AP U.S. GOVERNMENT AND POLITICS MS.

GLORIA TU STERN MASS 2013-2014 Scoring Components SC 1 The course provides instruction in constitutional underpinnings of United States Government. SC 2 The course provides instruction in Political Beliefs, Political Behaviors, and Elections. SC 3 The course provides instruction in Interest Groups. SC 4 The course provides instruction in Political Parties. SC 5 The course provides instruction in Mass Media SC 6 The course provides instruction in Institutions of National Government. SC 7 The course provides instruction in Public Policy and Public Policy Areas. SC 8 The course provides instruction in Civil Rights and Civil Liberties SC 9 The course provides students with practice analyzing and interpreting data. SC 10 The course provides students with practice analyzing information relevant to US government and politics. SC 11 The course includes supplemental readings, including primary source materials (such as the Federalist Papers). SC 12 The course includes supplemental readings, including contemporary news analyses that strengthen student understanding of the curriculum. SC 13 The course requires students to answer analytical and interpretive free response questions on a frequent basis. Page(s) 2 2, 5 2, 6 2, 6 2, 6 2, 5 2, 7 2-4 2, 6 2-4 2 2, 6 2, 6-8

Overview of Course Objectives: This course is designed to give students a critical perspective of United States Government and Politics. This class involves both the study of key concepts of American Government as well as the specific analysis of the various aspects of American Government in society past, present, and future. The AP U.S. Government and Politics course is designed to teach U.S. Constitutional government based on the following: Textbook: Edwards, George C., Wattenberg, Martin, and Robert Lineberry. Government in America: People, Politics, and Policy, Advanced Placement Edition , 13th edition. New York: Perason Longman, 2009.

Supplemental Text: Woll, Peter. American Government: Readings and Cases. 16th edition. New York: Pearson Longman, 2004. Primary Source Documents: The Declaration of Independence, the Constitution, the Bill of Rights, Federalist Papers, Supreme Court Briefs, tables, figures, online maps, charts, and other documents and media. Supplemental Videos and Media: CNN Student News, Green, John. Crash Course US History #8, #9, #10, Hughes, Keith. HipHughes History, Types of Government. Supplemental Websites: 270 to Win: http://www.270towin.com. CNN: www.cnn.com. CNN Student News: http://www.cnn.com/studentnews/. Democratic Headquarters: www.democrats.org. Republican Headquarters: http://www.lagop.org/index.cfm/headquarters.htm. Curriculum Outline: The chart below contains the topics and activities for each lesson. The course is divided up into six units. Critical questions for each week will guide students as they prepare for the multiple choice and/or FRQ exam at the end of each unit. The course addresses the CollegeBoard Scoring Components, as well as California State Standards for American Government and Common Core Standards. Unit Breakdown: The following is a list of the six units, aligned with the A.P. U.S. Government Exam topics. Unit 1: Constitutional Underpinnings of United States Government (SC 1, SC 11) Unit 2: Civil Rights and Civil Liberties (SC 8, SC 10) Unit 3: Institutions of National Government (SC 6) Unit 4: Political Beliefs and Behaviors (SC 2, 9, 13) Unit 5: Political Parties, Interest Groups, and Mass Media (SC 3, 4, 5, 12, 13) Unit 6: Public Policy (SC 7, 13) Daily Quizzes: In addition to note taking, contributing to class discussions and presentations, students will be demonstrating their knowledge of the content of the days lesson by completing a graded daily quiz given at the end of each 2 hour block. Unit 1 Goals: Students will evaluate, analyze, and understand constitutional underpinnings of the United States Government. (SC 1)

Students will evaluate, analyze, and understand conflicting government ideologies and analyze primary source materials (The Declaration of Independence, The Federal System, etc.) (SC 11) Week 1 Day 1 Lesson Defining Government & Democracy Three Theories of American Democracy Homework/Reading Edwards pp. 8-18

1/15, 1/16 2 Edwards pp. 33-36 The Declaration and the Articles of 1/17 Table 2.1 Confederation Critical Questions: How do you think people should be governed? What is a democracy? What type of democracy is the U.S. government? What are the selfevident truths that are described in the Declaration of Independence? Why was it necessary for our founding fathers to create a constitution? Week 2 Day 1 1/21 2 Lesson The Government that Failed Shays Rebellion Homework/Reading Edwards pp. 37-39 Table 2.2 The Articles of Confederation Notes Edwards pp. 40-45

