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Class Syllabus

Advanced Placement United States

Government and Politics

What Is Government?To some people, government is a complex array of bureaucrats, agencies, and

regulations. To others it is an administrative organization set up to identify, define, and resolve problems. Still others see it as a major source of public goods and services. Whatever view, it is important to know what American government is, how it works, how it affects lives, and how

one can become a part of it.

IntroductionWelcome to Advanced Placement American Government. Over the next thirty-six weeks

we will examine the foundation, institutions, ideology, political behavior, organization, and evolution of the American political system. This course will be taught as a college level elective survey. Coursework, requirements, and expectations will be the same as those found in freshman level political science classes taught in America’s colleges. The course will be broken down into six major thematic units:

(1) Constitutional Underpinnings of United States Government (2) Political Beliefs and Political Behaviors (3) Political Parties, Interest Groups, and Mass Media(4) Institutions of National Government (Congress, President, Courts, Bureaucracy)(5) Public Policy(6) Civil Rights and Civil Liberties

Course OverviewThe major purpose of this course is to help students gain and display an understanding

of American politics, and the processes of government that help shape our public policies. Students will develop a more sophisticated and insightful understanding of majority rule democracy, constitutionalism, civil liberties, and other distinguishing characteristics of the

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American political system. Throughout the course we will examine and evaluate the institutions of government, those who run those institutions, the public polices made by these institutions, and the influences of the electorate on policies. In addition, this course will:

(1) Provide students will practice in analyzing and interpreting data and other information relevant to U.S. government and politics.(2) Include supplemental readings, including primary source materials, and contemporary news analyses that strengthen student understanding of the curriculum.(3) Require students to answer analytical and interpretive free-response questions on a frequent basis.

A political science course cannot provide either easy or comfortable answers to societal issues. Political positions can upset students and shake views already taken. A political science course can and perhaps should provide a set of political values to take into life. It can help students distinguish the essential from the incidental, understand and evaluate competing arguments, formulate and express opinions on political and policymaking processes, and carry on an intelligent discussion on social issues.

AP Government and Politics is a highly structured, very demanding college-level course. Students are required not only to thoroughly read the college-level text, but also to augment this material through research and the reading of supplemental articles. Students are expected to critically apply their findings/conclusions within the context of current governmental policies and analyze the ramifications of these policies. One of the primary objectives of this course is to expose students to all areas of information covered on the AP Examination. Thus it is imperative that a high-level academic environment exist and that the student is dedicated to learning, is highly motivated, and is willing to put forth both in and outside of the classroom the time and effort required for a course of this intensity.

The A.P. ExamStudents are not required to take the A.P. Exam but are strongly encouraged to do so in

Spring of the academic year. Students must pay their own fee to take the AP Exam, but financial assistance is available from the state for those with demonstrated need (please see me for details).

The AP United States Government and Politics examination is 2 hours and 25 minutes long. Each examination consists of a 45-minute multiple-choice section and a free-response section consisting of four mandatory questions. Students have 100 minutes to answer all four questions, and it is expected that they will spend approximately 25 minutes on each question. The score of each question will account for one-fourth of the student’s total score on this section of the exam. The multiple choice and free-response sections of each examination will have equal weight.

The faculty consultants’ judgments on the essay and problem-solving questions are combined with the results of the computer-scored multiple-choice questions, and the total raw scores are converted to AP’s 5-point scale.

AP Grade Qualification5 Extremely Well Qualified4 Well Qualified3 Qualified2 Possibly Qualified1 No Recommendation

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The college or university, not the College Board or the AP Program, awards advanced placement and/or credit. The best source of specific and up-to-date information about an individual’s institution’s policy is its catalog or Web site.

Course ObjectivesUpon successful completion of this course, students will be able to:

A) Identify the origins of government and evolution of democratic institutions.B) Articulate the ideology and reality of Constitutional government (Constitutionalism).C) Trace the evolution of Federalism.D) Explain the interrelationship between American government and American

capitalism.E) Define the rights, responsibilities, equalities, and inequalities of citizenship at the

local, state, and national level of government.F) Analyze the role of government in relation to the concept of individual liberty.G) Identify political culture trends resulting in shifts in demographics, voting patterns,

and socio-economic status.H) Utilize learned structures and strategies in relation to content area to include

thematic studies, documentary reading, and inquiry method of learning. I) Develop organized and effective writing techniques.J) Demonstrate the ability to analyze and interpret data and other information relevant

to U.S. government and politics.K) Interpret and analyze governmental data, charts, graphs, and political cartoons.

Teaching Methodology/Learning ActivitiesWeekly topics are outlined for the entire year. Instruction will include a mixture of lecture

/ presentations, group activities and discussions (topic assignments and discussion leaders will be identified for specific dates), debates, and independent library research. In each class, time will be spent discussing/analyzing/interpreting both historical and current political and governmental concepts/issues.

Chapter QuizzesAt the completion of each area of study a chapter quiz will be administered. This quiz

will consist of 30 multiple choice questions and one free response essay based upon the key concepts, data, and classroom lecture.

Unit TestsUnit test will take place at the end of unit of study (usually 3 to 5 chapters). The unit test

will be 60 multiple choice questions along with four free response essays that will mirror the format of the College Board’s AP Government test.

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Classroom Rules and Expectations1. Class begins when the bell rings. Students must be seated and silent when the bell rings. Do not hang out in the hallway until the bell rings or you may be assigned a tardy.

2. Students are expected to come to class prepared each day with their notebook, textbook, and writing utensil. Students are responsible for due homework assignments. Students are responsible for daily note taking and are expected to actively participate in classroom discussion, activities, and group work.

3. All information accessed by students in the completion of paper and research assignments must be properly cited using the M.L.A. documentation guidelines. Plagiarism will be treated as a serious offense, voiding grades and initiating administrative punishment as outlined in the school district’s guidelines.

4. Students are required to type all submitted work unless otherwise directed by the instructor. The use of pencil is never permitted (this includes quiz and test taking). All assignment must be properly document in the upper right hand corner with you full name, period, and course title. Specific headings requirements will be given for research papers.

Homework, Essay, and Current Event Guidelines and Expectations

1. Do not wait till the very last minute to complete an assignment and rush to complete it. Traditionally students who procrastinate receive poor grades compared to students who take their time and carefully prepare their work.

2. All assignments must be typed unless otherwise instructed to do so.

3. Always format your work using the proper MLA formatting guidelines.

4. When responding to a question, always include the question in the answer. This should take place in the introductory sentence. Always clearly articulate your thesis statement in the opening paragraph.

5. Always carefully read what the question is asking and respond to all questions being asked?

6. Always use facts and specific examples to support your statements. Avoid generalizations and vague words such as stuff, kind of, you know, etc.

7. Check your spelling and grammar. People will judge you by the vocabulary you use and your mastery of the English language.

8. The minimum required response is just that, the minimum. You may need to go beyond the limit in order to fully answer a question. If you simply stop at the minimum requirement and do not fully answer the question you will be penalized. Be clear, concise, and to the point -you are graded on the quality of what you write - not on the quantity.

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9. Assignments must be typed on plain white paper.

10. You need to hand in every assignment that is required. AP Government is a college level course. Do not blow off your assignments!

The quality of your work is a direct reflection of you as a person. This is true for either college bound students or students planning on entering the work force. Your

professors and bosses will not accept poor quality work from you; neither will I. You need to take pride in what you do and produce work that is expected of an advanced

placement student.

Late Work and Missed Classes All assignments are due at the beginning of class on the assigned due date. As an enrolled member of this AP Government class I expect a commitment to attend class regularly and avoid excessive field trips throughout the course of the year. Class activities that were missed due to an excused absence will fall under the school district late work policy. Remember, if you are missing work it is your responsibility to see the instructor to get the missing work.

Snow Day Policies If school is closed due to a snow emergency, all scheduled assignments, reports, quizzes, or tests will be due the next school day. If an assignment is scheduled for Friday and school is cancelled, the assignment will be due on Monday. Early dismissals and delays will be handled in the same manner. If class is scheduled to meet on a delay day you will be required to complete/have completed the assignment. If class does not meet due to an early dismissal or delay, all work will be due the following school day.

GradingStudents are to be prepared daily by volunteering information, asking knowledgeable

questions, and actively participating in class discussion and group work. All written work must be submitted on time. Essays must be typed using proper grammar, spelling, and capitalization. Essays should be submitted using the proper AP format (thesis, supporting evidence, conclusion).

You will be graded in a variety of ways during the semester. Grading will be cumulative based upon a final point total.

Activity Point ValueChapter Quizzes 40 pts.

Unit Tests 100 pts.Weekly Current Event Reports 20 pts.

Quarterly Cartoon Journal 50 pts.Research Projects / Presentations 100 pts.

Worksheets Varies In ValueGroup Activities Varies in Value

Quarterly Participation Grade 50 pts.

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A.P. Government Course ResourcesTEXTBOOK: Wilson, James Q. and John J. Dilulio, Jr., American Government, 10th Ed., Boston: Houghton Mifflin Company, 2006.

SUPPLEMENTAL READINGS:Allen, John L., Ed., Environment 02/03 21 st Edition ,

Guilford, CT: McGraw-Hill / Dushkin, 2002.

Cigler, Allan J. and Burdett A. Loomis, American Politics: Classic and Contemporary Readings, 5th Edition, Boston: Houghton Mifflin Company, 2002.

Combs, James E. and Dan Nimmo, A Primer of Politics,New York: Macmillan Publishing Company, 1984.

Hastedt, Glenn Ed., Annual Editions: Foreign Policy 99/00, Guilford, CT: McGraw-Hill / Dushkin, 1999.

Lasser, William, Perspectives on American Politics, 3rd Edition,Boston: Houghton Mifflin Company, 2000.

Payne, Keith Ph.D., Nuclear Peacekeeping: The U.S., the U.S.S.R., and Nuclear Deterrence.New York: McDougal, Littell & Company, 1990.

Serow, Ann G. and Everett C. Ladd, The Lanahan Readings in the American Polity, 2nd Ed., Baltimore: Lanahan Publishers, Inc., 2000.

Stinebrickner, Bruce Ed., Annual Editions: American Government 02/03,Guilford, CT: McGraw-Hill/Dushkin, 2002.

Stinebrickner, Bruce Ed., Annual Editions: State and Local Government, 11 th Edition ,Guilford, CT: McGraw-Hill/Dushkin, 2003.

Thompson, Dennis F., Political Ethics and Public Office.Cambridge, MA: Harvard University Press, 1987.

Ziegler, David W. War, Peace, and International Politics, 3rd Edition,Boston: Little, Brown and Company, 1984.

WORKBOOKS / ADDITIONAL RESOURCES: Benson, David G. and Karen K. Warples, Fast Track to a 5: Preparing for the AP United States

Government and Politics Examination (To accompany American Government 9 th and 10 th

Editions by Wilson and Dilulio). Evanston, Illinois: McDougal Littell, 2006.

Benedict, James A. and Daniel S. Ludlum, Advanced Placement United States Government and Politics: Institutions, Policy, and Politics. The Center for Learning, 1993, 1999.

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Melchior, Mary Beth, Instructor’s Resource Manual: American Government, 10 th Ed .Boston: Houghton Mifflin Company, 2006.

Ruckman, P.S., Jr. Test Item File: American Government, 10 th Ed .Boston: Houghton Mifflin Company, 2006.

Wilson, James Q. and John J. Dilulio, Jr. Overhead Transparencies: American Government, 10 th Edition . Boston: Houghton Mifflin Company, 2006.

Wilson, James Q. and John J. Dilulio, Jr., State and Local Government, 5 th Ed .Boston: Houghton Mifflin Company, 2006.

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The Political Cartoon Journal1. Each quarter, students will be required to submit a political cartoon journal with 25 political cartoons and an accompanying one-page analysis that will identify the author’s bias, his message, his audience, and a evaluation of how effective the author was in accomplishing his goal.

2. Students can create their cartoon journal in either a notebook or binder. The journal must be set up in the following format:

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1. Source of the cartoon (use M.L.A. citation).

2. Author

3. Date of publication

4. Political issue addressed or raised.

5. Analysis of the cartoonist’s intent.

6. Your reaction to the cartoon – was the author effective in communicating his message?

Attach a copy of the cartoon in the box.

(A good source for political cartoon can be found at www.politicalcartoons.com)

http://www.politicalcartoons.com/

Editorial Cartoon CitationRamirez, Michael. Michael Ramirez, "On the Bright Side, We Have

Plenty of Bodybags..." Editorial Cartoon. Los Angeles Times. 21 May 1998: B9.

Peters, Mike. "Nixon's at It Again." Editorial Cartoon. Journal Herald (Dayton, OH). 15 July 1981: A8.

Editorial Cartoon Citation (On-line Source)Priggee, Milt. “First Amendment Cemetery.” Editorial Cartoon. St. Louis Post. 15

Jan. 2006. 20 Jan. 2006 <http://www.politicalcartoons.com>.

Supplemental Reading Questions and Discussion Leader Assignments

1. Students will be assigned a number of supplemental reading texts for each chapter in addition to the regular readings from the text. Students are required to respond to five of the supplemental readings choices offered per chapter but in some cases there may be more additional requirements. Students are expected to review all supplemental readings.

2. A series of questions will be asked for each reading. The student is responsible to select one question per reading and write a response to the question. The response should include the question, normally run the length of a small paragraph, and be typed. These responses are worth five points each and must be submitted on the required due date.

3. A student will be assigned as a "group discussion leader" for a supplemental reading. This entails the student to meet the following requirements to lead a group discussion on the reading.

a) Identify the author's thesis and/or the major themes or concepts discussed.b) Come prepared with at least five open-ended questions to initiate discussion. You may or may not use all of the questions depending on the direction the discussion takes.c) The discussion leader is a facilitator for the issues to be discussed; he/she should not dominate the discussion.d) The purpose of a discussion is an exchange of ideas and points of views.e) Grading - As discussion leader you will be assessed using the following rubric.

Possible Points Category of Evaluation0-3 Quality of your prepared questions.0-3 Inclusion of all class members during the

discussion of the text.0-3 Intervenes to stop domination by one person

during the discussion.0-3 Knowledge of reading assignment.0-3 Keeps the discussion moving; good flow of

dialogTotal Possible Points: 15

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http://www.politicalcartoons.com/

AP Government Course Chronology & Reading AssignmentsUNIT WEEK

OF:TOPICS

COVEREDREADINGS: QUESTIONS

Week 1

Syllabus Review / Expectations/ 100 Questions Every American Citizen Should Know The Answers To.

Introduction

Unit 1

Week 2

Chapter 1 – The Study of American Government

Chapter 23 – Who Governors?

Wilson: Chapter 1 and 23

The Lanahan Readings in the American Polity, 2nd Ed.# 8 - Robert Bellah & Others - Habits of the Heart#12 - C. Wright Mills - The Power Elite#13 - Richard Zwegenhaft & G. William Domhoff Diversity in the Power Elite

Annual Editions: American Government #5 – Stanley Hoffman, The American Prospect, November 19, 2001 "Why Don't They Like Us?"#6 - Bill Moyers, The Nation, November 19, 2001"Which America Will We Be Now?"

Questions for The Lanahan Readings in the American Polity, 2nd Ed.

#8 – Robert Bellah & Others - Habits of the Hearta) What is meant by "practices of commitment"?

b) Do you agree or disagree with the following statement?"In a healthy society the private and the public are not mutually exclusive, not in competition with each other. They are, instead, two halves of a whole, two poles of a paradox. They work together dialectically, helping to create and nurture one another."

#12 - C. Wright Mills -The Power Elitea) Why do you think C. Wright Mills selected the hierarchy of state, corporation, and the military as the embodiment of the power elite?

b) According to Mills, "Families and churches and schools adapt to modern life; governments and armies shape it." Is this statement an accurate description of American society?

c) Mills believed that the Power Elite, rather than setting up explicit organizations who membership is strictly limited to its own members, would more likely use existing organizations to further their agenda. Can that statement still be proven true today? Provide examples and evidence to support your conclusions.

#13 – Richard Zwegenhaft & G.William Domhoff - Diversity in the Power Elitea) Has the Power Elite become more diverse and multicultural since the 1960s? Provide examples.

b) How does "the comfort zone" or "common factor" affect an individual's opportunity to advance in government or corporate culture?

c) The Power Elites new diversity is in name alone; below the veneer the attitudes and mindset of the old power elite still remains. Why is this the case? Do you agree or disagree?

Questions for Annual Editions: American Government#5 – Stanley Hoffman, The American Prospect,

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November 19, 2001 "Why Don't They Like Us?"a) What does the author mean by the term hegemon?

b) "America can be counted on as an ally only when America's material interest are gravely threatened." Do you agree or disagree with this statement? Provide examples to support your conclusion.

c) What grievances do many people of the world have against the United States?

#6 - Bill Moyers, The Nation, November 19, 2001 "Which America Will We Be Now?"a) Is the "soul of democracy" slowing dying or has it been reborn since September 11, 2001?

b) Has the renewed faith in government since 9/11 been erode over time? Does the country still believe that the government does "the right thing" for the people?

c) Is Bill Moyer's assessment about the state of democracy in America accurate or off the mark?

Unit 1

Week 3

Chapter 24 - To What Ends

Wilson: Chapter 24

A Primer of Politics.#1 – The Teachings of Niccolo Machiavelli#4 – The Value and Vice of Power#28 – The Pragmatics and Demonics of Power: What Good and Evil Can Government Do

Perspectives on American Politics#2.4 – Gary Wills, The New York Times, July 5, 1998 “The War Between the States and Washington.”#11. 2 – James Q. Wilson, Bureaucracy,“What Govenment Agencies Do and Why They Do It.”#11.3 – Gerald E. Caiden, American Public

Questions for A Primer of Politics.

#1 – The Teachings of Niccolo Machiavellia) In order to achieve a desired goal, a politician/leader/government may have to be unethical, untruthful, or even commit an illegal act. Machiavelli believed that this was a form of pragmatism; do you agree or disagree? Do the ends justify the means? Use examples from the current administration as the context for your reply.

#4 – The Value and Vice of Powera) What aspect of power, either coercion or persuasion, could best be used to get the masses to support the actions of the government? Elaborate your response.

b) Is "power" a dual edged sword within the context of politics? Is power dangerous in itself or how it is used? Elaborate and provide contemporary examples.

#28 – The Pragmatics and Demonics of Power: What Good and Evil Can Government Doa) Compare and contrast the pragmatic logic of power with the demonic illogic of power.

b) Would Machiavelli understand/support the rule of Joseph Stalin within the accomplishments he made in the U.S.S.R.?

Questions for Perspectives on American Politics#2.4 – Gary Wills, The New York Times, July 5, 1998 “The War Between the States . . . and Washington.”a) How has the distribution of power between Washington and the states changed in recent years?

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Administration: A Bibliographical Guide to the Literature,

What implications do these changes have for the shape of American public policy?

#11. 2 – James Q. Wilson, Bureaucracy, “What Government Agencies Do and Why They Do It.”a) Wilson suggests that government officials operate under very different constraints from their counterparts in the private sector. What are these differences, and what is their effect? Put another way, why does Wilson assert, "the government can't say 'yes'"?

#11.3 – Gerald E. Caiden, American Public Administration: A Bibliographical Guide to the Literature.a) Of the ten items discussed in this section, which seem the most fundamental? Which seem least consequential? Elaborate on your response.

