ADVANCED PLACEMENT UNITED STATES GOVERNMENT AND POLITICS
2012-2013
COURSE DESCRIPTION
The advanced placement course in Unites States Government and Politics is designed to
provide students an analytic perspective on government and politics in the United States.
It involves both the study of broad concepts used to analyze and interpret U.S. politics
through examination of specific case studies. In this course, students will realize that it is
not enough to know who the people are who govern. Students will know that there is a
difference between the people actually selected to govern. They will know how
differences in philosophy, party, personality, and ideology affect the country. It also
requires the familiarity with the various institutions, groups, beliefs, and ideas that
constitute U.S. political reality. This course will allow students to develop the skills
necessary to arrive at conclusions and defend arguments using informed judgment.
Students will be able to present oral and written ideas clearly and persuasively. The AP
course is taught by college format, emphasizing lectures, discussions, essay/multiple
choice/identification examinations, position papers, research papers and cooperative
learning activities. It is a one-semester course in an 80-minute block schedule. Individual
and group presentations will be required. Students are expected to participate in class
discussions, simulations and debates.
APPROACH
The AP course is designed to demonstrate to students how our government institutions
and political processes help explain why some policies and not others are adopted. They
will clearly see the effects of the media and interest groups on U.S. governmental
institutions. We will be investigating the politics of public policy making as well as what
is distinctive about our government. This one semester survey course will utilize a
textbook and supplementary readings to provide a challenging and diversified course of
study.
Basic Text:
Wilson, James Q. and Dilulio, John J., Jr. American Government. 12th edition. Boston:
Houghton Mifflin, 2011.
Supplementary materials:
Lasser, William. Perspectives on American Politics. 5th ed. Boston: Houghton Mifflin,
2008.
Selected Newspaper and Magazine Articles.
SPECFIC REQUIREMENTS
Text readings – students are expected to complete textbook reading assignments
corresponding to the topic in the unit outline. Reading progress will be checked by
student participation in all class activities as well as weekly and/or pop quizzes.
Class Participation- Each student is expected to take an active part in the learning process
by contributing knowledge and opinions gained through the text and outside reading.
Students will be expected to read newspaper and magazine articles on a regular basis as
well as watch the news. Class participation grade: Each student will begin each quarter
with a certain number of class participation points. Each student is responsible to retain
these points. However, students can lose these points if they participate in class in a
negative manner. Some examples of negative participation are sleeping in class,
excessive talking, using a cell phone/texting, being disrespectful to other students and/or
the teacher, refusal to follow directions, and cheating. Since each student can participate
in class in many ways, there are several ways to retain these points. Some students may
be very vocal and like discussions and debates but other students may like individual
projects that involve being more creative. Since this is quite common, the class
participation grade is not just a grade contingent on being a vocal student. It is a grade
based on activity and participation that can be measured in many ways. In the first
quarter each student starts with 175 class participation points and in the second quarter
each student starts with 275 points. When a student is participating negatively in the first
quarter, the student will lose 15 points per incident. However, when a student
participates negatively in the second quarter they will lose 35 points per infraction. Once
class participation points are lost the student cannot regain them.
Absenteeism: Every student should make a constant effort to be in class as much as
possible. If any student is absent for 10 class periods in political science class
(excused or unexcused) or more during a quarter, the student’s grade will be
lowered by 10 percentage points. Vacation, class trips, a job, and school activities are
included in the absence total. Obviously, if a student is absent for an extended period of
time due to extenuating circumstances, such as health problems, this rule does not apply.
These points will be deducted from the student’s class participation grade.
Quizzes – there will be announced quizzes per marking period. Pop quizzes will be given
at any time throughout the course.
Tests- there will be several tests per marking period. Tests will be given on Wednesdays.
A mid-term will be given. The final exam will be a project. Students will have a
culminating group project that will begin in the 2nd quarter and it will count as the
student’s final exam grade.
