
Planned Parenthood
v. Casey
Prior restraint
Roe v. Wade
Schenk v. United
States
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School vouchers
Slander
Texas v. Johnson
Tinker v. Des Moines
Webster v.
Reproductive Health
Services
USA-Patriot Act
SC 8 – The course provides instruction
All Students Will Know and Be Able To: [SC 8]
in Civil Rights and Civil Liberties.
1. Identify substantive rights and liberties.
2. Trace and analyze the development of civil liberties and civil rights resulting from
legislative enactment.
3. Trace the development of civil liberties and civil rights resulting from judicial
Interpretation with reference to:
(a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
4. Apply and evaluate the impact of the Fourteenth Amendment on the constitutional
development of rights and liberties.
Materials:
SCOTUS cases such as Gideon v. Wainright
Segments from Sunnylands Seminars (2009) video
Segments from PBS series “The Supreme Court”
“10 Supreme Court Cases Every Teen Should Know” by Tom Jacobs
14th Amendment
JFK Address on Civil Rights (6/11/63)
Online NewsHour “Special Report: The Battle Over Same-Sex Marriage”
Civil Rights Act of 1964 and 1968
24th Amendment
The Voting Rights Act of 1965
The Fair Housing Act
“Justices Say Law on Sex Bias Guards Against Retaliation, Too.” By Linda Greenhouse
Chapters 16-18 Government By the People
SC 13 – The course requires students to
answer analytical and interpretive free
response questions on a frequent basis.
Timed Writing: [SC 13]
1. List several eras in which U.S. governments have enacted laws aimed at taking away the
civil liberties of certain Americans. Are these eras always associated with war? Discuss
whether the government is usually the friend or the enemy of free expression.
2. Summarize the history of the incorporation process. Do you believe that the process is
complete today, or can you imagine it going further in the future?
3. What competing claims has the Supreme Court typically weighed in dealing with obscenity
cases? Why do you believe that it has had such difficulty in arriving at lasting standards?
4. What are the ambiguities in the Establishment Clause on religion, and what problems have
these created for the courts over the years?
5. Explain the two ways that citizens can be protected from unreasonable searches and
seizures. What are the advantages and disadvantages of each approach?
Special Assignments:
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You must first review key events in the history of affirmative action.
Then you will research key points in the debate over whether affirmative action should
continue to focus on race.
Next you will deliberate in a "fishbowl" activity exploring different aspects of the issue.
During the activity you will be discussing the following questions:
1. Has race-based affirmative action achieved its goals of redressing past discrimination to
improve minorities' economic and educational opportunities? Explain.
2. Race-based affirmative action promotes diversity, but does it promote equality of
opportunity? If so, how? If not, explain why it should or shouldn't be continued.
3. Explain what you think will be the effect of the elimination of race-based affirmative action
programs.
4. Is class-based affirmative action a better way to address the needs of the disadvantaged?
Explain.
5. Is the question of race-based versus class-based affirmative action and "either/or"
proposition? Can both be used or is one policy better than the other? [SC 8]
Then finally you will state your opinion in a call for action.
SC 8 – The course provides instruction
in Civil Rights and Civil Liberties.
Students will create, conduct, and document the results of a survey related to the USA
PATRIOT Act and the controversies surrounding the legislation. Students will develop survey
questions, formulate a plan for conducting the survey, be provided with guidelines for
calculating survey results, use technology* to document survey findings, and be provided with
public forums to present survey results to their peers/community.
Have the students read the background information and the NewsHour Extra article on the
Defense of Marriage Act.
Then have the students examine the 14th Amendment in order to answer the following
questions:
 The 14th Amendment does not directly concern marriage. How, then, could it be
interpreted as guaranteeing the right to marry?
 In what ways could this amendment actually preserve marriage as being only between
a man and a woman? In other words, how could it be used to support both sides of the
issue?
 How could the 14th Amendment be used to protect other civil liberties? Does it imply
protection for the rights of children? For convicted criminals?
Discuss the responses as a class.
Students will form groups that will analyze scenarios related to Title IX issues. Allow each
group to discuss the scenario and answer the questions about whom they side with in the
dispute. Then come together as a class and share thoughts and common or differing opinions
about the scenarios.
After discussing the scenarios, students should think about and discuss the following
questions:
Is it just for a person to be removed from a position (player or coach) because she or he is
complaining about gender discrimination?
What would you have done if you were the people in the scenarios?
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Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and
lead a class debate on the topic.
Unit 7:
Post AP Exam Film Analysis Project
Suggested Timeframe:
5-6 weeks
Subject/Topic Areas:
NA
Critical Vocabulary
NA
All Students Will Know and Be Able To:
Analyze films, both dramas and documentaries, to identify the sources of bias and
misinformation they may contain
Materials:
Timed Writing:
Students will write an in class essay comparing three of the films analyzed during the unit.
Special Assignments:
You and your team members (group size will depend on class size) will choose a film (either
dramatized historic account or documentary) related to US Government and Politics to
present and teach to the rest of the class.
You will be given a choice of films to present or you can suggest one for approval by the
teacher. You must research the accuracy of the film and highlight the particular point of view
it represents.
You must create discussion questions and activities related to the chosen film.
You will then guide the rest of the class through these questions and activities as we watch
the film.
You will be graded on how well prepared you are to lead the discussion. In addition, the
quality of your activities will be objectively evaluated.
Students will research a current event related to US government and politics. As part of the
assignment students will fill out an analysis form, present their information to the class, and
lead a class debate on the topic.
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