Unit 1

Week 4

Chapter 4 - American Political Culture

Wilson: Chapter 4The Lanahan Readings in the American Polity, 2nd Ed.#1 – Alexis De Tocqueville- Democracy in America.#2 – James Bryce - The American Commonwealth#3 – Louis Hartz - The Liberal Tradition in America.#4 –Seymour Martin Lipset - American Exceptionalism.#5 – Everett Carll Ladd - The Ladd Report.#6 – Cornel West - Race Matters.#7 – Michael Kammen - People of Paradox

The Lanahan Readings in the American Polity, 2nd Ed.

#1 – Alexis De Tocqueville- Democracy in America.

How has the physical environment of North America lent to the flourishing of equality and democracy in the United States?

#2 – James Bryce - The American Commonwealth.Bryce concludes Americans regard one another as fundamentally equal as human beings. Does this tradition still hold true today in modern America? Elaborate and provide examples.

#3 – Louis Hartz -The Liberal Tradition in America.Hartz poses the question, "Can a people (Americans) that are born equal ever understand peoples elsewhere that have become so?" Respond to Hartz's question within the context of the article.

#4 –Seymour Martin Lipset - American Exceptionalism.Speculate why Americans still believe and cherish the "ideals" of America yet continue to distrust and lose faith in the government. Provide contemporary examples to support your conclusion.

#5 – Everett Carll Ladd - The Ladd Report.How has modern technology, especially the Internet, transformed the idea of group and association participation that Ladd outlined in his paper?

#6 – Cornel West - Race Matters.Will race always be an issue in American society or will race someday become a non-issue within American culture?

#7 - Michael Kamman - People of ParadoxIn your opinion, how does the world view the United

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States within the context of so many contradictions, ambiguities, and the dualistic nature of our culture? Could this explain our sometimes rocky relationship with the rest of the world?

Unit 1 Test

Week 5

Unit 1 Test - 60 Matching Questions, 4 Short Response Essays (2 take home)

Unit 2

Week 6

Chapter 2 – The U.S. Constitution

Wilson: Chapter 2

The Lanahan Readings in the American Polity, 2nd Ed.#9 - Richard Hofstadter - The American Political Tradition#15 - Robert Roberts & Marion Doss - From Watergate to Whitewater

Annual Editions: American Government #3 - James Madison, The Federalist Papers, 1787 "#10 - The Size and Variety of the Union as a Check on Faction."#4 - James Madison, The Federalist Papers, 1787"#51 - Checks and Balances"

The Lanahan Readings in theAmerican Polity, 2nd Ed.

#9 - Richard Hofstadter -The American Political Traditiona) How did the founding fathers reconcile the type of government they created to the perceived nature of man?

b) What three devices did the founders create in order to check the vices of men?

c) Describe the type of relationship the founders believed existed between democracy, liberty, and property.

#15 - Robert Roberts & Marion Doss - From Watergate to Whitewatera) How have the ethical scandals of the 1990s become the battleground between "movement conservatives" and "new progressives" on the role of government?

b) Provide examples of how the media has fueled the public integrity war.

c) President Clinton believed that while character mattered, issues and ideology mattered more. Do you agree or disagree? Elaborate.Annual Editions: American Government

#3 - James Madison, The Federalist Papers, 1787 "#10 - The Size and Variety of the Union as a Check on Faction."a) What is the danger of "faction" in a government or society according to Madison?

b) Madison proposes two solutions to factions - what are the benefits and costs of each?

c) Madison realized that factions could not be removed - only their effects could be controlled. What did he mean?

#4 - James Madison, The Federalist Papers, 1787 "#51 - Checks and Balances"a) What did Madison mean when he wrote, "if angles were to govern men, neither external nor internal controls on government would be necessary"?

b) Why was it necessary, according to Madison, to

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have legislative power divided?Unit

2Week

7Chapter 3 – FederalismChapter 16 – Economic Policy

Wilson: Chapter 3 & 16The Lanahan Readings in the American Polity, 2nd Ed.#20 - James Madison - The Federalist 39 and 46.#21 - Daniel Elazar - American Federalism.#22 - David Osborne - Laboratories of Democracy.

Annual Editions: American Government #2 - The Constitution of the United States, 1787#3 - James Madison, The Federalist Papers, 1787 "#10 - The Size and Variety of the Union as a Check on Faction."


#20 - James Madison - The Federalist 39 and 46.a) What are the distinct and essential characteristics of the republic form of government?

b) What is key in Madison's claim that the establishment of the new Constitution would be a federal, and not a national constitution.

c) Have citizen come to look to the federal government for leadership more than leadership from their home states? Why might this be the case?

#21 - Daniel Elazar - American Federalism.a) Despite becoming a more "centralized" government, the state governments continue to survive. According to Elazar, what does this survival prove?

b) How has the non-centralized character of American politics served to strengthen the states?

#22 - David Osborne - Laboratories of Democracy.a) What economic changes have helped to transform and reinvigorate state governments?

b) After reviewing the actions of Bruce Babbitt, would you concluded that big or small government is better for society? Explain.

c) What is the new paradigm that David Osborne made reference to?

Unit 2 Test

Week 8


Unit 3

Week 9

Chapter 6 – Political Participation

Wilson: Chapter 6Annual Editions: American Government #50 –Michael Lewis, New York Times Magazine Dec. 17, 2001“The Two-Bucks-a-Minute Democracy.”

Perspectives on American Politics#5.1 - Micah L. Sifry -"Finding the Lost Voters."

Annual Editions: American Government#50 –Michael Lewis, New York Times Magazine Dec. 17, 2001“The Two-Bucks-a-Minute Democracy.”1) How has the Internet and Web TV changed the nature of polling in the United States?

2) Can you identify any problems or shortcomings with instant polling?

American Politics: Classic and Contemporary Readings#5.1 - Micah L. Sifry - "Finding the Lost Voters."1) Why does Micah Sifry believe so few people choose to vote in American elections, despite massive campaign efforts by competing candidates? What other factors do you believe play a role in the nation's poor record for voter turnout?

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#5.2 - Michael Schudson - "Voting Rites: Why We Need a New Concept of Citizenship."#5.3 - Robert D. Putnam -"Bowling Alone: America's Declining Social Capital."

2) Sifry argues that voter turnout would increase if party candidates ran progressive and populist campaigns. Is it likely that parties in the future will take his advice? Do you have any additional suggestions that might help to increase voter participation?

#5.2 - Michael Schudson - "Voting Rites: Why We Need a New Concept of Citizenship."1) What does Schudson mean by "the burden of Progressivism"? Does the Progressive model of citizenship seem unrealistic when applied to today's voters? Have you personally experienced the "burden of Progressivism"?

2) What component does Schudson believe should underlie a new concept of citizenship? In you view, how practical is Schudson's viewpoint?

#5.3 - Robert D. Putnam - "Bowling Alone: America's Declining Social Capital."1) What is "social capital" and how is it linked to politics? What indicators suggest that social capital is in decline in the United States?

2) What explanations for the decline in social capital does Putnam put forth? Does he offer any suggestions for reversing this undesirable trend? Does the rise in the use of the

Unit 3

Week 10

Chapter 7 – Political Parties

Wilson: Chapter 7The Lanahan Readings in the American Polity, 2nd Ed.#65 – Walter Dean Burnham - Critical Elections and the Mainsprings of American Politics.#66 – David Broder - The Party’s Over.#67 – Xandra Kayden & Eddie Mahe -The Party Goes On.#68 – E.J. Dionne – They Only Look Dead

The Lanahan Readings in the American Polity, 2nd Ed.#65 – Walter Dean Burnham - Critical Elections and the Mainsprings of American Politics.1) What is "critical realignment" and what are some of its causes?

#66 – David Broder - The Party’s Over.1) Why do citizens and politicians neglect political parties?

2) Do you agree with Broder's thesis that it is vital to restore political parties?

#67 – Xandra Kayden & Eddie Mahe - The Party Goes On.1) Has the transition from volunteer run campaigns to professional run campaigns been beneficial or harmful to the American political process?

#68 – E.J. Dionne – They Only Look Dead1) With the rise of the "anxious middle", how has traditional politics come to take a back seat to more issue driven, centralist voting?

Unit 3

Week 11

Chapter 7 - Political Parties

Wilson: Chapter 7The Lanahan Readings in the American Polity, 2 nd Ed.

The Lanahan Readings in the American Polity, 2nd Ed.#69 – Dan Balz & Ronald Brownstein - Storming the Gates1) How did the civil rights movements of the 1950s and 60s help to swing party loyalty from the Democrats to the Republicans in the South?

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#69 – Dan Balz & Ronald Brownstein -Storming the Gates#70 – Jesse Ventura - I Ain’t Got Time to Bleed

Annual Editions: American Government #38 – Richard M. Valelly, The American Prospect, Aug. 14, 2000 “Who Needs Political Parties.”

2) How does Southern conservatism play a role in moving the Republican Party more to the right of the political spectrum?

#70 – Jesse Ventura - I Ain’t Got Time to Bleed1) What point or issue do you most strongly agree or disagree with Ventura? Elaborate your response.

Annual Editions: American Government#38 – Richard M. Valelly, The American Prospect, Aug. 14, 2000“Who Needs Political Parties.”1) After reading the article, state whether or not you feel that political parties are still necessary and explain why you came to that conclusion

Unit 3

Week 12

Chapter 8 – Elections and Campaigns

Wilson: Chapter 8The Lanahan Readings in the American Polity, 2nd Ed.#59 – Frank Sorauf -Inside Campaign Finance.#60 – Lani Guinier - The Tyranny of the Majority.#61 – Kathleen Hall Jamieson - Dirty Politics.#62 – Larry Sabato & Glenn Simpson – Dirty Little Secrets#63 – Stephen Ansolabeher & Shanto Iyengar -Going Negative.

The Lanahan Readings in the American Polity, 2nd Ed.#59 – Frank Sorauf - Inside Campaign Finance.1) Considering the large flow of money into campaigns, are candidates simply "for sale" to the highest bidder? Would you support a cap on campaign spending provided the government funded each candidate with an equal lump sum of money?

#60 – Lani Guinier - The Tyranny of the Majority.1) Does the author's thesis that "overwhelming majorities that do not have to worry about 'defectors' of minorities" help to explain why many minority groups feel apathy and loathing towards our political system?

2) Do you agree with the proposal to allow minority groups a "turn" in governing to restore the reciprocity ideal?

#61 – Kathleen Hall Jamieson- Dirty Politics.1) Does you agree with the author's assessment, "In our psychic equations, something nasty has greater power and influence than something nice?"

2) Would the Willy Horton ads have been as effective if a white criminal was used instead of Horton?

#62 – Larry Sabato & Glenn Simpson – Dirty Little Secrets1) Is push-polling simply another campaign tactic or should the F.E.C. take steps to ban the practice?

2) Are their any positives that can come from push polling?

#63 – Stephen Ansolabeher & Shanto Iyengar - Going Negative.1) The authors contend that negative ads adversely affect public opinion about the political process. Should candidates refrain from so-called negative ads, even if the information presented is true and

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factual?

2) Why don't positive ads seem to carry as much "bang for the buck" as do negative ads?

Unit 3

Week 13


Wilson: Chapter 8The Lanahan Readings in the American Polity, 2nd Ed.#64 – Charles Euchner - Extraordinary Politics

Annual Editions: American Government #25 – Richard E. Cohen & Louis Jacobson, The National Journal, Nov. 18, 2000 “Can It Be Done?”#31 – Gary Rosen, Commentary, Nov., 2000“Reconsidering ‘Bush v. Gore.”#39 – Lani Guinier, The Nation, Dec. 4, 2000 “Making Every Vote Count.”

The Lanahan Readings in the American Polity, 2nd Ed.#64 – Charles Euchner - Extraordinary Politics1) Are "anti-political politics" essential for a democracy?

2) How are "extraordinary politics" different from "ordinary politics?"

Annual Editions: American Government#25 – Richard E. Cohen & Louis Jacobson, The National Journal, Nov. 18, 2000 “Can It Be Done?”1) Should the United States maintain the current Electoral College system or scrap it in favor of a popular vote?

2) Under the current Electoral College system, individual votes cast in small states actually carry more weight than those in larger states (each state is given 3 votes regardless of their population). Should small states have the right to influence a national election to such an extent despite their small populations?

#31 – Gary Rosen, Commentary, Nov., 2000 “Reconsidering ‘Bush v. Gore.’”1) Was the 200 Presidential Election fair?

2) Should the Supreme Court have intervened into the process?

#39 – Lani Guinier, The Nation, Dec. 4, 2000 “Making Every Vote Count.”1) How could elections be transformed to encourage greater voter turnout?

Unit 3 Test

Week 14


Unit 4

Week 15

Chapter 5 – Public Opinion

Wilson: Chapter 5The Lanahan Readings in the American Polity, 2nd Ed.#47 – James Bryce - The American Commonwealth#48 – Walter Lippmann - The Phantom Public

The Lanahan Readings in the American Polity, 2nd Ed.#47 – James Bryce - The American Commonwealth1) Is James Bryce's assessment that American public opinion is "is the opinion of the whole nation, with little distinction of social classes" correct?

2) Does Bryce's view that "Under a system of elections, one man's vote is as good as another, the vicious and ignorant, have as much weight as the wise and good" accurate?

#48 – Walter Lippmann - The Phantom Public

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#49 – V.O. Key - Public Opinion and American Democracy.#50 – Daniel Yankelovich - Coming to Public Judgment#51 – Thomas Cronin - Direct Democracy

Annual Editions: American Government #7 – Stanley B. Greenberg, The American Prospect, Dec. 17, 2001“We” – Not “Me”.#8 – Michael Schudson, The Wilson Quarterly,Spring 2000 "America’s Ignorant Voters."

1) According to Lippman, why is it important for the average citizen to get excited or involved in political matters?

2) Why are symbols and emotions so important in evaluating and swaying public opinion?

3) Lippman states, "When public opinion attempts to governor directly it is either a failure or a tyranny." Do you agree or disagree?

#49 –V.O. Key - Public Opinion and American Democracy.1) According to V.O. Key, why do politicians (the political elite) still value and gauge public opinion even if they tend not to trust it?

2) Why is competition essential among the political elite to maintain democracy?

3) What are opinion dikes and what effect do they have on politicians?

#50 – Daniel Yankelovich - Coming to Public Judgment1) How is "public judgment" more important to gauge than "mass opinion?"

2) Is public judgment a genuine form of knowledge?

#51 – Thomas Cronin - Direct Democracy1) Does direct democracy measures such as initiatives, referendums, and recalls undermine government stability and the legitimacy of government?

2) Does the mass of people who make up society lack the necessary knowledge, wisdom, and experience to play such a important role in government decision making?

Annual Editions: American Government#7 – Stanley B. Greenberg, The American Prospect, Dec. 17, 2001 “We” – Not “Me”.1) How has September 11th changed public opinion towards the role of the government.

2) How has the shift in public opinion regarding the role of government come into conflict with the initial goals of the elected Republican administration?"

#8 – Michael Schudson, The Wilson Quarterly, Spring 2000 "America’s Ignorant Voters."1) Why is it difficult for so many Americans to be knowledgeable about historical and political events?

2) Why might "democratic character" be more important than knowledge of politics?

Unit 4

Week 16

Chapter 9 – Interest Groups

Wilson: Chapter 9

The Lanahan Readings in the American Polity, 2nd Ed.#53 – E.E. Schattschneider - The Semi-sovereign

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The Lanahan Readings in the American Polity, 2nd Ed.#53 – E.E. Schattschneider - The Semi-sovereign People.#54 – Theodore Lowi - The End of Liberalism.#55 – Jeffrey Birnbaum - The Lobbyists.#56 – William Greider - Who Will Tell the People.#57 – Roberto Suro - Strangers Among Us.#58 – Dan Balz & Ronald Brownstein - Storming the Gates.

Annual Editions: American Government #44 – Theda Skocpol, The American Prospect, July/Aug.1999 “Association without Members.”#45 – Steven A. Holmes, New York Times, Mar. 21, 2001 “The World According to the AARP.’”

People.1) What is the difference between pressure politics and party politics?

2) Are pressure groups the universal basic ingredient of all political situations, and do they explain everything?

#54 – Theodore Lowi- The End of Liberalism.1) Explain what is meant by the "derangement of power."

2) Why does interest-group liberalism tend to be resistant to change?

#55 – Jeffrey Birnbaum - The Lobbyists.1) Do lobbyist aid in the democratic process or do they undermine it? Use examples from the reading to support your conclusion.

#56 – William Greider – Who Will Tell the People.1) After reading the Greider article do you agree or disagree with the following statement: "Politics gets done by confronting power directly, as persistently and rudely as seems necessary." Ensure to use specific examples from the article to support your position.

#57 – Roberto Suro - Strangers Among Us.Does grassroots political organizations have the ability to sway government actions consistency or does the movement only have power when media attention is focused on their cause?

#58 – Dan Balz & Ronald Brownstein - Storming the Gates.1) Since the terrorist attacks on September 11th, has the anti-Washington, anti-government movement become more of a liability for the Republican party or should the Republicans still consider them to be an asset?

Annual Editions: American Government#44 – Theda Skocpol, The American Prospect, July/Aug.1999 “Association without Members.”1) Discuss the correlation between the rise and decline of the civic association with the social upheavals of the 1960s.

2) Of the various suggested reasons for the transformation of civic associations, which reasons makes the most sense? Why?

#45 – Steven A. Holmes, New York Times, Mar. 21, 2001 “The World According tothe AARP."1) After reviewing the Holmes article, evaluate the positives and negative that lobbies like the AARP have on American politics.

Unit Week Chapter 10 – The Wilson: Chapter The Lanahan Readings in the American Polity, 2nd Ed.

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4 17 Media 10The Lanahan Readings in the American Polity, 2nd Ed.#72 – Larry Sabato - Feeding Frenzy.#73 – Howard Kurtz - Spin Cycle.#74 – Michael Lewis - Trail Fever.

Annual Editions: American Government #49 – Scott Stossel, The American Prospect, Dec. 18, 2000 “The Echo Chamber of Horrors.”

#72 – Larry Sabato- Feeding Frenzy.1) Why has the press become the proverbial pit bull when reporting the human failings of candidates?

2) How does the author define feeding frenzy?

#73 – Howard Kurtz- Spin Cycle.1) What were the positive and negative effects of spinning the news for the Clinton administration?

#74 – Michael Lewis - Trail Fever.1) What does Michael Lewis reveal about the nature of American political figures in his article?

2) Did John McCain use Michael Lewis for his own ends or did Michael Lewis use John McCain? Provide examples to support your conclusion.

Annual Editions: American Government#49 – Scott Stossel, The American Prospect, Dec. 18, 2000 “The Echo Chamber of Horrors.”1) What impact did the media have on Election Night during the 2000 Presidential Election?

2) Putting 9/11 aside, was George Bush and Al Gore both tainted with the label of illegitimate winner because of the media's coverage of election night?

Perspectives on American Politics#7.2 – John Cassidy - Monicanomics.1) How were the media's decisions on covering the Lewinsky scandal influenced by economic considerations, according to Cassidy?

2) What are the implications of Cassidy's argument for understanding and assessing the role of the media in present-day American politics? If he is right, is the media's role in a democratic society strengthened or weakened?

