01 abe 19536 fm i xxv pp3...vice president, social sciences: charles linsmeier senior publisher high...

AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this product.

Scott F. AbernathyUniversity of Minnesota

Karen WaplesHoly Family High School, Colorado

Stories of a Nation For the AP® Course

American Government

Boston | New York

01_ABE_19536_fm_i_xxv_pp3.indd 1 10/5/18 10:29 AM

Copyright © Bedford, Freeman & Worth Publishers. Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.

Vice President, Social Sciences: Charles LinsmeierSenior Publisher High School: Ann HeathExecutive Program Manager: Nathan OdellSenior Development Editor: Donald Gecewicz

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ISBN-13: 978-1-319-19536-6ISBN-10: 1-319-19536-6

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Brief Contents

Acknowledgments xviAbout the Authors xviiTo the Student xviiiTips for Taking the AP® Exam xixAmerican Government: What’s Inside xx

Unit 1 Democracy and the Constitution

Chapter 1 American Government and Politics 4The Stories of Our Nation

Chapter 2 The Constitution 24A New Vision of Government

Chapter 3 Federalism 63Dividing Power between the National Government and the States

Unit 2 The Branches of the Federal Government

Chapter 4 Congress 106Representation, Organization, and Legislation

Chapter 5 The American Presidency 151Individuals, Institutions, and Executive Power

Chapter 6 The Federal Judiciary 185Politics, Power, and the “Least Dangerous” Branch

Chapter 7 The Federal Bureaucracy 215Putting the Nation’s Laws into Effect

Unit 3 Civil Rights and Civil Liberties

Chapter 8 Civil Liberties 256Protecting Fundamental Freedoms

Chapter 9 Civil Rights 292What Is Equality?

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Unit 4 American Political Ideologies and Beliefs

Chapter 10 American Political Culture 330What Americans Believe

Chapter 11 Public Opinion 356Measuring Americans’ Opinions

Chapter 12 Political Ideology 381How Beliefs Shape Our Choices

Unit 5 Political Participation

Chapter 13 Elections and Campaigns 418Candidates and Voters in an Era of Demographic Change

Chapter 14 Political Parties 454The Outsiders versus the Establishment

Chapter 15 Interest Groups and Social Movements 484Collective Action, Power, and Representation

Chapter 16 The Media 507New Technologies, Enduring Issues

Practice Exam for AP® U.S. Government and Politics 539

Political Party Affiliations in Congress and the Presidency, 1789–2017 A-1

Summary of Presidential Elections, 1789–2016 A-5

Glossary G-1

Notes N-1

Index I-1

iv BRIEF CONTENTS

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Detailed Contents

Acknowledgments xvi

About the Authors xvii

To the Student xviii

Tips for Taking the AP® Exam xix

American Government: What’s Inside xx

Unit 1 Democracy and the Constitution

Chapter 1 American Government and Politics

The Stories of Our Nation 4

Section 1.1 The Fight for Students’ Rights 5

AP® Political Science Practices Exam Task Verbs 7

Section Review 8

Section 1.2 American Political Culture 8

The Declaration of Independence 8

Popular Sovereignty and Republicanism 9

Inalienable Rights 10

Two Visions of Liberty 10

The Pursuit of Happiness and the American Dream 10

Religion and American Political Culture 10

AP® Political Science Practices Analyzing Pie Charts 11

Section Review 12

Section 1.3 Competing Theories of Democracy 13

Participatory Democratic Theory 13

Pluralist Theory 13

Elitist Theory 13

Section Review 15

Section 1.4 Institutions, Systems, and Power 15

Our Nation and Your Story 16

Section Review 16

How to Use This Book 17

Chapter 1 Review 17

Chapter 2 The Constitution

A New Vision of Government 24

James Madison: Clear-Eyed Visionary 25

Section 2.1 The Articles of Confederation 26

A Firm League of Friendship 26

Limitations on the Power of the Confederal Government 27

The Annapolis Convention 28

Unrest and the Danger of Rebellion 29

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Debt and Economic Crisis in Post-Revolutionary America 30

Civil Unrest and Military Conflict 30

Shays’s Rebellion: Crisis and Reconciliation 31

AP® Political Science Practices Analyzing Primary Sources 31

Section Review 32

Section 2.2 The Constitutional Convention 33

Two Big Issues: Representation and Power 33

Individual Rights 34

Representation in Congress 35

The Great Compromise 35

AP® Political Science Practices Interpreting Graphs and Charts 38

Section Review 40

Section 2.3 Branches of Government 41

Separation of Powers 41

The Legislative Branch 42

The Executive Branch 43

The Judiciary 44

Making Changes to the Constitution 44

An Uncertain Future 45

Section Review 45

Section 2.4 Ratification: Federalists versus Antifederalists 46

Federalist No. 10: Blunting the Power of Factions 48

Tyranny of the Majority, Tyranny of the Minority 49

Federalist No. 51: Sharing Power to Prevent Tyranny 50

A Bill of Rights 51

The Founders’ Motives 53

AP® Political Science Practices Refutation, Concession, and Rebuttal 54

Section Review 55

Chapter 2 Review 56

Chapter 3 Federalism

Dividing Power between the National Government and the States 63

Section 3.1 Conflict over Medical Marijuana 64

Section Review 65

Section 3.2 Federalism and the Constitution 66

Systems of Government 66

National and State Powers 67

The Commerce, Necessary and Proper, and Supremacy Clauses 67

Section Review 70

Section 3.3 The Dynamic Nature of Federalism 71

The Marshall Court: Expanding National Power 71

AP® Political Science Practices Analyzing Supreme Court Cases 72

The Thirteenth, Fourteenth, and Fifteenth Amendments 73

Shifting from Dual to Cooperative Federalism 74

Section Review 78

Section 3.4 Modern American Federalism 79

Grants-in-Aid and the Expansion of Cooperative Federalism 79

AP® Political Science Practices Analyzing Patterns in Data 80

Devolution and Block Grants 80

Federalism and Public Policy: Education 81

AP® Political Science Practices Analyzing Graphs and Charts: Perceptions of Federal, State, and Local Governments 82

