Grading SystemTests 45%Quizzes/FRQ’s

25%Daily/Activities

20%Homework 10%

Please Note: There is no extra credit available; however I am always available for extra help by appointment during my lunch on

Advanced Placement Course Themes

Political Beliefs and Behaviors

5-15% of AP TestConstitutional Underpinnings

10-20% of AP TestPolitical Parties, Elections, Interest Groups, and the Media

10-20% of AP TestThe Institutions of National Government-The Congress, Presidency, Bureaucracy, and Courts

35-45% of AP TestPublic Policy

5-15% of AP Test

Contact Informationmarco.davila@cobbk12.org

OR770-578-3225 Ext- 436

Important DatesSummer Reading 8/15/13

Ignorance is No DefenseParallel Reading Test

AP U.S. Government & Politics Instructor: Marco Davila

TextbookAmerican Government- O’Connor and Sabato (Price: $52.27)All students are expected to read and comprehend the assigned pages.

Supplemental ReadersThe Lanahan Readings in the American Polity (Price: 28.00)Hardball: How Politics is Played, Told by the One Who Knows the Game- Chris Matthews (Price: 12.92)

Attendance and SuppliesYou are expected to attend class daily and participate in all classroom activities and discussions. Unexcused absences and tardies are discouraged. Students are expected to bring paper, pens, and pencils to class every day. All students should purchase a binder for AP Government notes and handouts. Dividers and highlighters are also strongly encouraged.

Make-Up PolicySchool policy detailed in Section 2.4 of the agenda will be followed. You are responsible for inquiring about any missed work. Zeros will be entered into the gradebook until the work is made up. I encourage you to email me if you are absent.

AP Classes and AP Exam:As AP Government is the equivalent of a college course, all components of the course must be completed to receive credit for the course on your transcript. This means that all students must take the AP Government exam in May or otherwise they will receive credit for Honors Government on their official transcripts. Furthermore, as an AP course, students may not “drop” this course without teacher recommendation

Course Description and GoalsThis course is about the American political system. We will discuss political ideology, the development of the political system and our democratic institutions. Students will be able to evaluate the role of the national government and its relationship to the concept of liberty in a pluralistic society. The discussions will emphasize the changing political culture of American society and its effect on voting patterns, trends and the processes of government. In doing so, we will examine certain critical elections in American history as well as recent political movements. The main focus of the course, however, is to be able to apply an understanding of our political system to contemporary events.

Course DifferentiationAP Government and Politics is a one-semester advanced academic course designed to meet the needs and challenges of gifted students and high achievers in Cobb County

Government Terms and Concepts

AP Government students are expected to recognize and understand important terms and concepts. Each unit you will be provided with a list of terms that may appear on the unit test. Please keep these terms and their definitions in your AP Government folder/notebook. These terms will be extremely

AP Government Case FileYou will be required to keep a case file of all the constitutional cases discussed in class. There is a brief summary of selected cases in on p. 744 in your textbook or you may use www.oyez.org. The case file will be collected 3-4 times this semester.Your case file will be extremely useful in Current EventsThe AP Government and Politics course is dependent not only upon your understanding of political beliefs and theory, but also a working knowledge of current events and issues. You are expected to read the news daily and be ready to discuss issues and late-breaking news in class. Current events reports will

Reading QuizzesThere will be announced and unannounced reading quizzes over the assigned sections in the textbook. These will be straight-forward identification quizzes over concepts and vocabulary. You may use a 5x8 in. notecard which you will submit post-quiz.

Schools. Students who qualify for gifted services are taught by a gifted-certified teacher during this course every day. Learning is differentiated through in-depth analysis of events, sources, and formal essay assignments.

Course ExpectationsAll projects, essays, and homework completed outside the classroom must be typed. Please use spell-check and/or a proofreader. In addition, all in-class essays (FRQ’s) must be completed in blue or black ink. Students are expected to have an excellent grasp of the English language, and grammar and mechanics. It must be understood at the outset, that there is extensive reading, and that it must be COMPLETED IN ADVANCE of the material being covered in class. Students are expected to have a comprehensive understanding of all topics treated in the text, reader, and the classroom.

Course StructureThere will be eight exams and at least ten essays and in-class free response questions (FRQ’s). The examinations and essays will test for understanding of the text and readings, classroom discussion as well as overarching themes and concepts of the course. This class will consist of a lecture format, Socratic seminar discussion and targeted activities that assess conceptual themes

Food for Thought… One of the differences between college and high school classes is that high school students tend to be dependent on classes for learning, while college classes place more responsibility for learning on the student. As AP Government is a college-level course, you will be expected to read and learn some of the material on your own and are responsible for this information on the unit tests. Class discussions are intended to embellish the readings, not repeat the material. The readings, lectures, and class discussions are all a means of carrying on an inquiry into the topic at hand and are meant to supplement rather than duplicate each other—although some repetition and reinforcement is intended and desirable.

Tentative AP Government and Politics Course Outline

Unit One: Constitutional Underpinnings Tentative Test Date _8/22____Overview- The Framing of the United States Constitution; Basic Constitutional Principles; Federalism and Its Many Offshoots

Sabato Chapters 2 and 3 Lanahan Part 2, 3, and 4

Unit Two: Political Beliefs and Behaviors Tentative Test Date __9/9____Overview- What is Government? Basic Structure of American Government; Democratic roots; American Political Culture; Basic Political Ideology

Sabato Chapter 1 Handouts from Locke; Lanahan Part 1

Unit Three: Political Parties, Interest Groups, and Mass Media Tentative Test Date __9/30___Overview- Political Socialization and Public Opinion; The Media and Its Role

Sabato Chapter 11 and 15 Lanahan Part 10

Overview- Political Parties; Interest GroupsSabato Chapter 12 and 16 Lanahan Part 11 and 13

Overview- Voting and Elections; The Campaign Process; Sabato Chapter 13 and 14 Lanahan Part 12 and 13

Unit Four: Institutions of National Government: The Presidency, the Bureaucracy and the Congress

The Executive Branch & Federal Bureaucracy Tentative Test Date __10/21__

Overview: The powers of the presidency; the imperial presidency, checks and balances, the cabinet and presidential appointments; The size and scope of the American bureaucracy; bureaucratic red tape; the Peter Principle; who really runs the country?

Sabato Chapter 8 and 9 Lanahan Part 6 and 7

The Legislative Branch (Interaction between Executive and Legislative branches) Tentative Test Date __11/18__Overview- Congressional responsibilities, checks and balances, leadership, committees, politics, and the everyday workings of the Senate and the House

Sabato Chapter 7 Lanahan Part 5

Unit Five: The Judicial Branch, Civil Rights and Civil Liberties Tentative Test Date __12/12__Overview: The Federal Court system; Appointments and Confirmation of Justices and Judges; Judicial Activism vs. Judicial Restraint Sabato Chapter 10 Lanahan Part 8

Overview: What are your rights? The Importance of the Bill of Rights and the 14th Amendment; The Due Process Clause and the Equal Protection Clause; The Right of Privacy; The Civil Rights Movement

Sabato Chapters 5 and 6 Lanahan Part 9

Unit Six: Public Policy Tentative FRQ Date __12/17__Overview: The Policy-Making Process; Social Welfare Policy; Economic Policy; Foreign Policy and Defense Policy Sabato Chapters 17-18-19 Lanahan Part 15

Socratic Seminar Facilitation and Participation

Introduction:In Socratic teaching, the facilitator focuses on giving the audience questions, not answers. The facilitator models an inquiring mind by continually probing into the subject with questions. This method assumes that YOU HAVE READ THE MATERIAL PRIOR TO CLASS! The goal is for you to go beyond the immediately apparent issues in a given situation to consider its broader implications, so come prepared to class.

Facilitators:At least once during the semester, you and approximately 1-2 other classmates will be responsible for leading the class in a Socratic seminar on the assigned readings in the Lanahan book (see your syllabus for the specific articles). I will meet with you ahead of time to go over topics and possible questions. Your questions will count toward your participation/daily grade.

