ap ® comparative government and politics: the use of data in making comparisons among nation states...

AP® Comparative Government and Politics: The Use of Data in Making Comparisons Among Nation States

with Suzanne Bailey2/16/10

www.collegeboard.com

Today’s Presenter

Suzanne Bailey

AP® Government and Politics Teacher

Member of the Development Committee for Government and Politics: Comparative

Question Leader for the Exam Reading

2006 recipient of the Presidential Scholar Teacher Recognition Award.

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Welcome

Who is with us today?

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Learning Objectives

At the close of this workshop participants will:

• have identified those concepts in the AP ® Comparative Government and Politics Course Outline are measurable by data.

• know how to locate recent data that measure core concepts and country traits.

• know how to develop strategies for teaching students to analyze and interpret data relevant to the study of comparative politics.

Learning Objectives

At the close of this workshop participants will:

• know how to aid students in interpreting the implications of data.

• be able to apply data analysis techniques to recent AP ® Comparative Government and Politics exam questions.

Session Topics

• Why is the use of data so important in AP ® Comparative Government and Politics?

• What concepts from AP® Comparative Government and Politics can be analyzed using data?

• What do students need to do with the data?

• Examples from the Curriculum Outline.

• Strategies for teaching students how to analyze and interpret data.

Session Topics

• How will students be assessed on their data knowledge on the AP exam?

• AP ® Data Challenges

• The application of a data analysis technique to recent AP Comparative Government and Politics exam questions.

Why is the use of data in AP ® Comparative Government and

Politics so important?

According to the Course Outline, it is a major goal of the course.

“Students successfully completing this course will be able to analyze and interpret data relevant to comparative government and politics.”

In addition, it is impossible to accomplish the other goals of the course without data.

Students successfully completing this course will:

•understand major comparative political concepts, themes, and generalizations.

•have knowledge of important facts pertaining to the governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia.

•be able to compare and contrast political institutions and processes across countries and to derive generalizations.

It is the best way to help students meet the challenge of thinking like a political scientist, especially one interested in comparative politics. Political Science is divided into many subfields. Three common introductory ones are:

•American Government and Politics: The study of the political system in the U.S.

•International Relations: The study of interactions between international states.

•Comparative Government and Politics: The study of conceptual differences between and similarities among types of political systems.

As Chief Reader Jean Robinson states in the “AP Comparative Government and Politics Teachers Guide “ (p.3):

“We do need to help students master knowledge about the particulars of countries and nations, but we also need to help them develop the analytical skills to make comparisons and generalize from these discrete sets of facts and observations.”

Data study allows students the opportunity to analyze measurable concepts and evaluate patterns and trends of political behavior, both higher order thinking skills. This process is more engaging than memorizing facts and encourages students to apply scientific methods of inquiry to challenging problems facing the global community.

To determine which data sets my students need to study, start with the Course Description outline.

• Identify which concepts are measurable.

• The key is to look at quantifiable outcomes of a clearly defined concept.

What concepts can be analyzed using data?

For example:

Legitimacy is the popularly accepted use of power by a government. It is a difficult concept to measure. Lack of legitimacy is probably easier to identify but still hard to quantify.

On the other hand, development refers to the level of well-being of a state. It is often measured by Gross Domestic Product (GDP), a common indicator of the wealth of an economy.

Actively search for comparative data in textbooks, journals,

news articles, and websites.

• Look for empirical (quantitative, factual) data from reliable sources.

• Enhance with qualitative examples.

• Challenge your students with normative (involving value judgments and ethics) questions.

They need to be able to:

• Identify which comparative concept can be measured with the data.

• Analyze the type of data given: source, quantity, direction, classification.

• Assess the relationships between the variables: direct or indirect correlation, causal.

• Marshall evidence to document and support generalizations.

What do students need to do with the data?

