AP Government and Politics
William B. Brooks
Blogging Rubric
*Please note: If your comment is inappropriate for class, it is not appropriate to post it on the blog.
Adapted from Timothy Johnson, Drake University
Frequency
To earn an “A”
At least one post per
week, plus one quality
comment per week.
To earn a “B”
To choose to fail
Inconsistent and/or
sporadic posting.
Fail to post or comment
Student clearly
Student references the
demonstrates that s/he is readings in a factual sense,
reading the text and is
but more of a book report
incorporating context and
approach; little or no
application into posts.
application.
Inconsistent or minimal
references to the reading
with little or not
application when
referenced.
No references to the
reading.
Class Content
Student references
classroom discussion and
exercises.
Student references
classroom activity but
with inconsistent depth.
Rare or only passing
references to classroom
exercises and discussions.
No reference to class
activity.
Research application
Student demonstrates an
ability to integrate current
research with concepts
discussed in class and in
readings.
Some connections to
current research. Some
references are incomplete
or lacking depth.
Information presented
strictly from readings or
class activities, rather than
current research.
No research application
provided; posts lack
relevance to course
material.
Links & Other Considerations
Links to other sites
included.
Links to other sites are
inconsistent.
Information is strictly
text-based with no links to
other sites.
*Inappropriate, offensive
or overly personal
comments posted.
Readings
One post OR one
comment per week.
To pass
Assessing Discussion in AP
Government and Politics
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+ Marks in the discussion will earn you positive participation points. – Marks will subtract from your
discussion score.  Marks earned can help bring you back from negative points but they will not advance
you beyond a C level on the discussion.
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How can I earn marks?
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Make a contribution that introduces a new idea and advances the discussion.
Make a contribution that challenges a previously introduces idea.
Make a contribution that makes a connection to another student’s idea.
Make a contribution that relates to content from a previous or future unit.
Make a contribution that shows a cause effect relationship.
Make a contribution that relates content to one of the APUSH themes.
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Make a contribution that restates a concept that has already been stated by another student. (agreeing
with or restating)
Make a contribution that lacks analysis or elaboration.
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Make a contribution that detracts from the discussion.
Make a contribution that is inappropriate for class.
Make a contribution that is personally hurtful to another student.
Make no contribution.
5 Hardest Topics To Learn
1. Budget Making Process
• -Key Topics to Include
• A. OMB B. CBO
• C. Fiscal (Ways and Means)-slower and more
political v. Monetary Policy (Fed Reserve)quicker and less political
• D. Entitlement/Mandatory/Nondiscretionary
Spending
2. Campaign Finance Reform
• -Key Topics
• A. Hard Money v. Soft Money
• B. Independent Expenditures/527s/501c3s
• C. BCRA 2002/McCain Feingold
3. Selective Incorporation
• -Key Topics
• A. 14th Amendment
• B. Due Process/Equal Protection
• C. Gitlow
• D. Slow and arduous process
4. Bureaucracy/Iron Triangle
• -Key Topics
• A. Issue Networks v. Iron Triangle
• B. Key Players – Diagram
• C. Independent Agencies
• D. Appointments
5. Federalism
• Key Topics
• Sharing of Powers
• Original Conception- Layer vs. Marble Cake
• Layer Cake examples from current states (i.e.
Time zones, Fireworks, Speed limits)
• Marble Cake Examples- Mandates, Grants in aid,
conditions of aid
• Devolution/10th amendment reserved powers
• Care to not confuse with Divided Government
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Multiple Choice Suggestions
Remind students before the multiple choice exam portion (60 questions for 45 minutes) that they should be
thinking about relationships among actors and institutions.
Preparing Students to Take the Multiple Choice Section
1. Remind students to read the exam questions very carefully and analytically. They should identify
topics/issues of the question and think carefully about the meaning of technical terms in the question. Once
again, vocabulary will be key to succeeding in the multiple choice section.
2. Remind students that they only have 45 minutes for 60 questions. They should not dwell upon one
question. If they don’t know the answer, they should move on and come back to it after they have answered
all the questions.
3. Most questions, if not all questions, will have two appropriate answers. However, it is the student’s job to
pick the ONE answer that is MOST applicable. Students should be leery of absolutes and also try to
understand at a deeper level what the question is asking.
4. If the student has additional time at the end of the exam, he/she should carefully look over their
responses.
5. There are 60 questions in the multiple-choice section. Unlike other multiple-choice tests, random guessing
can hurt your final score. While you don't lose anything for leaving a question blank. Also, there is no points
off for incorrect or unanswered questions. Raw scores are computed based on correct answers. So there is no
penalty for guessing… New change for the 2011 year.
Understanding FRQ’s
Skills vs. Content
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Skills Components:
FRQ Writing Skills
Mastering the Multiple Choice Question
Building College Level Reading Skills
Learning to Synthesize information
Deciphering non linguistic data (political cartoons, graphs, charts)
Diversity of Strategies
Content Components:
Essentials of the course in terms of curriculum
Pacing
Sequencing
Hardest chapters/concepts to teach
Snippets in the curriculum
Primary sources to integrate