Supplementary Readings – each student will be required to read articles each week.
Summaries will be required. Lasser readings are due each Thursday. Quizzes or
discussions should be expected.
Essay writing- in addition to the article presentations, one formal essay will be due each
week. Expect a research paper. When writing these do not be too vague or short but also
do not make the essay too long. Usually a page to a page and a half is a good length.
Each essay is worth 20 points each. Grammar is included in the grading of the essays so
please proofread. Answer the question directly as this is what will be needed for the AP
governmet exam. Essays are due each Friday unless otherwise noted.
Township meeting- each student will need to attend one township meeting by Friday
October 5. Students will need a copy of the agenda for the meeting. Summarize and
give your opinion/impression of the meeting. Also, answer the following questions:
What was the most productive part of the meeting? What was the least productive part of
the meeting? Was there a part of the meeting in which you learned, heard, or saw
something that surprised you? Is there anything you did not understand during the
meeting? Do all of these in chart format. Worth 80 points. Do not wait to do this
assignment as sometimes meetings are cancelled and/or postponed.
Lateness Policy- students are expected to turn in all work on time. Points will be
deducted if assignments are not handed in on time.
EXTRA HELP AND INDIVIDUAL CONFERENCES
Students are welcome and encouraged to come for extra help. An individual conference
will be held with each student at the end of the marking period. Once a week during the
six-day cycle, students will be expected to meet with the instructor during the
Enhancement period for individualized instruction and tutorial.
GRADING SYSTEM
My grading system is based on the total accumulation of points per quarter. Major tests
will be worth from 100 to 170 points, article summaries 10 points, and short papers 100
to 300 points. My grade book is always available (students can check their grades online
at any time). Grades will also be given for other types of activities that are completed in
the classroom during the marking period. Essays will be worth 20 points.
Press Conferences
Students will be assigned a person (historical or currently alive) who they will report on
this person to the class. Students will do this twice in the semester. There will also be
quizzes on the people presented during the class.
ADVANCED PLACEMENT TEST
All students are expected to take the test. However, it is not required that any particular
student has to take the AP exam. Many colleges will grant up to six credits for a
successful performance on this test. Please check with your college to see if they will
accept the AP Government scores for credit.
CURRENT EVENTS
Students are expected to read a variety of news sources for daily participation in this
area. Although watching the news and looking on the internet is a start, reading political
sources will be required. Discussions will take place daily and there will be weekly
quizzes on Fridays. Students should take notes on the discussions. If you are absent
during the week it is your responsibility to get the notes you missed.
Using Graphs, Maps, Charts, and Political Cartoons
Students are tested on their understanding of quantitative and visually presented
information (maps, graphs, political cartoons) at regular intervals during the semester.
These will appear on in class assignments, quizzes or tests.
COURSE SYLLABUS FOR A.P. AMERICAN GOVERNMENT
WEEK ONE Sept 4-7
A. Review policies and procedures for class.
B. Read Chapter One in text. (The Study of American Government)
C. Essay: “Given the definitions of representative democracy, which of the four theories
of elitist politics resemble representative democracy in this country the most?”
Key Terms/Concepts from Chapter One:
Power, authority, legitimacy, democracy, democratic centralism, direct or participatory
democracy, representative democracy, elite, Marxists, bureaucrats, pluralist, and 4
theories of who governs. How is power distributed in a democracy?
WEEK TWO Sept 10-14
A. Read and study Chapter Two in text. (The Constitution)
B. Essay: If Congress was going to introduce a bill which would add another principle to
the Constitution what principle should be added? Why?
C. Read Chapter One in Lasser. Special emphasis will be placed on 1.1-Federalist No.10,
1.2 Federalist No.47 and 1.4 Federalist No. 51. Also, read 1.6 Second Thoughts on the
Second Amendment .
D. Current events paper will be distributed. It will be an 8 to 10 page paper
Proper notations, works cited page and a bibliography are required. You will need
to collect a total of 15 sources (see packet). Due Date is November 14.