The Constitutional Convention New Jersey vs. Virginia 1/22, 1/23 The Constitution 3 Edwards pp. 45-47 Ratification of the Constitution Table 2.3, 2.4 The Bill of Rights 1/24 The Preamble Song Critical Questions: What caused the framers to do away with the Articles of Confederation? What was Shays Rebellion? How did it contribute to the failure of the Articles? What did the Federalists and the Anti-Federalists fear? How did they come to a compromise? What events/themes/compromises finally led to the ratification of the Constitution? Week 3 Day 1 1/27, 1/28 2 1/29, 1/30 Lesson The Madisonian Model Federalism Explained Video Separation of Powers Checks and Balances The Federal System: The Sharing of Functions The Federalist Papers Explained Video Review Unit 1 Homework/Reading Edwards pp. 48-51 Table 2.3 Federalism Venn Diagram Edwards pp. 52-54 Table 2.5, 2.6 Woll pp. 74-78

3 Unit 1 Multiple Choice Exam 1/31 Critical Questions: What is Federalism? Who is James Madison? What are the three Branches of Government. and how do they check and balance each other? What do you think the founding fathers were trying to achieve in the framing of our government? How did they succeed in doing this? Unit 2 Goals: Students evaluate, analyze, understand, and compare and contrast civil rights and civil liberties. (SC 8) Students will analyze court cases relevant to US government. (SC 10) Week 4 Day 1 2/3, 2/4 2 Lesson The Bill of Rights Chief Justice John James Marshall (Marbury vs. Madison, McColloch vs. Maryland, Gibbons vs. Ogden) Limiting Court Cases Civil Liberties: The Fourteenth Amendment (Plessy vs. Ferguson) Bill of Rights Hand Game Homework/Reading Edwards pp. 74-80 Key Court Cases Graphic Organizer Edwards pp. 100-121 Key Court Cases Graphic Organizer

2/5, 2/5 3 2/7 Critical Questions: Who is Chief Justice John Marshall? What is the Fourteenth Amendment? What were the court cases that limited citizens rights? How did they contribute to the limitation of citizens rights? Week 5 Day 1 2/10, 2/11 Lesson Limiting Court Cases (Scott vs. Sanford, Plessy vs. Ferguson, Schenk vs. U.S., Korematsu vs. U.S. ) Liberties vs. Rights Civil Rights Civil Rights and Expansion Court Cases Chief Justice Earl Warren (Brown vs. Board of Ed.) Rights of the Accused (Mapp vs. Ohio, Engel vs. Vitale, Miranda vs. Arizona) Unit 2 Review Unit 2 Multiple Choice Exam Homework/Reading Edwards pp. 122-138 Case Summaries Graphic Organizer

2 2/12, 2/13

Case Summaries Graphic Organizer

3 Case Summaries 2/14 Graphic Organizer Critical Questions: How have citizens civil rights evolved? How did the Supreme Court and its decisions evolve over time? How have Supreme Court decisions serve to evolve civil rights and liberties over time? 4

Unit 3 Goals: Students will evaluate, analyze, and understand the institutions of national government, their functions, and relationships with and among each other. (SC 6) Week 6 Day Lesson Homework/Reading 1 3 Branches of Review 3 Branches of Government 2/18 Government Handout 2 Edwards pp. Ch. 12 Congress The Legislative Branch: 2/19, 2/20 Table 12.3, 12.4 Structure, Organization, and Committees 3 Edwards pp. Ch. 12 Congress A Day in the Life 2/21 Table 12.1, 12.2 How a Bill Becomes a Law Critical Questions: How does the Legislative Branch of government function? How does it function in relation to the Executive Branch? Who makes up Congress, and how? What does the role of the House? What is the role of the Senate? Week 7 Day Lesson Homework/Reading 1 Edwards pp. 390-421 Presidents: A Brief History (Video) 2/24, 2/25 Table 13.3 The Presidency: Roles and Powers 2 Edwards pp. 422-432 The Presidency and the Bureaucracy 2/26, 2/27 The Bureaucracies as Implementors 3 Edwards pp. 480-497 The Iron Triangle 2/28 Figure 15.5 Critical Questions: What powers does the Executive Branch hold? Who makes up the Executive Branch? How does the President share power with the Bureaucracy? What is the Bureaucracy and what is it responsible for? Week 8 Day Lesson Homework/Reading 1 Edwards pp. 496-499 The Federal Courts 3/3, 3/4 2 Unit 3 Study Guide Relationships among the Big Four 3/5, 3/6 Review for Unit 3 Exam 3 Unit 3 Multiple Choice Exam 3/7 Critical Questions: What is the structure of the Federal Judicial system? How are the Congress, the Presidency, the Bureaucracy and the Federal Courts related? How are they balanced? How do they serve as policymakers? Unit 4 Goals:

Students will evaluate how political parties influence political beliefs and behaviors, and how they affect democracy. (SC 2) Students will practice analyzing and interpreting poll data, demographics, and voting history in a region of a district in the state of California. (SC 9) Students will answer an analytical and interpretive free response question as part of the Unit 4 exam. (SC 13) Week 9 Day 1 3/10, 3/11 2 3/12, 3/13 3 3/14 Lesson The Rise of Political Parties Realignment Beliefs that Citizens Hold (Public Opinion) Factors that Influence Political Behaviors Homework/Reading Edwards pp. 247-257 Edwards pp. pp. 184193

Conservative vs. Conservative vs. Liberal Beliefs http://www.studentnewsdaily.com/conservative- Liberal Beliefs Article vs-liberal-beliefs/.

Critical Questions: What are the functions of a political party? What are the benefits and consequences of a two-party system? What eras in history saw the realignment of political parties and why? What are the key differences of the beliefs between the liberals and the conservatives? The Democrats and the Republicans? Week 10 Day 1 3/17, 3/18 Unit 5 Lesson Review Unit 4 Unit 4 FRQ Goals: Students will analyze how political parties, interest groups and media influence democracy, society, and elections. (SC 3, 4, 5) Students will gather campaign materials and sound bites from Democratic and Republican headquarters and identify motives for such campaign materials. (SC 12) Students will answer a free response question as a part of their Unit 5 exam. Political Parties, Interest Groups, and PACs Interest Groups and the American Political System Edwards pp. Woll pp. 256-260 Homework/Reading

2 3/19, 3/20 3 3/21

Critical Questions: How do interest groups affect the political system? What are the factors that affect a citizens choice of whether or not to vote? How do Americans vote and what factors influence how they vote? Week 11 Day 1 3/24, 3/25 2 3/26, 3/27 3 3/28 Lesson PACs, Nominations and Campaigns Voting Behavior The Electoral College Laws that Affect Elections The Mass Media and its Effect on Politics Homework/Reading Edwards pp. 200-207 Edwards pp. 306-317

Campaign and Sound Bites Research Presentation Critical Questions: What are the functions and unique features of American elections? How does the Electoral College work and what biases can it introduce? Who is the Media? What is medias effect on politics? Week 12 Day Lesson Homework/Reading 1 Review Unit 5 4/2, 4/3 Unit 5 FRQ 2 Unit 5 Multiple Choice Exam 4/4 Critical Questions: What is the political agenda? According to whom? Unit 6 Goals: Students will understand and evaluate the process and function public policy and the effects that the three branches and bureaucracy have on it. (SC 7) Students will answer analytical and interpretive free response questions. (SC 13) Week 13 Day 1 4/7, 4/8 2 4/9, 4/10 3 4/11 Lesson The Nature and Creation of Public Policy The impact of the three branches on Public Policy The impact of the bureaucracy on Public Policy Review Public Policy and connect it to roles and responsibilities of the Bureaucracy Homework/Reading Selected readings from Edwards Ch. 17-20 Edwards pp. 364-369, pp. 416-421, pp. 520527

Critical Questions: What are the instruments and programs that policymakers use to affect the state of the economy and government? What are the major issues and policy directions that have been pursued in the areas of business and labor policies? Week 14 Day 1 4/21, 4/22 2 4/23, 4/24 Lesson Foreign and Defense Policy Economic Policy Environment, Education, and Social Welfare Unit 6 Review Unit 6 Multiple Choice Quiz Homework/Reading Edwards pp. 616-624, pp. 568-574 Edwards pp. 590-601

3 4/25 Critical Questions: What is the nature of wealth and poverty and how does policy affect income in the United States? What is the evolution of social welfare programs in the United States? What is the debate concerning the future of these policies? Week 15 Day Lesson Homework/Reading 1 Comprehensive Review Review: Unit 1 & 2 4/28, 4/29 Study Guide Review: Unit 3, 4, & 5 2 Mock AP Exam: 4 FRQs 4/30, 5/1 3 Mock AP Exam: 60 Multiple Choice 5/2 Critical Questions: What do I need to do to succeed on the day of the AP U.S. Government Exam (5/13)? Am I prepared?