You are expected to be an “expert” in your assigned readings and to pose questions that require thought and analysis on the part of the participants responding to your questions. Please do not ask questions that only require a “yes” or shallow response. Also, avoid asking too many opinion type questions that do not directly reference the article. The participants need to have actually read to answer the questions, so questions that directly refer to the article are preferred.

Participants:During the seminars, I expect the following from ALL students who are not facilitating:

1. To speak at least one time 2. To refer to the texts in detail 3. To keep an open mind 4. To speak out of uncertainty5. Responses that do not show evidence of reading the article

will not receive credit

Students who fail to participate, but who are not disruptive, will receive a 70%. Over time, this can significantly impact your overall grade in this class so participation is highly encouraged. See me if you are overly shy and we can work on strategies to get you talking!

Lanahan Reader Student-Led Socratic Seminar Facilitators: No more than 3 per group

Unit 1 American Federalism Elazar (p. 121)

The American Political Tradition Hofstadter(p. 43)

Unit 2 Habits of the Heart Bellah/Others

Unit 3 Feeding Frenzy Larry Sabato (p.574)The Values Divide White (p. 541)

“Going Negative” by Stephen Ansololabehere (p.487)

Unit 4 (Legislative)Homestyle and Washington Career Fenno (p. 150)Stalemate Binder (p. 156)

Unit 4 (Executive) Presidential Power & the Modern President, Neustadt (p. 199)

Unit 5Storm Center O’Brien (p. 291)

Rights Talk Glendon (p. 375

.………………………………………………………………………………………………………………………...............................................

I, hereby acknowledge that I have read and understand the syllabus. If my actions are not complicit with this document or any of the rules published in the Walton High School handbook, then I am subject to consequences for such actions.

Student Print Name

________________________________________________________________________

Student Signature

________________________________________________________________________

Parent/Guardian Print Name

________________________________________________________________________

Parent/Guardian Signature

________________________________________________________________________

AP Government and Politics Current Events AssignmentExpectations: The AP Government and Politics course is dependent not only upon your understanding of political beliefs and theory, but also a working knowledge of current events and issues. You are expected to read the news daily and be ready to discuss issues and late-breaking news in class.

Assignment: Throughout the course you will be asked to select and research a news article, editorial, or political cartoon that discusses and/or comments on national political policies, political events, policy formulation, political action or any other important political topics.

Suggested Topics: Federalism issues Important Court cases Campaign Financing Federal Budget/Taxes Government Spending Foreign Policy/Military Policy

Health Care/Social Security Interest Groups and PACS National Economy National Political Party issues Other ideas…see me!

Article/Editorial- 50 points

1. Select an article/editorial that is no more than 4 days old from a reputable source like the New York Times, Newsweek, Washington Post, Atlanta Journal-Constitution or other qualified publications. NO BLOGS allowed!!! Then insert electronically or print and neatly paste or tape onto a sheet of paper.

Show evidence of active reading by highlighting or circling important ideas, terms, and people. Jot down notes on ideas we have discussed in class. 5 points

Type the name of the publication, the date, author, and title of article. 5 points

2. Write a short summary of article or editorial. 5 points

3. Analysis- Discuss the relevance of the topic to the American political system. 5 points

4. Evidence of bias- Read between the lines…do you feel this

reporter showed bias in the article/editorial? Explain. 5 points

5. Class Connection- How does the article exemplify or relate to one or more of the topics we have addressed in class? 5 points

6. Present a short summary and the class connection to your classmates on due date. 20 points

Political Cartoon- 50 points

1. Select a cartoon that is no more than 4 days old from a reputable source like the New York Times, Newsweek, Washington Post, Atlanta Journal-Constitution or other qualified publications. NO BLOGS allowed! Then insert electronically or print and neatly paste or tape onto a sheet of paper.

Type the name of the publication, the date, author, and title of article. 5 points

Show evidence of active reading. Highlight or circle important symbols, terms, and people in the cartoon. Jot down notes on ideas

we have discussed in class. 5 points

2. Explain the message of the cartoon and identify any people/symbols you see. 5 points

3. What political parties and/or interest groups would agree/disagree with the cartoon's message? Why? 5 points

4. Evidence of bias- Read between the lines…do you feel this cartoonist showed bias in the cartoon? Explain. 5 points

5. Class Connection- How does the cartoon exemplify or relate to one or more of the topics we have addressed in class? 5 points

6. Present a short summary and the class connection to your classmates on due date. 20 points

Mastering the AP Government and Politics ExamMultiple Choice and FRQ’s

The AP Government and Politics exam consists of two parts: Multiple Choice questions and Free-Response Questions (FRQ’s). Each of the two sections has equal weight when calculating the final score.

PART ONE Multiple Choice- There are 60 multiple choice questions on the exam; you are allotted 40 minutes for this section. Students who have not learned good test-taking skills are working with an unseen handicap when taking a multiple choice test. In almost every test, they give up points needlessly due to undisciplined testing behavior, irrational responses to test items, or a variety of other bad habits.

Effective test-taking is not about gimmickry. It is not about outwitting the test in a guessing game or applying some magical formula to test-taking. Instead, the successful student must apply critical reading and thinking skills to the test and avoid making careless mistakes

Research has indicated that your first hunch is more likely to be correct. You should only change answers to questions if you originally misread them or if you have encountered information elsewhere in the test that indicates with certainty that your first choice is incorrect.

Types of AP Government Multiple Choice Questions1. The straightforward question may involve defining terms or making

a generalization.Political socialization is the process by which

A. The use of public property is regulated by the governmentB. Governments communicate with each otherC. Public attitudes toward government are measured and reportedD. Political values are passed on to the next generationE. Children are trained for successful occupations

2. The negative question might include “all of the following except” and requires extra time because it demands that you consider every possibilityAll of these are functions of interest groups EXCEPT:

A. Making campaign contributions.B. Lobbying executive branch agencies.C. Providing information to members of Congress.D. Helping members of Congress draft legislation.E. Nominating candidates for public office.3. The “multiple” multiple-choice question uses Roman numerals to list

several possible correct answers. You must choose which answer or a combination of answers is correct.Which of the following powers were formally granted to the President in the

Constitution?I. Commanding the armed forces.II. Appropriating funds.III. Impeaching and removing public officials.IV. Signing or vetoing proposed Constitutional amendments.V. Removing federal judges from office.

A. I only. D. I, II, and IV only.B. III, IV only. E. I, II, and V only.C. III, V only.4. The stimulus-based question involves interpreting a chart, graph,

table, quote, etc. to determine the answer. Which of these is suggested by the table?

A. Democrats won a majority of seats in the House in 1994.

B. Republican challengers had no chance of winning House seats in 1994.C. Poorly-financed Republican challengers had a difficult time of winning

House seats in 1994.D. Republican incumbents were outspent by Democratic incumbents in

1994. E. Democratic incumbents who won by large margins spent more than

Democratic incumbents who won by smaller margins.

Hints on Successfully Conquering AP Government Multiple Choice (Objective) Questions Phase One:

Go through the test and answer only those items that you are confident you can answer correctly, skipping the other items momentarily. This strategy helps you build confidence and assures that you will get credit for what you know if you run low on time. Also, as you read and answer questions, you are making mental associations and reviewing the material. A term listed further into the test may be the one that was just on the "tip of your tongue" when you were trying to answer an earlier item.

Phase Two: Go back through the test and focus on items you skipped in the first phase,

using a slightly different strategy: identify and eliminate what you are relatively sure are incorrect answers. Try cutting down on the possible choices to improve your odds.

Based on the knowledge you have of the subject, eliminate choices that are definitely wrong or unlikely.

Eliminate choices that do not link grammatically to the stem of the question. Some tests may not phrase the incorrect answers as carefully as the correct one. If a choice is added to complete the stem and the result is an awkward or ungrammatical construction, it is most likely not the correct answer.