#7.3 – James F. Hoge, Jr.- Foreign News: Who Gives a Damn?1) Why has foreign news coverage declined in the American media in recent years?

2) How could the American Media improve foreign news coverage, according to Hoge? What factors help explain why the media are unwilling or unable to expand foreign news coverage?

Unit 4 Test

Week 18


Unit 5

Week 19

Chapter 12 - The Presidency

Wilson: Chapter 12The Lanahan Readings in the

The Lanahan Readings in the American Polity, 2nd Ed.#33 – Richard Neustadt - Presidential Power and the Modern President.

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American Polity, 2nd Ed.#33 – Richard Neustadt - Presidential Power and the Modern President.#34 – Arthur Schlesinger - The Imperial Presidency.#35 – Thomas Cronin & Michael Genovese -The Paradoxes of the American Presidency.#36 – Craig Rimmerman - The Rise of the Plebiscitary Presidency.#37 – Charles Black - Impeachment: A Handbook.

1) Why is persuasive power essential for successful presidential leadership?

#34 – Arthur Schlesinger - The Imperial Presidency.1) Since September 11th, has the "Imperial Presidency" re-emerged with George W. Bush?

2) Did the presidency of Richard Nixon reveal the dangers of presidential power or did it reaffirm the belief in the political systems ability to check and balance the abuses of power?

#35 – Thomas Cronin & Michael Genovese -The Paradoxes of the American Presidency.1) Identify the nine paradoxes of the American Presidency and identify which paradox is the most striking/revealing to you and explain why?

#36 – Craig Rimmerman- The Rise of the Plebiscitary Presidency.1) What are the characteristics of the plebiscitary presidency?

2) What factors have lead to the development of the modern, personal plebiscitary presidency?

#37 – Charles Black - Impeachment: A Handbook.1) What are the partisan dangers, if any, for the majority in Congress to initiate impeachment proceedings against the President of the minority party?

2) Should impeachment be used only in the rarest of cases or should it simply become another tool in dealing with unpopular public officials instead of waiting for the next election cycle?

Unit 5

Week 20

Chapter 12 - The Presidency

Wilson: Chapter 12Annual Editions: American Government #19 – Michael J. Lewis, Commentary, Jun., 2001 “When Presidents Speak.” #20 – The Economist, Nov. 3, 2001 “The Imperial Presidency.”

Annual Editions: American Government

#19 – Michael J. Lewis, Commentary, Jun., 2001 “When Presidents Speak.”

1) Why does the ability to deliver a speech effectively help to bolster a president's image regardless of what is being said?

#20 – The Economist, Nov. 3, 2001 “The Imperial Presidency.”

1) In light of events in post-Saddam Iraq, has the imperial presidency come back to haunt George Bush?

Unit 5

Week 21

Chapter 20 - Foreign Policy

Wilson: Chapter 20The Lanahan Readings in the American Polity, 2nd Ed.#91 – Charles

The Lanahan Readings in the American Polity, 2nd Ed.#91 – Charles Krauthammer - The Unipolar Moment.1) Is Krauthammer correct in dismissing multilateralism and insisting that the United States alone can solve the world's troubles?

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Krauthammer - The Unipolar Moment.#92 – Eric Alterman - Who Speaks for America?#93 – George Kennan - Around the Cragged Hill.

Annual Editions: Foreign Policy #1 – Robert Kagan, Foreign Policy, Summer 1998 “The Benevolent Empire.”#2 – Charles William Maynes, Foreign Policy, Summer 1998 “The Perils of (and for) an Imperial America.”#4 – Benjamin R. Barber, World Policy Journal, Summer 1998 “Democracy at Risk: American Culture in a Global Culture.”

2) Does Krauthammer's depiction of the United States as the sole hegemony on the world stage lead to the perception that behind the facade of American policy is really American imperialism?

#92 – Eric Alterman - Who Speaks for America?1) In light of the situation in post-war Iraq, did the administration misread the opinions of the American people faced with a prolonged occupation of a foreign nation?

2) Is it possible to energize the public to become more interested in foreign policy issues or does every administration simply prefer a public who defers decision-making power to a foreign policy elite?

#93 – George Kennan - Around the Cragged Hill.1) What aspects of Kennan's thesis, if any, do you strongly agree or disagree with. Elaborate.

Annual Editions: Foreign Policy#1 – Robert Kagan, Foreign Policy, Summer 1998 “The Benevolent Empire.”1) Do you agree with the author's assertion that the benevolent hegemony exercised by the United States is good for a vast portion of the world's population? Provide examples to frame your conclusions.

2) Has the current administration of George Bush transformed the benevolent nature of the American hegemony into a more ruthless hegemony set on achieving Washington's goals regardless of friend or foes opinion?

#2 – Charles William Maynes, Foreign Policy, Summer 1998 “The Perils of (and for) an Imperial America.”1) Of the case made against U.S. hegemony (domestic cost, impact on the American character, international backlash, and lost opportunities), which is the most compelling and why?

#4 – Benjamin R. Barber, World Policy Journal, Summer 1998 “Democracy at Risk: American Culture in a Global Culture.”1) Is Barber correct in stating that "America's global culture is not so much hostile as indifferent to democracy:" What arguments can be either to support or refute this statement.

2) Is the title of "consumer" superceding the concept of "global citizen"? Provide supporting evidence in your conclusions.

Unit 5

Week 22


Wilson: Chapter 20Annual Editions: Foreign Policy#9 – Werner Weidenfeld, The

Annual Editions: Foreign Policy#9 – Werner Weidenfeld, The Washington Quarterly, Summer 1997, “America and Europe: Is the Break Inevitable?”1) Within the context of the article, do you see the relationship between the United States and Europe improving or worsening in the future? What does the

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Washington Quarterly, Summer 1997, “America and Europe: Is the Break Inevitable?”#14 – John Mueller, The National Interest, Spring 1997 “The Common Sense.”#16 – George F. Kennan, Foreign Affairs, March/April 1995 “On American Principles.”#17 – Alan Tonelson, Current History, Nov. 1997, “Globalization: The Great American Non-Debate.”#18 – Lee A. Casey & David B. Rivkin Jr., Commentary May 1998 “Against an International Criminal Court.” #23 – Han Binnendijk, The National Interst, Fall, 1997 “Tin Cup Diplomacy.”#24 – Michael Donley, Cornelius O'Leary, and John Montgomery, Studies in Intelligence, Nov. 1, 1997 “Inside the White House Situation Room.”

United States risk by this apparent disconnect between U.S. - European relations. Should this be a major concern?

#14 – John Mueller, The National Interest, Spring 1997 “The Common Sense.”1) Which of John Mueller's ten propositions about American public opinion seem to be the most relative today? Should the President review these propositions, or like ones, before committing U.S. forces abroad?

#16 – George F. Kennan, Foreign Affairs, March/April 1995 “On American Principles.”1) What do you think John Adams meant in the following phrase, (American foreign policy) was "the well-wisher to the freedom and independence of all," America was also "the champion and vindicator only of her own."?

2) Within the context of the article, can the United States successfully impose democracy on a foreign people?

#17 – Alan Tonelson, Current History, Nov. 1997, “Globalization: The Great American Non-Debate.”1) What impact will globalization / internationalization have on the world's nation states in the 21st century?

#18 – Lee A. Casey & David B. Rivkin Jr., Commentary May 1998 “Against an International Criminal Court.”1) How does the rest of the worldview the United States in light of the fact that the nation refused to support an International Criminal Court? Should world opinion be a concern to the U.S.?

#23 – Han Binnendijk, The National Interest, Fall, 1997 “Tin Cup Diplomacy.”1) Has the United States neglected foreign policy institutions to the point that they have become more of a liability than an assets? Is U.S. foreign policy vital in homeland security?

#24 – Michael Donley, Cornelius O'Leary, and John Montgomery, Studies in Intelligence, Nov. 1,1997 “Inside the White House Situation Room.”1) Within the context of the article, how important is the information the President receives to be checked to be accurate, factual, and reliably documented. Has this creditability gap hurt the current administration?

Unit 5

Week 23

Chapter 21 - Military Policy

Wilson: Chapter 21Annual Editions: Foreign Policy 99/00#31 – Carl Conetta and

Annual Editions: Foreign Policy 99/00#31 – Carl Conetta and Charles Knight, The Bulletin of the Atomic Scientists, March/April 1998 “Inventing Threats.”1) Each year the United States spends more money on defense than every other nation in the world combined. Yet despite this large expense, critics contend that the military was a non-factor in stopping

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Charles Knight, The Bulletin of the Atomic Scientists, March/April 1998 “Inventing Threats.”#32 – David Tucker, The Washington Quarterly, Winter 1998 “Responding to Terrorism.”#33 – Frank von Hippel, The Bulletin of the Atomic Scientists, May/June 1997 “Paring Down the Arsenal.”#36 – Brad Roberts, The National Interest, Spring 1998, “Re-thinking N+1."

Nuclear Peace-Keeping: The U.S., and the U.S.S.R., and Nuclear Deterrence.Chapter 3 - Lesson 1 - Nuclear Weapons and the Strategic Balance.Chapter 3 - Lesson 3 - The U.S. - Soviet Competition Today.Chapter 3 - Lesson 4 - The World's Nuclear ArsenalsChapter 3 - Lesson 5 - The Economics of Nuclear Weapons.Chapter 5 - Lesson 1 - Alternatives to Nuclear Deterrence.Chapter 5 - Lesson 4 - Non-military deterrence.

the 9/11 terrorist attacks. The question remains, can the nation still afford to have such a large military expenditure; are we really getting a "bang for our buck"?

#32 – David Tucker, The Washington Quarterly, Winter 1998 “Responding to Terrorism.”1) If you were the president fighting the "war on terrorism" how would you respond to the threat of terrorism? List the nine options outline by Tucker from what you consider to be the most important to the least important and explain why you chose your top option.

#33 – Frank von Hippel, The Bulletin of the Atomic Scientists, May/June 1997 “Paring Down the Arsenal.”1) Should the United States and other nuclear nations reduce their nuclear stockpiles? What would be an appropriate number for the nation to maintain? How did you come to your conclusion?

#36 – Brad Roberts, The National Interest, Spring 1998, “Re-thinking N+1."1) Why might a small nation, lets say North Korea want N.B.C. (Nuclear, Biological, Chemical) weapons? Frame your conclusions within the context of current U.S. foreign policy regarding both the Middle East and the Korean Peninsula.

Nuclear Peace-Keeping: The U.S., and the U.S.S.R., and Nuclear Deterrence.Chapter 3 - Lesson 1 - Nuclear Weapons and the Strategic Balance.1) What safeguards have been created to provide some protection in the event of a nuclear war?

2) What is the nuclear winter theory? How might the effects of nuclear winter change the world environment? Why has the theory of nuclear winter been criticized?

Chapter 3 - Lesson 3 - The U.S. - Soviet Competition Today.1) What is the objective of the American S.D.I. program? What problems has S.D.I. created? How might these problems be overcome?

Chapter 3 - Lesson 4 - The World's Nuclear Arsenals1) What is nuclear proliferation and list some of the reasons why countries might decide to develop nuclear weapons? Why might some countries oppose development of nuclear weapons?

Chapter 3 - Lesson 5 - The Economics of Nuclear Weapons.1) What arguments do advocates of increased military spending give to support their position? What arguments do opponents of military spending give?

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Which viewpoint do you agree with? Why?

Chapter 5 - Lesson 1 - Alternatives to Nuclear Deterrence.1) Describe the importance of perceptions in the process that leads to war.

Chapter 5 - Lesson 4 - Non-military deterrence.1) What are the chief obstacles to establishing a world government?

Unit 5

Week 24

Chapter 13 - The Bureaucracy

Wilson: Chapter 13The Lanahan Readings in the American Polity, 2nd Ed.#38 – Hugh Heclo - A Government of Strangers.#39 – Joseph Califano - Governing America.#40 – James Q. Wilson - Bureaucracy.#41 – David Osborne & Ted Gaebler- Reinventing Government.

Annual Editions: American Government #32 – Robert Maranto, The Washington Monthly, Nov., 1999 “Turkey Farm.”#33 – Craig R. Eisendrath and Melvin A. Goodman, USA Today Magazine, Nov., 2001 “Reforming U.S. Intelligence After the Terrorist Attack."


#38 – Hugh Heclo - A Government of Strangers.1) What is an "iron triangle" and how does it influence the operation of a bureaucracy?

2) Although political executive recognize that they cannot stop bureaucratic sabotage, they are not helpless against it. What actions can they take to prevent sabotage?

#39 – Joseph Califano - Governing America.1) What does Califano's essay reveal about the effectiveness of President Carter in dealing with the realities of Washington's bureaucracy?

#40 – James Q. Wilson - Bureaucracy.1) Do you agree or disagree with Wilson's thesis that bureaucratic inefficiency is usually acceptable for the services the government provides?

#41 – David Osborne & Ted Gaebler - Reinventing Government.1) What exactly is "entrepreneurial government" and do you think it would work better than the current system?

Annual Editions: American Government#32 – Robert Maranto, The Washington Monthly, Nov., 1999 “Turkey Farm.”1) Would you be in favor of allowing managers to fire government employees at their own discretion or do you believe that a due process system needs to be maintained to protect workers from unjust firings? Elaborate.

#33 – Craig R. Eisendrath and Melvin A. Goodman, USA Today Magazine,Nov. 2001 “Reforming U.S. Intelligence After the Terrorist Attack."1) Assess the proposals put forth by Eisendrath and Goodman to reform U.S. Intelligence (comment on at least three specific proposals).

Unit 5 Test

Week 25


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Unit 6

Week 26

Chapter 11 - Congress

Wilson: Chapter 11The Lanahan Readings in the American Polity, 2nd Ed.#25 – David Mayhew - Congress – The Electoral Connection.#26 – Richard Fenno - Home Style.#29 – Paul Starobin - Pork: A Time-Honored Tradition Live On.#31 – David Price - The Congressional Experience.#32 – Linda Killian - The Freshmen.

Annual Editions: American Government #17 – Burt Solomon, National Journal, May 27, 2000 “Gone Are the Giants.”

The Lanahan Readings in the American Polity, 2nd Ed.#25 – David Mayhew - Congress – The Electoral Connection.1) Of the three activities mentioned by Mayhew (advertising, credit claiming, and position taking), which is the most effective and why?

#26 – Richard Fenno - Home Style.1) Why is the "presentation of self" for a Congressional member important in their home district?

2) Why is trust central to the representative - constituent relationship?

3) What is the difference in the roles of a "delegate" and a "trustee"?

#29 – Paul Starobin - Pork: A Time-Honored Tradition Live On..1) What are both the positive and negative effects of pork?

2) How does pork highlight the conflict for the legislature as representatives of local interest and a national legislative body?

#31 – David Price – The Congressional Experience.1) After reading Price's article, what would you identify as both the negative and positive aspects of serving in the U.S. Congress?

#32 – Linda Killian - The Freshmen.1) Killian describes the freshman class of 1994 as "brash and idealistic". How did these traits help to turn public opinion against them?

2) What role did Newt Gingrich play in the downfall of the 1994 Republican Revolution?

Annual Editions: American Government#17 – Burt Solomon, National Journal, May 27, 2000 “Gone Are the Giants.”1) How have changes in the political system diminished the power of public figures?

2) What role does society play in explaining the diminishing presence of leaders?

Unit 6

Week 27

Chapter 15 - The Policy-Making Process

Wilson: Chapter 15The Lanahan Readings in the American Polity, 2nd Ed. #27 – Irwin Gertzog - Congressional

The Lanahan Readings in the American Polity, 2nd Ed.#27 – Irwin Gertzog- Congressional Women.1) How has the "male culture of the House" been a roadblock for female representatives?

#28 – Maurilio Vigil - Hispanics in Congress.1) How has Hispanic participation in Congress transformed the institution itself?

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Women. #28 – Maurilio Vigil - Hispanics in Congress.#30 – John Ellwood & Eric Patashnik - In Praise of Pork.#84 – John Kenneth Galbraith - The Affluent Society.#85 – Milton Friedman - Free to Choose.#86 – William Wolman & Anne Colamosca -The Judas Economy.

Annual Editions: American Government #28 – Ramesh Ponnuru, National Review, Jun. 11, 2001 “Of Judges & Senators.”#29 – Agnes Carey, CQ Weekly, Sep. 9, 2000 “Uninsured American Linger on Congress’ Waiting List.”

2) Explain the ideological differences between Mexican-Americans, Puerto Ricans, Cubans, and other Latinos.

#30 – John Ellwood & Eric Patashnik - In Praise of Pork.1) Ellwood and Patashnik contend that pork is a necessity for government. Either support or refute their thesis by providing evidence cited from their article.

#84 – John Kenneth Galbraith - The Affluent Society.1) Did the United States follow Galbraith's economic prescription too far, or not far enough?

#85 – Milton Friedman - Free to Choose.1) Does Friedman's assertion that "the maximum amount of economic power be left to the individual citizen" strengthen or undermine American society?

#86 – William Wolman & Anne Colamosca -The Judas Economy.1) Has the value of labor suffered in the elevation of capital above all other economic concerns? Support your conclusions with evidence provided by the authors.

Annual Editions: American Government#28 – Ramesh Ponnuru, National Review, Jun. 11, 2001 “Of Judges & Senators.”1) Should the Senate have the ability to block the President's judicial appointments?

2) How have politics been interjected into the confirmation process as of late?

#29 – Agnes Carey, CQ Weekly, Sep. 9, 2000 “Uninsured American Linger on Congress’ Waiting List.”1) Why has Congress been slow to act on providing health coverage to uninsured Americans?

2) Do you foresee a day in the future when the United States will have national health care like Canada and Western Europe? Explain why or why not.

Unit 6

Week 28

Chapter 17 - Social Welfare

Wilson: Chapter 17The Lanahan Readings in the American Polity, 2nd Ed.#87 – Michael Harrington - The Other American.#89 – Joint Center for Political Studies - Black Initiative and Government

The Lanahan Readings in the American Polity, 2nd Ed.#87 – Michael Harrington - The Other American.1) In the 1960s, Harrington's book warned of increasing class polarization due to the increase of those who are in poverty. Is Harrington's assessment still true about the poor in America and society's response to these people? Elaborate.

#89 – Joint Center for Political Studies - Black Initiative and Government Responsibility.1) Does the government have a responsibility to uplift a group of people or should the uplifting be an individual or group effort with government support. Elaborate and provide the context for your

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Responsibility.#90 – Theresa Funiciello - Tyranny of Kindness.

Annual Editions: American Government #37 – Tom Downey -“The Politics of Welfare Reform.”#51 – Wendell Primus - “What Next for Welfare Reform.” Perspectives on American Politics#13.2 - Dean Baker -"Nine Misconceptions About Social Security."

conclusions.

#90 – Theresa Funiciello - Tyranny of Kindness.1) Why do some view welfare and other types of public assistance as a part of the "poverty industry"? Is this an oversimplification of the problem or does it author's thesis hold true?

Annual Editions: American Government#37 – Tom Downey - “The Politics of Welfare Reform.”1) Has Bush's promises of being a compassionate conservative measured up to the reality of his policies at President?

