AP Government & Politics with Honors Civics/Economics
INTRODUCTION
Our final unit before the Midterm Exam will focus on Civil Liberties and Civil Rights. Though our focus will be on these two chapters from the textbook, the unit will also include a comprehensive analysis of both the Bill of Rights and various Supreme Court cases. Many of the court cases can be found in the Supreme Court Case Workbook on the class website or at the following link: .
COURT CASES
This unit includes a large number of Supreme Court Cases as relates to the material on Civil Rights and Civil Liberties. The unit plan may ask you to print the case studies for class; those cases can be found at the following link: though any cases mentioned in class or the textbook are fair game, the cases that you should emphasize include:
Bethel v. Fraser
Board of Education v. Lindsay Earls
Bowers v. Hardwick
Boy Scouts of America v. Dale
Brown v. Board of Education
Brown v. Board of Education II
California v. Greenwood
Cruzan v. (Director) Missouri (Dept of Health)
Engel v. Vitale
Furman v. Georgia
Gideon v. Wainwright
Gitlow v. New York
Gratz v. Bollinger
Griswold v. Connecticut
Grutter v. Bollinger
Hazelwood v. Kuhlmeier
Heart of Atlanta Motel v. US
Korematsu v. US
Lawrence v. Texas
Lemon v. Kurtzman
Loving v. Virginia
Mapp v. Ohio
Miller v. California
Miranda v. Arizona
Missouri ex el Gaines v. Canada
New York Times v. US
NJ v. T.L.O.
Planned Parenthood v. Casey
Plessy v. Ferguson
Regents of the University of California v. Bakke
Reno v. ACLU
Reynolds v. US
Roe v. Wade
Sante Fe Independent School District v. Doe
Schenck v. US
Snyder v. Phelps
Swann v. Charlotte-Mecklenburg Board of Education
Sweatt v. Painter
Texas v. Johnson
Tinker v. Des Moines
US v. Eichman
US v. O’Brien
Van Orden v. Perry
Virginia v. Black
Wallace v. Jaffree
West Virginia State Board of Education v. Barnett
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. Describe the conflicts that have arisen between those who claim First Amendment rights and those who are in favor of sedition laws that might restrict freedom of speech. Explain how the Supreme Court attempts to balance competing interests. Describe the various tests that the Court has applied.
3. 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.
4. 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.
5. 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.
6. Analyze why the resolution of civil liberties issues involves politics as well as law. Discuss the political factors that influence the Supreme Court when it decides fundamental civil liberties issues.
7. Contrast the experience of economic interest groups with that of black groups in obtaining satisfaction of their interests 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 to overcome their political weaknesses, and explain why the civil rights movement has become more conventional in its strategy in recent years.
8. Summarize the legal struggles of blacks to secure rights under the Fourteenth Amendment, and state how the Court construed that amendment in the civil rights cases and in Plessy v. Ferguson. 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.
9. Discuss the rationale used by the Supreme Court in ordering busing to achieve desegregation. Explain the apparent inconsistency between Brown and Charlotte-Mecklenburg. State why these decisions are not really inconsistent, and explain why the courts chose busing as an equitable remedy to deal with de jure segregation.
10. Trace the campaign launched by blacks for a set of civil rights laws. Explain why they used nonviolent techniques. Discuss the conflict between the agenda-setting and the coalition-building aspects of the movement. Demonstrate how civil rights advocates could overcome sources of resistance in Congress.
11. Describe the differences between the black civil rights movement and the women's movement. List 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.