Eliminate choices that would be logically excluded by other possible choices. For example, if the possible answers to an item are a.) sleeping, b.) listening, c.) staring, or d.) napping, since a. and d. mean basically the same thing, and since only one answer can be correct, then it is logical that neither could be the correct answer.

Now for the tough part. Any remaining questions are those which you either simply do not know the answer to, or those in which the answer is buried deep in your memory and may or may not surface before the end of the exam. Now you need to look for clues in the wording of the questions. Do you know which answers are definitely not correct? Does the question ask the name of a woman rather than a man? Do two or more answers have the exact same meaning?

If you have a difficult time deciding between two close answers, try using the true/false technique. Read the stem using both answer choices and try to determine which one makes a more true statement.

Phase Three: Once you have exhausted your knowledge and narrowed the choices

remaining by eliminating unlikely answers, its time to make your best guess. But you don't have to make this a coin-flip decision. You're thinking critically . . . You're not guessing!!

PART TWO Free –Response Questions- There are four mandatory FRQ’s. You have 100 minutes for this section. AP Government FRQ’s generally ask students to integrate knowledge and respond to questions from the different content areas. They require a discussion of examples, the evaluation of general principles of U.S. government, and/or the analysis of political relationships that exist and events that

Sample FRQ1. At its most basic level, politics is the struggle of “who gets what, when, and

how”. A number of political theories from the Enlightenment era influenced the framers of both the Declaration of Independence AND the United States Constitution.

a) Identify the document from the Enlightenment era which influenced the writing of Declaration of Independence and then explain the connection between the two documents.

b) Analyze the connection between Montesquieu’s concept of checks and balances and the application of the theory in the U.S. Constitution.

c) Discuss the impact that ONE of the following concepts had upon the establishment of a new style of government in the United States.

Democratic theory Justice

occur in the United States. Students are expected to show both analytical and organizational skills and to incorporate specific examples in the responses. A student may be asked to interpret and analyze material in a table, chart, or graph and draw logical conclusions from such data in relation to general concepts or relationships in politics.

Focus on Writing a Clear, Concise, and Well-Supported ResponseStudents should marshal evidence to document and support their statements and make use of concrete examples to demonstrate the main points of their arguments. They should explicitly define important terms and use the clearest, most direct terms possible. A direct, clear answer is likely to earn more points than a vague, rambling, ambiguous response

Prewriting the FRQRead the question. Then read it again. Think about what you’re going to write. Examine the question until you clearly understand it.

A. Underline the directional verbs. Are they “low hurtle” or “high hurtle”?B. Outline each answer. Make sure you’re only answering what has been asked.

You can then write the FRQ calmly and clearly during the test.C. If the FRQ does not state a specific number required, consider providing 2-3

examples. When in doubt, add extra examples. If you have incorrect information, an extra correct example will make up for your mistake!

a) b) c)

Understand the Instructions and Action VerbsStudents may be asked to list, discuss, describe, explain, analyze, etc.; these are not all identical tasks. Also, the question may call for more than one task, such as both to identify and explain. Students should understand that some tasks are more complex than others. For example, composing a list may not even require a complete sentence, but students may need to write several paragraphs for a satisfactory discussion, including well-developed examples as support, in order to adequately explain some phenomenon. Here are some of the most common action words used in past free-response questions:

List/Identify: Listing or identifying is a task that requires no more than a simple enumeration of some factors or characteristics. A list does not require any causal explanations. For example, a student might be asked to list or identify three factors that increase political legitimacy. Such a list could be bulleted or numbered, and might include such factors as a written constitution, competitive elections, and transparent institutions.

Define: A definition requires a student to provide a meaning for a word or concept. Examples may help to demonstrate understanding of the definition. Students may be instructed to note the term's significance as part of the definition.

Describe: A description involves providing a depiction or portrayal of a phenomenon or its most significant characteristics. Descriptions most often address "what" questions. For example, if students are asked to describe a political cleavage in Mexico, they must demonstrate knowledge that the cleavage has at least two sides by describing what the two sides are.

Discuss: Discussions generally require that students explore relationships between different concepts or phenomena. Identifying, describing, and explaining could be required tasks involved in writing a satisfactory discussion.

Explain: An explanation involves the exploration of possible causal relationships. When providing explanations, students should identify and discuss logical connections or causal patterns that exist between or among various political phenomena.

Compare/Contrast: This task requires students to make specific links between two or more concepts, occurrences, or countries. Thus, students cannot simply have a one-paragraph description of how women participate in Iranian politics and a one-paragraph description of how they participate in Nigeria with no connections between the two paragraphs. To correctly compare participation of women in Nigeria and Iran there must be cross paragraph references and development of a comparative structure. The students must provide the connective tissue. They should understand that it is important to note similarities AND differences.

Evaluate/Assess: An evaluation or assessment involves considering how well something meets a certain standard, and as such generally requires a thesis. It is important to identify the criteria used in the evaluation. If no criteria are explicitly given in the question, students should take care to clearly identify the ones that they choose to employ. Specific examples may be applied to the criteria to support the student's thesis. Evaluation or assessment requires explicit connections between the thesis or argument and the supporting evidence.

Analyze: This task usually requires separating a phenomenon into its component parts or characteristics as a way of understanding the whole. An analysis should yield explicit conclusions that are explained or supported by specific evidence and/or well-reasoned arguments.

HighHurtleVerbs

SynthesisBuilds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis

Compose, plan, propose, imagine, produce, hypothesize, invent, incorporate, develop,

generalize, design, originate, formulate, predict,

on creating a new meaning or structure. arrange, concoct, construct, systematize

Analysis Separates material or concepts into component parts so that its organizational structure

may be understood. Distinguishes between facts and inferences

Analyze, interpret, classify, arrange, differentiate, group, compare, organize,

contrast, examine, scrutinize, categorize, probe, investigate, question, discover, inquire,

distinguish, detect

Medium HurtleVerbs

ApplicationUse a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place

Illustrate, solve, apply, use, demonstrate, practice, show, experiment

ComprehensionUnderstand the meaning, translation, interpolation,

and interpretation of instructions and problems. State a problem in one's own words.

Explain, discuss, identify, summarize, describe, recognize, express, restate, locate,

review

Lowest levelVerbs

KnowledgeRecall data or information.

Define, record, list, recall, name, relate, label, specify, cite, enumerate, tell, recount

Writing the FRQ

1. You DO NOT need an intro or thesis.2. Refer to your outline and answer the question IN ORDER!!3. Write out the letter for each section (A, B, C…) to the left of your answer. 4. Do not be creative and put two parts together or change the order in any way. THINK OF

THE READER!!!5. Always double-check the verbs. High level or low level? (See chart below) 6. Write as neatly as possible (without wasting time). You’ll get a better score if the reader

can understand what you’re writing. 7. If you make a mistake, simply draw a line through it and write the correct information

above it. 8. Don’t use arrows or asterisks because they can be confusing to the reader.9. Remember, if the FRQ does not state a specific number required, provide three

examples. When in doubt add extra examples. If you have incorrect information, an extra correct example will make up for your mistake!

10.You DO NOT need a conclusion or closing paragraph. Don’t waste your time! 11.Reread your work and make sure you’ve answered each question fully and correctly.12.Leave yourself a few minutes at the end to revise or proofread.

Important Don’ts

1. Don’t give personal opinions (like your political affiliation or whether or not you like specific policies.) The exam is testing your knowledge and understanding of the political process. Don’t waste time stating an opinion, unless you are asked to do so.2. Don’t write out a repetition of the question. Just get to the answer.3. Don’t give information that was not requested. You won’t get any extra points of you do,

so don’t waste your time.4. Don’t spend more than 25 minutes on any FRQ. There will be a total of 4 questions and

100 minutes on the AP Exam. Get in the habit of writing a timed essay. You won’t be sorry you trained yourself when May rolls around!

