AP United States Government and Politics
AP United States Government and Politics is a study of the American Political System and the making/implementation of
Public Policy through this process. This course is designed to prepare students for the AP United States Government and
Politics Exam near the end of the course. Our content will focus on six major topics of study. They are as follows:
I.
Constitutional Underpinnings of the United States Government;
II.
American Political Culture, Public Opinion & Political Participation;
III.
Political Parties, Elections, Interest Groups and Mass Media;
IV.
Government Institutions: Congress, the Executive, the Courts & Bureaucracy;
V.
Public Policy (the Process, Economic, Social, Foreign, Military & Environmental); &
VI.
Civil Liberties and Civil Rights.
This class is a yearlong course of study. Wilson Memorial High School is on a four by four block semester schedule;
however, because of the nature of AP preparation and its testing schedule, we have devised a special schedule of yearlong
study. Students taking AP United States Government and Politics split the traditional 90 minute block with those also
taking AP English. This allows for classes of 40 minutes each day over the course of the year, thus providing greater
consistency and increasing the students’ retention of relevant information.
Text:
Wilson, James Q., and John J. DiLulio Jr. American Government: Institutions and Policies. Boston: Houghton
Mifflin, 2010. ISBN-10: 0-495-80283-2 & ISBN-13: 978-0-495-80283-9.
Supplemental Texts:
Woll, Peter. American Government: Readings & Cases. 18th ed. New York: Longman, 2009. ISBN-10: 0-205-697984 & ISBN-13: 978-0-205-69798-4.
Toobin, Jeffrey. The Nine: Inside The Secret World of the Supreme Court. New York: Anchor, 2007& 2008. ISBN10: 9781400096794 & ISBN-13: 978-1-4000-9679-4.
Other Materials:
Online sources will be added, as needed. Some websites that will be used can be found throughout this document.
Contact Information:
Mr. Stephen J. Singleton
Wilson Memorial High School
(540) 886-4286 - ssingleton@augusta.k12.va.us
Mailing Address:
Mr. Singleton
78 Patriot Drive
Waynesboro, VA 22980
Prior-to-Course Summer Assignments:
The following assignments are required for students who will be taking this course.
Project One: 2004, 2008 & 2012 Presidential Elections Project
1ST – you need a map that shows all 50 states. You may decide to use 3 maps. The map, or maps, must have the following:
1. Each of the states needs to show how many electoral votes it carries, i.e. VA 13, and show how many each
candidate carried in the last three presidential elections.
2. Each of the states will need to be color coded to show each of the election’s results.
3. Each state will need popular vote percentages for each candidate & each election.
4. Those states with a difference of within 6% will need to be designated in some way. Perhaps with slanted lines
through the state or perhaps having the borders darkened (you may decide how you want to set it up).
5. Create a key to show what all the symbols and colors mean.
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2nd - You will need to list the “battleground states” (those you had designated within 6%) for all three elections. Also,
create a chart that specifies the final vote totals and percentages for all the candidates. Use this chart to compare and
contrast the three elections. The chart should be separate from the map or maps.
3rd - You will need to complete a paper to explain what all your data means. Also, extend this analysis to include the
compare and contrast portion that you began with the chart. The paper will need to be a minimum of 5 pages (Times
New Roman, double spaced, 12 pt. font with 1 inch margins and a reasonable heading) and it will need to explain
how the elections, polling, a divided electorate and battleground states have impacted the way campaigns spend money,
travel and target their message. I will expect to see some analysis of important issues from these elections, how
technology is playing a new role in the process and a consideration of how the notion of battleground states has
changed for each of these three elections. You may want to visit my website to check out some good government links
before you begin your research. You will also make sure that the paper is properly cited or notated; my website also has
a very basic MLA primer if you need that.
This 1st project is due Monday June 30, 2014 (Please turn in your work by the due date…work may be e-mailed, mailed
or turned into the main office at school. Late assignments will not be accepted & will result in removal from the class.
You will then be scheduled in a regular government class. Communication is the key during this earliest phase of the class!)
Project Two: Three Branches Textbook Review
1. Examine the three branches of American Government as they are covered in the textbook. Be certain to include
all terms and major ideas in no less than 5 pages (see bottom for formatting and citation information).
2. Someone reading your paper should be able to clearly understand the function, power and makeup of the three
branches of government and how they interact with each other.