12. Summarize the debate over "compensatory action" versus "preferential treatment" and targets versus quotas in affirmative action
Monday, November 21
TEST: LINKAGE INSTITUTIONS
Homework: Read/take notes 161-171 and review the Bill of Rights
Tuesday, November 22
Discussion: Test Analysis: Most Frequently Missed Questions
Political Party Project Presentations
Unit 5 Overview
Homework: Read/take notes 161-171 and review the Bill of Rights
Wednesday, November 23 – Friday, November 25
THANKSGIVING HOLIDAY – NO SCHOOL
Monday, November 28
Discussion: Review: Unit Plan
Civil Liberties: An Overview, Part I – The Bill of Rights
Homework: Read/take notes on 171-174, 195-200 (skip 196-197) and print out Gitlow v. New York
Tuesday, November 29
Discussion: Civil Liberties: An Overview, Part II – Selective Incorporation
Court Case Analysis: Gitlow v. New York
Discussion (if time): 2nd Amendment
Homework: Read/take notes on 175-181 and complete questions regarding the Engel v. Vitale case
Wednesday, November 30
Discussion: First Amendment: Freedom of Religion (Video: Van Orden v. Perry)
Homework: Read/take notes on 182-187 and complete the questions regarding Schenck v. US
Thursday, December 1
Discussion: First Amendment: Speech, Part I
Homework: Read/take notes on 188-194
Friday, December 2
Discussion: First Amendment: Speech, Part II (Video: Virginia v. Black)
Homework: Read/take notes on 200-207 and print out the following cases:
Gideon v. Wainwright, Miranda v. Arizona, Mapp v. Ohio, and NJ v TLO
Monday, December 5
Discussion: The Rights of Criminal Defendants
Homework: Read/take notes on 208-214 and print out the following cases: Roe v. Wade, Planned Parenthood v. Casey, and Cruzan v. Missouri
Tuesday, December 6
Discussion: The Right to Privacy
Homework: Read/take notes on 219-225 and print out the following cases: Plessy v. Ferguson, Brown v. Board of Education, and Heart of Atlanta Motel v. United States
Wednesday, December 7 (PLC Day)
Discussion: Civil Rights Movement, Part I: Congress, Courts, and the Constitution
(The Meaning of Political Inequality)
Homework: Read/take notes on 225-233
Thursday, December 8
Discussion: Civil Rights Movement, Part II: Congress, Courts and the Constitution
(Civil Rights Denied Based on Race)
Homework: Read/take notes on 233-240 (skip 235)
Friday, December 9
Discussion: Civil Rights Movement, Part III: Congress, Courts and the Constitution
(Durham and JHS)
Homework: Read/take notes on 241-247
Monday, December 12
Discussion: Lanahan Reading #51: Charles Ogletree from All Deliberate Speed
Blacks in Contemporary Politics (and other groups)
Homework: Read/take notes on 257-264
Tuesday, December 13
Discussion: Civil Rights Denied Based on Gender
Video – Equality: A History of the Women’s Movement in America
Homework: Read/take notes on 264-275
Wednesday, December 14
Discussion: Civil Rights Denied Based on Other Bases
Start Movie: Iron Jawed Angels
Homework: Work on film assignment; study for test
Thursday, December 15
Discussion: Finish and Discuss Film
Homework: Finish film assignment; study for test
Friday, December 16
Discussion: Review for test
Homework: Study for test and work on project
Monday, December 19
TEST: CIVIL LIBERTIES & CIVIL RIGHTS
Homework: Study for the Midterm Exam
Tuesday, December 20
REVIEW SESSION --- 7:30-8:30am
Discussion: Review: Units 1 (American Democracy) and Unit 2 (Constitution/Federalism)
Homework: Study for the Midterm Exam
Wednesday, December 21
REVIEW SESSION --- 7:30-8:30am
Discussion: Review: Units 3 (Political Culture) and Unit 4 (Linkage Institutions)
Homework: Study for the Midterm Exam
Thursday, December 22
MIDTERM EXAM
Format: 90-100 Multiple Choice Questions, 1 Essay
Material: Chapters 1-6, 11-16
Resources: See below/class website
• College Board - Government & Politics (AP Central)
• Podcasts, Unit Summaries, Vocabulary (Mr. Farshtey)
• Review Questions & Vocabulary (Mrs. Newmark)
• Practice Test, Unit Summaries (Textbook Website)
• AP Government Review Packet ()
• Crash Course: US Gov & Politics (Crash Course Videos)
• Final Exam Review Video (Adam Norris)
Homework over Break: Consider reading ahead in Chapter 7, pp 282-336 (Congress). The next unit, on the Legislative Branch, only covers one chapter in the textbook. In other words, it is going to be an extremely specific assessment where you need to know the details.