How to Write Successfully in AP GovernmentDo’s

Write your own assignments- plagiarism will not be tolerated! Use your critical thinking skills to analyze sources Give logical examples Always use spell-check Please ALWAYS type homework or projects or use blue or black ink for

in-class work Be neat if you are handwriting any assignment Always re-read and then re-read again! For outside work, you should find a proofreader you trust Be careful when using semicolons! Always break papers into logical paragraphs

Don’ts Don’t “borrow” heavily from any one source Don’t use Wikipedia as the sole source for research

o It is a great place to clarify information that you already know Don’t use “a lot” or “alot” (This is not a word!)

o Use “A great deal” or “Exceedingly” or “Especially” Don’t use “Huge” or “Big” when you mean “Important” or “Significant” Don’t end sentences with a prepositional phrase Don’t change tense within your paper Never use “I think, I know, or I feel” unless the instructions ask for your

opinion Don’t show bias unless paper asks for your opinion Be careful of using the word “Like”- More than likely it is not necessary Don’t use “Will” when you mean “Should”

o “Will” shows that you are able to 100% predict what will happen Don’t use same verb twice in a sentence Don’t use same noun twice in a sentence Don’t use the same proper noun twice in a sentence

Unit 1 “Think About It” Essay-1-Page Typed and Double-Spaced-

Choose one and reflect:

In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself. - James Madison

The will of the people is the only legitimate foundation of any government, and to protect its free expression should be our first object. -Thomas Jefferson

"Why has government been instituted at all? Because the passions of man will not conform to the dictates of reason and justice without constraint.” - Alexander Hamilton

Government, even in its best state, is but a necessary evil; in its worst state, an intolerable one. -Thomas Paine

Dates to Remember

“Think About It” Essay __08/08___Supplementary Reader 1A

__08/09___Socratic Seminar 1

__08/14____

Tentative AP Government and Politics Course OutlineUnit One Part A: Constitutional Underpinnings &

Political Theories

Essential QuestionsWhat is Government/ Who governs?

To what ends ??? What is political power and how is it obtained?What Enlightenment theories are engendered in the Constitution?

Overview: Origins of government, Political Philosophies/Philosophers, Basic Structure of American Government, Democratic roots

Assigned Textbook ChaptersSabato Chapter 1 (pgs. 3-10)

Important Things to KnowLeviathan2nd Treatise on Civil GovernmentDeclaration of IndependenceSocial Contract TheoryPolitical Theorists/Theory:Plato and Aristotle David HumeMachiavelli Thomas HobbesJohn Stuart Mill John LockeMontesquieu Alexis De TocquevilleRousseau C. Wright MillsKarl Marx Max Weber

Important Terms and Concepts1. Democratic Republic (Representative

Democracy)2. Communism3. Popular sovereignty4. Direct democracy 5. Indirect democracy6. Legitimacy7. Majority rule8. Natural law9. Oligarchy10.Personal liberty11.Political elite12.Political equality13.Political ideology14.Popular consent15.Popular sovereignty

AP GOVERNMENTUNIT 1: Political Beliefs and Behaviors

Supplementary Reader 1 QuestionsA. Second Treatise, Of Civil Government, John Locke (Document found on blog)

1. List and explain the qualities or characteristics of Locke's "state of nature".

2. If the state of nature is as wonderful as Locke describes, why do people leave it and form a political society?

3. A contract is defined as an exchange of promises between two parties. Apply this definition to the social contract theory laid out in Locke's essay.

4. Explain the conditions under which government can be dissolved.

B. The Declaration of Independence, Thomas Jefferson (In Sabato Appendix)

5. What sort of action is the Declaration attempting to justify?6. What does the Declaration suggest is the relationship between a

government and the people it governs? 7. On what conditions is all legitimate government based? What justifies

the ending of that relationship?8. Compare Locke's philosophy to the Declaration of Independence. Be

able to cite specific excerpts from both documents in your comparison.

Student-Led Socratic Seminars:All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester.

American Federalism, Daniel Elazar (Lanahan, p. 121)

Dates to Remember

Unit 1 FRQ ___08/23___Constitution Quiz ___08/16___Supplementary Reader 1B

___08/19___Socratic Seminar 2 __08/21____Current Events 1 ___________Unit One Test ___08/22___Case File 1 (completed in class)

Tentative AP Government and Politics Course OutlineUnit One Part B: Constitutional Underpinnings &

FederalismEssential Question (s):How does the Constitution mean to address factionalism, power sharing and accountability?

What is the proper relationship between the State and Federal government?

Why has the relationship between the State and Federal government changed overtime?

Overview:The United States Constitution What is Federalism? Basic Political Philosophy

Assigned Readings-Sabato Chapters 2-3

Primary Documents to Know_____________Articles of ConfederationUnited States ConstitutionBill of Rights (1-10)Other Amendments (11-27)New Jersey PlanVirginia PlanGreat CompromiseFederalist Paper #51Privileges and Immunities ClauseSupremacy Clause Full Faith and Credit ClauseMarbury v. Madison MacDonald v. ChicagoMcCulloch v. Maryland Bush v. GoreGibbons v. Ogden Fletcher v. PeckDartmouth v. WoodwardBarron v BaltimoreGitlow v New YorkNLRB v Jones Laulfin SteelHeart of Atlanta Motel v. US United States v. LopezPrintz v. United StatesSouth Dakota v Dole

Important Terms and Concepts-

1. Block Grant2. Categorical Grant3. Checks and Balances4. Concurrent Powers5. Confederation6. Cooperative Federalism7. Extradition Clause8. Enumerated Powers9. Federalism10. Full Faith and

Credit Clause11. Implied Powers12. Informal

Amendment Process13. Interstate Compact14. Necessary and

Proper Clause 15. New Federalism16. Privileges and

Immunities Clause17. Republic18. Separation of

Powers19. Sovereign

Immunity20. Supremacy Clause21. Unfunded

Boumediene v. BushDistrict of Columbia v. Heller

AP Government and PoliticsUNIT One Part B: Constitutional Underpinnings &

FederalismSupplementary Reader Assignment

*DUE DATE __________________

A. All Students: Federalist 51, James Madison (Lanahan p. 97 and Sabato Appendix)

1. What is the particular evil that Madison deals with in this paper?2. What does Madison say about the selection process of

government officials?3. What does Madison believe is the most important fundamental

constitutional arrangement of the government that will protect against this evil?

4. How does Madison differentiate between federalism and the separation of powers?

Do they have the same or different constitutional purposes?

Does Madison consider one more important than the other?5. What does Madison add to the debate about majority rule and

minority rights?

Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.

The American Political Tradition, Richard Hofstadter (Lanahan p. 43)

Dates to Remember

Political ID Card ___________Socratic Seminar 3 #80_____ #82 _____Ideology Self-Quizzes ___________Chapter 11 Reading Quiz

___________Unit 3 Current Events ___________Chapter 15 Reading Quiz

___________SEG 3 ___________Optional Public Opinion Poll ___________ Hardball Test

___________Supplementary Reader 3

AssignmentStudent-Led Socratic

Seminar Directions:

All students are assigned to read these two essays. Please sign up to

lead one session this semester

80. LARRY SABATO  Feeding Frenzy, p. 574

82. MARTIN WATTENBERG   

Tentative AP Government and Politics Course OutlineUnit 3: Linking Institutions Part I

OverviewPolitical Socialization and Public OpinionThe Media

Assigned ReadingsSabato Chapter 11, Ch. 13 (p. 463-477) and Ch. 15Primary Documents to KnowThe Zenger caseNew York Times v Sullivan (1964)New York Times v US (1973)FCC v. Fox Television Stations (2009)Telecommunications Act 0f 1996Communications Decency Act (1997)

Terms1. Activist2. Agenda setting3. Broadcast media4. Civic Duty5. Content regulation6. Conventional participation7. Equal time rule8. Exit Polls9. Fairness doctrine10. Framing11. Horserace journalism12. Margin of Error13. Media effects14. Muckraking15. Narrowcasting16. Prospective judgment17. Push polls18. Random Sampling19. Silent majority20. Social Cleavages (polarizing and

cross-cutting)21. Stratified Sampling22. Straw Polls23. Ticket splitting24. Tracking Polls25. Yellow journalism

Political Self-QuizzesWhat’s Your Political Ideology ??