3. Due Monday July 28, 2014 (these can be mailed, e-mailed or turned into the main office)
Project Three: Daily News Journal
1. You will need to keep a daily news journal. In a spiral notebook, or on the computer, you will have to have 3
entries per week starting June 9th & ending August 15th (30 total entries/pages). The entries must be related
to government or politics. Your source for the news entries must also be included. These entries must be reflective
of what is happening in the world of government and politics. Please include a summary and an analysis of each
item; make sure you have each distinctly represented in your work (i.e. a separate summary & analysis).
2. Your source can be a news program, an online site or a newspaper as long as the news is factual. Watch what you
use as sources as many websites and television shows now claim to be news even though they are actually not.
Pay close attention to and note any bias that you perceive.
3. Due Monday August 18, 2014 (The 1st Day of School)
Project Four: Judicial Review Paper
1. You need to show that you fully understand the concept of judicial review. You need to research the topic &
produce a 6 page paper (see bottom for formatting and citation information). Your paper will need to fully
address the concept of judicial review as used by the Supreme Court. Be certain to include the meaning of
precedent and how it is used in today’s court system. Also discuss in your paper any important 1st & 14th
Amendment guarantees, as well as, the specifics of the following cases: Marbury v. Madison, McCulloch v.
Maryland, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education and Roe v. Wade. You
may include other cases as needed and, indeed, doing so may improve the level of your analysis.
2. Due Friday August 22, 2014
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*Mailed work must be post-marked by the due date; late assignments will not be accepted and should not be submitted.
**All papers should be in Times New Roman, double spaced, 12 pt. font with 1 inch margins and a reasonable heading. All
written work should also be cited as per the school’s policy on citing & plagiarism; see my website for MLA format if needed.
***Any issues that might come up should be dealt with ahead of time, if possible, and any questions should be directed to Mr.
Singleton sooner, rather than later, either in person, or by e-mail.
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Grading and Course Requirements
Grades will be determined based on a cumulative point basis. Each test, quiz, homework assignment, etc., is
worth a given number of points according to the quality and level of completion of the work. At the end of each
six weeks’ grading period, the student’s grade average will be determined by dividing the total points possible
by points earned. See the teacher if examples are needed.
Chapter quizzes will include responses to multiple choice questions and free response questions will be
assigned, discussed and answered during each unit and on each unit test.
Current events & debate assignments will help students keep up with our evolving government. Students are
responsible for keeping up with the daily events in the nation and the world. Students will need to skim the front
page of the newspaper, listen to NPR or another radio news program, watch a TV news station such as CNN, or
access a reliable online source. These will then be graded each week.
Students will also use charts, maps, graphs, tables and other artifacts to increase their understanding of
government (see website urls listed in the course calendar or on the website for examples). Students will be
assessed on their understanding of these quantitative & visually presented pieces of information at regular
intervals on their quizzes and tests.
Reading Assignments, Work Assignments, Assessments and Course Calendar
Unit 1: Constitutional Underpinnings of the United States Government: (8-18 to 9-17)
Due This Unit:
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(Week 1) – Summer Assignments 3 & 4, Roundtable #1 & Current Events Introduction by (8-22)
– Wilson, Chapter 1 (pp. 1-17 – Additional Pages in Class)
– Woll, Chapter 1: “Second Treatise on Civil Government,” “Founding Fathers: Reform Caucus in
Action” & “Framing the Constitution,” pp. 3-39
(Week 2) – Free Response Question #1, Homework Essay #1 Assigned & Chapter 1 Quiz by (9-3)
– Wilson, Chapter 2 (pp. 18-49 – Additional Pages in Class)
– Woll, Chapter 1: “The Federalist 47, 48 & 51” & “How Not to Read the Constitution,” pp. 40-50
(Week 3) – Current Events, Roundtable #2, Debate #1 & Chapters 2 & 3 Quiz by (9-10)
– Wilson, Chapter 3 (pp. 50-75 – Additional Pages in Class)
– Woll, Chapter 2: “The Federalist 16, 17, 39, 44 & 45” & “Anti-Federalist 17,” pp. 51-71
(Week 4) – Roundtable #3, Homework Essay #1 Due & Unit 1 Test – MC & 2 FRQs by (9-16 & 9-17)
– Woll, Chapter 2: “The Merits of the Federal System” & All 4 Cases, pp. 72-96
Unit 1 – Objectives and Goals: Students should be able to answer the following questions: What is the
purpose of government? What was the founders’ view of the purpose of government and the role of the citizen
in the American Republic? Are these views still relevant as viewed at the beginning of the new millennium?