Key Terms/Concepts from Chapter Two:
Articles of Confederation, Constitutional Convention, Shay’s Rebellion, judicial review,
federalism, checks and balances, separation of powers, faction, Federalists,
Antifederalists, Federalist papers, coalition, writ of habeas corpus, bill of attainder, ex
post facto, bill of rights, amendments, line item veto. Were women left out of the
Constitution? What are the ways to amend the Constitution? What are the modern views
of Constitutional reform? Why did the founders fail to address the question of slavery?
What view of human nature is embodied in the Constitution? Has the system of separate
institutions sharing powers through checks and balance and separation of powers worked
the way the Framers envisioned it would? Should the line item veto be extended to the
current and future Presidents?
WEEK THREE Sept 17-21
A.Read and study Chapter Three in text. (Federalism)
B. Read Chapter Two in Lasser.
C. Essay: Was Hurricane Katrina a failure in federalism, leadership, and/or a failure in
both areas? Explain.
D. Test on Chapters 1 & 2
Key Terms/Concepts from Chapter Three:
Devolution, block grants, federalism, unitary system, confederation, federal system,
elastic clause, nullification, dual federalism, Dillon’s rule, home-rule charter, ordinances,
counties, special-district governments, school districts, police power, initiative,
referendum, recall, grants-in-aid, categorical grants, revenue sharing, conditions of aid,
mandates, second and third order devolution, McCulloch v. Maryland. Where is
sovereignty located in the American political system? How is power divided between
the national government and the states under the Constitution? How has America’s
federal system changed since the first days of the Republic? Is dual federalism a friend
or foe of liberty, equality, political participation, and policy innovation? Why has there
been a slowdown in “free money?”
WEEK FOUR
Sept 24-28
A. Read and study Chapter Four in text. (American Political Culture)
B. Essay: Pick one event in history (recent or in the distant past) which led people of the
U.S. to distrust their government. This event cannot be an event highlighted in a class
lecture. Why did this event lead U.S. citizens to distrust their government? What effect
did this event have on the U.S. people and/or the U.S. government? Explain.
C. Read Chapter 5 in Lasser. 5.1 Democracy in America, 5.2 One Nation, Slight
Divisible,
Key Terms/Concepts from Chapter Four:
Political culture, political subculture, political ideology, civic duty, civic competence,
work ethic, class consciousness, orthodox, progressive, political efficacy, internal
efficacy, external efficacy. Is there a culture war? What distinctive set of beliefs is
fundamental to how Americans, past and present, think about politics and government?
How has American political culture changed over the past hundred years, and how does it
differ from the political cultures of other democratic nations? How much do Americans
really believe in civil liberty and political toleration? To what extent have Americans
come to mistrust government, and what difference does it make? What is the role of
religion in politics?
WEEK FIVE Oct 1-5
A. Read and study Chapters Seven and Eight in text. (Public opinion/Political
Participation)
B. Essay: Is Pennsylvania’s new Voter Id law constitutional or not? Why? Explain.
C.Read 5.4 Polling and Democracy, and 5.5 The Other War Room.
in Lasser..
D.Test on Chapters 3 & 4
E. Remember, your paper is due soon. Keep working on it!!
Key Terms/Concepts of Chapter 7: (Public Opinion)
John Q. Public, Middle America, silent majority, social status, religious tradition, gender
gap, poll, random sample, sampling error, liberal, conservative, political ideology,
libertarians, populists, political elite, norm. According to the Framers of the Constitution,
what, if any, part should public opinion play in America’s representative democracy?
How if at all, does public opinion in America today vary by race, religion, region, and
other differences? What is political ideology, and to what extent are ideological
differences reflected in political behavior? How responsive is contemporary American
government to the opinion of persistent popular majorities, and to what extent do political
elites shape how average citizens debate and decide policy issues? What is the political
spectrum?
