AP United States Government & Politics
Colette Spencer
North Myrtle Beach High School
Overview: AP® Government and Politics is a semester course that is taught on an A/B schedule for the
entire year. The course is designed to meet the South Carolina core area standards of American
government, the state graduation requirements and the expectations of the Advanced Placement testing
committee. In May students will take the national AP Government and Politics exam which could possibly
earn them college credit.
The course is designed to give students an analytical perspective on American government and politics. It
will include the study of general concepts used to interpret government and politics and specific examples of
analysis. It will also include familiarity with institutions, groups, beliefs and ideas that make up government
and politics in America. The class will also help students develop important skills like critical thinking, time
management, and problem solving.
Due to the massive amount of curriculum to be covered in a short time, this course is based in lecture and
discussion. Presentation of this material is often accomplished by the use of PowerPoint presentations,
video clips, primary sources and other visuals such as maps, charts, graphs, etc.
Students will be trained to analyze and read critically primary and secondary sources. This will assist them
in evaluating political information like court cases, issues, current events, rhetoric and commentary.
This is a college level course and you are expected to produce college level work. You are expected to
keep up with required reading, assignments, and participate in class discussions. Everything you learn in
this class, from the textbooks, various primary sources and other readings goes towards helping you
successfully complete the exam and receive college credit.
All skills will be practiced and assessed through both formal and informal writing assignments. Students will
be required to keep a notebook with notes, reflections, vocabulary, quizzes, case briefs, free response
essays, etc.
Meeting Times: This course is essentially a semester course that lasts all year long. We will only meet
every other day, meaning three times one week, two times the next week.
Grading Policy:
50% - Major Assessments (tests, projects, etc)
30% - Mid-level Assessments (quizzes, writing activities, etc.)
20% - Practice Assessments (homework, classwork)
Goals:
Students who successfully complete this course will be able to:
 Know important facts, concepts, and theories pertaining to American government and politics
 Understand patterns of political processes and behavior and their consequences
 Analyze and interpret basic data relevant to American government and politics

Critically analyze relevant theories and concepts, apply them appropriately, and develop their
connections across the curriculum
Textbook:
Wilson, James Q. and John J. Dilulio, Jr. American Government, ninth edition. Houghton Mifflin, Boston,
2004.
Serow, Ann G. and Everett C. Ladd, ed. The Lanahan Readings in the American Polity. Third ed.
Baltimore, Md: Lanahan Publishers, Inc., 2003
Supplemental Readings:
1999-2010 AP Government and Politics Free Response Questions, Rubrics and Student Samples (AP
Central).
Cracking the AP Government and Politics Exam: Student Study Guide (Princeton Review, 2011).
We the People: The Citizen and the Constitution. The Center for Civic Education, Calabasas, CA, 2002.
The Pursuit of Justice (Supreme Court Decisions That Shaped America), Annenberg Institute, Oxford
University Press, 2006, Kermit L. Hall and John J. Patrick.
Various newspaper/Internet news articles
Various charts, graphs, political cartoons, primary sources, etc.
Topics:
The following topics will be covered
I. Constitutional Underpinnings of the US Government
II. Political Beliefs and Behaviors
III. Political Parties, Interest Groups and Mass Media
IV. Institutions of National Government
V. Public Policy
VI. Civil Rights and Civil Liberties
Curricular Requirements:
The following nine curriculum requirements have been recommended by the College Board for
inclusion in all AP US History courses.
Curriculum Requirement One
This course provides instruction in the constitutional underpinnings of the United States
Government. (CR1)
Curriculum Requirement Two
This course provides instruction in political beliefs and political behaviors. (CR2)
Curriculum Requirement Three
This course provides instruction in political parties, interest groups, and mass media. (CR3)
Curriculum Requirement Four
This course provides instruction in institutions of national government. (CR4)
Curriculum Requirement Five
This course provides instruction in public policy. (CR5)
Curriculum Requirement Six
This course provides instruction in civil rights and civil liberties. (CR6)
Curriculum Requirement Seven
This course provides students with practice in analyzing and interpreting data and other
information relevant to U.S. government and politics. (CR7)
Curriculum Requirement Eight
This course includes supplemental readings, including primary source materials (such as the
Federalist Papers) and contemporary news analyses, (CR8)
Curriculum Requirement Nine
This course requires students to answer and interpret free-response questions on a frequent basis.
(CR9)
Assignments:
 Reading Quizzes: Students will have required reading prior to most classes. There will be short
daily quizzes to check for understanding several times per week.
 Political Cartoons: Students will analyze political cartoons using a teacher generated worksheet
that walks them through the process. (CR7, CR8)
 Primary Sources: Students will analyze and interpret primary sources using APPARTS or SOAPS.
They may also use a worksheet I have adapted from the National Archives. After, they will have to
write a paragraph evaluating a statement about the document. This will help students learn how to
use evidence to make plausible arguments. Students will also become expert at identifying point of
view, context and bias in these sources. (CR7, CR8)
 Seminars: Students will take part regularly in different types of seminars in which there are whole
group discussions on selected readings from the textbook or other secondary sources like articles
from historians. We will discuss the diversity of interpretations presented by the historians as well as
their own interpretations. (CR7, CR8)
 Free Write: Students will be given topics periodically in which they are expected to “free write” for
about 5-10 minutes their feelings or ideas about a topics we have discussed in class.