How does the constitution underpin U.S. government? The concept of “checks and balances” was a novel idea
in the 18th century. Why? Why did the Anti-Federalists fear this new system? What are the powers of state and
local governments in an era of “new federalism” and devolution? What influence should the federal government
have over state and local issues such as education, affirmative action, abortion, and the environment? Students
should also be able to define and explain the following concepts: democracy and democratic theory,
republicanism, federalism and its forms, ratification and the various theories of government.
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* After the first week, all readings should be completed by the beginning of the week they are assigned so that they may be
properly utilized and examined in class. Any exceptions to this will be communicated by the teacher in advance.
** All free response questions, current events, debates, essays and roundtables will be given appropriate due dates when
assigned; all assignments will be available on the teacher’s website once assigned.
*** Pages from Woll correspond to the 18th Edition. Other editions must be cleared with the teacher.
****Roundtable discussions & peer review will be utilized to maximize feedback & understanding of content. The format of the
discussions and the review will be suitable to the assignment.
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Unit 2: American Political Culture, Public Opinion & Political Participation: (9-18 to 10-23)
Due This Unit:
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(Wks 5 & 6) – Homework Essay #2 Assigned, Roundtable #4 & Current Events by (9-26)
– Wilson, Chapter 4a (pp. 76-85 – Additional Pages in Class)
– Woll, Ch. 4: “Democratic Practice and Democratic Theory” & “The Responsible Electorate,” pp. 204-216
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(Week 7) – Free Response Question #2, Online Overview & Chapter 4 Quiz by (10-3)
– Wilson, Chapter 4b (pp. 86-95 – Additional Pages in Class)
– Introduction to Sources – Online Sites & Documents at http://avalon.law.yale.edu/default.asp &
Political Cartoon Analysis at http://historymatters.gmu.edu/
(Week 8) – Current Events, Roundtable #5, Debate #2 & Chapter 7 Quiz by (10-15)
– Wilson, Chapter 7 (pp. 154-173 – Additional Pages in Class)
– Putnam, Robert. “Bowling Alone: America’s Declining Social Capital,” Journal of Democracy,
Volume 6, Number 1, January 1995, pp. 65-78. (at http://www.journalofdemocracy.org/)
(Week 9) – Roundtable #5, Homework Essay #2 Due & Unit 2 Test – MC & 2 FRQs by (10-22 & 10-23)
– Wilson, Chapter 8 (pp. 174-190 – Additional Pages in Class)
– Plattner, Marc F. “Populism, Pluralism, and Liberal Democracy,” Journal of Democracy,
Volume 21, Number 1, January 2010, pp. 81-92. (at http://www.journalofdemocracy.org/)
Unit 2 – Objectives and Goals: Students should be able to answer the following questions: How do we
come by our political beliefs? What are the sources of public opinion? What is “political culture,” and is there a
unique American political culture? What is the “political spectrum”? How do these political beliefs define who
we are as citizens? What does it mean to be a citizen? What is the role of the citizen in a civil society? Which
citizens vote and why? What is the relationship between individual rights & the needs of the larger community?
Is democracy in America healthy and viable today? What changes have occurred in American political culture
in the last twenty to thirty years? Students should also be able to define and explain the following concepts:
political culture, civic duty, the political spectrum, political socialization, political ideology and the electorate.