#51 – Wendell Primus -“What Next for Welfare Reform.”1) Can welfare continue to be reformed or should the whole system be scraped? Is it the government's responsibility to take care of the poor or should private charities and religious organizations take up the cause? Elaborate.

Perspectives on American Politics#13.2 - Dean Baker - "Nine Misconceptions About Social Security."1) Why do many Americans believe that the social security programs will face a crisis in the next century? How does Baker respond to these arguments?

2) What goal was social security designed to achieve? Evaluate the various reform proposals discussed by Baker in terms of these diverse goals.

Unit 6

Week 29

Chapter 22 - Environmental Policy

Wilson: Chapter 22Annual Editions: Environment#1 – J.R. McNeil, Current History,November 2000 “Ideas Matter: A Political History of the Twentieth-Century Environment.”#2 – Chris Bright, The Futurist,July/August 2000 “Environmental Surprises: Planning for the Unexpected.”#3 – Ramachandra Guha, Current History,November 2000

Annual Editions: Environment 02/03#1 – J.R. McNeil, Current History, November 2000 “Ideas Matter: A Political History of the Twentieth-Century Environment.”a) How has ideology (both on the left and the right) come to influence the environmental movement?

#2 – Chris Bright, The Futurist, July/August 2000 “Environmental Surprises: Planning for the Unexpected.”a) Has the government failed in trying to curb human impact on the environment? What political forces drive government decisions when it comes to environmental planning?

#3 – Ramachandra Guha, Current History, November 2000 “The Paradox of Global Environmentalism.”a) Should the United Nations be granted the power to develop an international environmental policy? Could the "modernized" nations of the world do a better job of promoting environmental policy is the Third World? Explain how.

#8 – Per Pinstrup-Andersen, Environment,

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“The Paradox of Global Environmentalism.”#8 – Per Pinstrup-Andersen, Environment,July/August 2001 “Feeding the World in the New Millennium: Issues for the New U.S. Administration.”#12 – Richard Rosentreter, The Humanist,September/October 2000 “Oil, Profit$, and the Question of Alternative Energy.”#15 – Harvey Wasserman, Multinational Monitor,June 2001 “Power Struggle: California's Engineered Energy Crisis and the Potential of Public Power.”#24 – Anne Platt McGinn, USA Today Magazine,January 2000 “Oceans Are on the Critical List.”#26 – Thomas R. Karl and Kevin E. Trenberth, Scientific American,December 1999 “The Human Impact on Climate.”#29 – Mary H. Cooper, CQ Researcher,November 24, 2000 “Water Quality: The Issues.”

July/August 2001 “Feeding the World in the New Millennium: Issues for the New U.S. Administration.”a) Does the United States have a moral obligation to fight global hunger? Should hunger be considered a national security issue? Explain why or why not.

#12 – Richard Rosentreter, The Humanist, September/October 2000 “Oil, Profit$, and the Question of Alternative Energy.”a) What influence does the fossil fuel industry have in directing U.S. energy policy? Has this influence been responsible for the slow development of alternative energy sources?

#15 – Harvey Wasserman, Multinational Monitor, June 2001 “Power Struggle: California's Engineered Energy Crisis and the Potential of Public Power.”a) Should the government have the power to re-regulate the electric power industry? What would be the benefits and costs of doing this?

#24 – Anne Platt McGinn, USA Today Magazine, January 2000 “Oceans Are on the Critical List.”a) Why is it so difficult for governments to do more to protect the world's oceans?

#26 – Thomas R. Karl and Kevin E. Trenberth, Scientific American, December 1999 “The Human Impact on Climate.”a) Some call global warming "junk science." Do you believe Americans would be willing to make adjustments to their lifestyles in order to reduce global warming? What would be the political ramifications for a government to advocate a policy based on reducing global warming?

#29 – Mary H. Cooper, CQ Researcher, November 24, 2000 “Water Quality: The Issues.”a) What do Americans value more, clean water or lower taxes? Is water quality an elite issue or a majoritarian issue?

Unit 6 Test

Week 30

Unit 6 Test - 60 Matching Questions, 4

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Short Response Essays (2 take home)

Unit 7

Week 31

Chapter 14 - The Judiciary

Wilson: 14The Lanahan Readings in the American Polity, 2nd Ed.#42 – Alexander Hamilton - The Federalist #78.#43 – Eugene Rostow - The Democratic Character of Judicial Review.#44 – David O'Brien - Storm Center. #45 – Peter Irons - Brennan vs. Rehnquist.#46 – James Simon - The Center Holds.

Annual Editions: American Government #13 – Leon Friedman, The American Prospect, Aug. 27, 2001 “Overruling the Court.”#30 – H. Lee Sarokin, The Nation, Oct. 13, 1997 “A Judge Speaks Out.”

The Lanahan Readings in the American Polity, 2nd Ed.#42 – Alexander Hamilton - The Federalist #78.1) What reasons does Hamilton outline in his belief that the Judiciary is the most important of all branches of government?

#43 – Eugene Rostow - The Democratic Character of Judicial Review.1) Why do critics of judicial review contend that it is undemocratic?

2) What are the major arguments that Rostow makes that support judicial review as democratic?

#44 – David O'Brien - Storm Center.1) How did politics influence the court's timing when it came to deciding Brown v. Board of Education (1954)?

2) "Public opinion serves to curb the Court when it threatens to go too far or too fast in its ruling." Do you agree or disagree with this statement. Elaborate.

#45 – Peter Irons- Brennan vs. Rehnquist.1) Considering the stark contrast between Brennan's and Rehnquist's ideologies, can individuals serving on the Supreme Court still be objective and fair when deciding on a ruling?

#46 – James Simon - The Center Holds.1) Would a president be wise nominating a candidate with a centralist position on the court despite their own ideological beliefs or should they nominate someone who shares their beliefs regardless of the court's balance?

Annual Editions: American Government#13 – Leon Friedman, The American Prospect, Aug. 27, 2001 “Overrulingthe Court.”1) What factors tend to suggest the reasoning behind the Supreme Court's narrow rulings regarding civil rights laws? Why do you think Congress would be reluctant to pass legislation to deal with many of these issues?

#30 – H. Lee Sarokin, The Nation, Oct. 13, 1997 “A Judge Speaks Out.”1) Should judges be shielded from public criticism or pressure or should they be subject to the will of the people regarding the decisions they make?

Unit 7

Week 32

Chapter 18, 19 – Civil Liberties & Civil Rights

Wilson: 18, 19The Lanahan Readings in the American Polity, 2nd Ed.

The Lanahan Readings in the American Polity, 2nd Ed.#75 – Anthony Lewis - Gideon's Trumpet.1) Was the decision reached by the U.S. Supreme Court in Gideon v. Wainwright a validation of American due process or was it simply an instance of

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#75 – Anthony Lewis - Gideon's Trumpet.#76 – Miranda v. Arizona (1966).#77 – Richard Kluger - Simple Justice.#78 – Ellis Cose - The Rage of a Privilege Class.#79 – Bron Taylor - Affirmative Action at Work.#80 – Steven Epstien - Gay and Lesbian Movements in the United States.

a legal fluke that the court ended up accepting Gideon's petition?

2) How do you think Clarence Gideon would feel about the large numbers of people being imprisoned today without either being charged or going to trail since the war on terrorism began?

#76 – Miranda v. Arizona (1966).1) Sometimes a guilty person can escape punishment if the Miranda doctrine is not probably applied by the police. Is this morally right?

2) Recent court decisions have rolled back some of the protections provided under the Miranda case. Do you agree with the courts in limiting citizens' Miranda rights?

#77 – Richard Kluger - Simple Justice.1) The American judicial system is suppose to be non-partisan in its decision making yet the Supreme Court before Chief Justice Warren seemed unwilling to tackle the touchy situation of race relations. What inferences can you make regarding politics, political culture, and the direction of court decisions based upon this reading?

#78 – Ellis Cose - The Rage of a Privilege Class.1) Does stereotypes still hold back minorities from entering middle class professions even in the enlightened 21st century or are minorities themselves failing to separate reality from long held misgivings about the "system"? Elaborate.

#79 – Bron Taylor - Affirmative Action at Work.1) What are the positives and negatives concerning affirmative action? Why do we, as a people, continue to struggle with the concept of race and social mobility? Elaborate.

#80 – Steven Epstien - Gay and Lesbian Movements in the United States.Recently the Supreme Court overturned a Texas law that criminalized sodomy between two consenting adults. Many believe, on both the left and the right, that this was a first step that will eventually see the legal recognition of legal unions (gay marriage). Is the court correct in extending civil rights protection to homosexuals or should the matter be left up to the states. Elaborate.

Unit 7

Week 33

Chapter 18, 19 – Civil Liberties & Civil Rights

Wilson: 18, 19The Lanahan Readings in the American Polity, 2nd Ed.#81 – Ellen Alderman & Caroline Kennedy - In Our Defense.

The Lanahan Readings in the American Polity, 2nd Ed.#81 – Ellen Alderman & Caroline Kennedy - In Our Defense.1) Why do you think the Supreme Court ruled against the Native Americans claim despite their First Amendment Rights to free exercise of religion?

2) Speculate if the Court's decision would have been

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#82 – Edward De Grazia - Girls Lean Back Everywhere.#83 – Mary Ann Glendon -Rights Talk.

Annual Editions: American Government #10 – Stuart Taylor Jr., National Journal, Dec. 8, 2001 “Don't Treat Innocent People Like Criminals.”#34 – Jason Zengerle, The New Republict, Dec. 31, 2001“Police Blotter.”#54 – Robert McChesney, America, Oct. 29, 2001 “Immigration and Terrorism.”

the same or different if a "mainstream" religion would have been involved.

#82 – Edward De Grazia - Girls Lean Back Everywhere.

#83 – Mary Ann Glendon -Rights Talk.1) Has the narcissist nature of American society cheapened the meaning of the concept of "rights" in our culture? Elaborate.

Annual Editions: American Government#10 – Stuart Taylor Jr., National Journal, Dec. 8, 2001 “Don't Treat Innocent People Like Criminals.”1) Has the war on terrorism eroded away the basic premise of due process in favor of homeland security?

2) What role, if any, does ethnic, racial, and religious bias play in this debate?

#34 – Jason Zengerle, The New Republic, Dec. 31, 2001 “Police Blotter.”1) Should the F.B.I. be transformed into a counter-terrorism institution or should it continue its traditional law enforcement role in post 9/11 America?

#54 – Robert McChesney, America, Oct. 29, 2001 “Immigration and Terrorism.”1) Will drastic immigration reform prevent another 9/11 type of attack on the United States?

2) What dangers exist for the United States if it chooses to close its borders to most law-abiding immigrants?

Unit 8

Week 34

Chapter 25 - State and Local Government

Wilson: 25Annual Editions: State and Local Government, 11th Edition#4 – Carl Tubbesing, State Legislatures,February 2002 “Federalism's Ups and Downs.”#7 – Alan Greenblatt, Governing,June 2002 “Enemies of the State.”#8 – Ted Halstead and Michael Lind, The Washington Monthly,April 2001 “Taking Charge.”#12 – Alexander Wohl, The

Annual Editions: State and Local Government, 11th Edition#4 – Carl Tubbesing, State Legislatures, February 2002 “Federalism's Ups and Downs.”a) Which theory, Hamilton's Roosevelt's, or Franklin's do you think gives the best explanation for the growth of government? Why?

#7 – Alan Greenblatt, Governing, June 2002 “Enemies of the State.”a) Does the tension between state and local governments serve to help or hurt the public welfare?

#8 – Ted Halstead and Michael Lind, The Washington Monthly, April 2001 “Taking Charge.”a) Would you support the authors thesis that national, uniformed funding of American schools is needed as compared to the patchwork of funding systems found in the United States today?

#12 – Alexander Wohl, The American Prospect, May 22, 2000 “Justice for Rent.”

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American Prospect,May 22, 2000 “Justice for Rent.”#17 – Rob Gurwitt, Governing,August 2001 “Behind the Portal.”#18 – Peter Schrag, The Atlantic Monthly,March 1998 “California, Here We Come.”#20 – Charles Mahtesian, Governing,November 1998 “Grassroots Charade.”#31 – Alan Enrenhalt, Governing,February 2000 “Vermont's Judicial Distillery.”#41 – Steven Ginsberg, The Washington Monthly,October 1997 “Two Cheers for the Property Tax.”#52 – Richard Rothstein, The American Prospect,January/February 1998 “When States Spend More.”#53 – Jonathan Walters, Governing,March 2002 “The Flip Side of Welfare.”

a) Should all judges, even district magistrates be appointed to office rather than elected? Why or why not?

#17 – Rob Gurwitt, Governing, August 2001 “Behind the Portal.”a) Do you believe that electronic access to the government should continue to grow? What ramifications could this access lead to?

#18 – Peter Schrag, The Atlantic Monthly, March 1998 “California, Here We Come.”a) After the California recall of 2002, should California ever be a model for direct democracy again?

#20 – Charles Mahtesian, Governing, November 1998 “Grassroots Charade.”a) Why has the initiative process been hijacked by interest groups and big money? Can this trend be reversed?

#31 – Alan Enrenhalt, Governing, February 2000 “Vermont's Judicial Distillery.”a) Can state based decisions have larger ramification to the nation as a whole? Is this a negative reality or not? Explain.

#41 – Steven Ginsberg, The Washington Monthly, October 1997 “Two Cheers for the Property Tax.”a) What are the positives and negatives of the property tax? What could be used to replace it?

#52 – Richard Rothstein, The American Prospect, January/February 1998 “When States Spend More.”a) If spending can make a difference in public education, why are many Americans still against raising more funds for schools through taxation?

#53 – Jonathan Walters, Governing, March 2002 “The Flip Side of Welfare.”a) Has welfare reform been a success or failure?

Week 35

Review for Finals

Week 36

Comprehensive Review / Final Exam

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AP Government "Quick Reference" Course ChronologyUNIT WEEK OF: READINGS: TOPICS COVERED

Unit One Week 1 Introduction Syllabus Review / Expectations/ 100 Questions Every American Citizen Should Know The Answers To.

Unit One Week 2 Wilson: Chapter 1 and 23Serow: 8, 12, 13Stinebrickner: 5, 6

Chapter 1 – The Study of American GovernmentChapter 23 – Who Governors?

Unit One Week 3 Wilson: Chapter 24Combs & Nimmo 1, 4, 28Lasser 2.4, 11.2, 11.3

Chapter 24 - To What Ends?

Unit One Week 4 Wilson: Chapter 4Serow 1, 2, 3, 4, 5, 6, 7

Chapter 4 – American Political Culture

Unit One Test

Week 5 Chapters 1, 23, 24, 4

Unit Two Week 6 Wilson: Chapter 2Serow: 9, 15Stinebrickner: 3, 4

Chapter 2 – The Constitution

Unit Two Week 7 Wilson: Chapter 3 & 16Serow 20, 21, 22Stinebrickner 2, 3,

Chapter 3 – FederalismChapter 16 – Economic Policy

Unit Two Test

Week 8 Chapters 2, 3, 16

Unit Three Week 9 Wilson: Chapter 6Stinebrickner 50Cigler & Loomis 5.1, 5.2, 5.3


Unit Three Week 10 Wilson: Chapter 7Serow 65, 66, 67, 68,


Unit Three Week 11 Wilson: Chapter 7Serow 69, 70Stinebrickner 38

Chapter 7 - Political Parties

Unit Three Week 12 Wilson: Chapter 8Serow: 59, 60, 61, 62, 63


Unit Three Week 13 Wilson: Chapter 8Serow 64Stinebrickner 25, 31, 39


Unit Three Test


Unit Four Week 15 Wilson: Chapter 5Serow 47, 48, 49, 50, 51Stinebrickner 7, 8


Unit Four Week 16 Wilson: Chapter 9Serow 53, 54, 55, 56, 57, 58Stinebrickner 44, 45


Unit Four Week 17 Wilson: Chapter 10Serow 72, 73, 74Stinebrickner 49

Chapter 10 – The Media

Unit Four Test


Unit Five Week 19 Wilson: Chapter 12Serow 33, 34, 35, 36, 37

Chapter 12 – The Presidency

Unit Five Week 20 Wilson: Chapter 12Stinebrickner 19, 20


Unit Five Week 21 Wilson: Chapter 20Serow 91, 92, 93Hastedt 1, 2, 4


Unit Five Week 22 Wilson: Chapter 20Hastedt 9, 14, 16, 17, 18, 23, 24


Unit Five Week 23 Wilson: Chapter 21Hastedt 31, 32, 33, 36Payne Chapter 3, Lesson 1, 3, 4, 5 Chapter 5, Lesson 1, 4

Chapter 21 - Military Policy

Unit Five Week 24 Wilson: 13Serow 38, 39, 40, 41Stinebrickner 32, 33

Chapter 13 – The Bureaucracy

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Unit Five Test

Week 25 Chapters 12, 20, 21, 13

Unit Six Week 26 Wilson: Chapter 11Serow 25, 26, 29, 31, 32Stinebrickner 17

Chapter 11 - Congress

Unit Six Week 27 Wilson: Chapter 15Serow 27, 28, 30, 84, 85, 86Stinebrickner 28, 29

Chapter 15 – The Policy-Making Process

Unit Six Week 28 Wilson: Chapter 17Serow 87, 89, 90Stinebrickner 37, 51Lasser 13.2

Chapter 17 - Social Welfare

Unit Six Week 29 Wilson: Chapter 22**Readings to be determined**

Chapter 22 - Environmental Policy

Unit Six Test Week 30 Chapters 11, 15, 17, 22Unit Seven Week 31 Wilson: Chapter 14

Serow 42, 43, 44, 45, 46, Stinebrickner 13, 31

Chapter 14 – The Judiciary

Unit Seven Week 32 Wilson: 18, 19Serow 75, 76, 77, 78, 79, 80

Chapter 18 – Civil LibertiesChapter 19 – Civil Rights

Unit Seven Week 33 Wilson: 18, 19Serow 81, 82, 83Stinebrickner 10, 34, 54

Chapter 18 – Civil LibertiesChapter 19 – Civil Rights

Unit Eight Week 34 Wilson: 25**Readings to be determined**

Chapter 25 - State and Local Government

Week 35 Review for FinalsWeek 36 Final Exam

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Weekly Current Event Reports(An analysis of government activity as reported by the media)

Students are responsible weekly to complete a current events article review form. This activity is worth 20 points and will be collected each Thursday throughout the year unless otherwise advised. Students must use the prescribed form; responses should be written in either blue or black ink (no pencils). Current events should focus on governmental issues at the national or international level.

AP Govt. Current Events Article Review Form

NAME_____________________________ DATE_____________________

SOURCE OF INFORMATION (MLA FORMATTED)____________________________________________________________________________________________________________________________________________BRIEFLY STATE THE PRIMARY THEME OF THIS ARTICLE: __________________________________________________________________________________________________________________________________________________________________________________________________________________LIST THREE IMPORTANT FACTS THAT THE AUTHOR USES TO SUPPORT HIS OR HER PREMISE: __________________________________________________________________________________________________________________________________________________________________________________________________________________LIST ANY EXAMPLES OF BIAS (LEFT/RIGHT, CONSERVATIVE/LIBERAL) OR FAULTY REASONING THAT YOU FOUND IN THE ARTICLE: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WHAT IS YOUR POLITICAL OPINION OF THIS ARTICLE (POTENTIAL IMPACT)?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LIST ANY NEW TERMS / CONCEPTS THAT WERE DISCUSSED IN THE ARTICLE AND WRITE A SHORT DEFINITION ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

36

VALUE - 20 PTS.Quarterly Research Projects

You will be assigned a research activity each quarter. Each assignment must be formatted according to MLA guidelines (typed, have a one-inch margin, be properly cited), and must meet the minimum length requirements. Additional details will be provided once the assignment is distributed in class. It would be to your benefit to have a current Internet access sticker on your student ID card if you plan on using the Internet at school.