Key Terms/Concepts for Chapter 8: (Political Participation)
Voting age population, reregistered voters, motor-voter law, literacy test, poll tax,
grandfather clause, white primary, Australian ballot, activists. Who votes, who doesn’t,
and why? What role did the Framers of the Constitution believe average citizens should
play in America ’s representative democracy? Why do some people participate in
politics at higher rates than others? How, if at all, do differences in political participation
affect what government actually does?
WEEK SIX Oct 8-12
A. Read and study Chapter Nine in text. (Political Parties)
B.Essay: Does the two party system currently serve the citizens of the U.S. effectively or
should the country move to a multiparty system? Why or why not? Explain.
C.. Read 6.1 The Scope and Bias of the Pressure System, 6.3 Potholes on K Street, and
6.4 High Tech Learns to Play the Washington Game in Lasser
Key Terms/Concepts for Chapter 9:
Political party, mugwumps, half-breeds, national convention, national committee, today’s
party leaders, congressional campaign committee, national chairman, superdelegates,
political machine, Boss Tweed and Tammany Hall, ideological party, solidary incentives,
sponsored party, personal following, two-party system, plurality system, caucus. What
did the Founding Fathers believe about political parties? How has America’s two party
systems changed over the past century and a half? How does it differ today from the
party systems of other representative democracies? To what extent has the decline of
mass attachment to the two major parties affected how Americans vote? Is the future of
the two-party system increasingly shaky or virtually ensured?
WEEK SEVEN Oct 15-19
A. Read and study Chapter Ten (Elections and Campaigns) and Chapter Eleven in text
(Interest Groups)
B.Essay: Should interest groups and lobbyist groups be banned from making campaign
contributions to local, state, and national candidates? Why or Why not.? Explain.
C. Read Chapter 8 in Lasser
E. Test on Chapter7, 8, &9
F. Media Reports due Monday October 22
Key Terms/Concepts for Chapter 10:
Incumbent, coattails, political action committee, position issue, general election, primary
election, closed primary, open primary, blanket primary, runoff primary, presidential
primary, valence issue, soft money, prospective voting, retrospective voting, critical or
realigning elections, split ticket, straight ticket, office-bloc ballot, party column ballot,
2002 Bi Partisan Campaign Reform Act. How have primaries and general elections
changed over the last century and a half? What matters most in deciding who wins
presidential and congressional elections? What are valence issues, and why do average
citizens tend to vote retrospectively? Do elections really make a difference in what laws
get passed?
Key Terms/Concepts for Chapter 11:
Lobby, lobbyist, interest groups, incentive, solidary incentive, material incentive,
purposive incentive, ideological interest groups, public-interest lobby, foundations,
PIRGs, social movement, political cue, ratings, 527s. Why do people join interest
groups? Why and how do interest groups differ in their tactics? With so many interest
groups active, has America succeeded in “curing the mischiefs of faction”? Are there
any ways, both feasible and desirable, of regulating interest groups? What tends to
happen when we do?
WEEK EIGHT Oct 22-26
A. Read and study and Twelve in text. (The Media).
B. Student reports on lobbying are due and will be due on Wednesday October 31.
C. Read entire Chapter 7 in Lasser.
D. NO ESSAY THIS WEEK
E. Test on chapters 10 & 11.
F. Current events paper due Wednesday November 14.
G. Media Reports due Monday October 22
Key Terms/Concepts for Chapter 11:
Lobby, lobbyist, interest groups, incentive, solidary incentive, material incentive,
purposive incentive, ideological interest groups, public-interest lobby, foundations,
PIRGs, social movement, political cue, ratings, 527s. Why do people join interest
groups? Why and how do interest groups differ in their tactics? With so many interest
groups active, has America succeeded in “curing the mischiefs of faction”? Are there
any ways, both feasible and desirable, of regulating interest groups? What tends to
happen when we do?