Unit 3: Political Parties, Elections, Interest Groups and Mass Media: (10-27 to 11-21)
Due This Unit:
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(Week 10) – Homework Essay #3 Assigned, Roundtable #6 & Current Events by (10-31)
– Wilson, Chapter 9 (pp. 192-221 – Additional Pages in Class)
– Woll, Chapter 4: “The Federalist 10,” “Party Government,” “Government by Discussion,” The
American Party System & “Divided We Govern,” pp. 173-197
(Week 11) – Free Response Question #3, History of Political Parties Activity & Chapter 9 Quiz by (11-7)
– Wilson, Chapter 10 (pp. 222-259 – Additional Pages in Class)
– Woll, Chapter 4: “A Theory of Critical Elections,” pp. 198-204
(Week 12) – Continue Current Events, Roundtable #7, Debate #3 & Ch. 10 & 11 Quiz by (11-14)
– Wilson, Chapter 11 (pp. 260-285 – Additional Pages in Class)
– Woll, Chapter 5: “The Dangers of Faction,” “Madison’s Dilemma,” “Buckley & Valeo” & “The
Democratic Paradox of Campaign Finance Reform,” pp. 217-234
(Week 13) – Roundtable #8, Homework Essay #3 Due & Unit 3 Test – MC & 2 FRQs by (11-20 & 11-21)
– Wilson, Chapter 12 (pp. 286-310 – Additional Pages in Class)
– Woll, Ch. 5: “The Governmental Process,” “The Role of Interest Groups in Government” &
“The Misplaced Obsession with PACs,” pp. 234-250
Unit 3 – Objectives and Goals: Students should be able to answer the following questions: What is the
difference between a Democrat and a Republican? Are there other options beyond these two choices? Political
parties and interest groups are not mentioned in the constitution yet they play a critical role. How? Why? Do
they serve our democracy or are they an obstacle? How do interest groups & PACs influence government
decisions and policy making? How is an election determined to be critical? What roles do the media play?
Has campaign finance reform progressed in the last 10 years? Students should be able to define & explain the
following concepts: political party, two-party system, interest groups, social movements & the primary system.
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Unit 4: Government Institutions: Congress, the Executive, the Courts & Bureaucracy: (11-24 to 1-9)
Due This Unit:
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(Wks. 14 & 15) – Homework Essay #4 “The Nine” Assigned & Current Events by (12-5)
– Wilson, Chapter 13 (pp. 312-357 – Additional Pages in Class)
– Woll, Chapter 8: “The Federalist 53, 56-58, 62 & 63,” Washington & the Establishment,
Committee Chairmen & the Electoral Connection, pp. 323-362
(Week 16) – Free Response Question #4, Roundtable #9 & Chapter 13 Quiz by (12-12)
– Wilson, Chapter 14 (pp. 358-399 – Additional Pages in Class)
– Woll, Chapter 6: “The Federalist 70”& All Presidential Essays, pp. 253-307
(Week 17) – “The Nine” Activity & Discussion, Debate #4 & Ch. 14 & 16 Quiz by (12-19)
– Wilson, Chapter 16 (pp. 428-457 – Additional Pages in Class)
– Woll, Chapter 9: English Common Law Precedents, “The Federalist 78,” “Marbury v.
Madison,” “Judicial Self-Restraint,” The Political Question Doctrine, Judicial Decision-Making
& Constitutional Interpretation, pp. 369-416
– Toobin, Chapters 1, 3, 4 & 15, pp. 13-26, 43-70 & 223-238
(Week 18) – Homework Essay #4 “The Nine” Due & Semester Exam Preparation by (1-9)
– Wilson, Chapter 15 (pp. 400-427 – Additional Pages in Class)
– Woll, Ch. 7: “Constitutional Democracy and Bureaucratic Power” & “The Rise of the
Bureaucratic State,” pp. 309-322
Unit 4 – Objectives and Goals: Students should be able to answer the following questions: How does
Congress represent and reflect the interest and desires of the nation as a whole? Is the Congress the most
efficient and effective way to make policy? What are some comparisons and contrasts that can be made between
the House and Senate. What are the formal and informal powers of the presidency? How does the
president use these powers to influence policy and the way the government works? Is the president too powerful
or not powerful enough compared with the legislative and judicial branches? What role do the courts play in
interpreting the Constitution and in the overall running of the government? Are the courts “guilty,” as some of
critic charge, of supplanting the legislative and executive branches by legislating from the bench? What is the
evolving relationship between the courts and “civil rights”? How has the Supreme Court changed over time?
Who controls the bureaucracy and how does it work? Does a semi-permanent professional bureaucracy serve
democracy? Students should also be able to define and explain the following concepts: party polarization,
committee, bills & resolutions, the Electoral College, imperial v. stewardship presidencies, judicial review,
judicial restraint, bureaucracy and iron triangles.