Section Review 83



DETAILED CONTENTS vii

Section 3.5 The Supreme Court and Modern Federalism 84

United States v. Lopez: Preserving States’ Authority 84

Same-Sex Marriage 86

Gonzales v. Raich: The Supreme Court Decides 88

Section Review 90

Chapter 3 Review 91

Unit 1 Review 97

Unit 2 The Branches of the Federal Government

Chapter 4 Congress

Representation, Organization, and Legislation 106

Secret Invitation to the Map Room 107

Section 4.1 The Constitution and Congress 108

Key Differences between the Chambers 108

The Powers of Congress 110

Exercising Checks and Balances 113

Section Review 113

Section 4.2 Politics of Congressional Elections 114

Constituency: The Boundaries of Representation 114

Institutional Factors: The Advantages of Congressional Incumbents 119

Experience and Money 119

AP® Political Science Practices Analyzing a Table of Data 120

Maximizing the Advantage 120

Section Review 121

Section 4.3 The Organization of Congress 122

Political Parties in Congress 122

The Committee System 123

Congressional Staff and the Congressional Bureaucracy 124

Norms of Behavior 125

Section Review 125

Section 4.4 “I’m Just a Bill” 126

The Legislative Process 127

The First Step: Introduction 127

Referral to Committee 127

Committees and Subcommittees in Action 127

Floor Consideration 129

Resolution of Differences between House and Senate Bills 131

Presidential Action 131

Section Review 132

Section 4.5 Congress and the Budget 133

Setting the Federal Budget 133

Taxation, Deficits, and Debt 133

Congress and Public Policy: Social Insurance 134

Section Review 136

Section 4.6 Challenges of Representation 137

Acting in Congress 137

AP® Political Science Practices Analyzing Visual Data: How to Visualize Partisan Polarization 139

The Roles of a Member of Congress 139

AP® Political Science Practices Analyzing How Data Are Represented 140

Substantive Representation: Doing What Constituents Want 140

Section Review 142

Chapter 4 Review 143

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Chapter 5 The American Presidency

Individuals, Institutions, and Executive Power 151

Section 5.1 Presidential Power and the War on Terror 152

The Capture of Yaser Hamdi 153

Section Review 155

Section 5.2 The Constitution and the American Presidency 155

Selection, Qualifications for Office, and Length of Terms 155

Federalist No. 70 156

Presidential Powers and Roles 157

Unilateral Presidential Action 161

AP® Political Science Practices Analyzing Photos 162

Section Review 164

Section 5.3 Limits on Presidential Power 165

The War Powers Resolution 166

Impeachment 166

Court Decisions 166

Section Review 167

Section 5.4 The Modern Presidency in Context 168

The Vice Presidency 168

The First Spouse 169

The Executive Office of the President 169

The President and a Partisan Congress 170

AP® Political Science Practices Analyzing Trends: The First One Hundred Days 171

The President and Public Opinion 172

Americans’ Evaluations of Presidential Performance 172

The President and Public Policy: The Dream Act 174

Section Review 175

Section 5.5 The War on Terror and Presidential Power 176

The Supreme Court Restricts Presidential Power 176

AP® Political Science Practices Evaluating an Argument: Attorney General Eric Holder on the Use of Lethal Force against U.S. Citizens Abroad 177

Section Review 178


Chapter 6 The Federal Judiciary

Politics, Power, and the “Least Dangerous” Branch 185

Section 6.1 Judicial Independence from Money and Politics 186

Money, Politics, and How the Supreme Court Preserves Judicial Independence 187

Sotomayor’s Appointment to the Supreme Court 188

Section Review 189

Section 6.2 The Constitution and the Federal Judiciary 190

Article III: The Federal Judiciary in the Constitution 190

AP® Political Science Practices Analyzing Visual Information: The Presentation of the Supreme Court 191

Ratification: Antifederalist Concerns and the Federalist Response 192

AP® Political Science Practices Interpreting Foundational Documents 192

Congress Builds the Judiciary 193

Appointment to the Federal Judiciary 193

Politics and Supreme Court Nominations 193

Section Review 194



DETAILED CONTENTS ix

Section 6.3 John Marshall and the Power of the Supreme Court 195

The Election of 1800 195

The Judiciary Act of 1801: Appointments Signed, Sealed, but Not Delivered 196

Politics and the Power of the Supreme Court 196

Marbury v. Madison and the Establishment of Judicial Review 197

The Implications of Marshall’s Decision 197

Section Review 198

Section 6.4 Organization of the Federal Judiciary 199

Criminal and Civil Cases 199

The State Courts 200

The Federal District Courts 200

The Appellate Courts 200

The Supreme Court 200

Section Review 204

Section 6.5 Judicial Review, Constitutional Interpretation, and Judicial Decision-Making 206

Theories of Constitutional Interpretation: Judicial Restraint and Judicial Activism 206

AP® Political Science Practices Interpreting an Author’s Assumptions: Alexander Bickel on the Powers of Judicial Review 207

The Supreme Court and Policymaking 207

Section Review 209


Chapter 7 The Federal Bureaucracy

Putting the Nation’s Laws into Effect 215

The Summer of Disastrous Hurricanes 216

Section 7.1 How the Bureaucracy Is Organized 218

Development of the American Federal Bureaucracy 218

Section Review 221

Section 7.2 The Structure of the Modern Federal Bureaucracy 223

Federal Bureaucrats 224

AP® Political Science Practice Analyzing Data: The Growth of the Federal Bureaucracy 226

Iron Triangles and Issue Networks 228

Section Review 229

Section 7.3 The Bureaucracy and Policymaking 230

Defining the Problem and Getting Congress to Act 230

Implementation, Rulemaking, Advising, and Representation 231

Evaluation and (Maybe) Termination 233

Section Review 233

Section 7.4 Checks on the Bureaucracy 234

Control, Oversight, and Reform 234

Controlling the Bureaucracy 234

AP® Political Science Practices Interpreting Political Cartoons 235

Reform and Reliance on Private Organizations 237

Section Review 238


Unit 2 Review 245



x DETAILED CONTENTS

Unit 3 Civil Rights and Civil Liberties

Chapter 8 Civil Liberties

Protecting Fundamental Freedoms 256

Traitor or Hero? 257

Section 8.1 The Constitution and the Bill of Rights 259

Federalists versus Antifederalists, Ratification, and the Bill of Rights 260

Ten Amendments, Proposed and Ratified 260

Section Review 261

Section 8.2 Selective Incorporation 262

Applying the Bill of Rights to State Laws and Actions 263

Section Review 266

Section 8.3 The Right of Religious Freedom 266

Religion: Establishment and Free Exercise 266

The Establishment Clause and the Supreme Court 267

AP® Political Science Practices Reading Required Supreme Court Cases 268

Free Exercise and the Supreme Court 270

Section Review 271

Section 8.4 The Right of Expression 272

Speech, Press, Assembly, and Petition 272

National Security and Political Expression 272

The Press and National Security 273

Symbolic Speech 274

Restrictions on Free Speech 275

Freedom of Assembly 276

AP® Political Science Practices Analyzing Images: “Philosoraptor” and Second Amendment Memes 277

The Second Amendment 277

Section Review 278

Section 8.5 The Rights of Defendants 279

The Fourth Amendment: Search, Seizure, Warrants, and Evidence 279

The Fifth Amendment: The Grand Jury, Double Jeopardy, and Self-Incrimination 280

The Sixth Amendment: Trials, Juries, and Attorneys 281

The Eighth Amendment: Bail and Punishment 281

Section Review 282

Section 8.6 Privacy and Other Rights 283

Privacy in the Bedroom 283

Abortion as a Privacy Right 284

The Ninth Amendment: Rights Not Specified 285

Section Review 286


Chapter 9 Civil Rights

What Is Equality? 292

Section 9.1 Securing Rights for Those with Disabilities 293

Refusing to Be Called a “Fire Hazard” 294

Section Review 295

Section 9.2 The Fight against Segregation 296

Civil Rights Amendments and Backlash 297

Plessy v. Ferguson: “Separate but Equal” 298

Thurgood Marshall and the NAACP 298

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Brown v. Board of Education 300