Key Terms/Concepts for Chapter 12:
Muckraker, sound bite, trial balloon, loaded language, equal time rule, right of reply rule,
political editorializing rule, fairness doctrine, market (television), who owns what,
selective attention, routine stories, feature stories, insider stories, adversarial press,
background story news, watchdog, scorekeeper, gatekeeper. Why do politicians worry so
much about the media? Why do the media focus on scandal and tragedy? Can we trust
the media to be fair? Should people care more about getting political information? Why
do people rely more on television than newspapers? What is the role of the internet
today? Will the internet be more popular for news in the future?
WEEK NINE Oct 29-November 2
This is our midterm week. It will include chapters 1,2,3,4,7,8,9,10,11,&12
A. Lobbying reports due Wednesday October 31
B. Current events paper due Wednesday November 14.
COURSE SYLLABUS FOR A.P. AMERICAN GOVERNMENT 2nd QUARTER
WEEK TEN November 5-9
A. Read Chapter s Thirteen (Congress) and Seventeen (The Policy Making Process)
B. Essay: Should the filibuster still remain an option for Senators to stop bills in the U.S.
Senate? Why or why not? Explain.
C. Read Chapter 9 and 13 in Lasser.
Key Terms/Concepts for Chapter 13:
Bicameral legislature, filibuster, marginal districts, safe districts, conservative coalition,
malapportionment, gerrymandering, majority-minority districts, descriptive
representation, substantive representation, sophomore surge, majority leader, minority
leader, whip, party polarization, caucus, standing committees, select committees, joint
committees, conference committee, public bill, private bill, simple resolution, concurrent
resolution, joint resolution, multiple referral, sequential referral, discharge petition,
closed rule, open rule, restrictive rule, rider, Christmas tree bill, quorum, quorum call,
cloture rule, double-tracking, voice vote, teller vote, roll-call vote, pork-barrel legislation,
franking privilege. Are the members of Congress representative of the American people?
Should Congress run under strong leadership, or should it allow its members a lot of
freedom? Why do the seats one party gets in Congress not match the vote it gets in the
election? Why does it take so long for Congress to act? How does a bill become a law?
Why is Congress an unpopular institution? How has the leadership of Congress changed
over the last century and a half? On what committees do our local and state elected
representatives and senators serve?
Key Terms/Concepts for Chapter 17:
Political agenda, cost, benefit, majoritarian politics, interest group politics, client politics,
pork-barrel projects, logrolling, entrepreneurial politics, policy entrepreneurs, boycott,
process regulation. Do interest groups have too much power in making government
policy? Is it rue that ordinary citizens can’t tell the government what to do?
WEEKS ELEVEN & TWELVE November 12-21
A. Read and study Chapter Fourteen and Fifteen in text. (The Presidency/The
Bureaucracy)
B.Essay: Should Congress vote to abolish the Electoral College system as a method to
elect the president of the U.S.? Why or why not? Explain.
C.Test on Chapter 13 and 17
D.Read Chapter 10 and Chaper 11 in Lasser.
E. Investigate one major Supreme Court case of your choice. Examine how this decision
changed life in America. Certain cases may not be done. A list will be provided. Paper
due date will be assigned. It is to be 4-6 pages in length. Proper notations, works cited
page and a bibliography are required. Use a variety of sources. All papers must be
documented properly. Due Tuesday December 4.
Key Terms/Concepts for Chapter 14:
Divided government, unified government, representative democracy, direct democracy,
pyramid structure, circular structure, ad hoc structure, perks, cabinet, veto message,
pocket veto, line-item veto, trustee approach, delegate model, legislative veto,
impeachment, lame duck, 20th Amendment, 22nd Amendment, 25th Amendment, rule of
propinquity, impoundment, executive privilege, White House Office, Executive Office of
the President, cabinet, the Electoral College, gridlock, problems of succession. Should
we want our president to be stronger or weaker than Congress? How can we get the best
people to run for president? Does the personal character of a president make a difference
in how he does his job? Should we abolish the Electoral College?