Introduction to Comparative Politics

Identify the concept: State

• The AP® Comparative Government and Politics “Six”:

• Define the concept: Organization with monopoly of force over a given territory.

Examples from the Curriculum Outline

China Great Britain

Iran Mexico

Nigeria Russia

Find factual data on the territory:

• It is helpful to include geographical bounding

• http://www.worldmapper.org/

• https://www.cia.gov/library/publications/the-world-factbook/

• http://www.nationmaster.com/index.php

Marshall evidence to document and support generalizations:

• What geographic challenges does the state face?

• What links can the student make between geography and historical challenges faced by the state?

Sovereignty, Authority, and Power

• Identify concept: Political Culture

• Define concept: Shared attitudes about government

• Find factual data on political attitudes: Need to look at survey data.

•http://pewglobal.org/

•http://www.worldvaluessurvey.org/

Sovereignty, Authority, and Power

• Marshall evidence to document and support generalizations:

• What survey evidence could be used to measure legitimacy?

Examples from the Curriculum Outline.

Political Institutions

• Identify concept: Election systems

• Define concept: A set of rules for translating votes into political office positions.

• Find factual data on social capital:

• http://www.electionguide.org/

• http://www.idea.int/

Political Institutions

• What connections can be made between political culture and types of election systems?

Citizens, Society, and the State

• Identify concept: Social capital

• Define concept: The value of connections between individuals in a society.

• Find factual data on social capital:

• http://www.hks.harvard.edu/saguaro/

Citizens, Society, and the State

• Why is social capital being measured primarily in postindustrial democracies?

Political and Economic Change

•Identify concept: Development

•Define concept: The level of well-being of a state.

•Find factual data on social capital:

• Wealth: http://www.worldbank.org/

• Standard of living: http://www.undp.org/

Political and Economic Change Development

•Marshall evidence to document and support generalizations:

• What are the best indicators to use to assess a state’s level of development?

Political and Economic Change

•Identify concept: Democracy

•Define concept: Government by the people.

•Find factual data on social capital:

• http://www.systemicpeace.org/polity/polity4.htm

• http://www.freedomhouse.org/template.cfm?page=1

• http://www.transparency.org/policy_research/surveys_indices/cpi/2009

Political and Economic Change Democracy

•Marshall evidence to document and support generalizations:

• What are the best indicators to use to assess a state’s level of democracy?

Public Policy

Discussion of public policy allows for evaluation of the relationships between concepts.

For example:

“One of the most interesting debates in comparative political economy pertains to the impact of political regime types on development.”

Laurence Saez and Julia Gallaher, “Authoritarianism and Development in the Third World,” The Brown Journal of World Affairs, Spring/Summer 2009, Volume XV, Issue II.

Public Policy

Question:

“What do you think is the role of economic growth in democratization? Do you think economic growth promotes democracy, democracy promotes economic growth, or some mixture thereof?”

From an interview with The Brown Journal of World Affairs and Larry Diamond, Senior Fellow, Hoover Institution, Stanford University, Spring/Summer 2009, Volume XV, Issue II.

Why should I use these debates and questions in an introductory classroom?

•It is essential to use these types of questions to engage student interest and to have them think like political scientists.

•Debating and discussing real life issues require students to employ their knowledge of comparative concepts and to utilize data to substantiate their findings on patterns of political behavior.

Strategies for teaching students how to analyze and interpret

• Students should precisely define the concept.

• Students should identify a concrete measure for that concept.

• Students should explain how that measure is computed.

• Students should analyze the strengths and limitations of the measure.

• Students should use data to support generalizations about the concept.

data. What strategies can I use to help my students understand the

data/conceptual relationships?

Students should analyze and manipulate concepts individually first.

• Economic Development: level of well-being of the economy of a state

• Most used measures: GDP, GDP per capita (PPP), % of labor in agriculture

• GDP: Gross Domestic Product is the total market value of goods and services produced within a country over a period of 1 year, usually computed by economic institutions within a country.