Questions often arise as to what is a liberal? What is a conservative? What does it mean to support the Left? Or the Right? What does a certain political party stand for? Although positions change over time and it's never good to make generalizations about what a certain group thinks, these quizzes try to pinpoint your place on the political spectrum.

Directions: Please type this assignment up on a separate sheet of paper.Before you start, answer these questions:

1. Do you consider yourself a liberal, conservative, or moderate? 2. What are your political hot button issues? (areas in which you have strong interests)

Now its time to explore, “Politopia: The Land of Custom-made Government”.

http://www.politopia.com/index.htm First, read through the Introduction.

3. How did you do on the first challenge (placing the American politicians on the spectrum?) Explain.

4. Where did you put the “infamous politicians” on the second challenge? Explain why there is no “real” answer key for this challenge.

5. Where did you put ‘Buddy”? What about “Neo”?Now you are ready to take the “Politopia Quiz”.

6. Where did you “feel most at home” in Politopia? 7. Do you feel this was accurate? Explain.

Additional Self-Quizzes8. Now select three additional self-quizzes to find out more about your political beliefs.(You may do more if time allows!)

a. Quiz Nameb. What did the quiz say about your political ideology?c. How accurate do you believe this quiz was? Explain.

Political Spectrum Quiz http://www.gotoquiz.com/politics/political-spectrum-quiz.html

IDEALog- Goldman & Janda http://idealog.org/idealog.asp?ClassID

Pew Research Group http://typology.people-press.org/typology/

Political Quiz-USA Weekend http://franz.org/quiz.htm Advocates for Self-Government http://www.theadvocates.org/quiz.html Pace News Limited http://www.politicalcompass.org/

9. Repeat #8 with a new quiz.10.Repeat #8 with another new quiz.

Now its time to evaluate what you learned, and assess the accuracy:

Dates to Remember

Ch. 12 Reading Quiz___________

Supplementary Reader 4___________

Socratic Seminar 4 #77___________Chapter 16 Reading Quiz ___________Current Events 4 ___________Unit 3 and 4 Test

___________

11.Did the results of the four quizzes give you a consistent OR an inconsistent assessment of your political belief? Explain.

12.Which of the quizzes was the most accurate? Why do you think so?13.Which was the least accurate? Why do you think so?14.It’s time to reflect: What did you learn about yourself from taking these quizzes?

Tentative AP Government and Politics Course OutlineUnit 4: Linking Institutions Part 2

Overview Political Parties and Interest Groups

Assigned Readings-Sabato Chapters 12 and 16

Primary Documents/Acts to Know15th-17th-19th -24th -26th Amendments Federalist 10Federal Regulation of Lobbying Act- 1946Ethics in Government Act- 1978The Lobbying Disclosure Act- 1995Terms

1. Candidate centered politics2. Civil Service laws3. Coalition4. Collective Good5. Dealignment6. Disturbance Theory7. Earmark (political pork)8. Free rider problem9. Interest Group10. Issue Oriented politics11. Lobbying12. Lobbyist13. Machine14. National Party Platform15. Organizational Party16. PAC17. Party in the Electorate18. Party platform19. Political Machine20. Political Party21. Proportional Representation22. Public Interest Group

23. Secular Realignment24. Social Capital25. Think Tank26. Trade Association

AP Government and Politics

UNIT 4: Linking Institutions 2

Supplementary Reader 4 AssignmentAll students must read Federalist #10 by James Madison and answer these questions (Lanahan p. 49 or Sabato Appendix)

1. What did James Madison mean by factions?2. What danger to American representative democracy and freedom did Madison

believe factions represented?3. What solution did Madison see to the dangers of factions?4. How does Madison suggest the new Constitution will deal with the problems of

majority rule and minority rights? Can a balance be found? 5. Do you agree with Madison that differing interpretations of the Constitution

make political parties inevitable? What other factors help determine party differences today?

Student-Led Socratic SeminarAll students are assigned to read this essay. Sign up to lead the class in discussion one time this semester. 77. The Values Divide by John White (Lanahan p. 541)

Supplementary Reader 5 Assignment

Student-Led Socratic Seminar Directions:

All students are assigned to read this essay. Please sign up to lead

one session this semester.70. “Going Negative” by Stephen Ansololabehere (p. 487 Lanahan)

Dates to Remember

TAI 5 ‘Modern Elections” __________ (See back of syllabus for directions)

Socratic Seminar 5 # 70_________Current Events 5 ___________Unit 5 Test

___________

Tentative AP Government and Politics Course OutlineUnit 5: Linking Institutions Part 3

Overview Voting and ElectionsThe Campaign Process

Assigned Readings-Sabato Chapters 13 and 14

Primary Documents to Know15th-17th-19th -24th -26th Amendments Motor Voter Act LawFederal Election Campaign Act (FECA) of 1971FECA Amendments (1974)FECA Amendments (1976)Baker v Carr (1961)Buckley v Valeo (1976)Shaw v Reno (1993)Miller v Johnson (1995) Bipartisan Campaign Reform Act (BCRA)527 RuleCitizens United v. FEC (2009)

Terms1. BCRA2. Blanket primary3. Closed Primary4. Crossover Voting5. Elector6. Electoral College7. Electorate8. 5279. Front Loading10. General Election11. Gerrymandering12. Hard money13. Incumbency14. Initiative15. Matching funds16. Midterm Election

17.Open

Primary18. PACS19. Primary Election20. Proportional Representation21. Reapportionment22. Recall23. Redistricting24. Referendum25. Soft money26. Superdelegate27. Voter canvass28. Winner takes all system

AP Government and Politics UNIT 5: Linking Institutions 3Think About It 5 “Modern Elections’

Modern Election Essay: Directions: 1. Sign up for one of modern presidential elections.2. Include this information in your 1-page double-spaced essay;

Which election were you assigned? Who were the main candidates? Who won? Where? Why? Explain. Who lost? Where? Why? Explain. Tell me something interesting about the election, the winner, or the loser. Was it a critical election? Did it play a role in redefining American politics and

the electorate? Why or why not? 3. Find a graph(s) that shows the final popular vote, electoral vote, and a map

showing the Electoral College result. Please print and attach OR insert into your essay.

The election of 1952 The election of 1956 The election of 1960 The election of 1964 The election of 1968 The election of 1972 The election of 1976 The election of 1980

The election of 1984 The election of 1988 The election of 1992 The election of 1996 The election of 2000 The election of 2004 The election of 2008

Student-Led Socratic Seminars: All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester. 70. “Going Negative” by Stephen Ansololabehere (Lanahan p.487)

Please note this is a change from the original semester syllabus.

Dates to Remember

Getting to Know Your….___________Socratic Seminar 6 #23 ______ #24______Mock Congress Bill ___________Current Events 6 ___________Congress Leadership Quiz ___________Unit 6 Test ___________SEG 6 ___________

Tentative AP Government and Politics Course OutlineUnit Six: The Legislative Branch

Unit Six: Overview- Congressional responsibilities, checks and balances, leadership, committees, politics, and the everyday workings of the Senate and the House

Assigned Readings-Sabato Chapter 7

Primary Documents to Know:Congressional Budget and Impoundment ActTonkin Gulf ResolutionWar Powers ActAmendment 16 and 17Shaw v Reno (1993)Miller v Johnson (1995)

: Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.