Key Terms/Concepts for Chapter 15:
Bureaucracy, spoils system, laissez-faire, discretionary authority, competitive service,
name-request job, iron triangle, issue network, authorization legislation, appropriation,
trust funds, annual authorizations, committee clearance, legislative veto, red tape. What
happened to make the bureaucracy a “fourth branch” of American national government?
How does the bureaucracy now fit into the constitutional system of separate institutions
sharing powers? What is the actual size and scope of the federal bureaucracy, and how
does Washington translate national policies into administrative actions that meet with
public approval? What efforts have been made to reform the bureaucracy, and what are
the prospects for improving government performance during the first decade of the 21st
century? Who controls the bureaucracy: the president? Congress? The people? Does a
largely permanent professional bureaucracy serve democracy? Why is it so hard to fire a
bureaucrat?
WEEK THIRTEEN November 26-30
A.Read and study chapter five, six, and twenty in text. (Civil Liberties/Civil
rights/Foreign and military policy)
B. Read Chapter 3 & 4 in Lasser.
C.NO ESSAY THIS WEEK
D. Test on Chapters 14 and 15 this week
Key Terms/Concepts for Chapter 5:
McCarthyism, freedom of expression, freedom of religion, prior restraint, clear and
present-danger, due-process clause, libel, symbolic speech, free-exercise clause,
establishment clause, wall-of-separation principle, exclusionary rule, search warrant,
probable cause, good-faith exception, The Miranda Rule, important court cases. Should
it be all right for religious symbols to be displayed on government property? If a person
confesses that he comitted a crime, is there any reason why the confession should not be
used in court? Should the government have the right to test you to see if you are using
drugs? What does the Supreme Court mean by pornography? Do the courts legislate
from the bench?
Key Terms/Concepts for Chapter 6:
Civil rights, suspect classifications, Jim Crow, separate-but-equal doctrine, de jure
segregation, de facto segregation, nonviolent civil disobedience, strict scrutiny,
affirmative action, reverse discrimination, equality of opportunity, compensatory action.
Should children be bused to schools outside their neighborhoods in order to ensure that
every school is racially mixed? Under what circumstances, if any, should numerical
goals be used to ensure that students or workers are drawn from every racial group?
Key Terms/Concepts for Chapter 20:
Majoritarian component, The War Powers Act, Congressional Oversight, Korematsu v.
U.S., worldviews, isolationism, containment, disengagement, human rights, Third World,
Fourth World, military-industrial complex, cost overruns, gold plating, sole-sourcing,
Joint Chiefs of Staff, bipolar world, unipolar world, preemption. Can the U.S. win the
war on terror alone? Is preemption a wise police for the U.S.? Could a case like
Korematsu v. U.S. occur again?
WEEK FOURTEEN December 3-7
A. Read and study Chapter Sixteen and Nineteen in text.(The Judiciary/ Social
Welfare)
B. Essay: What would be the best way to save Social Security for future generations?
Explain.
C. Read Chapter 12 in Lasser.
D. Supreme Court Cases paper due Tuesday December 4.
Key Terms/Concepts for Chapter 16:
Judicial review, strict-constructionist approach, activist approach, constitutional court,
district courts, courts of appeals, legislative court, Marbury v. Madison, litmus test,
federal question cases, diversity cases, civil law, criminal law, writ of certiori, informa
pauperis, fee shifting, plaintiff, standing, sovereign immunity, class-action suit, brief,
amicus curiae, per curiam opinion, opinion of the Court, concurring opinion, dissenting
opinion, stare decisis, political question, remedy. Should judges be limited to interpreting
what the law says? Should Congress care what a judge thinks about controversial issues
before it votes on his appointment? Why should federal courts have the right to declare
an act of Congress unconstitutional?