AP® Political Science Practices Interpreting Images 300

Southern Resistance 301

Section Review 304

Section 9.3 The Civil Rights Movement 305

AP® Political Science Practices Interpreting Data 305

The Montgomery Bus Boycott 306

Dr. Martin Luther King Jr.’s Letter from a Birmingham Jail 306

Civil Rights Act of 1964 and Voting Rights Act of 1965 309

Section Review 310

Section 9.4 The Fight for Women’s Rights 311

The Nineteenth Amendment: Enfranchising Women 311

Beyond the Vote: The Second Wave 311

Women’s Rights and Public Policy: Title IX 312

The Equal Rights Amendment 312

Supreme Court Decisions on Gender Discrimination and Sexual Harassment 312

Civil Rights and the American Experience 313

Section Review 314


Unit 3 Review 321

Unit 4 American Political Ideologies and Beliefs

Chapter 10 American Political Culture

What Americans Believe 330

Making a Difference Before She Could Vote 331

Section 10.1 Core Political Values 333

Individualism 333

Equality of Opportunity 335

AP® Political Science Practices Analyzing Implications of Visual Displays 335

Free Enterprise 336

Rule of Law 337

Limited Government 338

American Core Values and Public Policy: Need-Based Assistance 338

Section Review 339

Section 10.2 Political Socialization 340

Families, Schools, and Peers 340

Civic and Religious Organizations 341

Generational and Life-Cycle Effects 341

AP® Political Science Practices Analyzing Primary and Secondary Sources 343

Section Review 344

Section 10.3 Globalization and American Core Values 345

Actors on the World Stage 346

The Globalized Economy 347

Globalization and Democracy 348

The Dark Side of Globalization 348

Section Review 349


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Chapter 11 Public Opinion

Measuring Americans’ Opinions 356

Differing Views of Race Discrimination in America 357

How Events at Ferguson Led to Change in Public Opinion 358

Take a Knee: Shaping Public Opinion in New Ways 358

AP® Political Science Practices Assessing and Interpreting Changes in Public Opinion 359

Section 11.1 What Is Public Opinion? 361

What Do We Mean When We Talk about “Public Opinion”? 361

What Do Americans Know, or Not Know, about Politics, and Does It Matter? 361

A More Optimistic View of American Public Opinion 362

Section Review 363

Section 11.2 Trying to Measure Public Opinion Accurately 364

How Scientific Polling Works 364

Types of Surveys 365

The Challenges of Using Polling to Measure Public Opinion 366

AP® Political Science Practices Analyzing Limitations of Data: Question Wording and Its Effects 367

Section Review 368

Section 11.3 The Effects of Public Opinion on Democratic Representation 369

Understanding Patterns within American Public Opinion 369

How Polls Are Used 371

Public Opinion and Policymaking 372

Public Opinion and the Response to Ferguson 372

How to Understand Changing Public Opinion 374

Section Review 374


Chapter 12 Political Ideology

How Beliefs Shape Our Choices 381

Health Care: A Right or a Privilege? 382

Section 12.1 Party Ideology 385

Section Review 387

Section 12.2 Ideology and Economic Policymaking 389

Government Intervention in the Economy 389

Monitoring the Health of the Economy 389

Business Cycles and Theories of Economic Policymaking 390

Guiding the Nation’s Economy through Decisions on Spending and Taxation 391

Section Review 392

Section 12.3 Monetary Policy 393

The Federal Reserve System 393

The Challenges and Risks of Conducting Monetary Policy 394

AP® Political Science Practices Interpreting Text-Based Sources: “Helicopter Ben” and Extreme Monetary Policy Options 395

Section Review 395

Section 12.4 Ideology and Social Policy 396

The Federal Government and Health Care 396

The Patient Protection and Affordable Care Act 396

AP® Political Science Practices Analyzing the Role of Ideology in Supreme Court Decisions: Chief Justice John Roberts and the Republicans 398

School Choice, Competition, and the Markets 399

Section Review 399


Unit 4 Review 407



DETAILED CONTENTS xiii

Unit 5 Political Participation

Chapter 13 Elections and Campaigns

Candidates and Voters in an Era of Demographic Change 418

Citizens United: Money as Speech, Corporations as People 419

Section 13.1 Forms of Political Participation 422

Section Review 423

Section 13.2 The Right to Vote and Exercising That Right 425

The Expansion of Voting Rights 425

Factors That Shape Electoral Participation 425

AP® Political Science Practices Explaining Patterns and Trends in Data: Why Is America’s Voter Turnout Rate So Low? 431

Legal and Institutional Factors That Influence Voter Turnout 432

Section Review 435

Section 13.3 Democratic Representation and Theories of Voting Behavior 436

How Citizens Make Voting Decisions and the Functions of Elections 437

Section Review 438

Section 13.4 The Politics of Presidential Elections 439

The Stages of Presidential Campaigns 439

The Electoral College 440

Section Review 442

Section 13.5 Money and Campaigns 443

What Money Buys 443

Campaign Finance Reform 444

AP® Political Science Practices Analyzing a Trend in Data: Money and Presidential Campaigns 445

Section Review 447


Chapter 14 Political Parties

The Outsiders versus the Establishment 454

Two Presidential Candidates Shake Up the Field 455

Section 14.1 Functions of Political Parties 458

The Roles That Parties Play 458

Parties as Organizations 458

The Party in the Electorate 458

The Party in Government 460

Section Review 461

Section 14.2 The Development of American Political Parties 462

Modern American Party Politics 462

How Political Parties Change and Adapt 464

Section Review 465

Section 14.3 Parties and Political Campaigns 466

The Nomination Process 467

AP® Political Science Practices Analyzing and Interpreting Quantitative Data: Using Maps to Explore the Consequences of Primary and Caucus Schedules 470

AP® Political Science Practices Comparing Political Processes: The Parties Rethink Their National Strategies 472

Section Review 473

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Section 14.4 Third Parties 474

Minor Parties in the Twenty-First Century 475

2016 and the Challenges to Mainstream Political Parties 476

Section Review 477


Chapter 15 Interest Groups and Social Movements

Collective Action, Power, and Representation 484

Net Neutrality: Who Owns the Pathways of Communication? 485

Section 15.1 Acting Collectively 486

Interest Groups in American Representative Democracy 486

Theories of Interest Group Formation 487

Challenges Facing Interest Groups 488

Section Review 489

Section 15.2 Interest Group Tactics 491

Lobbying by Interest Groups 491

Lobbying Congress: Influencing Legislation 492

Lobbying Government Agencies 492

Influencing the Judiciary 493

Iron Triangles and Issue Networks 494

Money and Campaigns 494

Acting from Outside: Mobilizing Members through Grassroots Lobbying and Political Protest 494