Strategies Example:

• GDP is the measure of the overall wealth of a country. It is, however, only a measure of reported market transactions of finished goods and services. It doesn’t take into account black market transactions, economic growth, social development indicators, or the cost of negative externalities. But when adjusted per person (capita) and compared to other countries buying power (PPP), it is a helpful indicator of development. On the other hand, what GDP does not indicate is how the wealth is distributed among the population. For that information, it is best to use the GINI index as an indicator.

Strategies Example:

One of the most extraordinary tools that students can use to manipulate data is located at the website: www.gapminder.org

How can students visualize this data to enhance understanding?

What examples can students give that higher GDP measures equate with greater development?

Strategies Example:

Example: Africa Measures used: Low Freedom House score = Low Development

Polity IV = 1980s Thirty-three to thirty-five African countries were autocracies. With increased electoral democracies, the states have not seen significant development changes. “Key is state strength.”

data. What is the relationship between economic development and democracy? (It depends!)

“Specific political regime does not guarantee specific types of developmental outcomes.”

Lawrence Saez and Julia Gallaher, “Authoritarianism and Development in the Third World,” The Brown Journal of World

Affairs, Spring/Summer 2009, Volume XV, Issue II.

Governance consists of the traditions and institutions by which authority in a country is exercised. This includes the process by which governments are selected, monitored and replaced; the capacity of the government to effectively formulate and implement sound policies; and the respect of citizens and the state for the institutions that govern economic and social interactions among them.

See World Governance Indicators: http://info.worldbank.org/governance/wgi/index.asp

data. International consensus on economic development

and democracy = governance.

What is Governance?

United Nations Development ProgrammeMillennium Development Goals

http://www.undp.org/mdg/basics.shtml

data. . International consensus on economic development

and democracy = Millennium Development Goals

In each case, students who know their concepts and what measurements can be used to analyze those concepts will be successful especially if they understand the challenges of gathering data and the limitations in generating conclusions.

The key to data analysis is precision. For example, a student cannot classify the economic development level of a state using the GINI Index. The GINI Index measures distribution of wealth in a society. Both Sweden and the United States are highly developed postindustrial states, yet they have very different GINI Index scores. Their economic development level is better explained using GDP data.

How will students be assessed on their data knowledge on the

AP® Exam?Students will use their data analysis skills on both the

multiple choice and essay portions of the AP Comparative Government and Politics Exam.

For example: Students may be asked to:

• Define the purpose of a specific measure.

• Distinguish between empirical data and a normative statement.

• Identify a direct or inverse correlation between variables.

• Explain the relationship between two concepts.

• Assess voter opinion from survey data.

• Distinguish between correlation and causation.

• Read a table, chart or graph and convey its results.

AP ® Data ChallengesAny level of analysis using data requires a student to follow certain steps to come to a correct conclusion. Students must carefully take note of the data offered

and the task that is required.

THIS REQUIRES PRACTICE!!

AP ® Data Challenges

The key for all of these is for the student to be precise in following the prompt and in analysis of the data.

One important concept for students to understand is the difference between population and population growth. Both have an impact on the state in that each poses different challenges for a government to deal with effectively. Population size and composition affect current allocation of resources, while population growth offers future societal challenges, in addition to being a useful indicator of development.

Example: Population v. Population Growth

Step One:

•Identify and define the concept from the Curriculum Outline.

•Population is the number of people living in a state.

•Population growth is the rate at which a state’s population changes in a given year. Step Two:

•Identify how the concept is measured and find the data:

•Census data and statistical modeling are used to determine this information.

See: http://www.census.gov/ipc/www/idb/

Example: Population v. Population Growth

Step Three:

•What are the pre-test student expectations?

•Generate data:

• population #’s,

• population growth #’s

• population pyramids

• Have students manipulate the data—either put in another form, combine information, particularly with development data (GDP per capita (PPP)).