1st 9 Weeks – 10-page research paper on a political science related topic.

2nd 9 Weeks – Group research and a paper on an American political party.

3rd 9 Weeks – Research paper on a member of Pennsylvania’s congressional delegation.

4th 9 Weeks – Supreme Court case research and mock trial.

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1st 9 Weeks

AP U.S. Government Research PaperIntroduction:

The purpose of a research paper is to enrich the researcher's understanding of the significance of a given topic. In essence, when a student begins to research a topic they are, in fact, becoming something of an expert on a given subject. Research is essential for intellectual and academic growth because it broadens the researcher's awareness of the world around them.

Your Task:You are required to complete a 10-page research paper during the first 9 weeks

of AP Government. The paper will be worth 100 points. Research time will be allocated from the normally scheduled AP Government classes to allow you to conduct research in the school's library. Specific times and dates will be provided in class.

Requirements:1. Select a political science related topic from the research topic guide that interest you. No more than one student can do a topic or closely related topic. Papers are to be a minimum of seven pages but should not exceed ten pages.

2. All research papers are to be written using the M.L.A. documentation guidelines. As a general rule, all papers should have the following: thesis statement, body of information (supporting evidence), conclusion, a separate page for your personal reflection/insights, and M.L.A. formatted works cited page.

3. Papers are to be typed in black ink on white paper. Papers should have a one- inch margin; the size and type of font must be 12pt. Times New Roman.

4. Students must use a minimum of five different types of sources (examples - books, newspapers, magazines, Internet, etc). All papers must have proper M.L.A. in-text citations (example - author's name and page number (Miller 34), (Dupont 453), etc.

5. Students are not permitted to use Wikipedia as a research source.

38

AP Government Research Paper Topic Suggestions

Should...

1. burning the American flag be prohibited by a constitutional amendment?

2. there a constitutional amendment forcing the government to have a balanced budget?

3. presidential campaign contributions be strictly limited and/or publically funded?

4. there be term limits for members of Congress?

5. a constitutional amendment be passed to deny automatic citizenship to the children of illegal aliens?

6. all abortions be banned?

7. English be made the official language of the United States?

8. hate speech be censored?

9. pornography be censored on the Internet?

10. public schools conduct organized school prayers?

11. the sale/use of marijuana be legalized?

12. assisted suicide for the terminally ill be legalized?

13. preferred treatment be accorded to minorities for college admission or job placement?

14. those who lose civil suits be forced to pay for the cost of the trial?

15. there be a death penalty?

16. drug testing be performed routinely on high school athletes?

17. we try to build an international space station.

18. there be a nationally sponsored health care program?

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19. the ownership of assault weapons be banned?

20. employers be able to test all employees randomly for drug use.

21. homosexual couples be allowed to legally marry?

22. women be allowed to perform combat roles in the military?

23. homosexuals be allowed in the Armed Forces?

24. the US lift the economic embargo against Cuba?

25. industrial polluters be forced to pay for toxic waste cleanups?

26. the US act to reduce global warming?

27. the US raise trade barriers to help protect American jobs?

28. the US revoke China's "most favored nation" trade status?

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Student's Name____________________________________Assignment Topic__________________________________

AP Government Grading Rubric for Research Paper Commentary

Categories of Evaluation

Excellent6 Points

Very Good

5 Points

Average4 Points

Needs Work

3 Points

Poor Quality

2 - 1 Points

Did not meet minimum

requirement0 Points

Suggestions

A) Thesis / focused, well defined.

Need clearer, more concise focus.

B) Well-stated arguments.

Need deeper analysis.

C) Vivid / effective examples.

Provide more examples.

D) Use of specific detail.

Use more detail.

E) Good internal logic.

Check contradictions.

F) Well-structured / organized / logical sequenced.

Rethink organization.

G) Good introduction and conclusion.

Rework introduction and conclusion.

H) Clear / well written.

Fix awkward language.

I) Creative / lively style.

Adjust tone or mood.

J) Find command of topic / accuracy.

Fact / concept errors.

K) Superb synthesis skills.

Consult more resources.

L) Proper in-text citations.

Properly document in-text facts.

M) Works Cited Page.

Check M.L.A. formatting requirements.

N) Mechanics and spelling.

Fix grammar / syntax.

O) Neatness and professionalism.

Re-write, proof read.

P) Proper formatting for paper.


Q) Personal Reflection.

Think about how this topic may have changed /

41

enforced some of your previously held beliefs.

Total Possible Points - 102pts.2nd 9 Weeks Research Project

The American Electoral Project

Introduction:In our country, public officials serve at the pleasure of the citizens. That is, we

elect citizens to maintain and operate the offices of government. If we are unhappy with our government, we may change those who hold public office. The entire process of political campaigning, nominating party candidates, and electing public officials is very complex in the American Electoral System. This project will enlighten you on the major issues facing our country and the proposed solutions by each of the major political parties.

Activity:A) The class will either be divided into pairs or individuals (depending on class size) or assigned to research one of the major political parties in the United States.

Republic Party (Right/Conservative).Democratic Party (Moderate/Populist).

Green Party (Left/Liberal).Reform Party (Moderate/Conservative).

Libertarian Party (Libertarian).

B) Conduct research on your party and gain an in-depth understanding of the philosophy, attitudes, and positions of your party.

C) Compile this information into a research report (Value 100 pts.) This report must include the official party's platform, and their specific positions on the following issues:

International Issuesa) U.S. Foreign Policy / View of the United Nations / View of NATOb) Defense appropriations and spending.c) War & Peace (Iraq, the Middle East, Korea, and the war on terror).d) Free trade / NAFTA (North American Free Trade Agreement) / Globalization.e) Immigration and political refugees.

Economic Issuesa) Government Spending / the deficit b) Tax Policy

42

c) Unemploymentd) Social Securitye) Welfare Policy

Domestic Issuesa) Gun Controlb) Crime Preventionc) Drug Abuse and Homelessnessd) Homeland Securitye) Civil Rights / Affirmative Actions f) Environmental Protectiong) Court nominations

Social Issuesa) Education / School Choiceb) Health care / prescription drugsc) Abortiond) Principles & Valuese) Death Penalty f) Privacy Issues.

(* Research on party positions must be confirmed with at least three different, cross-reference sources to validate the accuracy of the information). All information is to be properly documented with in-text citations and a complete M.L.A. formatted Works Cited page and one page personal reflection for each student are required.

D) Prepare for a formalized debate using the information you have research.

Helpful Web Addresses for Researchwww.issues2003.orgwww.speakout.com

www.policy.comwww.cnn.com

www.foxnews.comwww.msnbc.com

www.ap.orgwww.hotline.com

www.abcnews.comwww.cbsnews.com

www.democrats.comwww.democrats.org

www.rnc.org

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http://www.rnc.org/

Student's Name____________________________________Political Party _____________________________________

AP Government Grading Rubric for Political Party Research Commentary

Categories of Evaluation

Excellent6 Points

Very Good

5 Points

Average4 Points

Needs Work

3 Points

Poor Quality

2 - 1 Points

Did not meet minimum

requirement0 Points

Suggestions

A) Thesis / focused, well defined.

Need clearer, more concise focus.

B) Well-stated arguments.

Need deeper analysis.

C) Vivid / effective examples.

Provide more examples.

D) Use of specific detail.

Use more detail.

E) Good internal logic.

Check contradictions.

F) Well-structured / organized / logical sequenced.

Rethink organization.

G) Good introduction and conclusion.

Rework introduction and conclusion.

H) Clear / well written.

Fix awkward language.

I) Creative / lively style.

Adjust tone or mood.

J) Find command of topic / accuracy.

Fact / concept errors.

K) Superb synthesis skills.

Consult more resources.

L) Proper in-text citations.

Properly document in-text facts.

M) Works Cited Page.


N) Mechanics and spelling.

Fix grammar / syntax.

O) Neatness and professionalism.

Re-write, proof read.

P) Proper formatting for paper.


Q) Personal Think about how this

44

Reflection. topic may have changed / enforced some of your previously held beliefs.

Total Possible Points - 102pts.3rd 9 Weeks Research Project

Research Project - Researching Congress

Choose one federal legislator, either a Representative or Senator, from Pennsylvania. Write a short paper in which you discuss this legislator and the district or state that he or she represents. Be sure to focus on representation; that is, on the relationship between the legislator and his or her constituency. In your paper you will probably wish to consider questions like the following:

What is the general political outlook of the legislator you have chosen? Can he or she be categorized broadly as a liberal or a conservative?

Does the person reflect the view of his or her constituents? Are there any issues in which he or she is especially interested? To which he or

she is particularly sensitive? On which he or she is especially vulnerable electorally?

What is the person's electoral record? What seems to be his or her future ambitions? What kind of legislative role has he or she chosen? How does the person seem

to construe his or her responsibilities as a representative or senator? On what activities does he or she focus?

What are the person's committee assignments? How do they reflect his or her background and interests? The parochial needs of the district?

What are the economic and social characteristics of the constituency? How are these characteristics related to the political behavior of the constituents? Have there been any changes in the social character of the political behavior of

the district in the past few years? Are there any issues on which the voters in the district are especially sensitive?

The Almanac of American Politics is a good place to begin (but not end) your research.

Your research paper should be about five pages, have proper in-text citations, and have a M.L.A. formatted Works Cited

Page.

45

AP Government: Congressional Research Paper Grading RubricExceedsRequire

ment+7 - 6

MeetsRequire

ment+5 - 4

MeetsSome

ofRequire

ment+3 - 1

Does Not

Meet Require

ment0

Category

A) Cover page, proper titles, typed, one-inch margin, double-spaced, no crossed out words or pen corrections, flawless appearance.B) Introduction, Body of Information (paragraph of information for each question), conclusion, and person insights / reflection on this person.C) Spelling, grammar, punctuation, indentation, mechanics, transitions, etc.D) Proper citations (both in-text and works cited)E) Identifies the general political outlook of the legislator and identifies categorization as liberal or conservative.F) Does the legislator reflect the view of his or her constituents (with supporting evidence)?G) Identifies issues the legislator is especially interested in and sensitive to.H) Provides an overview of the legislator's electoral record.I) Identifies / hypothesis on what the legislator's future ambitions may be.J) Identifies the legislative style of the legislator (view of their role and responsibilities - majoritarian vs. elite perspective) and what activities does he or she focus.K) Identifies the legislator's committee assignments, articulates whether these assignments reflect the legislator's background and interest, and identifies the parochial needs of the district.L) Identifies the economic and social characteristics of the legislator's district / constituency.M) Explains how these characteristics are related to the political behavior of the constituents.N) Identifies if there have been any changes in the social character or the political behavior of the district in the past few years (how is the district changing (if it is) and how is that transforming the voters within

46

the district).O) Identifies issues on which the voters in the district are especially interest.

4th 9 Weeks Research Assignment

U.S. Supreme Court Research and Mock Trial Activity

IntroductionThe founding fathers worried about the excesses or abuses of power from both

the legislative and executive branches of the newly formed federal republic. In order to prevent either of these branches, along with state and local governments, from trampling on the liberties guaranteed in the U.S. Constitution and Bill of Rights, the highest judicial bench, the Supreme Court, was created as the ultimate abettor of Constitutional disputes. The duty of the Supreme Court is to interpret whether laws made at the local, state, or federal level are in compliance or in violation of the U.S. Constitution. The Supreme Court does not make law; what is does is express opinions concerning the constitutionality of laws which then become precedent as court opinions and rulings. Over the last two hundred years, the U.S. Supreme Court has played a vital role in helping to maintain a balance between the evolving nature and purpose of government against the solid foundation of laws contained within the U.S. Constitution.

ActivityMock Supreme Court Activity.

RationalStudents will have the opportunity to enrich their understanding of both the

Supreme Court and the nature of U.S. law by researching various landmark Supreme Court decisions. The knowledge gained from this activity will enhance the student's appreciate the importance of an independent judiciary along with the vital role they play as a "firewall of protection" between the state and the individual.

Break Down of the Activity1) Students will participate in two activities:

A) Serve as a member of a sitting Supreme Court.B) Serve as a plaintiff (petitioner) or defendant (respondent) before the Supreme Court.

2) The class will be broken down by pairs or individuals (depending on the size of the class). 3) Two individuals or pairs will be assigned a landmark Supreme Court case to argue before the mock Supreme Court.

A) One person/pair will be designated as the plaintiff(s).B) One person/pair will be designated as the defendant(s).

47

4) Each person/pair must prepare as a minimum a full two-page (typed, doubled-spaced, 12-pt. sized font) legal brief outlining their arguments and citing specific legal or constitutional arguments why the court should rule in their favor.

A) Each legal brief must be properly documented with M.L.A. formatted citations (see example).B) Each team must provide a copy of this legal brief to each member of the sitting court C) Legal briefs must be submitted no later than 48 hours (two school days) before the case is scheduled to be heard. Briefs may also be submitted earlier.D) Each person/pair must present a ten-minute oral argument before the bench and be prepared to answer questions from the bench. Visuals, witnesses, and physical evidence is not permitted at Supreme Court hearings - only oral arguments.

5) Students assigned as Supreme Court JusticesA) Each student assigned as a Supreme Court Justice to hear a case will be responsible to briefing submitted by the parties and come up with five well-informed legal questions that will be asked to the parties during the hearing.B) Following the hearing, each Justice will be responsible to write a legal opinion (one full page, typed, doubled-spaced, 12 pt. font) stating how they voted and explaining their legal rational for their opinion. Both majority and dissenting opinions are equally important for Supreme Court cases. These opinions will become the basis of case law upon which future laws and legal issues will be interpreted.

6) At the conclusion of the various cases, the Justices will reveal their decisions and a general classroom discussion will take place regarding the court's decision.

Student Requirements and Grading1) This project is worth 100 pts. total.2) Students will be graded on a variety of activities.

A) Petitioners/Plaintiffs or Respondents/Defendants.1) Two-page legal Brief along with documented research - 30 pts.2) Oral arguments before the bench - 20 pts. Each lawyer will be responsible to speak before the bench.

B) Supreme Court Justices1) Typed page of five legal questions based on the facts of the case - 10 pts.2) Typed one page legal opinion paper outlining their decision and rational - 40 pts.

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Suggested Supreme Court Cases

1) Brown v. Board of Education of Topeka (1954)Case to determine if forced racial segregation in public schools was a violation of

the U.S. Constitution.

2) Plessy v. Ferguson (1896)Case to determine if a state could require racial segregation in public

transportation if those facilities were equal.

3) Gore v. Bush (2000)Case to determine if Florida state laws regarding election recount standards

violated the equal protection act under the U.S. Constitution.

4) Dred Scott v. Sanford (1857)Case to determine if slaves were considered citizens or property. The case also

was meant to determine if Congress had the legal right to ban slavery in the territories.

5) Gideon v. Wainwright (1963)Case to determine if the state must provide legal representation to people who

cannot afford it when charged with breaking the law.

6) Miranda v. Arizona (1966)Case to determine if criminal suspects had to be warned of the right to remain

silent before questioning by police begins.

7) Hazelwood School District v. Kuhlmeier (1988)Case to determine if student publications were protected from censorship under

the First Amendment.

8) New York Times v. United States (1971) (Pentagon Papers Case)Case to determine if the press had the right to release confidential government

information to the public.

9) Roe v. Wade (1973)Case to determine if women had a constitutional right to have a legal abortion

under certain circumstances.

10) Tinker v. Des Moines Independent School District (1969)Case to determine if symbolic speech was protected under the 1st Amendment.

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When studying landmark Supreme Court decisions, students are encouraged to carry out the following steps:

1) Review the background information and the facts in the case.

2) Determine the main issue in the case.

3) Examine alternative arguments on the issue in the case.

4) Consider the decision (both majority and dissenting opinions) and legal reasoning in the case.

5) Access the implication and the significance of the case in constitutional history.

50

**Sample Legal Brief Format**Name of the PetitionerLawyers Names 1) 2)

v.

Name of RespondentLawyers Names 1) 2)

Section One:Summary of case to date. (State as fact - do not include your personal opinions here).Do not include the actual decision by the U.S. Supreme Court. State only the facts that were presented to the actual court when the case was heard.

Section Two:Arguments to be made before the court (Why should the court rule on your behalf?)(Your group must have accompanying documentation/M.L.A. citations)

51

Supreme Court Justice Opinions

When serving as a member of the bench, you are required to submit your legal opinion with a one-page statement of your rational. It is important that you use the proper legal terms to clearly state your opinion. Below is a list of legal terms that may be helpful in this process.

Affidavit - A written statements of fact confirmed by the oath of the party making it, before a notary or officer having authority to administer oaths.

Affirmed - In the practice of appellate courts, the decree or order is declared valid and will stand as rendered in the lower court.

Answer - The formal written statement by a defendant responding to a civil complaint and setting forth the grounds for defense.

Appeal - A request made after a trail, asking another court to decide whether the trial was conducted properly. To make such a request is "to appeal" or "to take an appeal." One who appeals is called the appellant.

Appellate - About appeals; an appellate court has the power to review the judgment of another lower court or tribunal.

Brief - A written statement submitted by the lawyer for each side in a case that explains to the judges why they should decide the case or a particular part of a case in favor of that lawyer's clients.

Case law - The law as laid down in cases that have been decided in the decisions of the courts.

Chambers - A judge's office.

Chief Judge - The judge who has primary responsibility for the administration of a court but also decides cases; chief judges are determined by seniority.

Clerk of Court - An officer appointed by the court to work with the chief judge in overseeing the court's administration, especially to assist in managing the flow of cases through the court and to maintain court records.

Complaint - A written statement by the plaintiff stating the wrongs allegedly committed by the defendant.

Contract - An agreement between two or more persons that creates an obligation to do or not to do a particular thing.

Counsel - Legal advice; a term used to refer to lawyers in a case.

Counterclaim - A claim that a defendant makes against a plaintiff.

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Court reporter - A person who makes a word-for-word record of what is said in court and produces a transcript of the proceedings upon request.

Damages - Money paid by defendants to successful plaintiffs in civil cases to compensate the plaintiffs for their injuries.

Defendant - In a civil suit, the person complained against; in a criminal case, the person accused of the crime.

Deposition - An oral statement made before an officer authorized by law to administer oaths. Such statements are often taken to examine potential witnesses, to obtain discovery, or to be used later in trial.

Docket - A log containing brief entries of court proceedings.

File - To place a paper in the official custody of the clerk of court to enter into the files or records of a case.

Hearsay - Statements by a witness who did not see or hear the incident in question, but heard about it from someone else. Hearsay is usually not admissible as evidence in court.

Injunction - An order of the court prohibiting (or compelling) the performance of a specific act to prevent irreparable damage or injury.

Interrogatories - Written question asked by one party of an opposing party, who must answer them in writing under oath; a discovery device in a lawsuit.