AP® Political Science Practices Analyzing Data: Campaign Contributions by Economic Sector 495

Section Review 496

Section 15.3 Social Movements 497

Choice of Effective Tactics 497

Successes and Failures of Social Movements 497

AP® Political Science Practices Analyzing Visual Information: Depicting Income Inequality in the United States 498

Section Review 499


Chapter 16 The Media

New Technologies, Enduring Issues 507

What Do We Mean by “Media”? 508

The Power of the News Media 508

Section 16.1 The Evolving News Media 509

The Print Media and a New Nation 509

Freedom of the Press, the Constitution, and the Ratification Debates 509

The Media Go “Mass”: Penny Presses, Partisanship, and Scandal 510

Journalists as Investigators and Activists 510

Direct to Americans’ Homes: Radio and Television 510

New Media: New Freedom and New Problems 512

Section Review 513

Section 16.2 Public Policy Regulating Content and Ownership 514

The Changing Nature of Regulation 514

Public Policy and Media Consolidation 515

Section Review 517

Section 16.3 How the Media Shape American Politics Today 518

The Political Perils of the New Media 518

The New Media and Reshaping of What Is News 519

Bias and Coverage of the News 519

AP® Political Science Practices Analyzing Graphs 520



DETAILED CONTENTS xv

The Media as Shapers of Political Campaigns and Elections 521

A Digital Divide? 521

AP® Political Science Practices Analyzing Polling Data 522

A Credibility Divide? 522

Section Review 523


Unit 5 Review 529

Practice Exam for AP® U.S. Government and Politics 539

Political Party Affiliations in Congress and the Presidency, 1789–2017 A-1

Summary of Presidential Elections, 1789–2016 A-5

Glossary/Glosario G-1

Notes N-1

Index I-1



xvi

Acknowledgments

A number of instructors helped to guide the development of the college edition of American Government: Stories of a Nation and its resources. We appreciate the time and thoughts the reviewers of the college edition put into their feedback, which helped author Scott Abernathy to refine the material and ensure that the content is useful to both instructors and students.

Reviewers of the College EditionRichard A. Almeida, Francis Marion UniversityJohn A. Aughenbaugh, Virginia Common-

wealth UniversityMadelyn P. Bowman, Tarrant County College,

South CampusMarla Brettschneider, University of New HampshireMark A. Cichock, University of Texas at

ArlingtonAmy Colon, SUNY SullivanVictoria Cordova, Sam Houston State UniversityKevin Davis, North Central Texas CollegeMichael J. Faber, Texas State UniversityTerry Filicko, Clark State Community CollegePatrick Gilbert, Lone Star CollegeAndrew Green, Central College

Sally Hansen, Daytona State CollegeAlyx D. Mark, North Central CollegeDavid F. McClendon, Tyler Junior CollegeMichael P. McConachie, Collin CollegePatrick Moore, Richland CollegeTracy Osborn, University of IowaCarl Palmer, Illinois State UniversityMelodie Pickett, Tarleton State UniversityDaniel E. Ponder, Drury UniversityNicholas L. Pyeatt, Penn State Altoona Paul Rozycki, Mott Community CollegeDeron T. Schreck, Moraine Valley Community

CollegeJustin S. Vaughn, Boise State UniversityTony Wohlers, Cameron University

In writing the edition for the AP® course, author Karen Waples has relied on three special reviewers for accuracy checking, advice about presentation, and suggestions for making the content conform better to the AP® course and to the needs of high-school students. She would like to thank Prof. Stanley Luger, University of Northern Colorado, Jeff Reiman, Grandview High School, Aurora, Colorado, and Benwari Singh, Cherry Creek High School, Greenwood Village, Colorado.

Reviewers of the Edition for the AP® CourseThese reviewers participated in many ways in shaping the content of the textbook. They reviewed chapters, gave advice on student assessments, and participated in an early survey about the book and the AP® course that it serves.

Richard L. Andres Jr., North Tonawanda High School, New York

Lee Boyer, Sylvania Southview High School, Sylvania, Ohio

Carlos Caldwell, Santa Fe High, Santa Fe, New Mexico

Matthew Desjarlais, Allatoona High School, Acworth, Georgia

Lorraine Dumerer, R.L. Turner High School, Carrollton, Texas

Allison Echlin, Northville High School, Northville, Michigan

Bob Fenster, Hillsborough High School, Hillsborough, New Jersey

Bonnie Herzog, Tampa, FloridaJessica Hunsberger, Sleepy Hollow High

School, Sleepy Hollow, New YorkMark Oglesby, The Episcopal School of

Dallas, Dallas, TexasBonnie Monteleone, Brecksville-Broadview

Heights High School, Broadview Heights, Ohio

Michael Vieira, Bishop Connolly High School, Fall River, Massachusetts

Edward Williams, Austin Preparatory School, Reading, Massachusetts

Carlene Baurichter, Bangor High School, Bangor, Wisconsin

We also thank the nearly 200 teachers of AP® U.S. Government and Politics who participated in an initial survey to help the author and editors to shape this program to the AP® course.



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Scott F. AbernathyUniversity of MinnesotaAfter working as an on-street counselor for homeless adolescents in Boston, Scott received a master of curriculum and instruction and taught fourth and seventh grades in Wisconsin public schools. Hoping to learn more about the underlying systems that drove educational outcomes, Scott completed an M.P.A in domestic policy and then a Ph.D. in Politics from Princeton University.

Scott is now an associate professor of political science and a University Distinguished Teaching Professor at the University of Minnesota. He is also the author of School Choice and the Future of

American Democracy and No Child Left Behind and the Public Schools, both from University of Michigan Press.

Karen WaplesHoly Family High School, ColoradoFormerly a trial attorney, Karen Waples has taught since 1999 and currently teaches AP® Comparative Government and College Prep Government at Holy Family High School in Broomfield, Colorado. Karen has served as a reader for the AP® U.S. Government and Poli-tics, as well as the AP® U.S. History exams, and she was the 2018 exam leader for the AP® Comparative Government and Politics exam. She is an endorsed consultant for the College Board® and conducts AP® U.S. Government and Politics workshops and institutes throughout the country. Karen was the chair of the College Board® Social Science

Academic Advisory Committee and was a member of the Curriculum Redesign Committee for AP® U.S. Government and Politics. She received the Colorado Governor’s Award for Excellence in Education in 1997 and was recognized as a Cherry Creek High School Teacher of the Year in 2002.

About the AuthorsCo

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xviii

To the Student

Understanding U.S. Government and Politics: Tackling This Fun and Challenging Course

Dear AP® student: Recently, there were some big changes in the AP® U.S. Government and Politics course. These changes give you an opportunity to gain the knowledge, skills, and reasoning practices that will help you to understand and participate in government and politics throughout your life. This class doesn’t focus on memorization. It’s about thinking and doing. This textbook, American Government: Stories of a Nation for the AP ® Course, was written specifically for you as a high school student.