Example: Population and Population Growth

Step Four:

•Use inquiry based questions to facilitate discussion(whole class or small group) on generalizations that can be made from population and population growth data.

For example: Countries with low economic development tend to have younger populations with higher population growth. This challenges the state to deal with issues of overpopulation, educational opportunities, job creation, emigration and unrest. On the other hand, developed countries tend to have older populations with lower population growth resulting from increased job opportunities and education for women. This challenges the state to deal with issues of an aging population, retirement benefits, and economic growth potential.

Step Five:

•Use AP GOPO countries as case studies to bring qualitative analysis to the quantitative data discussion.

For example:

•How has China been able to bring its population growth rate down? What future challenges does the state face?

•How has Iran been able to bring its population growth rate down? What future challenges does the state face?

•Why is Russia experiencing negative population growth? What challenges does the state face?

See these articles:

•China’s Break Dancing Grandma:http://news.bbc.co.uk/2/hi/asia-pacific/4424789.stm

•Russia’s Vodka Habit: http://www.nytimes.com/2009/11/03/world/europe/03alcohol.html?_r=1

See these videos:

•Russian Nashi Weddings: http://www.pbs.org/frontlineworld/stories/russia703/video/video_index.html

•Iranian Condom Factories: http://www.youtube.com/results?search_query=iranian+condom+factories&search_type=&aq=f

Multiple Choice Example: (from the Course Description)

1)In the developed and developing worlds, respectively, the greatest demographic pressures on policy come from which of the following?

Developed Developing

Gender Imbalances Aging

Aging Overpopulation

Emigration Immigration

Overpopulation High Death Rates

High Birth Rates Emigration

Multiple Choice Example: (from the 2006 Released Exam)

2) The most common strategy adopted by developing countries to deal with the problem of population growth is:

a) Establishing policies that seek to reduce fertility rates

b) Closing their borders

c) Encouraging students studying abroad not to return home

d) Reducing the size of their urban areas

e) Redistributing economic resources to produce equality

Essay Question Example: (2009 FRQ 2) Reference the graph below.

AP ® Data ChallengesExample: Population and Population Growth

Essay Question Example: (2009 FRQ 2)

Population growth rate is defined as the average annual percent change in the population resulting from a surplus or deficit of births over deaths.

A. Describe one trend shown in the graph for Iran and describe one trend shown in the graph for China.

B. Explain one policy Iran has used to address population growth issues. Explain one policy China has used to address population growth issues.

C. Explain why both Iran and China pursued population growth policies.

D. Describe one social or economic consequence of manipulating population growth rates.

Essay Question Example: (2009 FRQ 2)

AP Central Scoring Guideline and Sample FRQs for #8 2009:

http://apcentral.collegeboard.com/apc/public/repository/ap09_comp_gopo_q8.pdf

Learning Objectives

Participants now:

• have identified those concepts in the AP ® Comparative Government and Politics Course Outline are measurable by data.

• know how to locate recent data that measure core concepts and country traits.

• know how to develop strategies for teaching students to analyze and interpret data relevant to the study of comparative politics.

Learning Objectives

Participants now:

• know how to aid students in interpreting the implications of data.

• be able to apply data analysis techniques to recent AP ® Comparative Government and Politics exam questions.

Question and Answer

Please raise your hand and then type your question in the Chat box.

Thanks to Our Presenter

Suzanne Baileysbailey@hsv.k12.al.us

Evaluation

Please complete the session evaluation by going to this link:

http://www.surveymonkey.com/s.aspx?sm=fGxCriynQ1x7QUZ3Ot1vjg_3d_3d

Your feedback helps us in our efforts to continually reflect on and improve our professional development events. Thank you!

ap ® comparative government and politics: the use of data in making comparisons among nation states...

use of data

recent data

ap data challenges

data relevant

data knowledge

study of comparative

implications of data

politics course outline

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