 Thesis Statements & Essays: Students will spend time constructing thesis statements and writing
essay type questions.
 Fishbowl: Randomly selected students will conduct class discussions of reading assignments
through the use of student-generated, open-ended questions. (CR8)
 Paideia Seminars: Using the Paideia method, the teacher will lead analytical discussions of reading
assignments and primary source documents. (CR8)
 Data Analysis: Students will analyze charts, graphs, and other forms of data to enrich their
understanding of the U.S. system of government (CR7)
 Vocabulary: Students will be required to define vocabulary related to the unit of study.
 Quizzes and Tests
 Free Response Questions (CR9)
Course Outline:
Unit I: Constitutional Underpinnings of the US Government
Curriculum Requirement 1
Approximately 13 sessions
Essential Questions
1. What is the purpose of government?
2. Who governs and to what extent do they govern?
3. Analyze the impact of classical republicanism and Locke’s natural rights theory on the American
political system.
4. Examine the events that led to the demise of the Articles of Confederation.
5. Which phrase best describes the US Constitution, “classical document” or a “bundle of
compromises?”
6. Evaluate Charles Beard’s analysis of the economic motivations of the framers of the Constitution.
7. Describe the structure of the federal government.
8. Chart the evolution of federalism over the past 220 years.
9. Evaluate conflicting views of the modern relationship between the states and the federal
government.
Activities
1. Lecture/discussion (CR1)
2. Current Events (CR8)
3. Paideia Seminar on the Preamble to the Constitution (CR8)
4. Analysis of political cartoons
5. Fishbowls and Primary Source Analysis on: (CR8)
a. “Democracy in America,” de Tocqueville
b. “Federalist 10”, Madison
c. “Federalist 51”, Madison
6. Data Analyses (CR7)
a. Using a county map of the 13 states, study the regions of the nation that ratified the
Constitution and those that were Anti-Federalist in nature. Create generalizations about
these areas.
7. Constitution packet including questions on powers and principles of the US Constitution
8. Free-writes
9. Chart the following acts and the significance of each on the role of federalism in our current political
system. (Civil Rights Act of 1964, Clean Air Act of 1970, Americans with Disabilities Act of 1990,
Motor Voter Registration Act of 1993, No Child Left Behind Act of 2002)
10. Vocabulary
11. Multiple Choice Test – content, concepts, and data analysis (CR7)
12. Free Response Questions (CR9)
Readings:
1. Wilson text, chapters 1-4.
2. “Democracy in America,” de Tocqueville
3. “Federalist 10”, Madison
4. “Federalist 51”, Madison
5. George Washington’s Farewell Address
Unit Two and Three: Political Beliefs and Behaviors, Political Parties, Interest Groups, and Mass
Media
Curriculum Requirement 2
Approximately 12 sessions
Essential Questions
1. Why did political parties develop?
2. What political ideologies do you hold? Assess the basis of your beliefs.
3. Why is the two party system so prevalent in the United States today?
4. Compare voter participation in the US to that in other nations.
5. How do interest groups and the media influence elections?
6. Compare and contrast the influence of political parties and interest groups in the US to those in other
countries.
7. Chart the evolution of the electoral process from 1789-2008.
Activities
1. Lecture/discussion (CR2, CR3)
2. Current Events (CR8)
3. Analysis of political cartoons
4. Paideia Seminar on the following readings from The American Polity: (CR8)
a. “People of Paradox”, Kammen
b. “Bowling Alone”, Putnam
c. “Why Americans Still Don’t Vote”, Piven
d. “Spin Cycle”, Kurtz
5. Data Analyses: (CR7)
a. Using the charts from your text concerning American ideology (there are four pages of
charts), write one page in which you compare American ideology to those in other countries.
Be sure to include a thesis statement and strong support for your discussions.
6. Create a twenty question poll concerning political behavior. Conduct the poll among ten-twenty
people you know. Write a one page overview of the data you collected. Include any conclusions
you could draw about the political views of those you polled and include at least one paragraph
assessing the validity of your poll. Chart the opinions of those polled in at least two categories.