At the end of the course, you will take the AP® Exam. The new AP ® Exam focuses on disciplinary practices and reasoning processes that require you to think like a politi-cal scientist. This redesigned exam will ask you to apply what you have learned to real-world scenarios. The exam provides you with a chance to demonstrate your ability to understand and interpret data, graphs, speeches, and debates about laws and policies. AP ® Tips throughout the book help you navigate the new exam. Watch for them.

Here are some parts of the book designed to help you: Each chapter in American Government: Stories of a Nation for the AP ® Course

begins with a story showing citizens in action and their impact on laws and govern-ment. As an author and teacher, I want to demonstrate how real people have made a difference through political actions. These stories create a vivid context that will help you better understand the content in each chapter.

The new course includes nine foundational documents, such as the Declaration of Independence. The course also includes fifteen required Supreme Court cases— decisions that have had a big effect on constitutional law and American life. This book explains each of these required readings and helps you to understand their nuances, in language you can understand, without overly simplifying their meaning. Look for the bright boxes about required cases and required documents that I put in the text to summarize what you should know.

Each chapter also contains two AP ® Political Sciences Practices features that explain how to write an essay question better, how to assess data, and how to analyze photo-graphs and political cartoons. Read them carefully so that you can apply the content in new ways and begin thinking like a political scientist.

I’m a high school teacher, and I get to work with students like you every day. I am proud of this book and believe it can help you achieve success on the AP ® exam. More important, I believe this book will help you think deeply about important issues and encourage you to become a citizen actively engaged in your community and nation.

Sincerely, Karen Waples Co-Author of American Government: Stories of a Nation for the AP ® Course Teacher, Holy Family High School, Colorado



xix

Tips for Taking the AP® Exam

The Exam for the AP® U.S. Politics and Government course consists of fifty-five multiple- choice questions and four free-response questions.

Multiple-Choice QuestionsYou will have an hour and twenty minutes to complete this part of the exam. This amounts to eighty minutes to answer fifty-five questions. Budget your time wisely. If you get stuck on a question, mark it in the exam booklet, bubble in a random answer, move to the next one, and come back to the question later, if you have time.

The multiple-choice exam has six different kinds of questions:

1. Quantitative Analysis Interpreting tables, charts, graphs, maps, and infographics

2. Qualitative Analysis Interpreting readings from primary and secondary sources

3. Visual Analysis Interpreting cartoons, maps, and infographics

4. Concept Application Applying political concepts to scenarios

5. Comparison Explaining similarities and differences in the concepts learned in the course

6. Knowledge Identifying and defining important terms and concepts in government and politics

Each multiple-choice question has four answer choices. You will earn one point for each correct answer, and there is no penalty for guessing, so answer every question. The multiple-choice portion makes up half of your score on the exam.

Free-Response QuestionsYou will answer four written questions in an hour and forty minutes.

Question 1: Concept Application (suggested time: 20 minutes)

Read a scenario and explain how it relates to what you have learned about government and politics.

Question 2: Quantitative Analysis (suggested time: 20 minutes)

Analyze data, identify a trend, or draw a conclusion from a table, chart, graph, map, or infograph-

ic and explain how it relates to the course content.

Question 3: Supreme Court Comparison (suggested time: 20 minutes)

Read about a nonrequired Supreme Court case and compare it with one of the fifteen required Supreme

Court cases. The nonrequired case will be described in enough detail to give you the information that

you need to answer the question. The required Supreme Court case will be identified in the question.

Question 4: Argumentation Question (suggested time: 40 minutes)

Write an essay with a thesis that develops an argument about a topic.

• You must use at least one of the nine foundational documents as a piece of evidence to support

your argument.

• The question will contain a list of the foundational documents that you may use in your response.

• You must also use a second piece of evidence to support your argument, which may be a foun-

dational document or something else you learned in the course.

• You will also have to provide an alternative perspective and respond to that alternative perspec-

tive using refutation, rebuttal, or concession.

The free-response section makes up half of your score on the exam. Each free-response ques-tion is worth 12.5 percent, which means the questions are evenly weighted, even though the argumentation question will take you longer to write. Again, budget your time carefully.



xx

American Government: What’s Inside

Meticulously Aligned to the Redesigned AP® U.S. Government and Politics Course From the Big Ideas to the Essential Knowledge statements, this book has been painstakingly aligned to the concepts of the course. Each book unit corre-sponds to the same unit in the course framework. We’ve kept the coverage brief and targeted to make the book and, thus, the course more manageable for you and your students.

Simple Unit Structure

Unit 1 Democracy and the Constitution Unit 2 The Branches of the Federal Government Unit 3 Civil Rights and Civil Liberties Unit 4 American Political Ideologies and Beliefs Unit 5 Political Participation

You interact with the federal government almost every day. A woman sits on the steps of the Farley Post Office in New York City and fills out her return on Tax Day, which usually falls on April 15. It is the deadline for sending tax returns to the Internal Revenue Service, and many people put off filing till the deadline. The tax system involves several institutions of government, including the president, who can propose changes to the tax system, Congress, which approves tax laws, and the Internal Revenue Service, which collects taxes and issues refunds. The U.S. Postal Service is an independent agency. Unlike most other agencies, the post office is specifically mentioned in the Constitution (Article I) and is overseen by the Congress, too. Chris Hondros/Getty Images

Unit 2

The Branches of the Federal Government

The bureaucracy is a fourth branch of gov-

ernment that carries out policies developed by

the president and Congress. Most bureaucrats

are selected through a merit-based system.

The bureaucracy implements laws covering

a wide range of activities. Bureaucrats are

unelected and have rule-making authority,

yet Congress and the president can hold the

bureaucracy accountable. Checks and bal-

ances require the branches of government to

compete and cooperate in governing.

Chapter 4 The Congress

Chapter 5 The American Presidency

Chapter 6 The Federal Judiciary

Chapter 7 The Federal Bureaucracy

Mazie Hirono of Hawaii has an unusual story for a U.S. senator. Born in Japan to a mother who was a U.S. citizen, she later immigrated to Hawaii and became a naturalized U.S. citizen. She is the first Buddhist and the first Asian-American woman elected to the Senate. JOSHUA ROBERTS/REUTERS/Newscom

The Congress, the president, and the

courts are the three major institutions

of U.S. government. Congress consists

of a House of Representatives and a Senate.

While both chambers pass laws, each has dif-

ferent constituencies, powers, and rules.

The Constitution sets the president’s for-

mal powers, but the informal power of the

office has grown over time. Technology allows

the president to reach the public through

press conferences, the State of the Union

Address, and social media.

The federal courts are an independent

branch of government. Lifetime appoint-

ments insulate judges from political back-

lash. Through judicial review, the Supreme

Court can overturn laws passed by Con-

gress and executive actions that violate the

Constitution.