23. Homestyle and Washington Career by Richard Fenno (Lanahan p. 150)

24. Stalemate by Sarah Binder (Lanahan p. 156)

Terms- FYI Terms are very important on the Unit 6 Test! 1. Cloture2. Committee of the Whole3. Conference Committee4. Congressional caucus5. Congressional review6. Conservative coalition7. Delegate8. Discharge Petition9. Double tracking10.Earmark11.Filibuster12.Germane 13.Gerrymandering14.Hold15.Impeachment16.Joint committee17.Legislative veto 18.Logrolling19.Malapportionment

20.Markup bill21.Multiple/sequential referrals22.Open/closed rule23.Oversight24.Party caucus25.Pork barrel legislature26.Public/private bill27.Quorum call28.Restrictive call29.Rider/Christmas tree bill30.Select committee31.Senatorial Courtesy32.Seniority33.Simple/concurrent/joint

resolution34.Single member district35.Standing Committee36.Trustee37.Voice/division/teller/roll call vote

AP Government and Politics Unit 6Getting to Know Your Congressman Letter

It is important for all American citizens to know their representatives in Congress. People who think members of Congress pay little or no attention to constituent mail, are plain wrong. Concise, well thought out personal letters are one of the most effective ways Americans have of influencing law-makers. But, members of Congress get hundreds of letters and emails every day.

In order to be able to write a thoughtful letter from a concerned constituent, you need to know more about their job and their area of expertise. Please look up:

Biography-include Congressional Committees The latest news- Include recent three headlines Their “hot button” issues (Pick 3)

There are many sources on the Internet, or you can contact their offices here in Georgia or in Washington, DC.

Senator Saxby Chambliss http://chambliss.senate.gov/ Senator Johnny Isakson http://isakson.senate.gov/ Congressman Tom Price http://tomprice.house.gov

Other sources for information include: http://www.votesmart.org/ http://www.congress.org/congressorg/home/ http://www.opencongress.org/

After your research is completed, your assignment is to write a 1-page double-spaced letter that expresses your concern about a current issue that you are concerned with, a bill that you support, or an issue that you wish the Congressman/Senator to oppose. Be polite and positive in your letter, and be certain to mention that you are a constituent in his district attending Walton High School. Please use the guidelines for writing the letter on the next page.

More Hints: Keep It Simple- Say why you are writing and who you are. List your "credentials." The best letters are courteous, to the point, and include specific supporting examples. In the body of your letter make it clear what you know about the topic, what you know about your congressman’s involvement with that issue, what you want and what you will do politically to get it. You will be most effective if you come right out and politely but clearly tell your congressman that if they want your vote in the next election

they should vote the way you are asking them to on that particular issue. This makes it very certain where you stand and that you are serious. If you have any genuine political influence yourself you may want to find a way of making it known as well.

Provide details, be factual, but not emotional. Provide specific rather than general information about how the topic affects you and others. If a certain bill is involved, cite the correct title or number whenever possible.

Close by requesting the action you want taken: a vote for or against a bill, or change in general policy. Finally, request a reply to your letter, which you should always receive regardless.

Your Full NameAddress

Marietta, GA Zip CodeDate

The Honorable Saxby ChamblissUnited States Senate416 Russell Senate Office BuildingOR The Honorable Johnny IsaksonUnited States Senate131 Russell Senate Office BuildingOR The Honorable Tom PriceUnited States House of Representatives 403 Cannon House Office BuildingWashington, DC 20515

Dear Senator OR Congressman _________________________:

BODY OF LETTER

Follow directions on previous page for the body of the letter.

Please double-space and do not center!!! Use Left margin!!

Skip lines between paragraphs OR indent NOT BOTH!!

Type the Name of Your Bill HereIN THE House or Senate OF THE UNITED STATES

112th CONGRESS2nd Session

March 15, 2012

H or S RES. _________(Put H if you are in the House or S if you are in the Senate;

then make up a number.)Put your name here Tom Price- R-GA Your party and state you are representing here and(Put names of any others who assisted you or will sponsor with you) Allen Domenico R-TX and Jennifer Snoddy D-IN submitted the following resolution; which was referred to the Put your committee name here Committee on Domestic OR Foreign Affairs.

Be it enacted by the United States _________ here assembled that:Section 1: Write your bill here.

SubSection 1A: How the cost of bill will be paid for willbe written here IF there is a cost.

Section 2:What part of the executive branch will be in charge of enforcing the law will be written here.

Section 3: Fines or punishment for not following theactions of bill will be written here.

Section 4: This law shall take effect upon passage.

Sincerely,

Your Signature in Blue InkYour Name

Template for Mock Congress Bill

AP Government Mock Congress1) Students will present bills to clerk of chamber who will then number bills and

refer to leadership. Leadership will assign to committee. 2) Committee chairmen will prioritize all bills for presentation in committees.

Students will share bills with committee. Committee will discuss pros and cons of bills; the committee chairperson will lead the discussion.

3) Bills that pass will be referred to a sub-committee for any necessary changes before final vote. Leadership will assign bill to sub-committee. (Many bills will die in subcommittee.)

4) Sub-committee will discuss bill and make needed changes before voting to submit back to full committee.

5) Bills that survive will be presented to the full committee. The committees will decide what changes to make (if any). This is called the mark-up session.

6) When all changes have been made, the committee votes either to kill the bill or to report it to the entire House or Senate. The Senate must pass bills with a 2/3 majority in committee. (Many bills will die here, too.)

7) Committee chairs will prioritize all bills which have passed through their committees and then present to the congressional leadership. Leadership will prioritize bills for presentation on floor.

8) The House (not Senate) must submit bill to the Rules Committee which puts bill on calendar and sets debate time. (House budget bills DO NOT go to the Rules Committee)

9) The Rules Committee also decides if any amendments can be attached to bill on floor of House.

10) The bills that have passed through committee will be presented to the entire House or Senate.

Procedures for Handling Motion and Obtaining and Assigning the Floor 11) A member rises when no one else has the floor and addresses the chair:

"Mr./Madam Speaker, or Mr./Madam Leader" or “Mr./Madam President” The member gives name and identification. The member remains standing and awaits recognition by the chair. The chair recognizes the member by announcing, “I recognize

Senator/Congressman ________”12) The recognized member then makes the motion: "I move that HR/S ______ be

introduced” and resumes his seat. 13) Another member, without rising, seconds the motion: "I second the motion"

or "I second it" or even "second." 14) The chair states the motion: “It is moved and seconded that HR/S ____ will be

introduced on the floor of the _______. Congressman/Senator ________ please present the bill.

15) The Bill will be read to the entire body by the sponsor of the Bill. 16) The Bill can then be debated on the floor of the House/Senate. Before

speaking in debate, members obtain the floor as stated above (see #14 and #15).

17) The maker of the motion has first right to the floor if he claims it properly.

Rules of Debate/Questioning18) During questions and debate all remarks must be addressed to the chair NOT

the other members. 19) Debate must be confined to the merits of the motion. 20) Amendments to bill can be offered but need majority of votes to be attached

to bill.21) Debate can only be closed by order of the assembly (2/3 vote) or by the chair

if no one seeks the floor for further debate.22) At the end of the time given to debate/discuss the Bill (in the House only- the

Senate has no time limits) the chair puts the motion to a vote by asking, "Are you ready for a vote on HR/SR _________?" If no one rises to claim the floor, the chair proceeds to take the vote.

Voice Vote: The chair says: "The question is on the adoption of the motion that HR/SR ____ be passed. As many as are in favor, say 'Aye’. (Pause for response.) Those opposed, say ’Nay’”. (Pause for response.)

Roll Call Vote: All names are read and each person says, “Yea or Nay” (Done electronically in House)

Teller Vote (not in Senate): Members pass between two tellers and the teller writes down the votes

23) The chair announces the result of the vote and then says, "The ayes have it, the motion is adopted, and the motion has passed" or "The nays have it, and the motion is lost."

Submission to Other House of Congress: The bills that pass with a majority will be assigned to committee by the leadership of the OTHER house. Follow the same process as in #5-26 above.Conference Committee24) Bills that make it through both houses of Congress without any changes will

go to the president for approval. Bills that are altered by the other House must go a Conference Committee for revision (2-4 students) The Conference Committee may also kill the bills. After the Conference

Committee approves changes to the Conference Committee bills each house will take a final vote on the revised bill.

Submission to President25) Bills that make it through both houses of Congress will go to the president for

approval. President may sign bill into law, or President may veto bill. If the President vetoes a bill, Congress must attempt to override with a vote

of 2/3 of both houses.