Issue - The disputed point in a disagreement between parties in a lawsuit.

Judgment - The official decision of a court finally determining the respective rights and claims of the parties to a suit.

Jurisdiction - The legal authority of a court to hear and decide a case; the geographic area over which the court has authority to decide cases.

Jurisprudence - The study of law and the structure of the legal system.

Parties - Plaintiffs and defendants (petitioners and respondents) to lawsuits; also known as appellants and appellees in appeals, and their lawyers.

Plaintiff - The person who files the complaint in a civil lawsuit.

Precedent - A court decision in an earlier case with facts and law similar to a dispute currently before the court. Precedent will ordinarily govern the decision of a later similar case, unless a party can show that it was wrongly decided or that it differed in some significant way.

Procedure - The rules for the conduct of a lawsuit; there are rules of civil, criminal, evidence, bankruptcy, and appellate procedure.

Settlement - Parties to a lawsuit resolve their difference without having a trial. Settlements often involve the payment of compensation by one party in satisfaction of the other party's claim.

Statute - A law passed by a legislature.

Statute of Limitations - A law that sets the time within which parties must take action to enforce their rights.

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Subpoena - A command to a witness to appear and give testimony.

Tort - A civil wrong or breach of a duty to another person, as outlined by law. A very common tort is negligent operation of a motor vehicle that results in property damage and personal injury in an automobile accident.

Unit and Chapter Outlines

54

Unit One:

Chapter 1 – The Study of Government

Chapter 23 – Who Governors?

Chapter 24 – To What Ends?

Chapter 4 – American Political Culture

55

Mr. Slater, AP GovernmentChapter #1 & 23

The Study of American Government and Who

Governors?Teaching Objectives

1. List the two basic questions to be asked about American (or any other) government and show that they are distinct questions.

2. Explain what is meant by power, and by political power in particular.

3. Relate the latter to authority, legitimacy, and democracy.

4. Distinguish among the three concepts of democracy mentioned in the chapter, explaining in which of three senses the textbook refers to American government as democratic.

5. Differentiate between majoritarian politics and elitist politics, explaining the four major theories on the latter.

6. Explain how political change tends to make political scientists cautious in stating how politics works or what values dominate it.

Monday Activities Overhead notes: "What is political

power?", "What is Democracy?", and "Direct Democracy vs. Representative Democracy."

Overhead - "The Evolution of Political Power"

Group activity - Create a government - Value 20 pts.

Distribution of Chapter One Study Guide.

Weekly Assignments and Due Dates

MondayCompleted readings:a) Wilson 1 & 23b) Serow 8, 12, 13c) Stinebrickner 5, 6

Wednesdaya) Supplemental reading discussion: Serow 8, 12, 13.b) Complete questions for Serow readings (Value - 15 pts.)

Thursdaya) Supplemental reading discussion reading: Stinebrickner 5, 6.b) Completed questions for Stinebrickner are due (Value - 10 pts).c) Current Event Report is due (Value - 20 pts.).

Fridaya) Chapter 1 and 23 Quiz(Value - 40 pts.)b) Island Government activity is due.(Value - 20 pts.)

Tuesday Activities Overhead notes: "Power Distribution

in a Democracy", "Four Theories of Who Governors", and "Political Change and Finding Out Who Governors."

Overhead - "Power Elite" and "Political Spectrum for Governments."

Figure 17.1 – A Way of Classifying and Explaining the Politics of Different Issues.

Handouts - "Movements vs. Groups." Continue to work on group activity.

Wednesday Activities Overhead "Finding Out Who

Governors." Group leader discussion of Serow 8,

12, and 13. Reading questions are due (Value - 5

pts. per section).Thursday Activities

Group leader discussion of Stinebrickner 5 and 6

Current Event Reports are due (Value - 20 pts.)

Friday Activities Chapter 1 and 23 Quiz (Value - 40 pts.) – 30 multiple choice questions, 1 essay question. Presentation of "Island Governments." Handout - Robert Dahl's Pluralist

Democracy. Group activity - American Values. Overhead - "The American Political

Spectrum" and "Multiparty Democracies Political Spectrum".

Text and Supplemental Reading -James Q. Wilson and John Dilulio, Jr - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd - American PolityBruce Stinebrickner - American Government 02/03

56

Mr. Slater, AP GovernmentChapter #24

To What Ends?Teaching Objectives:

1. Identify the key factors associated with the growth of government.

2. Describe the restraints on the growth of government.

3. Discuss the consequences of activist government.

4. Assess the influence of the political structure and of ideas on the process of serving some goals rather than others.

5. Explain how the political system has changed and evaluate proposals for reforming it.

Monday Activities: Distribute Chapter 24 Study Guide. Distribute Supplemental Readings. Overhead Notes, Lecture, and

Discussion: "Introduction", "Competing interest", "Restraints on growth of government."

Group work - Theme "A" - The Growth of Government.


MondayComplete reading chapter 41 in Wilson - To What Ends?

Tuesdaya) Supplemental Reading Questions are due for Combs & Nimmo - 1, 4, and 28. (Value - 15 pts.)

b) Group discussion leaders for Combs & Nimmo 1, 2, 28 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for Lasser 2.4, 11.2, 11.3 (Value - 15 pts.)

b) Group discussion leader for Lasser 2.4, 11.2, 11.3 must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Current Event Report is due (Value - 20 pts.)

FridayChapter 24 Quiz(Value - 40 pts.)

Tuesday Activities: Overhead Notes, Lecture, and

Discussion: "Consequences of activist government", "The influence of structure", and "The influence of ideas."

Group leader discussion - Combs & Nimmo 1, 4, 28.

Reading response questions are due.Wednesday Activities:

Overhead Notes, Lecture, and Discussion: "Should the system change?"

Group leader discussion - Lasser 2.4, 11.2, 11.3.

Reading response questions are due.Thursday Activities:

Current Event Reports are due / follow up discussion.

Group work - Abstract 1 & 2.Friday Activities:

Chapter 24 Quiz (Value 20 pts.) – 30 multiple-choice questions, 1 essay question.

Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionJames E. Combs & Dan Nimmo - A Primer of PoliticsWilliam Lasser. - Perspectives on American Politics

57

Mr. Slater, AP Government Chapter #4American

Political CultureTeaching Objectives:

1. Define what scholars mean by political culture, and list some of the dominant aspects of political culture in the United States.

2. Discuss how American citizens compare with those of other countries in their political attitudes.

3. List the contributions to American political culture made by the Revolution, by the nation's religious heritages, and by the family.

4. Explain the apparent absence of class-consciousness in this country.

5. Define internal and external feelings of political efficacy, and explain how the level of each of these has varied over the past generation.

Monday Activities: Introduction to Chapter Four -

American Political Culture. Distribution of Chapter Four Review

Sheets. Overhead Notes, Lecture, and

Discussion: "Political Culture," "Tocqueville's Observations," "Comparing America with other nations."

Table 4.1 – Patriotism in America, France, and Germany

Table 4.3 – Attitudes Toward Economic Equality in America and Europe.

Figure 7.1 – Generational Gaps on the Issues.

Figure 7.3 – The Gender Gap: Differences in Political Views of Men and Women.


MondayIntroduction to Chapter 4.

TuesdayReport to the library.

Wednesdaya) Supplemental Reading Questions are due for Serow 1, 2, 3, 4 (Value - 20 pts).

b) Group discussion leaders for Serow 1, 2, 3, 4 must be prepared to lead their assigned discussion groups and submit their prepared questions.

Thursdaya) Current Event Report is due. (Value - 20 pts.)

b) Supplemental Reading Questions are due for Serow 5, 6, 7 (Value - 15 pts).

c) Group discussion leaders for Serow 5, 6, 7 must be prepared to lead their assigned discussion groups and submit their prepared questions.


Tuesday Activities: Report to the library. Political Compass On-line Ideology

Test.Wednesday Activities:

Overhead Notes, Lecture, and Discussion: "Source of Political Culture," Mistrust of Government," "Political Efficacy," "Political Tolerance."

Small group activity: Each group will be assigned a reading along with a series of questions. Each group is to complete the reading, answer the questions, and discuss the article with the class.

Figure 4.1 – Trust in the Federal Government, 1958-1998.

Table 7.4 – African American and White Opinion.

Thursday Activities: Figure 4.3 – Changes in the Sense of

Political Efficacy, 1952-2002. Figure 4.4 – Public Tolerance for

Unpopular Ideas, 1954-1998. Figure 4.5 – Views of Toleration and

Morality. Figure 4.6 – Changes in Levels of

Political Tolerance, 1930-1999. Current Event Reports are due / follow

up discussion. Friday Activities:

Chapter 24 Quiz – 30 multiple-choice questions, 1 essay question.

Text and Supplemental Reading -

58

James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd - American Polity

Unit Two:

Chapter 2 – The U.S. Constitution

Chapter 3 – Federalism

Chapter 16 – Economic Policy

59

Mr. Slater, AP Government Chapter #2

The ConstitutionTeaching Objectives:

1. Explain the notion of "higher law" by which the colonists felt they were entitled to certain "natural rights." List these rights.

2. Compare the basis on which the colonists felt a government could be legitimate with the basis of legitimacy then assumed in monarchies.

3. List and discuss the shortcomings of government under the Articles of Confederation.

4. Compare and contrast the Virginia and New Jersey plans, and show how they led to the "Great Compromise."

5. Identify the Federalist papers, explain their importance, and be able to analyze Federalists #10 and Federalist #51.

6. Explain why separation of powers and federalism became key parts of the Constitution.

7. Explain why a bill of rights was not initially included in the Constitution and why it was added.

8. List and explain the two major types of constitutional reform advocated today, along with specific reform measures.

Monday Activities: Map 2.1 – North America in 1787


MondayComplete Reading:a) Wilson: Chapter 2.b) Serow: Chapters 9, 15.c) Stinebrickner:Chapters 3, 4.

TuesdayReport to the Library

Wednesdaya) Supplemental Reading Questions are due for Serow 9 and 15 (Value - 10 pts.)

b) Group discussion leaders for Serow 9 and 15 must submit their questions and lead discussion.

Thursdaya) Current Event Report is dueValue - 20 pts.

b) Supplemental Reading questions for Stinebrickner 3 and 4 are due (Value - 10 pts.)

c) Group discussion leaders for Stinebrickner 3 and 4 must submit their questions and lead discussion.

Fridaya) Chapter 2 Quiz (Value - 40 pts.)

Tuesday Activities: Report to the Library (overview of

resources and work on research paper).

Briefing by librarian. Students must bring their ID cards with

internet access stickers. Primary Source Documents: Articles

of Confederation, Federalist #10, Federalist #51, U.S. Constitution.

Wednesday Activities: Overheads, lecture, and discussion -

"The Constitution and Liberty", "The Constitution and Slavery", "The Motives of the Framers", "The Constitution and Equality", "Constitutional Reform - Modern Views"

Map 2.2 – Ratification of the Federal Constitution by State Conventions, 1787-1790.

Figure 3.1 – Lines of Power in Three Systems of Government

Turn in supplemental reading questions for Serow 9 & 15.

Group discussion leaders lead class in open-ended discussion of supplemental reading (graded for discussion leaders).

Begin showing video - The Road from Runnymeade (sixty-minute video) - students are required to take notes.

Thursday Activities: Current Event Reports are due / follow

up discussion. Turn in supplemental reading

questions for Stinebrickner 3 and 4. Group discussion leaders lead class in

open-ended discussion of supplemental reading (graded for discussion leaders).

Continue showing video - The Road from Runnymeade.

Friday Activities: Chapter 2 Quiz – 30 multiple-choice

questions, 1 essay question. Complete showing the video - The

Road from Runnymeade.Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd – American PolityBruce Stinebrickner - American Government 02/03

60

Mr. Slater, AP Government Chapter 3 & 16

Federalism & Economic Policy Teaching Objectives:

1. Explain the difference between federal and centralized systems of government and give examples of each.

2. Show how competing political interests at the Constitutional Convention lead to the adoption of a federal system, but one that was not clearly defined.

3. Outline the ways in which the courts interpreted national and state powers.

4. State the reasons why federal grants-in-aid to the states have been politically popular, and cite what have proved to be the pitfalls of such grants.

5. Distinguish between categorical grants and block grants or general revenue sharing.

6. Distinguish between mandates and conditions of aid with respect to federal grant programs to states and localities.

7. Discuss whether or to what extent federal grants to the states have created uniform national policies comparable to those of centralized governments.

8. Show how voters have contradictory attitudes regarding their own and others' economic benefits.

9. List and briefly explain four competing economic theories. Assess the nature and impact of Reaganomics.

10. List the four major federal government agencies involved in setting economic policy, and explain the role of each.

11. Analyze federal fiscal policy in terms of the text's four categories of policy-making politics.

Monday Activities: Introduction to Chapters 3 & 16 -

Federalism and Economic Policy. State the goals of the unit - "big idea" Distribution of Chapter 3 & 16 study

guides. Overheads, lecture, and discussion -

"Introduction to Federalism", "The Founding and Meaning of Federalism."

Figure 3.2 – Changing Purpose of Federal Grants to State and Local Governments


MondayComplete Reading:a) Wilson: Chapters 3 & 16.b) Serow: Chapters 20, 21, 22.


Wednesdaya) Supplemental Reading Questions are due for Serow 20 & 21 (Value - 10 pts.)

b) Group discussion leaders for Serow 20 and 21 must submit their questions and lead discussion.

Thursdaya) Current Event Report is due.(Value - 20 pts.)

b) Supplemental Reading questions for Serow 22 are due.(Value - 5 pts.)

c) Group discussion leader for Serow 22 must submit their questions and lead discussion.

FridayChapter 3 & 16 Quiz(Value - 40 pts.)

Tuesday Activities: Report to the Library (overview of

resources and work on research paper). Students must bring their ID cards with

Internet access punches.Wednesday Activities:

Overheads, lecture, and discussion - "Politics of Federalism", "Slow down in 'free' money & Federal Aid and Control."

Figure 18.2 – Bad Economic Guesses Figure 18.3 – History of the National Debt. Figure 3.3 – Federal Grants to State and

Local Governments, 1984-2004. Turn in supplemental reading questions

for Serow 20 & 21. Group discussion leaders lead class in

open-ended discussion of supplemental reading (graded for discussion leaders).

Thursday Activities: Current Event Reports are due / follow up

discussion. Overheads, lecture, and discussion -

"Politics & Economics", "Economic Theories & Political Needs."

Figure 3.4 – Dealing with Deficits Figure 18.4 When Will the Crunch Come?

Projections of the Growth in Federal Spending.

Figure 18.5 – Tax Burdens in Democratic Nations.

Figure 18.6 – Federal Taxes on Income, Top Percentage Rates, 1913-2002.

Turn in supplemental reading questions for Serow 22.

Group discussion leaders lead class in open-ended discussion of supplemental reading (graded for discussion leaders).

Friday Activities: Overheads, lecture, and discussion -

"Machinery of economic policy making", "The Budget Process", "Levying Taxes".

Timed Writing / Holistic Grading Exercise on Federalism (from the AP U.S. Govt. and Politics: Institutes, Policy, and Politics workbook pgs. 11 to 17).

61

12. Trace the history of federal government budgeting practices up to the present day.

Chapter 3 & 16 Quiz – 30 multiple-choice questions, 1 essay question.

Text and Supplemental Reading -James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition. / 10th EditionAnn G. Serow and Everett C. Ladd - American PolityBruce Stinebrickner - American Government 02/03

Unit Three:




62


Political ParticipationTeaching Objectives:

1. Explain why the text believes that the description, the analysis, and the proposed remedy for low voter turnout rates in this country are off base.

2. Compare the way turnout statistics are tabulated for this country and for other countries, and explain the significance of these differences.

3. Describe how control of elections has shifted from the states to the federal government, and explain what effects this shift has had on blacks, women, and youth.

4. State both sides of the debate over whether voter turnout has declined over the past century, and describe those factors that tend to hold down voter turnout in this country.

5. Discuss those factors that appear to be associated with high or low political participation.

Monday Activities: Distribute Chapter 6 Study Guide. Distribute Supplemental Reading Overhead Notes, Lecture, and

Discussion: "Non-voting in the U.S.: Myth vs. Fact," and "The Rise of the American Electorate."

Figure 7.3 – Ideological Self-Identification.

Table 7.6 – How Liberals and Conservatives Differ.

Table 7.7 – Policy Preferences of Democratic and Republican Voters.

Group Worksheet - Voter Perspectives.


MondayComplete reading chapter 6 in Wilson - Political Participation.


Wednesdaya) Supplemental Reading Questions are due for Stinebrickner 50, Cigler & Loomis 5.1,

b) Group discussion leaders for Stinebrickner 50 and Loomis 5.1 must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for Cigler & Loomis 5.2, 5.3 (10 pts.)

c) Group discussion leaders for Stinebrickner 50, Loomis 5.2, and 5.3 must be prepared to lead their assigned discussion groups and submit their questions.


Tuesday Activities: Report to the library to conduct

research for project paper.Wednesday Activities:

Overhead Notes, Lecture, and Discussion: "Who Participates in Politics," and "Causes of Participation."

Group leader discussion - Stinebrickner 50, Cigler & Loomis 5.1



Figure 8.3 – Nonpolitical Voluntary Activity Among Citizens.

Figure 8.5 – Electoral/Non-electoral Political Participation Among Anglos, Africa Americans, and Latinos.

Table 8.6 – Participation Beyond Voting in Fourteen Democracies.

Group leader discussion - Loomis 5.2, 5.3

Group Worksheets - Political Participation & How to Increase Political Participation.


questions, 1 essay question. Introduction to Political Parties (video).

Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionBruce Stinebrickner - American Government 02/03Allan J. Cigler and Burdett A. Loomis - American Politics: Classic and Contemporary Readings

63


Political PartiesTeaching Objectives:

. Define the term political party and contrast the structure of the European and American parties, paying particular attention to the federal structure of the American system and the concept of party identification.

2. Trace the development of the party system through its four periods.

3. Explain why parties have been in decline since the New Deal.

4. Describe the structure of a major party and distinguish powerful from powerless party organs.

5. Indicate whether there are major differences between the parties.

6. Describe some of the issue differences between delegates at Democratic and Republican conventions, and compare these differences with those of the party rank and file.

Monday Activities: Distribute Chapter Seven Study

Guide, Supplemental Reading from Serow and Stinebrickner.

Table 9.4 – The Public Rates the Two Parties.

Figure 9.1 – Decline in Party Identification, 1952-2002.

Table 9.5 – How Party Delegates and Party Voters Differ in Liberal Ideology.

Table 9.6 – Political Opinions of Delegates and Voters, 2004.


MondayRead Chapter 7.

TuesdayReport to the Computer Lab

Wednesdaya) Complete Reading:Serow - 65, 66, 67 (15 pts.)

b) Group discussion leaders for Serow 65, 66, and 67 must be prepared to lead their assigned discussion groups and submit their questions.

ThursdayCurrent Event Report is due.Value - 20 pts.

Complete Reading:Serow - 68, 69, 70 (15 pts.)Stinebrickner - 38 (5 pts.)


FridayChapter 7 Quiz (40 pts.)

Tuesday Activities: Report to the Computer Lab / Conduct

Research on the political party you have been assigned.