Chris Hondros/Getty Images



AMERICAN GOVERNMENT: WHAT’S INSIDE xxi

78 CHAPTER 3 • Federalism

Section Review

3.3 Describe the development of American federalism over time.

REMEMBER • The boundaries between the authority of national and state governments have changed over time. • Many of these changes have come about as a result of Supreme Court decisions in interpreting the

Constitution. • The New Deal fundamentally reshaped American federalism.

KNOW • Thirteenth Amendment : constitutional amendment that outlaws slavery. ( p. 73 ) • Fourteenth Amendment : constitutional amendment that provides that persons born in the United States are

citizens and prohibits states from denying persons due process or equal protection under the law. ( p. 73 )

• Fifteenth Amendment : constitutional amendment that gave African Americans the right to vote. ( p. 74 ) • dual federalism : a form of American federalism in which the states and the national government

operate independently in their own areas of public policy. ( p. 74 ) • selective incorporation : the process through which the Supreme Court applies fundamental rights in the

Bill of Rights to the states on a case-by-case basis . ( p. 75 ) • cooperative federalism : a form of American federalism in which the states and the national government

work together to shape public policy. ( p. 75 )

THINK • How has American federalism changed and developed? What factors have helped to drive this change? • How did nineteenth-century interpretations of American federalism deny some Americans their

fundamental rights? • How did the New Deal impact the relationship between the national government and the states? • Given the dynamic nature of federalism, what kinds of events might cause federalism to change in the future?

3.3 Review Question: Free Response

Carol Ann Bond learned that her husband was having an affair with her friend, Myrlinda Haynes, who became pregnant. Bond stole and purchased chemicals, which she put on Haynes’s door-knobs and car handle, causing burns. Bond was changed with violating the Chemical Weapons Convention Implementation Act of 1998, a federal law, which makes it a crime to use certain chemicals with the intent to harm others.

In Bond v. United States (572 U.S. ___ (2014)), the Supreme Court ruled that Congress exceeded its authority in passing the Chemical Weapons Convention Implementation Act because the law infringed on the traditional police powers of the states.

After reading the scenario, use your knowledge of U.S. Government and Politics to respond to parts A, B, and C.

A. Identify the constitutional provision that is common to both McCulloch v. Maryland (1819) and Bond v. United States .

B. Based on the constitutional provision identified in part A, explain how the facts of Bond v. United States lead to a different holding than in McCulloch v. Maryland.

C. Explain how another clause of the Constitution supports the ruling in Bond v. United States.

3.4 Modern American Federalism During the second half of the twentieth century, the federal government expanded its role in the economy. Many federal agencies created during the New Deal stayed in place, and some grew larger. The dual federalism of the nineteenth and early twentieth centuries was long gone. Cooperative federalism remained the dominant model.

Easy-to-Use Organization Pacing your AP® U.S. Government and Poli-tics course can be challenging because there are so many concepts and skills to teach, usually in only a single semester. To help, we have seg-mented chapters into sixty-eight sections guided by learning targets. Each section is just enough for a single day’s lesson to deliver content, skills, assignments, and assessments in a brief and easy-to-use “chunk.” Whether you are a novice or vet-eran teacher, these modules will save you hours of planning time.

Integrated AP® Political Science Practices Features Each chapter includes two or three special features to enhance students’ mastery of the course’s Disciplinary Practices and Reasoning Processes. Each includes instruc-tion, modeling, and practice in the AP® style.


The Pew Research Center is a nonpartisan organization that conducts and analyzes public opinion through surveys and other tools. In 2013, researchers asked a series of questions about indi-viduals’ views on how favorably they viewed the federal govern-ment, their state governments, as well as their local governments. Those who answer these kinds of surveys are called respondents .

This was not the first time Pew researchers had asked the ques-tion. They had data going back to the 1990s. The researchers presented the collection of their findings over time with a line graph (sometimes called a line chart). A line graph presents data as a set of points connected by lines:

These kinds of graphs can be useful in presenting trends over time, in this case a widening gap between the favorability ratings that Americans who responded to the surveys (a group that changed with each survey) gave to the federal government, their state governments, and their local governments. According to these data, there seems to be a notable decline in Americans’ favorable views of the federal government in recent years. The researchers also found that differences in favorability views of government might be con-nected to the political party with which the individual answering the survey affiliated, but not for every level of government.

Another way to present results of a survey is a bar chart , which represents data with rectangles of different sizes. The bars can be either horizontal or vertical.

These data came from one administration of the survey, in 2013. Note that differences in favorability ratings of the federal government appear to be more strongly associated with, or correlated with, political party affiliations (Republican, Independent, and Democratic) than views of state and local governments.

After studying these two presentations of data, consider and answer the following questions:

1. Describe what the numbers in the first figure represent.

2. Describe what the height of each bar in the second figure represents.

3. Explain one way in which the favorability rating of federal, state, and local government is more connected to the political party that a respondent affiliates with.

4. Pew Research is a respected organization, but let’s say that it were not. Instead, consider how a research organization might shape the surveys to advance an argument. Explain how the wording of the questions might shape the results presented (a topic to which we will return later in the book).

AP® Political Science PRACTICES Analyzing Graphs and Charts:

Perceptions of Federal, State, and Local Governments

Data from Pew Research Center

Data from Pew Research Center

Rep Ind Dem

13

27

Federal

41

Rep Ind Dem

5759

State

56

Rep Ind Dem

6360

Local

67

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rab

le p

erce

ptio

n of

leve

l of g

over

nmen

t, p

erce

ntag

e

0

10

20

30

40

50

60

70

80

90

100

1997 2000 2003 2006 2009

Year

2013

Per

cent

68

0

10

20

30

40

50

60

70

80

90

100

66

38

Favorableperceptions of…

63Your localgovernment

57 Your stategovernment

28 The federalgovernmentin Washington

The Gap in Perceptions of Federal, State, and Local Governments

Less Partisan Perceptions of State, Local Governments



xxii AMERIC AN GOVERNMENT: WHAT’S INSIDE

Meaningful, Focused Work on the Required Court Cases The College Board chose fifteen required U.S. Su-preme Court cases to highlight the role of the U.S. Supreme Court in interpreting the Constitution and Bill of Rights. In American Government: Stories of a Nation for the AP® Course , chapters that align with particular cases introduce a deep reading of the case, point out the importance of the case to the AP® course, and assess students’ knowledge. Argu-mentation questions introduce pertinent cases and ask students to articulate a thesis, use the cases as evidence, and write an essay.


In this book and in your course, you will be asked to interpret, analyze, and apply key U.S. Supreme Court cases. To do so, it will be important to become familiar with the format and components of Supreme Court decisions, as well as how to study them.

General Tips in Approaching These Key Cases

• Reading cases takes time, especially at first, because a legal decision is a specific kind of writing. Be sure to give yourself plenty of time.