7. Create a political ad using a politician you “created” using five propaganda techniques.
8. Free-writes
9. Debate: Should the US keep the Electoral College?
10. Complete the “What Would You Do” activity in the Wilson text. This scenario questions campaign
finance reform
11. Vocabulary
12. Multiple Choice Test – content, concepts and data analysis (CR7)
13. Free Response Questions (CR9)
Readings:
1. Wilson text, chapters 5-6
2. Serow
a. “People of Paradox”, Kammen
b. “Bowling Alone”, Putnam
c. “Why Americans Still Don’t Vote”, Piven
d. “Spin Cycle”, Kurtz
Unit Four: Institutions of the National Government
Curriculum Requirement 4
Approximately 14 sessions
Essential Questions
1. Explain the qualifications for each branch of government.
2. How has presidential power expanded over the years?
3. In what ways does public opinion shape the office of the president?
4. Explain the growth of the bureaucracy, types of agencies and policy making.
5. What role does the Executive Branch play in the legislative business of the union?
6. Compare and contrast the powers of the House and Senate.
7. Explain the lawmaking process.
8. Evaluate the concepts of judicial review and judicial activism.
9. Evaluate the impact of congressional, executive and judicial staffs in setting national policy.
10. Develop an understanding of the system of separation of powers and checks and balances.
Activities
1. Lecture/discussion (CR4)
2. Current Events (CR8)
3. Analysis of political cartoons
4. Paideia Seminar on Article I of the US Constitution (CR8)
5. “Develop Your Own Doctrine” Group work of deciding what each branch of government should be
able to do and not do.
6. Students will chart formal and informal powers of the president and cite examples of how the
president uses these powers to influence policies, both domestic and foreign.
7. Fishbowls on the following readings from The American Polity: (CR8)
a. “The Imperial Presidency”, Schlessinger
b. “In Praise of Pork”, Piven
c. “Brennan v. Rehnquist”, Irons
8. Data Analyses (CR7)
a. Using data from the 2000 election, explain the discrepancies between the popular and
Electoral College votes. Is this likely to happen again? Do you support changes to the
presidential election process? Justify your answer.
9. Debate: (CR8)
a. Using a variety of resources, students will debate the impact of pork barrel legislation
10. Group work using theories of congressional decision making and 10 actual bills
11. Free-writes
12. Students will analyze a Supreme Court case and create a PowerPoint that discusses the
background, decision, and ramifications of the case. (CR8)
13. Vocabulary
14. Multiple Choice Test - content, concepts and data analysis.(CR7)
15. Free Response Questions (CR9)
Readings
1. Wilson Text, chapters 11-14
2. Serow
a. “In Praise of Pork”, Piven
b. “The Imperial Presidency”, Schlessinger
c. “Brennan v. Rehnquist”, Irons
Unit Five: Public Policy
Curriculum Requirement 5
Approximately 14 sessions
Essential Questions
1. What factors determine government policy?
2. How “democratic” is social welfare?
3. Evaluate economic policy (monetary and fiscal, the budget process, debt and deficit).
4. Evaluate efforts to institute a balanced budget.
5. How important is separation of powers in policy-making?
6. What influence do interest groups have on government policy?
7. What influence do ordinary citizens have on government policy?
Activities:
1. Lecture/discussion (CR5)
2. Current Events (CR8)
3. Analysis of political cartoons.
4. Fishbowls on the following readings from The American Polity: (CR8)
a. “Power to the People”, Thompson
b. “Jihad vs. McWorld”, Barber
5. Debate: Using a variety of resources, students will debate the welfare policies. (CR8)
6. Free-writes
7. Choose an Iron Triangle. Research issues, tactics, and ramifications of that issue group. Create a
color graphic that illustrates all of the above-mentioned items.
8. Vocabulary
9. Multiple Choice Test – content, concepts, and data analysis. (CR7)
10. Free Response Questions (CR9)
Readings:
1. Wilson Text, chapters 15-17
2. Serow
a. “Power to the People”, Thompson
b. “Jihad vs. McWorld”, Barber
Unit Six: Civil Rights and Civil Liberties
Curriculum Requirement 6
Approximately 14 sessions
Essential Questions
1. Analyze the civic rights and responsibilities of citizens in American democracy.
2. Chart the evolution of civil rights from 1787-2007.
3. Analyze the methods used by various groups to obtain civil rights.
4. How did civil liberties and civil rights develop through judicial interpretations?
5. How has the Bill of Rights changed in interpretation through executive, judicial and legislative
mandates?
Activities
1. Lecture/discussion (CR6)
2. Current Events (CR8)
3. Analysis of political cartoons
4. Prepare a chart of significant Supreme Court civil rights decisions.
5. Paideia Seminar on “Letters from a Birmingham Jail” (CR8)
6. Fishbowls on the following readings from The American Polity: (CR8)
a. “Security vs. Civil Liberty”, Posner
b. “Affirmative Action At Work”, Taylor
7. Students will have a panel discussion debating the “rights of students”. Students must cite court
cases and precedents and then formulate opinion as to the pros and cons of the rights of students,
the rights of parents, and the rights of teachers/administration.
8. Complete the “How Would You Decide” activity on Supreme Court decisions concerning civil liberties
and civil rights from the Wilson text.
9. Free-writes
10. Create an illustrated timeline of the evolution of civil rights in the US
11. Vocabulary
12. Multiple Choice Test – content, concepts, and data analysis (CR7)
13. Free Response Questions (CR9)
Readings
1. Wilson text, chapters 17-18
2. Serow
a. “Security vs. Civil Liberty”, Posner
b. “Affirmative Action at Work”, Taylor
We will spend the remaining session reviewing material and writing free response questions. We will also
have two practice tests. Review sessions will also be held after school.
***I reserve the right to change this syllabus. It is a work in progress.