Wednesday Activities: Introduction to Chapter 7 - Political

Parties. Overhead Notes, Lecture, and

Discussion: "Political Parties," "The Rise and Decline of the Political Parties" and "The National Party Structure".

Figure 9.1 – Decline in Party Identification, 1952-2003.

Figure 9.2 – Trends in Split-Ticket Voting for President and Congress, 1920 – 2000.

Figure 9.3 – Cleavages and Continuity in the Two-Party System.

Group Leader Discussion - Serow 65, 66, 67.

Reading Response Questions are due for Serow 65, 66, and 67. (Value - 15 pts.).

Worksheet / Group Activity.Thursday Activities:

Overhead Notes, Lecture, and Discussion: "State and Local Parties", "The two-party system," and "Minor Parties" and "Nominating a candidate for President," and "Parties vs. Voters."

Table 9.1 – Who Are the Party Delegates?

Table 9.2 – The Rise of Republican Politics in the South, 1956-2004.

Table 9.3 – Party Voting in Presidential Elections.


Group Leader Discussion - Serow 68, 69, and 70, and Stinebrickner 38.

Reading Response Questions are due for Serow 68, 69, and 70 and

64

Stinebrickner 38 (Value - 20 pts.). Complete worksheet / group activity /

discussion.Friday Activities:


Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd - American PolityBruce Stinebrickner - American Government 02/03


Elections & CampaignsTeaching Objectives:

1. Demonstrate the differences between the party-oriented campaigns of the nineteenth century and the candidate-oriented ones of today, explaining the major elements of a successful campaign for office today.

2. Discuss how important campaign funding is to election outcomes, what the major sources of such funding are under current law, and how successful reform legislation has been in purifying United States elections of improper monetary influences.

3. Define the term realigning election and discuss the major examples of such elections in the past as well as recent debates over whether realignment is again underway.

4. Describe what the Democrats and the Republicans each must do to put together a successful national coalition to achieve political power in any election.

5. Outline the major arguments on either side of the question of whether elections do or do not result in major changes in public policy in the United States.

Monday Activities: Distribute Chapter 8 Study Guide. Overhead Notes, Lecture, and

Discussion: "Presidential v. Congressional Campaigns," and "Primary v. General Elections."

Figure 8.1 – Two Ways of Calculating Voter Turnout, 1996-2001 Elections, Selected Countries.

Figure 8.2 – Voter Participation in Presidential Elections, 1860-2004.

Begin showing video War Room (inside the 1992 Democratic Campaign for President)

Weekly Assignments and Due Dates:

Monday Read Chapter 8.

Wednesdaya) Supplemental Reading Questions are due for Serow 59, 60, 61, 62, 63, and 64 (Value - 30 pts.)

b) Group discussion leaders for Serow 59, 60, 61, 62, 63, and 64 must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Supplemental Reading Question is due for Stinebrickner 25, 31, 39 (Value - 15 pts.)

b) Group discussion leaders for Stinebrickner 25, 31, 39 must be prepared to lead their assigned discussion groups and submit their questions.

c) Current Event Report is due.Value - 20 pts.


Tuesday Activities: Report to the Computer Lab /

Continue research on political parties.Wednesday Activities:

Overhead Notes, Lecture, and Discussion: "Money & Campaigns."

Table 8.3 – Two Methods of Calculating Turnout in Presidential Elections, 1948-2000.

Group Leader Discussion - Serow 59, 60, 61, 62, 63, 64.

Reading Response Questions are due for Serow 60, 61, 63, and 64. (Value - 30 pts.).

Continue video - War RoomThursday Activities:

Overhead Notes, Lecture, and Discussion: "What decides elections," and "Election Outcomes."

Map 9.1 – The Election of 1828. Map 9.2 – The Election of 1860. Map 9.3 – The Election of 1896. Map 9.4 – The Election of 1932. Map 10.1 – The Election of 2004, by

county. Table 10.4 – Percentage of Popular

Vote by Groups in Presidential Elections, 1960 – 2004.

Figure 10.3 – The Economy and Vote for President, 1948 – 2004.

Figure 10.4 – Partisan Division of Presidential Vote, 1856 – 2004.

Current Event Report (Value - 20 pts.) Group Leader Discussion -

Stinebrickner 25, 31, 39. Group Leader Discussion Questions

are due for Stinebrickner 25, 31, 39 (Value - 15 pts.)

Continue video - War RoomFriday Activities:

65



Unit Four:



Chapter 10 – The Media

66


Public OpinionTeaching Objectives:

1.List the sources of our political attitudes, and indicate which are the most important.

2. Explain why there are crosscutting cleavages between liberals and conservatives in this country.

3. Assess the significance of race in explaining political attitudes.

4. Define political ideology and give reasons why most Americans do not think ideologically.

5. Summarize the liberal positions on the economy, civil rights, and political conduct.

6. Identify which elite groups have become liberal, and compare their present attitudes with the past political preferences of these groups. 7. Discuss the new class theory as an explanation for changes in attitudes.

8. Analyze why these changes are causing strain in the political party system.

Monday Activities: Distribute Chapter 5 Study Guide. Distribute Supplemental Reading

(Serow 47, 48, 49, 50, 51 and Stinebrickner 7, 8).

Overhead Notes, Lecture, and Discussion: "What is Public Opinion?," "Origins of Political Attitudes," "Cleavages in Public Opinion."

Table 7.4 – African American and White Opinion.

Figure 7.2a – Hispanic Opinions on U.S. Politics.

Figure 7.2b – Hispanic Opinions on U.S. Politics.

Worksheet - The Voice of the People - Table Analysis.


MondayRead Chapter 5.


Wednesdaya) Supplemental Reading Questions are due for Serow 47, 48, 49. (Value - 15 pts.)

b) Group discussion leaders for Serow 47, 48, 49 must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Supplemental Reading Questions for Serow 50, 51 and Stinebrickner 7 and 8 are due.(Value - 20 pts.)

b) Group discussion leaders for Serow 50, 51 and Stinebrickner 7 and 8 must be prepared to lead their assigned discussion groups and submit their questions.

c) Current Event Report is due (Value - 20 pts.)


Tuesday Activities: Report to the library for research

activities.Wednesday Activities:

Overhead Notes, Lecture, and Discussion: "Political Ideology," Political Elites and Neo-Liberalism."

Group leader discussion - Serow 47, 48, and 49.



Group leader discussion - Serow 50 and Stinebrickner 7 and 8.

Reading response questions are due.Friday Activities:


Small group activity: Each group will be assigned a reading along with a series of questions. Each group is to complete the reading, answer the questions, and discuss the article with the class. (Do Elites Control Opinion and Public Policy?)


67


Interest GroupsTeaching Objectives:

1.Explain why the characteristics of American society and government encourage a multiplicity of interest groups.

2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.

3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.

4.Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support.

5. Explain why courts have become an important forum for public interest groups.

6. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment.

7. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.

Monday Activities: Introduction to Chapter 9 - Interest

Groups. Distribute Chapter 9 Study Guide. Discussion / Packet Review - (1)

Explaining Proliferation, (2) The Birth of Interest Groups, (3) Kinds of Organizations.

Table 11.1 – Dates of Founding of Organizations Having Washington Offices.

Figure 11.1 – The Decline of Union Membership.

Video – Taken for a Ride (General Motors and the Highway Lobby)


Monday Reading - Chapter 9 - Interest Groups.


Wednesdaya) Supplemental Reading Questions are due for Serow 53, 54, 55, and 56 (Value - 20 pts.)

b) Group discussion leaders for Serow 53, 54, 55, and 56, must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Supplemental Reading Question is due for Serow 57, 58, and Stinebrickner 44 and 45 (Value - 20 pts.)

b) Group discussion leaders for Serow 57, 58, and Stinebrickner 44 and 45 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 9 Quiz (Value - 40 pts).



Discussion / Packet Review - (4) Social Movements / Purposive Incentives, (5) Funds for Interest Groups, (6) The Problem of Bias.

Figure 10.2 – Growth of PACs. Table 11.3 – Spending by Political

Action Committees (PACs), 2003-2004.

Table 11.4 – How PACs Spent Their Money in 2003-2004 (in millions of dollars).

Group Leader Discussion - Serow 53, 54, 55, and 56.

Reading Response Questions are due for Serow 53, 54, 55, and 56. (Value - 20 pts.).

Group work - Patterns of Interest Group Formation (time permitting).

Video – Taken for a Ride (General Motors and the Highway Lobby)

Thursday Activities: Discussion / Packet Review - (7)

Activities of Interest Groups, (8) Regulating Interest Groups.

Current Event Report (Value - 20 pts.) Group Leader Discussion - Serow 57,

58 and Stinebrickner 44 and 45. Group Leader Discussion Questions

are due for Serow 57, 58 and Stinebrickner 44 and 45 (Value - 20 pts.)

Group work - Bias in the Group Process and Kinds of Organization

68

(time permitting).Friday Activities:


Group work - Interest Groups in Action (time permitting).


Mr. Slater, AP Government Chapter #10The Media

Teaching Objectives:

1. Describe the evolution of journalism in American political history and indicate the differences between the party press and the mass media of today.

2. Demonstrate how the characteristics of the electronic media have affected the actions of public officials and candidates for national office.

3. Describe the impact of the pattern of ownership and control of the media on the dissemination of news and show how wire services and TV networks have affected national news coverage.

4. Discuss the impact of the "national press".

5.Describe the rules that govern the media and contrast the regulation of electronic and print media.

6. Indicate the impact of libel laws on freedom of the press and of government rules on broadcasters.

7. Assess the impact of the media on politics and indicate why it is so difficult to find evidence that can be used to make a meaningful and accurate assessment.

8. Explain why the executive branch probably benefits at the expense of Congress.

Monday Activities: Introduction to Chapter 10 - The Media. Distribute Chapter 10 Study Guide. Discussion / Packet Review - (1)

Journalism in American political history, (2) The Structure of the Media.

Table 12.1 – Decline in Viewership of the Television Networks.

Figure 12.1 – Young People Have Become Less Interested in Political News.

Video – Frontline: The Media.


Monday Reading - Chapter 10 - Interest Groups.



b) Group discussion leaders for Serow 72 and 73 must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Supplemental Reading Question is due for Serow 74 and Stinebrickner 49 (Value - 10 pts.)

b) Group discussion leaders for Serow 74 and Stinebrickner 49 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 10 Quiz (Value - 40 pts).



Discussion / Packet Review - (3) Rules governing the media, (4) The effects of the media on politics.

Table 12.2 – Journalist Opinion Versus Public Opinion.

Group Leader Discussion - Serow 72 and 73.

Reading Response Questions are due for Serow 72 and 73. (Value - 10 pts.).

Group work - Media Bias (time permitting).

Thursday Activities: Discussion / Packet Review - (5)

Governing the news, (6) Interpreting political news.

Figure 12.2 – Public Perception of Accuracy in the Media.

Current Event Report (Value - 20 pts.) Group Leader Discussion - Serow 74,

Stinebrickner 49. Group Leader Discussion Questions

are due for Serow 74, Stinebrickner 49 (Value - 10 pts.)

Group work - Government Influence of the media (time permitting).

Video – Outfoxed.Friday Activities:


Group work - Complete from previous days / discuss (time permitting).


69

Unit Five:


Chapter 20 – Foreign Policy

Chapter 21 – Military Policy

Chapter 13 – The Bureaucracy

70


The PresidencyTeaching Objectives:

1. Explain the differences between the positions of president and prime minister and discuss the approach of the Founders toward executive power.

2. Sketch the evolution of the presidency from 1789 to the present.

3. List and describe the various offices that make up the office of the president.

4. Review discussions of presidential character, and how these relate to the achievement in office of various presidents.

5. Enumerate and discuss the various facets - formal and informal - of presidential power.

Monday Activities: Discussion / Packet Review - (1)

Presidents and prime ministers, (2) The evolution of the presidency.

Figure 14.2a – Presidential Popularity. Figure 14.2b – Presidential Popularity. Worksheet / Reading - "Why great

men are not chosen president." Video – 13 Days


MondayReading - Chapter 12

Wednesdaya) Supplemental Reading Questions are due for Serow 33, 34, 35, 36, and 37 (Value - 25 pts.)

b) Group discussion leaders for Serow 33, 34, 35, 36 and 37 must be prepared to lead their assigned discussion groups and submit their questions.

Thursdaya) Supplemental Reading Question is due for Stinebrickner 19, 20(Value - 10 pts.)

b) Group discussion leaders for Stinebrickner 19, 20 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 12 Quiz(40 pts).

Tuesday Activities: Discussion / Packet Review - (3) The

powers of the president, (4) The office of the president, (5) Who gets appointed, (6) Presidential Character, (7) The power to persuade, (8) The power to say no.

Figure 14.1 – Growth of the White House Staff, 1945 – 2002.

Table 14.1 – The Cabinet Departments.

Worksheet / Reading - "The White House Office."

Video – 13 DaysWednesday Activities:

Discussion / Packet Review - (9) The President's program, (10) Presidential Succession, (11) - How powerful is the president?

Table 14.4 – Partisan Gains or Losses in Congress in Off-Year Elections.

Supplemental Reading Assignments are due - Serow - 33, 34, 35, 36, 37.

Group discussion - Serow - 33, 34, 35, 36, 37.

Video – 13 DaysThursday Activities:

Table 14.5 – Presidential Vetoes, 1789-2004.

Supplemental Reading Assignments are due - Stinebrickner - 19, 20.

Group discussion - Stinebrickner - 19, 20.

Current Event Reports. Video – 13 Days


questions, 1 essay question.Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd - American PolityBruce Stinebrickner - American Government 02/03

71


U.S. Foreign PolicyTeaching Objectives:

1. List the constitutional powers of the president and compare them with the authority of Congress in foreign affairs.

2. Explain why the president has a larger role than the Framers intended.

3. Explain why checks on the powers of the national government in foreign affairs are primarily political rather than constitutional.

4. Give reasons for the volatility of public opinion on foreign affairs.

5. Describe the problems that the president may face, using public opinion on the Vietnam War and the Iraq War as examples.

6. Explain the worldview concept and describe the containment strategy of George Kennan.

7. Summarize essential elements of the anti-appeasement and disengagement worldviews.

5. Discuss post-cold war policy and the growing role of the United Nations.


Discussion: "Kinds of foreign policy", "The constitutional and legal context."

Table 20.1 – Popular Reactions to Foreign Policy Crises.

Table 20.2 – How the Public and the Elite See Foreign Policy, 2004.

Group work - Theme "A" - Foreign Policy as Majoritarian Politics.


MondayComplete reading chapter 20 in Wilson - Foreign Policy.

Tuesdaya) Supplemental Reading Questions are due for Serow 91, 92, 93. (Value - 15 pts.)

b) Group discussion leader for Serow 91, 92, 93 must be prepared to lead their assigned discussion groups and submit their questions..

Wednesdaya) Supplemental Reading Questions are due for Hastedt 1, 2, 4, 9, 14. (Value - 25 pts.)

b) Group discussion leader for Hastedt 1, 2, 4, 9, 14 must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for Hastedt 16, 17, 18, 23, 24 (Value - 25 pts.)

c) Group discussion leader for Hastedt 16, 17, 18, 23, 24 must be prepared to lead their assigned discussion groups and submit their questions.

FridayChapter 20 Quiz


Discussion: "The Machinery of Foreign Policy", "Foreign Policy and Public Opinion."

Group leader discussion - Serow 91, 92, 93.


Overhead Notes, Lecture, and Discussion: "Cleavages among foreign policy elites", "The beginning of a new era".

Group leader discussion - Hastedt - 1, 2, 4, 9, 14.



Group leader discussion - Hastedt - 16, 17, 18, 23, 24.

Reading response questions are due. Group Work - Theme "B" - The

Foreign Policy EliteFriday Activities:


72

(Value - 40 pts.)Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow and Everett C. Ladd - American PolityGlenn P. Hastedt - Annual Editions: Foreign Policy 99/00


Military PolicyTeaching Objectives:

1. Explain why the 1947 and 1949 Defense Reorganization Acts did not merge the armed services.

2. Review the present structure of the department, and explain how it contributes to inter-service rivalries.

3.Discuss the reforms adopted in 1986.

4. Analyze the key allocative decisions about the defense budget.

5. Explain how the congressional role in deciding on weapons systems has changed in recent years.

6. Explain how the condition of the defense industry makes necessary a follow-up system in the distribution of contracts. 7. Indicate the extent to which client defense politics affects U.S. industry, and compare the performance of defense contractors with that of similar non-defense companies.

8. Explain why the cost overrun problem is due primarily to bureaucratic rather than political factors, and describe proposed reforms of the system.


Discussion: "Introduction", "The structure of defense decision making."

Table 20.3 – U.S. Military Forces Before and After the Breakup of the Soviet Union.

Map 20.1 – U.S. Military Intervention in the Middle East.

Map - U.S. Military Intervention in Central America and the Caribbean Since 1950.

Group work - Theme "A" - How Are Military Spending Decisions Made.


MondayComplete reading chapter 21 in Wilson - Military Policy.

Tuesdaya) Supplemental Reading Questions are due for Hastedt - 31, 32, 33, 34, and 35. (Value - 25 pts.)

b) Group discussion leaders for Hastedt 31, 32, 33, 34, 35 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for Payne - Chapter 3: Lessons 1, 3, 4, 5 (Value - 20 pts.)

b) Group discussion leader for Payne - Chapter 3: Lessons 1, 3, 4, 5 must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for Payne - Chapter 5: Lessons 1, 4 (Value - 10 pts.)

c) Group discussion leader for Payne - Chapter 5: Lessons 1, 4 must be prepared to lead their assigned discussion groups and submit their questions.

Friday


Discussion: "The defense budget." Group leader discussion - Hastedt -

31, 32, 33, 34, 35. Reading response questions are due.

Wednesday Activities: Overhead Notes, Lecture, and

Discussion: "What do we get for our money?", "Congress versus the executive."

Figure 20.1 – Trends in Military Spending (in constant dollars).

Figure 20.2 – Public Sentiment on Defense Spending, 1960-2000.

Group leader discussion - Payne - Chapter 3: Lesson 1, Lesson 3, Lesson 4, and Lesson 5.



Group leader discussion - Payne - Chapter 5: Lesson 1, Lesson 4



73

Chapter 21 Quiz(Value - 40 pts.)

Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th EditionGlenn P. Hastedt - American Foreign Policy 99/00Keith Payne, Ph.D. - Nuclear Peace Keeping: The U.S., and U.S.S.R., and Nuclear Deterrence


The BureaucracyTeaching Objectives:

1. Compare and contrast the American and British models of government bureaucracy.

2. Sketch the history of the growth of bureaucracy in this country, and the different uses to which it has been put.

3. Discuss the recruitment, retention, and personal characteristics of federal bureaucrats.

4. Show how the roles and missions of the agencies are affected by both internal and external factors.

5. Review congressional measures to control the bureaucracy, and evaluate their effectiveness.

6. List the "pathologies" that may affect bureaucracies, and discuss why it is so difficult to reform the bureaucracy.


Distinctiveness of the American bureaucracy (2) The growth of the bureaucracy.

Figure 21.1 – Government Regulation. Figure 15.2 – Federal Government:

Money, People, and Regulations. Table 15.1 – Minority Employment in

the Federal Bureaucracy by Rank, 2000.