• Supreme Court cases are usually organized using a four-part formula:

• First, the Court gives an overview of the facts of the case. Become familiar with what happened in the case—who was involved, and how the case rose through the court system.

• Second, the Court explains the issue it was asked to resolve. In the fifteen required Supreme Court cases, the fundamental issue always involves the Constitution. Therefore, be sure that you understand the particular clause or amendment that the Supreme Court is being asked to interpret.

• Third, the Court announces who won the case. This is simply a decision about which party won.

• Fourth, and most important, the Court explains the reasons for its decision. Sometimes, the Court will have several reasons for its decision, and these are usually explained in separate sections or paragraphs.

Make sure you understand each reason for the Court’s decision and the logic behind it.

• Try to gain a deeper understanding of the context of the case, which may include the larger political climate in which the case was decided.

• Generally, do not worry too much about details. Think about the big picture, especially the implications of the decision for constitutional law and public policy. Consider how the case sets a precedent to be applied in future cases.

• Be sure to practice comparing different cases. Sometimes, one decision will build on others. Sometimes, a previous decision may be overturned.

Key Terms and Concepts in Reading Supreme Court Decisions

• Majority Opinion: The decision and legal reasoning of the majority of justices. A majority opinion may be unanimous.

• Concurring Opinion (concurrence): There may be no concurrences, or many. These are opinions written by justices who voted with the majority but have different or additional reasons for their decision. Concurring opinions do not serve as precedent for future cases, although they may contain reasoning that the Supreme Court might use in the future.

• Dissenting Opinion (dissent): There may be no dissents or several. These are opinions written by justices who voted with the minority. Though they do not serve as precedent for future cases, they may lay down the logic of the other side should the Court decide to reevaluate precedent in future cases.

AP® Political Science PRACTICES Analyzing Supreme Court Cases

Citing the necessary and proper clause of the Constitution, Marshall affirmed the right of Congress to establish the bank, arguing, “Let the end be legitimate, let it be within the scope of the Constitution, and all means which are appropriate, which are plainly adapted to that end, which are not prohibited, but consist with the letter and spirit of the Constitution, are Constitutional.” 20 Marshall argues against a strict, literal view of the Constitution in stating,

The subject is the execution of those great powers on which the welfare of a Nation essentially depends. It must have been the intention of those who gave these powers to insure, so far as human prudence could insure, their beneficial execution. This could not be done by confiding the choice of means to such narrow limits as not to leave it in the power of Congress to adopt any which might be appropriate, and which were conducive to the end. 21

A constitution, he argued, cannot contain the “prolixity of a legal code. Its nature, there-fore, requires that only its great outlines should be marked.” 22 The right to establish the bank was, according to Marshall’s logic, a valid implied power of Congress, even though the right to

Integrated Public Policy Coverage Most traditional books relegate public policy to discrete, separate chapters, but the new AP® course integrates public policy throughout. As you would expect from a book created for the new course, American Government: Stories of a Nation for the AP® Course incorporates pub-lic policy. This approach emphasizes how public policy functions as the application of principles taught in each chapter and how public policies are implemented.

230 CHAPTER 7 • The Federal Bureaucracy

7.3 The Bureaucracy and Policymaking

The bureaucracy carries out executive actions and laws passed by Congress, and it is the key institution responsible for implementing policy. Making public policy involves a series of steps. The entire process is fluid, constantly changing, and, above all else, political. The American political system is designed to have multiple points of access and debate throughout the process. 18

Defining the Problem and Getting Congress to Act What may seem like the most simple—and nonpolitical—part of policymaking may be the most significant and the most consequential: defining the problem. (See Figure 7.5 .) There are different ways of looking at an issue. Having one’s definition of the problem accepted is an effective exercise of power in the policy process.

Getting on the policy agenda—the set of issues on which policymakers focus their attention—is a crucial goal of anyone who wants to influence the policymaking process. Getting on the agenda, or keeping an idea off it, is also an effective exercise of political power. The science of getting on the agenda remains somewhat un scientific because the ability to get one’s concerns considered depends not only on the merits of the issue but also on the political and economic contexts in which the ideas are offered and on the ways in which the public views the issue at the time.

Getting a policy proposal on the agenda is only the beginning. The policies have to be debated and passed by the Congress and signed into law by the president. Financing an

FIGURE 7.5

The Policymaking Process

Getting onthe agenda

Forming andadopting the

policy

Implementing

Evaluating

TerminatingDefining the

problem

Budgeting



AMERICAN GOVERNMENT: WHAT’S INSIDE xxiii

Integrated AP® Exam Practice At the end of every section, chapter, and unit, you will find AP®-style practice items—multiple-choice questions, free-response questions, and argumentation questions—that conform to the rewritten AP® exam. These questions were written and vetted by AP® teachers deeply familiar with the format of the new exam.

Chapter 3 Review 91

Chapter 3 Review AP® KEY CONCEPTS • federalism (p. 64)

• unitary system (p. 66)

• confederal system (p. 66)

• federal system (p. 67)

• enumerated or expressed powers (p. 67)

• exclusive powers (p. 67)

• implied powers (p. 67)

• commerce clause (p. 68)

• necessary and proper clause (p. 68)

• supremacy clause (p. 68)

• Tenth Amendment (p. 68)

• reserved powers (p. 68)

• concurrent powers (p. 68)

• full faith and credit clause (p. 69)

• extradition (p. 70)

• privileges and immunities clause (p. 70)

• Thirteenth Amendment (p. 73)

• Fourteenth Amendment (p. 73)

• Fifteenth Amendment (p. 74)

• dual federalism (p. 74)

• selective incorporation (p. 75)

• cooperative federalism (p. 75)

• grants-in-aid (p. 79)

• fiscal federalism (p. 79)

• categorical grants (p. 79)

• unfunded mandate (p. 79)

• block grant (p. 80)

• revenue sharing (p. 81)

• devolution (p. 81)

AP® EXAM PRACTICE and Critical Thinking Project

MULTIPLE-CHOICE QUESTIONS

1. Which of the following pairs of statements correctly describes both federal and unitary systems?

Federal Unitary

A. Powers of the states are expressly defined in the Constitution.

The vague language of the Constitution limits the power of the national government.

B. Most of the power is given to the state governments.

The national government shares power with state governments.

C. The national government has most of the power.

The national government has all of the power, and there are no state governments.

D. Power is constitutionally shared between the national and state governments.

The national government may grant certain powers to the states.

2. Which of the following statements best describes the impact of the Supreme Court’s decision in McCulloch v. Maryland ? A. The Court ruled that states have authority over commercial activity within their borders,

weakening national power. B. The Court ruled that the necessary and proper clause allows the national government to

create banks, strengthening national power. C. The Court upheld a division of power between the states and the national government by

allowing states to tax national banks within their borders. D. The Court ruled that creating a national bank fell within the national government’s

enumerated powers, confirming national power.