Key Terms/Concepts for Chapter 19:
Majoritarian politics, client politics, social welfare, activist government, charitable
choice, Medicare, UI, TANF, Food Stamps, Medicaid, Social Security, means test,
Earned Income Tax Credit, service strategy, income strategy. What is the best way to
save Social Security? Should government help to lift the poor out of poverty? Why?
Should the government allow religious organizations to use federal money for welfare
programs?
The rest of the Quarter
We will be working on the final project- It is and election and a campaign project. See
handouts for reference. You will need to work with your assigned campaign group
extensively in order to complete this task.
AP GOVERNMENT MEDIA BIAS STUDY Due Monday October 22
There are 2 parts to this study. The first part is to watch national news broadcast (not
local news). Listen for loaded language and write down the stories presented, the
approximate running time for each story and the order of appearance on the show. Try to
determine at the end of the broadcast if there was any overall media bias and to what
degree. Do this activity in chart format.
Part 2
Analyze/ compare and contrast 2 political websites using the following 4 criteria: (Go to
the politics section). Make sure you look at the whole politics section and not just one
article or story.
1. Editorial position- explain what position most of the authors have overall throughout
website. Are the authors conservative, moderate, or liberal?
2. Story positioning-try to judge the placement of a story on the website and understand
that a story’s position is the result of an editorial decision. Be sure to explain the
placement. All editorial decisions show the website’s political bias.
3. Coverage angles- this describes the emphasis of individual articles. The reader must
ask whether such angles are prounion, propolice, proadministration, antiwar, etc. Using
the articles on the webpage tally how many articles were pro or anti on each topic. For
example, on Fox News’ website, there were three anti union articles and two pro life
articles.
5. Selected stories- this requires that the student compare 2 websites to discover what the
editors have chosen to include or exclude. Please use 2 websites from the same day.
Actually list what stories were included in on one website but not on the other website.
Do this entire activity in chart format
Worth 125 points.
Good websites are:
www.abcnews.com
www.foxnews.com
www.cnn.com
www.msnbc.com
www.cbsnews.com
You can do this assignment by using a chart format for most of the activities.
LOBBYING SCAVENGER HUNT EXERCISE Due Wednesday October 31
1. Investigate Pat Meehan, Robert Casey Jr., and Pat Toomey. How many PACS
contribute to them? How much money do they get? How is each legislator rated by 5
different groups (liberal and conservative)?
2. Investigate 3 different institutional interests. What are their goals? When were they
founded?
3. Investigate 3different membership interests. How many members do each one have?
What are their goals?
4. Give 6 examples of ideological interest groups.
5. Explain the goals Ralph Nader’s PIRG’s (Public Interest Research Groups) and Public
Citizen.
6. Investigate one Public Interest Law Firm and one Think Tank in Washington. Explain
the goals of these groups. One must be liberal and one must be conservative. Make sure
you explain which one is liberal and which one is conservative.
7. Investigate and explain the function of one major foundation and list the groups it
supports. What kind of money support does it provide?
8. Investigate one of the Top 10 PACS and explain what it does. Which Presidential
candidate did it support in 2004? 2008?
9. Has your opinion about PACS and interest groups changed in any way as a result of
this hunt? If so, how? If not, why?
WORTH 180
Do the whole activity in chart format
Supreme Court Case Paper Due Tuesday December 4
Paper length: 4 to 6 pages (double spaced), 12 point font, one inch margins, and Times
New Roman style of lettering.
Due Date: Tuesday December 7
Sources Used: You may use internet sources but you must use at least one book source
also. Do not rely solely on internet sources. Parenthetical notation must be included
throughout the paper. Also be sure to include a Works Cited and Bibliography page.
You will receive a case.
What to do: Explain what the case is about (topic), how it got to the U.S. Supreme Court
(state courts then to U.S. appeals court etc…), the Constitutional issues that were
concerned (ex. first amendment), why every citizen of the U.S. should know about this
case, and how the case changed life in the U.S. Obviously explain the background of the
case.
Worth 100 pts.