Group work - Theme A & B



Tuesdaya) Supplemental ReadingQuestions are due for Serow 38 and 39 (Value - 10 pts.)




Thursdaya) Supplemental Reading Question is due for Stinebrickner 32, 33(Value - 10 pts.)

b) Group discussion leaders for Stinebrickner 32, 33 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 13 Quiz(40 pts.)


federal bureaucracy today Figure 15.3 – Characteristics of

Federal Civilian Employees, 1960 and 1999.

Supplemental Reading Assignments are due - Serow - 38, 39.

Group discussion - Serow - 38, 39. Group work - Theme "C"

Wednesday Activities: Discussion / Packet Review - (4)

Congressional oversight, (5) Bureaucratic pathologies.

Supplemental Reading Assignments are due - Serow - 40 and 41.

Group discussion - Serow -40 and 41. Thursday Activities:

Supplemental Reading Assignments are due - Stinebrickner 32, 33.

Group discussion - Stinebrickner 32, 33.

Current Event Reports.Friday Activities:


Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th Edition

74

Ann G. Serow and Everett C. Ladd - American PolityBruce Stinebrickner - American Government 02/03

Unit Six:

Chapter 11 – Congress

Chapter 15 – The Policy-Making Process

Chapter 17 – Social Welfare

Chapter 22 – Environmental Policy

75


Congress Teaching Objectives:

1. Explain the difference between Congress and Parliament and delineate the role that the Framers expected Congress to play.

2. Pinpoint the significant eras in the evolution of Congress.

3 Describe the characteristics of members of Congress and outline the process for electing members of Congress.

4. Identify the functions that party affiliation plays in the organization of Congress.

5. Describe the formal process by which a bill becomes a law.

6. Identify the factors that help to explain why a member of Congress votes as he or she does.

Monday Activities: Introduction to Chapter 11 - The Congress. Distribute Chapter 11 Study Guide. Figure 13.3 – The U.S. Congress. Table 10.1 – Changes in State Representation

in the House of Representatives, by Party (in millions).

Figure 10.1 – The Cost of Winning. Table 10.2 – Sources of Campaign Funds: All

House and Senate Candidates in 2001-2002. Table 13.1 – Blacks, Hispanics, and Women

in Congress, 1971 – 2002. Discussion / Packet Review - (1) Contrast

between a parliament and a congress, (2) The evolution of Congress, (3) The evolution of the Senate, (4) Who is in Congress, and (5) Getting elected to Congress.

Continue video - The Rise and Fall of Newt Gingrich.

Weekly Assignments and

Due Dates:Monday a) Reading - Chapter 11 and 15 -Congress and Policy Making.

Wednesdaya) Supplemental Reading Questions are due for Serow 25, 26, and 29 (Value - 15 pts.)


Thursdaya) Supplemental Reading Question is due for Serow 31, 32 and Stinebrickner 17 (Value - 15 pts.)

b) Group discussion leaders for Serow 31, 32, and Stinebrickner 17 must be prepared to lead their assigned discussion groups and submit their questions.


Tuesday Activities: Discussion / Packet Review - (6) Organization

of the Congress: Parties and Caucuses, (7) The organization of Congress: committees, (8) The organization of Congress: staffs and specialized offices,

Table 13.4 – Party Polarization in Congressional Voting, 1953 – 2002 (percentage of all votes).

Figure 13.2 – Percentage of Incumbents Reelected to Congress.

Figure 13.2 – Incumbents in Congress Re-elected by 60 Percent or More.

Table 13.3 – Republican Vote-Seat Gap, 1968 – 2002.

Continue video - The Rise and Fall of Newt Gingrich.

Wednesday Activities: Discussion / Packet Review - (9) How a bill

becomes a law, (10) How members votes. Group Leader Discussion - Serow 25, 26, and

29. Reading Response Questions are due for

Serow 25, 26, and 29. (Value - 15 pts.). Group work - (time permitting).

Thursday Activities: Discussion / Packet Review - (11) Reforming

Congress, and (12) Ethics and Congress. Current Event Report (Value - 20 pts.) Group Leader Discussion - Serow 31 and 32,

Stinebrickner 17. Group Leader Discussion Questions are due

for Serow 31 and 32, Stinebrickner 17 (Value - 15 pts.)

76

Group work - time permitting).Friday Activities:

Introduction to Chapter 15 Group work - Complete from previous days /

discuss (time permitting). Video - PBS - The Congress.


Mr. Slater, AP Government Chapter #15 -

The Policy-Making Process

1. Explain how certain issues at certain times are placed on the public agenda for action.

2. Identify the terms "costs," "benefits," and "perceived" as used in this chapter.

3 Use the above terms to define the four types of politics presented in the text: majoritarian, client, interest group, and entrepreneurial, giving examples of each.

4. Discuss the roles played in the process of public policy formation by people's perceptions, beliefs, interests, and values.

Monday Activities: Read Chapter 15. Introduction to Chapter 15. Continue video - The Congress.


MondayRead Chapter 15

Wednesdaya) Supplemental Reading Questions are due for Serow 27, 28, 30 (Value - 15 pts.)


Thursdaya) Supplemental Reading Questions are due for Serow 84, 85, 86, and Stinebrickner 28, 29 (Value - 25 pts.)

b) Group discussion leaders for Serow 84, 85, 86, and Stinebrickner 28, 29 must be prepared to lead their assigned discussion groups and submit their questions.

c) Current Event Report is due (Value - 20 pts.)

FridayChapter 11 & 15 Quiz (Value - 40 pts.)

Tuesday Activities: Discussion / Packet Review - (1)

Setting the agenda, (2) Making a decision, (3) Majoritarian politics: distributed benefits, distributed costs, (4) Interest group politics: concentrated benefits, concentrated costs, (5) Client politics: concentrated benefits, distributed costs, (6) Entrepreneurial politics: distributed benefits, concentrated costs.

Figure 18.2 – Bad Economic Guesses.Wednesday Activities:

Group leader discussion of Serow 27, 28, 30.

Reading questions are due for Serow 27, 28, 30. (Value - 5 pts. per section).

Thursday Activities: Group leader discussion of Serow 84,

85, 86, and Stinebrickner 28, 29. Reading questions are due for Serow

84, 85, 86,and Stinebrickner 28, 29. (Value - 5 pts. per section).

Discussion / Packet Review - (7) The case of business regulation, (8) Perceptions, beliefs, interests, and values.

Group work - time permitting).

Friday Activities: Chapter 11 & 15 Quiz – 30 multiple-

choice questions, 1 essay question.


77


Social WelfareTeaching Objectives:

1. Describe the goals of the American social welfare system, and contrast its programs with those of the British in terms of centralization.

2. Describe the major elements of the American system, including the Social Security Act of 1935, the Medicare Act of 1965, and the Aid to Families with Dependent Children (AFDC) program.

3. Explain why some welfare policies can be considered majoritarian politics and other client politics.

4. Give examples and indicate the political consequences of each.

5. Analyze and comment on the promise and the performance of the Reagan administration in cutting welfare programs while maintaining the "safety net."

6. Discuss the politics of welfare reform.


Discussion: "Welfare politics in the United States", "Social welfare in the United States", "Majoritarian welfare policies: Social Security and Medicare."

Figure 19.1 – SSI, TANF, and Food Stamp Recipients, 1980-2002.

Table 19.1 – Public Views on Reforming Social Security.

Table 19.2 – Health Care Spending in the United States and Aboard, 2001.

Group work - Theme "A" - American Welfare in Comparative Perspective.


MondayComplete reading chapter 41 in Wilson - To What Ends?

Tuesdaya) Supplemental Reading Questions are due for Serow - 87, 89, and 90. (Value - 15 pts.)

b) Group discussion leaders for Serow - 87, 89, 90 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for Lasser 13.2 (Value - 5 pts.)

b) Group discussion leader for Lasser 13.2 must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for Stinebrickner 37, 51 (Value - 10 pts.)

c) Group discussion leader for Stinebrickner 37, 51 must be prepared to lead their assigned discussion groups and submit their questions.



Discussion: "Two Kinds of welfare programs", "Towards a new welfare politics".

Group leader discussion - Serow - 87, 89, 90.


Video - Dateline NBC - Welfare Reform.

Group leader discussion - Lasser - 13.2



Video - Dateline NBC - Welfare Reform

Group leader discussion - Stinebrickner - 37, 51.


questions, 1 essay question.

Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionAnn G. Serow - American PolityWilliam Lasser - Perspectives on American Politics

78

Bruce Stinebrickner - American Government 02/03


Environmental PolicyTeaching Objectives:

1. List three reasons why environmental policy tends to be so controversial and provide examples of each.

2. Describe the role of the American political system and local politics in shaping environmental policy.

3. Contrast these with environmental policy making in England.

4. Describe the role of entrepreneurial politics in the government's efforts to reduce air and water pollution.

5. Describe the role of majoritarian politics in the government's efforts to reduce automobile emissions.

6. Explain why majoritarian politics has worked in some cases and not others.

7. Describe the role of interest group politics in the government's efforts to resolve the acid rain controversy.

8. List proposed alternative solutions and outline the terms of the compromise reached by Congress and the current administration.

9. Describe the role of client politics in the government's efforts to regulate the use of agricultural pesticides and timber cutting in U.S. forests.


Discussion: "Introduction", "The American context", Entrepreneurial politics: pollution from factories."

Group work - Theme "A" - The Politics of Environmental Protection.


MondayComplete reading chapter 22 in Wilson - Environmental Policy.

Tuesdaya) Supplemental Reading Questions are due for articles 1, 2, 8 (Value - 15 pts.)

b) Group discussion leaders for articles 1, 2, 8 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for articles 12, 15, 24 (Value - 15 pts.)

b) Group discussion leader for articles 12, 15, 24. must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for articles 26 and 29 (Value - 10 pts.)

c) Group discussion leader for articles 26 and 29 must be prepared to lead their assigned discussion groups and submit their questions.



Discussion: "Majoritarian politics: pollution from automobiles", "Interest Group Politics: acid rain."

Group leader discussion – Articles 1, 2, 8, 12

Group work - Theme "B" -Transportation and the Environment.


Overhead Notes, Lecture, and Discussion: "Client politics: agricultural pesticides", "The environmental uncertainties."

Group leader discussion – Articles 12, 15, 24,



Group leader discussion - Articles 26 and 29

Reading response questions are due. Group work - Theme "C" - Acid Rain

Policy Making and the Public Interest.


questions, 1 essay question.

Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionJohn L. Allen, Ed - Annual Editions: Environment 02/03

79

Unit Seven:

Chapter 14 – The Judiciary

Chapter 18 – Civil Liberties

Chapter 19 – Civil Rights

80


The JudiciaryTeaching Objectives:

1. Explain what judicial review is, and trace its origin in this country to Marbury v. Madison.

2. List and comment on the three eras of varying Supreme Court influences on national policy, from the days of slavery to the present.

3. Explain what is meant by a dual court system and describe the effects it has on how cases are handled and appealed.

4. List the various steps that cases go through to be appealed to the Supreme Court and explain the considerations involved at each level.

5. Discuss the dimensions of power exercised today by the Supreme Court and the opposing viewpoints on the desirability of activism by that court.


Introduction to the Judiciary (2) The Development of the Federal Courts

Map – U.S. District and Appellate Courts.

Figure 16.1 – Female and Minority judicial Appointments, 1963- 2003.

Figure 16.2 – The Jurisdiction of the Federal Courts.

Group work - Theme "B: Video - U.S. Supreme Court



Tuesdaya) Supplemental ReadingQuestions are due for Serow 42 and 43 (Value - 10 pts.)




Thursdaya) Supplemental Reading Question is due for Serow 46 and Stinebrickner 13, 30(Value - 15 pts.)

b) Group discussion leaders for Serow 46 and Stinebrickner 13, 30 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 14 Quiz(40 pts.)


Structure of the federal courts, (4) The jurisdiction of the federal courts, (5) Getting to court.

Supplemental Reading Assignments are due - Serow - 42 and 43

Group discussion - Serow - 42 and 43 Group work - Theme "C" Video - U.S. Supreme Court

Wednesday Activities: Discussion / Packet Review - (6)

Supreme Court in action, (7) The power of the federal courts, (8) Checks on judicial power,

Table 16.2 – Supreme Court Justices in Order of Seniority, 2004.

Figure 16.3 – Patterns of Public Confidence in the Court, 1974-2003.

Supplemental Reading Assignments are due - Serow - 44 and 45.

Group discussion - Serow -44 and 45. Thursday Activities:

Supplemental Reading Assignments are due - Serow 46 and Stinebrickner 13, 30.

Group discussion - Serow 46 and Stinebrickner - 13, 30.

Current Event Reports.Friday Activities:



81

Mr. Slater, AP Government Chapters #18 & 19

Civil Liberties &Civil Rights

Teaching Objectives:1. Discuss the relationship of the Bill of Rights to the concept of democratic rule of the majority, and give examples of tension between majority rule and minority rights. Explain how the politics of civil liberties may at times become a mass issue, and offer several examples.2. Explain how the structure of the federal system affects the application of the Bill of Rights. How has the Supreme Court used the Fourteenth Amendment to expand coverage in the federal system? Discuss changing conceptions of the due-process clause of the Fourteenth Amendment.3. List the categories under which the Supreme Court may classify "speech." Explain the distinction between "protected" and "unprotected" speech and name the various forms of expression that are not protected under the First Amendment. Describe the test used by the Court to decide the circumstances under which freedom of expression may be qualified.4. State what the Supreme Court decided in Miranda v. Arizona, and explain why that case illustrates how the Court operates in most such due-process cases.5. Contrast the experience of economic interest groups with that of black groups in obtaining satisfaction of their interest from the government. Indicate why in most circumstances the black movement involved interest group rather than client politics. Describe the strategies used by black leaders and explain why the civil rights movement has become more conventional.6. Summarize the legal struggles of black to secure rights under the Fourteenth Amendment, and indicate how the Court construed that amendment in the civil rights cases. Discuss the NAACP strategy of litigation, and indicate why it was suited to the political circumstances. Summarize the rulings in Brown v. Board of Education and compare them with those in Plessy v. Ferguson.7. Discuss the rationale used by the Supreme Court in ordering busing to achieve desegregation. Explain the apparent inconsistency between Brown and Charlotte-Mecklenburg. Indicate why these decisions are not really inconsistent, and explain why the courts chose busing as an equitable remedy to de jure segregation.

Monday Activities: Discussion / Packet

Review - Chapter 18 - (1) The politics of civil liberties (2) Politics, culture, and civil liberties (3) Interpreting and applying the First Amendment (4) Who is a person?

Figure 6.2 – Growing Support Among Southern Democrats in Congress for Civil Rights Bills.

Table 6.1 – Increase in Number of Black Elected Officials.

Group work - Chapter 18 - Theme "A & B"


MondayReading - Chapter 18 and 19

Tuesdaya) Supplemental ReadingQuestions are due for Serow 75, 76, 77, 78, 79, 80 (Value - 30 pts.)

b) Group discussion leaders for Serow 75, 76, 77, 78, 79, 80 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for Serow 81, 82, 83 (Value - 15 pts.)


Thursdaya) Supplemental Reading Question is due for Stinebrickner 10, 34, and 54(Value - 15 pts.)

b) Group discussion leaders for Stinebrickner 10, 34, and 54 must be prepared to lead their assigned discussion groups and submit their questions.


FridayChapter 18 and 19 Quiz(40 pts.)

Tuesday Activities: Discussion / Packet

Review - (5) Church and State (6) Crime and Due Process

Supplemental Reading Assignments are due - Serow - 75, 76, 77, 78, 79, 80

Group discussion - Serow - 75, 76, 77, 78, 79, 80.

Group work - Chapter 18 - Theme "A & B" continued.

Wednesday Activities: Discussion / Packet

Review - Chapter 19 - (1) Introduction to Civil Rights (2) The black predicament (3) The campaign in the courts (4) The campaign in Congress for civil rights legislation

Supplemental Reading Assignments are due - Serow - 81, 82, and 83.

Group discussion - Serow -81, 82, and 83.

Group work - Chapter 19 - Theme "A & B"

Thursday Activities: Discussion / Packet

Review - (5) Women and equal rights (6) Women and the economy (7) Affirmative action: a philosophical debate (8) Gays and the Supreme

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8. Describe the differences between the black movement and the women's movement. Indicate the various standards used by the courts in interpreting the Fourteenth Amendment, and explain how these standards differ depending on whether blacks or women are involved.

9. Trace the campaign launched by blacks for civil rights laws. Discuss the conflict between the agenda setting and the coalition-building aspects of the movement. Demonstrate how civil rights advocates could overcome resistance in Congress.

10. Explain why ratification of the Equal Rights Amendment proved impossible, despite strong congressional and popular support. Discuss the changing agenda of women's economic-equity issues.

Court. Supplemental Reading

Assignments are due - Stinebrickner 10, 34, and 54.

Group discussion - Stinebrickner 10, 34, and 54.

Group work - Theme "A & B" continued.

Current Event Reports. Video – Brown v Board of

Education. Video – Deliberate Intent.

Friday Activities: Chapter 18 & 19 Quiz –

30 multiple-choice questions, 1 essay question.


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Unit Eight:

Chapter 25 – State and Local Government

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State and Local GovernmentTeaching Objectives:

1. Explain the difference between the Jacksonian and the progressive approaches to government, and show how these manifest themselves in state and local politics.

2. Differentiate between the standing of the states and of lower levels of government in the U.S. Constitution.

3. Compare and contrast state governors, legislatures, and political parties with their opposite numbers in the federal government.

4. Show how reformed and unreformed city governments differ from one another, and explain the resulting differences in policy outcomes. 5. Differentiate among the various structures used for smaller local governments.

6. Discuss the severe tax problems that states and cities face today, and analyze the historical and political sources of those problems.

7. Explain how state and local politics become federal politics, using crime control as an example.


Discussion: "Introduction", "State constitutions and political philosophy", and "The legal basis of state and local government".

Group work - Theme "A" - The Political Evolution of State Governments.


MondayComplete reading chapter 25 in Wilson - State and Local Government.

Tuesdaya) Supplemental Reading Questions are due for articles 4, 7, 8, and 12 (Value - 20 pts.)

b) Group discussion leaders for articles 4, 7, 8, and 12 must be prepared to lead their assigned discussion groups and submit their questions.

Wednesdaya) Supplemental Reading Questions are due for articles 17, 18, 20, 31 (Value - 20 pts.)

b) Group discussion leader for articles 17, 18, 20, 31 must be prepared to lead their assigned discussion groups and submit their questions.


b) Supplemental Reading Questions are due for articles 41, 52, 53 (Value - 15 pts.)

c) Group discussion leader for articles 41, 52, and 53 must be prepared to lead their assigned discussion groups and submit their questions.



Discussion: "The structure of state government", The structure of local government".

Group leader discussion – articles 4, 7, 8, 12.

Group work - Theme "B" -Politics and Policies.


Overhead Notes, Lecture, and Discussion: "Politics and policies", "Taxes and tax revolts", "State policies and federal policies".

Group leader discussion – articles 17, 18, 20, 31.



Group leader discussion for articles 41, 52, and 53



Text and Supplemental Reading - James Q. Wilson and John Dilulio, Jr. - American Government, 7th Edition / 10th EditionBruce Stinebrickner - Annual Editions: State and Local Government, 11 th Edition

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