Deeper Understanding of the Foundational Documents The revised course focuses on foundational documents like the Declaration of Independence and the U.S. Constitution. This book leads students carefully through those founda-tional documents, quoting them extensively and summariz-ing their arguments. Besides practice with multiple choice and free response questions, students will also learn how to use the foundational documents as evidence in the model argumentation questions where they can practice writing an essay in the style of the revised AP® Exam. A supple-mental document reader containing required foundational documents and court cases is also available. (More on the Reader below.)

52 CHAPTER 2 • The Constitution

AP® REQUIRED DOCUMENTS

In chapter 1 , you met the Declaration of Independence. By this point in chapter 2 , you should know the two other major "foundational" documents that established the U.S. government as well as the three essays for and against adoption of the Constitution.

Document Scope

Articles of Confederation Even though the Articles of Confederation are no longer in force, you should read them. The document is not that long. Note how it is divided into thirteen articles.

Constitution of the United States Focus here on the original part of the Constitution as well as on the Bill of Rights (see Section 2.4). Make sure that you understand the differences among the articles of the Constitution and the branches of government that each relates to.

Federalist No. 51 • “If men were angels no government would be necessary.” • The government must control the governed and must

control itself. • Checks and balances will prevent one branch from

becoming too powerful and taking away liberty.

Federalist No. 10 • Factions are self- interested groups that would harm the community.

• Factions are sown into the nature of humankind. • To abolish factions would abolish liberty. • Factions should be set against each other to prevent any

one faction from becoming too powerful. • A large republic protects against the dangers of faction. • Republican government is a remedy for the dangers of

faction.

Brutus No. 1 • The country is too large to be governed as a republic. • Representatives will not voluntarily give up power.

In this political cartoon from about 1812, George Washington (shown in heaven) warns partisans not to jeopardize the “dearest blessings” of “Peace and Plenty, Liberty and Independence” by dislodging the supporting pillars of Federalism, Republicanism, and Democracy. At the left, a Democrat tugs on the pillar of Federalism as he says, “This Pillar shall not stand. I am determin’d to support a just and necessary War,” and at the right, a Federalist pulls on the pillar of Democracy, claiming, “This Pillar must come down. I am a friend of Peace.” New York Public Library



xxiv AMERICAN GOVERNMENT: WHAT’S INSIDE

Critical Thinking Projects to Extend Learning To add some fun and interesting ideas for taking your class beyond the exam, this book includes Critical Thinking Projects at the end of each chapter and unit to prompt students to engage with the course concepts in novel and creative ways.

UNIT 2 REVIEW 253

CRITICAL THINKING PROJECT Creating a Board Game The three branches of government, along with the bureaucracy, work together in the policymaking process. Rarely does the process work smoothly.

Create a board game where four players seek to advance through the institutions of government to create a policy at the end. Your playing pieces might represent different kinds of policies. For example, a tree might represent environmental policy, while a car might represent transportation policy. Be creative.

Your game board should have at least forty spaces. Your project should be entertaining and colorful, and make sure your content is accurate. Your game should include information about Congress, the presidency, the federal courts, and the bureaucracy.

Players may roll dice or spin to move ahead spaces. Spaces may be positive, like having a law passed by Congress, or negative, such as an unfavorable court decision. Make sure your board is structured so that a player cannot get permanently stuck between spaces. Some spaces should instruct players to draw from a set of quiz cards. Make at least thirty quiz cards, with AP®-level questions. Players can move on with correct answers. Players answering incorrectly lose a turn. The first player to reach the end is the winner.

Building a board game will help you review the important powers of and checks on government institutions. Have fun!

Your game board can be informal and colorful. A pack of index cards may make a good set of quiz cards.

Bill passedby Congress

LawsuitSTART

STOP Tweet war

over policy!

3 Federalism Dividing Power between the National Government and the States

Angel McClary Raich and Diane Monson, who consider themselves law-abiding citizens. Under federal law, the sale, use and distribution of marijuana is illegal, but the State of California legalized the marijuana used by Raich and Monson for medical purposes. Raich and Monson ended up in a conflict between the federal and state laws. Here they are outside the Supreme Court of the United States, which settled the issue. J. SCOTT APPLEWHITE/AP Images

Under the Articles of Confederation, most of the people’s authority had been placed in state

governments, which left the Congress constantly struggling to secure cooperation from the states. That changed with the ratification of the Constitution, but the issue was not settled once and for all. The new system of government divided authority between two levels of government—the national government and the states. As we will explore later in this chapter, some powers, like those related to defense, national security, and the economy, are exclusive to the federal government. Some powers, such as police powers,

Engaging Stories That Bring Abstract Concepts to Life American Government: Stories of a Nation for the AP® Course puts an emphasis on practical applications by framing each chapter with a story from the real world showing how the principles of government have real effects that impact real people. For example, to under-stand political participation and political formation, we follow the story of an AP® U.S. Government stu-dent in Colorado who volunteered for a Republican congressional campaign and became increasingly in-volved in electoral politics.



AMERICAN GOVERNMENT: WHAT’S INSIDE xxv

Complete Package to Support Teachers and StudentsSupport for TeachersThis book comes with a wraparound Teacher’s Edition, written by veteran AP® teachers and College Board® consultants who know the course and know the students. Full of cre-ative and insightful ideas about teaching, pacing, and planning this redesigned course, this Teacher’s Edition is an indispensable tool for new and experienced teachers alike.

The Teacher’s Resource Materials include everything you need to support your teach-ing and your students’ learning. From handouts to lesson plans, you’ll find it all in the TRM (available as a flash drive, or as resources in the e-book).

Student Support: A Document Reader Tailored to the Redesigned CourseThe Foundational Documents and Court Cases Reader includes all of the documents and cases required by the College Board®, as well as some frequently taught works that go be-yond the course framework. Each document is accompanied by commentary and guided questions to help students understand these complex texts.

Supplements to Suit Your Classroom NeedsAmerican Government: Stories of a Nation for the AP® Course is available in a range of e-book platforms, including our fully inter-

active LaunchPad e-book. In LaunchPad, every question in the book is assignable. This means that students can respond directly in the e-book and have their work report to your gradebook. The e-book includes integrated Teacher’s Resource Materials and Learning-Curve adaptive quizzing, and it works on any device. To find the e-book that’s right for you, contact your Bedford, Freeman & Worth sales representative.

Our LearningCurve adaptive quizzing engine will guide stu-dents to mastery of the course content. This first-ever

LearningCurve for AP® U.S. Government is specifically designed to build understanding of the revised AP® course concepts.

The ExamView® Assessment Suite includes more than a thou-sand AP®-style multiple-choice, free-response, and argumen-tation questions to help students prepare for the AP® Exam. The ExamView Test Generator lets you quickly create paper,

internet, and LAN-based tests. Tests can be created in minutes, and the platform is fully customizable, allowing you to enter your own questions, edit existing questions, set time limits, and incorporate multimedia. To discourage plagiarism and cheating, the test bank can scramble answers and change the order of questions. Detailed result reports feed into a gradebook.