Semester Exams, Court Cases & Model General Assembly Preparation: (1-12 to 1-30)
Unit 5: Public Policy (the Process, Economic, Social, Foreign, Military & Environmental): (2-2 to 3-13)
Due This Unit:
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(Wks. 22 & 23) – Homework Essay #5 Assigned, Policy Essay #1 & Current Events by (2-6)
– Wilson, Chapter 17 (pp. 460-482 – Additional Pages in Class)
– Policy Articles at http://www.harvard-jlpp.com/ (specific articles assigned in class)
(Week 24) – Free Response Question #5, Policy Essay #2 & Chapters 17 & 18 Quiz by (2-20)
– Wilson, Chapters 18 & 19 (pp. 484-523 – Additional Pages in Class)
– Policy Articles at http://www.virginiainstitute.org/ (specific articles assigned in class)
(Week 25) – Public Policy Activity and Discussion, Policy Essay #3 & Chapters 19 & 20 Quiz by (3-6)
– Wilson, Chapter 20 (pp. 524-553 – Additional Pages in Class)
– Policy Articles at http://www.ips-dc.org/ (specific articles assigned in class)
(Wks. 26 & 27) – Policy Essay #4, Homework Essay #5 Due & Unit 5 Test – MC & 4 FRQs by (3-12 & 3-13)
– Wilson, Chapters 21 & 22 (pp. 554-584 – Additional Pages in Class)
– Policy Articles at http://www.brookings.edu/ (specific articles assigned in class)
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Unit 5 – Objectives and Goals: Students should be able to answer the following questions: How is public
policy made? Does the system work as intended and work for citizens today? Who sets policy agendas for our
nation? What are the specific issues addressed in public policy making? How does federalism affect public
policy? How is monetary policy different from fiscal policy? What is the proper role for government in social
issues such as education, welfare, the environment and crime? What role should the U. S. play in the world?
What is, and what should be, our relationship with the UN? Who governs the U. S. and to what end? Students
should also be able to define and explain the following concepts: political agenda, deficit, deficit spending,
debt, isolationism, globalization, majoritarian v. client politics, service & income strategies, bipolar v. unipolar
world views, military-industrial complex, global warming and political polarization.
Unit 6: Civil Liberties and Civil Rights (With SCA Election Campaigns): (3-16 to 4-10)
Due This Unit:
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(Week 28) – SCA Election Campaigns Started, Debate #6, Current Events & Chapter 5 Quiz by (3-20)
– Wilson, Chapter 5 (pp. 96-123 – Additional Pages in Class)
– Woll, Chapter 3: Constitutional Background & Incorporation, “Gideon v. Wainwright,” Freedom
of Speech & the Press, “NY Times Co. v. Sullivan,” “Plessy v. Ferguson” & “Brown v. Board of
Ed. (1 & 2),” pp. 103-136
(Wks. 29 & 30) – Cont. SCA Project, Free Response Question #6 & Final Test – MC & 4 FRQs by (4-9 & 4-10)
– Wilson, Chapter 6 (pp. 124-152 – Additional Pages in Class)
– Woll, Chapter 3: “Gomillion v. Lightfoot,” “Crawford et al. v. Marion County Election Board et
al.,” Judicial Sources of Political Controversies, “Engel v. Vitale,” The Right to Privacy,
“Griswold v. Connecticut,” “Roe v. Wade” & Affirmative Action, pp. 136-170
Unit 6 – Objectives and Goals: Students should be able to answer the following questions: What
constitutes free speech and what forms of speech are protected? How does the national Bill of Rights apply to
states? Do the courts, especially the Supreme Court, “legislate from the bench”? What is “equal protection”
under the law and how has the interpretation of the equal protection clause changed over time? How is the 1st
Amendment affected in times of crisis? What constitutes “establishment” and what are the limits of “free
exercise”? What is the difference between procedural & substantive due process? Is there a right to privacy?
What do property rights mean in relation to community interests? How have laws like the Civil Rights Act of
1964, the Voting Rights Act of 1965, and affirmative action statutes influenced our understanding of the equal
protection clause? Students should also be able to define and explain the following concepts: due process,
selective incorporation, prior restraint, the exclusionary rule, probable cause, separate-but-equal, de jure & de
facto segregation, reverse discrimination and civil disobedience.
SCA Elections, AP Exam Preparation & AP Exam: (4-10 to 5-15)
Model General Assembly Preparation, MGA & Final Projects Due: (5-18 to 6-3)
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