Dates to Remember

Supplementary Reader 7___________

Socratic Seminar 7 #31 _____ #39______ Current Events 7 ___________Unit 7 Test

16.Institutional presidency17.Independent Executive Agency18.Independent Regulatory Agency19.Iron triangle/Issue network20.Lame duck21.Legislative veto 22.Line Item Veto23.Line of succession24.Merit System 25.Pardon26.Pocket Veto27.Veto Power28.OMB29.Peter Principle

Information on Robert's Rules of Order

The term “rules of order” refers to written rules of parliamentary procedure formally adopted by an assembly or an organization. Such rules relate to the orderly transaction of business in meetings and to the duties of officers in that connection. The object of rules of order is to facilitate the smooth functioning of the assembly and to provide a firm basis for resolving questions of procedure that may arise.

Tentative AP Government and Politics Course Outline Unit Seven: The Executive Branch and Bureaucracy

Unit Seven Overview- The powers of the presidency; the imperial presidency, checks and balances, the cabinet and presidential appointments; The size and scope of the American bureaucracy; bureaucratic red tape; the Peter Principle; who really runs the country? The 5 problems of a bureaucracy Assigned Readings

-Sabato Chapter 8-9Primary Documents/Cases/ Acts to Know:

Federalist #70 United States vs. Nixon22nd Amendment25th AmendmentUS v NixonINS v ChadhaGulf of Tonkin Resolution (1964)War Powers Act (1973)Panama Canal Treaty (1979/1999)NAFTA (1994)Pendleton Act (1883)Hatch Act (1939)Administrative Procedure Act (1946)Freedom of Information Act (1966)National Environmental Policy Act (1969)

Budget Reform Act of 1974Privacy Act (1974)Rehabilitation Act (1974)Open Meeting Law (1977)Civil Service Reform Act (1978)Ethics in Government Act (197; updated 1989)Whistle Blower Protection Act (1989)National Performance Review (1993)Federal Employees Political Activities Act (1993)Intelligence Act (2004)Dodd-Frank Wall Street Reform and Consumer Protection Act (2010)

Terms1. Administrative discretion2. Annual authorization3. Bureaucracy4. Cabinet5. Civil Service system6. Committee clearance

16.Institutional presidency17.Independent Executive Agency18.Independent Regulatory Agency19.Iron triangle/Issue network20.Lame duck21.Legislative veto 22.Line Item Veto23.Line of succession24.Merit System 25.Pardon26.Pocket Veto27.Veto Power28.OMB29.Peter Principle

7. Discretionary authority8. EOP9. Excepted employees10.Executive Agreement11. Executive Order13.Executive Privilege 14.Government Corporation15.Inherent Powers 16.Impeachment17.Imperial presidency

Unit 7 Supplementary Reader Assignment*DUE DATE __________________

All Required to Read:A. Federalist #70 by Alexander Hamilton (on my blog)

1. What does Hamilton mean when he talks about an "energetic executive"?

2. What examples from contemporary presidents can you give to support this concept?

3. List the ingredients that constitute energy in the executive. Again, what examples from contemporary presidents can you give that reflect these ingredients?

4. The Framers discussed the notion of a plural executive when framing the Constitution. What does Hamilton say about the advantages and disadvantages of a single v. a plural executive? Discuss his opinion.

Read both of these for our Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester. 31. Presidential Power and the Modern President by Richard Neustadt (Lanahan p. 199)39. Locked in the Cabinet by Robert Reich (Lanahan p. 262)

Important Departments, Bureaus, and AgenciesExecutive Departments

1. Department of State2. Department of the

Treasury3. Department of Defense4. Department of Justice5. Department of the

Interior6. Department of

Agriculture7. Department of

Commerce8. Department of Labor9. Department of Health

and Human Services10. Department of Housing

and Urban Development

11. Department of Transportation

12. Department of Energy13. Department of

Education14. Department of

Veterans Affairs15. Department of

Homeland SecurityHigh Level Agencies, Commissions…

16. Council of Economic Advisers

17. Environmental Protection Agency 

18. Office of Management & Budget 

19. United States Trade Representative

20. Securities and Exchange Commission

21. Federal Reserve Board 22. Central Intelligence

Agency23. Federal

Communications Commission

Other Important Parts of the Bureaucracy

24. Advisory Council on Historic Preservation

25. Alcohol and Tobacco Tax and Trade Bureau

Dates to Remember

Supreme Ct. Justice Quiz___________

Supplementary Reader 8___________

Socratic Seminar 8___________

Current Events 8 ___________Unit 8 Test ___________

26. Alcohol, Tobacco, Firearms, and Explosives Bureau

27. Arms Control and Disarmament Agency

28. Bureau of Engraving and Printing

29. Bureau of Indian Affairs (BIA)

30. Centers for Disease Control

31. Citizenship and Immigration Services Bureau

32. Commission on Civil Rights

33. Commodity Futures Trading Commission

34. Congressional Budget Office

35. Congressional Research Service

36. Consumer Product Safety Commission

37. Corporation for National Service

38. Council on Environmental Quality

39. Equal Employment Opportunity Commission

40. Federal Deposit Insurance Corporation

41. Federal Election Commission

42. Federal Housing Finance Board

43. Federal Maritime Commission

44. Federal Mediation and Conciliation Service

45. Federal Trade Commission

46. General Accounting Office

47. National Aeronautics and Space Administration

48. National Archives and Records Administration

49. National Commission on Libraries and Information Science

50. National Endowment for the Arts

51. National Endowment for the Humanities

52. National Labor Relations Board

53. National Science Foundation

54. National Security Agency

55. National Security Council

56. Nuclear Regulatory Commission

57. Office of First Lady 58. Office of Vice President59. Office of National Drug

Control Policy 60. Office of Personnel

Management 61. Office of Science and

Technology Policy 62. Peace Corps 63. President's Council on

Physical Fitness 64. President's Foreign

Intelligence Advisory Board

65. Selective Service System

66. Small Business Administration

67. United States Information Agency

68. United States Postal Service

69. US Advisory Commission on Public Diplomacy

70. US Agency for International Development

71. US Office of Government Ethics

Tentative AP Government and Politics Course OutlineUnit Eight: The Judicial Branch

Overview: The Federal Court system; appointments and confirmation; what is judicial review and how has it effected the federal government; judicial activism vs. judicial restraint; The Warren Court versus the Rehnquist Court

Assigned Textbook Readings -Sabato Chapter 10

Primary Documents to Know:Article IIIArticle II Section 2Amendment 11Federalist # 78 Marbury v. Madison McCulloch v. MarylandGibbons v OgdenBarron vs. BaltimoreDred Scott v Sandford Munn v IllinoisBrown v Board of EducationMiranda v Arizona

Roe v Wade

Important Terms and Concepts

1. Amicus curiae2. Appellate Courts3. Appellate Jurisdiction4. Brief5. Civil Law6. Class-action suit7. Concurring opinion8. Constitutional Courts9. Court of Appeals10.Criminal law11.Dissenting opinion12.In forma pauperis13.Judicial Activism14.Judicial Implementation

15.Judicial Restraint16.Judicial Review17.Jurisdiction18.Legislative Courts19.Litmus test20.Original Jurisdiction21.Plaintiff22.Precedent23.Rule of Four24.Solicitor General25.Standing26.Stare Decisis27.Strict Constructionist28.Writ of certiorari

AP Government and PoliticsUNIT 8: The Judicial Branch

Supplementary Reader Assignment

*DUE DATE __________________

All students are required to read and answer these questions:A. “Federalist 78”- Alexander Hamilton (Lanahan p. 283)

1. Why has Hamilton so eloquently described the courts as the branch that should be feared the least?

2. What was Hamilton’s position regarding the power of the judiciary to declare legislative acts unconstitutional?

3. Why should the independence of the judicial branch be considered a vital component of constitutional government?

4. Why does the author believe that judges should have permanent tenure?

Student-Led Socratic Seminars: All students are assigned to read these two essays. Sign up to lead the class in discussion one time this semester.

43. Storm Center by David O’Brien (Lanahan p. 291)45. In Pursuit of Justices by David Yalof (Lanahan p. 302)

Dates to Remember Socratic Seminar#54 ___________ Current Events 9 ___________Case File #3

___________

27.Morse v Fredrick28.NY Times vs. Sullivan

29.NY Times vs. US30.Near v Minnesota31.New Jersey v TLO 32.Oregon v Smith33.Planned Parenthood v

Casey34.Plessey v. Ferguson35.Redding v Safford36.Reed v Reed37.Reynolds v US38.Roe v Wade39.Rostker v Goldberg40.Safford BOE v Redding41.Schenck vs. US 42.Sheppard v Maxwell43.Swann vs. Charlotte-

Mecklenburg 44.Sweatt v Painter45.Texas vs. Johnson46.Tinker v Des Moines47.Webster vs.

Reproductive Health Services

48.West Virginia BOE v Barnette

49.Wisconsin vs. Yoder

Tentative AP Government and Politics Course OutlineUnit Nine: Civil Rights and Civil Liberties

Overview: What are your rights? The Bill of Rights; Due Process; Equal Protection; the 14th Amendment; the Incorporation Doctrine

Assigned Readings -Sabato Chapters 5-6

Primary Documents and Cases to Know 1st-4th-5th-6th-8th Amendments13-14th-15th Amendments19th Amendment24th Amendment Due Process ClauseEqual Protection ClauseFree Exercise Clause

Establishment Clause Equal Pay Act of 1963Civil Rights Act of 1964Voting Rights Act of 1965 Equal Rights AmendmentTitle IXLucy Ledbetter Law

1. Abington SD v Schemp2. Abrams vs. US3. Brandenburg v Ohio

4. Brown v Board5. Brown v Board II 6. CA Board of Regents vs. Bakke7. Church of the Lukumi Babalu Aye

v. Hialeah8. Dred Scott v Sanford9. Engel v Vitale10.Escobedo v Illinois11.Gideon v Wainwright12.Griswald v CT13.Gitlow v New York14.Gregg v Georgia15.Gratz v Bollinger16.Grutter v Bollinger17.Hazelwood v Kuhlmeier18.H of Atlanta Motel v US19.Island Trees SD v Pico20.Katz v US21.Kelo v City of N. London22.Korematsu v US 23.Lemon vs. Kurtzman24.Mapp vs. Ohio25.Miller v California26.Miranda vs. Arizona

Unit 9 Terms1. Clear-and-present

danger2. Compensatory action3. De facto segregation4. De jure segregation5. Due Process Clause6. Equal Protection Cause7. Equal Rights

Amendment8. Establishment Clause9. Exclusionary rule10. Fighting words11. Free exercise

clause12. Grandfather

clause

13. Good-faith exception

14. Libel15. Poll tax16. Prior restraint17.Probable cause18. Right to Privacy19. Selective Incorporation20.Separate-but-equal 21. Slander22.Strict scrutiny23.Suspect classifications24. Symbolic speech25. Title IX26. Wall-of-separation27. Writ of habeas corpus

Student-Led Socratic Seminars: All students are assigned to read this essay. Sign up to lead the class in discussion one time this semester.

54. Rights Talk by Mary Ann Glendon (Lanahan p. 375)

Unit 10 Dates to Remember Optional TAI 10

____________Optional SR 10 (Lanahan Ch. 15)

____________Optional Policy Project

____________Optional Public Policy Quiz

“Think About It” Essay-1-Page Typed and Double-Spaced-

Reflect on This Quote:"A popular myth is that polls drive policy decisions; the reality is the reverse. The preferences of politicians and the demands of the more active and privileged [constituents] drive policy. These policy decisions, in turn, guide polling. [Politicians] dive the polling research to identify the words, arguments, and symbols that will sway the public to support what politicians and their backers already desire. Confidence that poll-honed messages can manufacture public support for nearly any policy has lured many political activists to support extreme policies that are at odds with

Tentative AP Government and Politics Course OutlineUnit Ten: Public Policy

Overview: Public policy is a course of action or inaction chosen by public authorities to address a problem. Public policy is expressed in the body of laws, regulations, decisions and actions of government. Policy analysis may be used to formulate public policy and to evaluate its effectiveness. Public policies are governmental policies based on law; they are authoritarian and binding on people. Public policy is a course of action or inaction chosen by public authorities to address a problemAssigned Reading -Sabato Chapters 17-18-19Important Terms and Concepts

1. Economic Policy2. Monetary Policy3. Fiscal Policy4. Foreign Policy5. Social Welfare Policy6. Entitlement7. Means-tested program8. Non means-based program9. Policy adoption10.Policy implementation11.Social welfare12.Deregulation13.Fiscal policy14.GDP15.Interventionist state16.Monetary policy17.Social regulation18.Engagement19.Enlargement20.IGO21.Multilateralism22.Pragmatism23.Unilateralism

Important Policies to Know for Quiz

1. Aid to Families w/Dependent Children

2. Fair Housing Act 3. Medicaid4. Medicare5. IDEA6. Medicare Prescription Drug, Improvement,

and Modernization Act7. No Child Left Behind8. Affordable Care Act

9. Race to the Top10.Social Security Act

11.Temporary Assistance for Needy Families

12.Americans with Disabilities Act13.Bipartisan Campaign Reform

Act 14.Civil Rights Act(s)15.Communications Decency Act16.Freedom of Information Act17.Telecommunications Act18.Voting Rights Act 19.BUSH Doctrine20.Foreign Intelligence Surveillance

Act21.National Security Strategy

22.USA PATRIOT Act23.Airline Deregulation Act24.Bretton Woods Agreement25.Budget Enforcement Act26.CAFTA27. Economic Growth and Tax Relief

Reconciliation Act28.Gramm-Rudman Act29.NAFTA

30.Trouble Assets Relief Program31.ANWR Oil Drilling Policy32.CERCLA33.Clean Air Act34.Clean Water Act(s)35.Clear Skies Act 36.Endangered Species Act (s)37.Healthy Forest Restoration Act

Unit 10 Review Questions for Optional Unit 10 Policy Quiz1. How are public policies made??

a. Elite view b. Bureaucratic viewc. Interest group viewd. Pluralist view

2. What are the stages of policy-making process? 3. What is the role of the three branches of government in the policy-making

process?a. The Legislative Branchb. The Executive Branchc. The Judicial Branch

4. What is the role of the Government Accounting Office (GAO) in policy evaluation?

Social Welfare Policy (Chapter 17)5. What are the differences between non-means based programs and means-

tested programs? Be certain to give an example of each.6. What is an entitlement program? How is eligibility set for these programs?

Economic Policy (Chapter 18)7. What is fiscal policy? How does Congress influence fiscal policy? The

president?8. What is monetary policy? How does Congress influence fiscal policy? The

president?9. What is at the heart of the argument between conservatives and liberals

concerning fiscal policy?The Policies 10. Be ready for each of the 35 policies to appear on a matching-style quiz.

Optional Public Policy Project: All work on this project must be typed!

See me to sign up for your policy!Impress your teacher on this final project.

Research your assigned policy in depth. Plagiarism will not be tolerated!

The Basics1. What is the policy? Summarize.

2. When was it instituted? Why was instituted? 3. What are the positive effects AND negative effects from the policy?

The Linking Institutions4. How have interest groups affected this public policy? 5. Which political parties support(ed) this policy? Why? Which parties oppose

(d) this policy? Why? Explain.6. How have the members of the media affected this public policy? Was it

front page news or on the back burner? Explain.The Three Government Institutions: How are/were the three government institutions involved in this issue? Explain each.

7. Legislative Branch8. Executive Branch (the president AND the bureaucracy)9. Judicial Branch

Your Opinion10. Should this policy be renewed, recalled, or altered? Explain.

Please cite your sources using parenthetical documentation or attach a Works Cited page