REVIEW GUIDE
Part I – Terms/Concepts
Directions: Explain, in your own words, the significance of each of the terms or concepts below. Simple definitions alone will not earn you the point.
“With all deliberate speed”
Accomodationists
Affirmative Action
Bad Tendency test
Bills of Attainder
Black codes
Boycott
Brown v. Board of Education
Busing
Civil disobedience
Civil liberties
Civil rights
Civil Rights Act of 1964
Civil Rights Act of 1968
Civil Rights Movement
Clear and present danger test
Compelling state interest
De facto discrimination
De jure discrimination
Due Process of law
English-only movements
Equal Protection of the laws
Equal Rights Amendment
Equality of opportunity
Equality of results
Espionage & Sedition Acts
Establishment clause
Ex Post Facto laws
Exclusionary rule
Fighting words
Freedom of Expression
Freedom of Religion
Free-exercise clause
Good-faith exception
Grandfather clauses
Habeas Corpus
Intermediate standard of review
Jim Crow laws
John F. Kennedy
Lemon test
Libel
Literacy tests
Lyndon Johnson
Martin Luther King, Jr.
Miller test
Minimum rationality test
NAACP
Obscenity
Patriot Act
Police Powers
Political correctness
Poll taxes
Prior restraint
Probable cause
Racism
Reconstruction
Reverse discrimination
Rights of aliens & disabled
Search warrant
Sedition
Segregation
Selective Incorporation
Separationists
Sexual harassment
Strict scrutiny
Suspect classifications
Symbolic Speech
Twenty-fourth Amendment
Voting Rights Act of 1965
Wall of separation
Part II - Short Answer Questions
Directions: Complete the following questions with thoughtful responses that demonstrate a thorough understanding of the question.
1. Describe two historical examples where our rights have been limited?
2. What is speech? What are limits we have as citizens to speech?
3. Why is the issue of obscenity so complicated?
4. Briefly explain the rights of the accused through the 4th, 5th, 6th, and 8th amendments.
5. Why do the courts play so large a role in deciding what our civil liberties should be?
6. Why not display religious symbols on government property?
7. If a person confesses to committing a crime, why is that confession sometimes not used in court?
8. Does the Patriot Act reduce our liberties? Explain.
9. Identify and briefly explain each of the Civil War Amendments?
10. Since Congress enacts our laws, why has it not made certain that all groups have the same rights?
11. After the Supreme Court ended racial segregation in the schools, what did the President and Congress do?
12. Explain the “separate-but-equal” doctrine.
13. How and why were poll taxes, literacy tests, and grandfather clauses used?
14. If the law supports equality of opportunity, why has affirmative action become so important?
15. Under what circumstances can men and women be treated differently?
Part III - Supreme Court Cases – “6 Word Project”
Directions: Complete a “six word” response for each of the court cases below. In other words, describe each court case using no more than six words. Example: a “six-word” response McCulloch v. Maryland may be “US bank was constitutional - federal government”
1. Bethel v. Fraser
2. Board of Education v. Lindsay Earls
3. Bowers v. Hardwick
4. Boy Scouts of America v. Dale
5. Brown v. Board of Education
6. Brown v. Board of Education II
7. California v. Greenwood
8. Cruzan v. Missouri Dept of Health
9. Engel v. Vitale
10. Furman v. Georgia
11. Gideon v. Wainwright
12. Gitlow v. New York
13. Gratz v. Bollinger
14. Griswold v. Connecticut
15. Grutter v. Bollinger
16. Hazelwood v. Kuhlmeier
17. Heart of Atlanta Motel v. US
18. Korematsu v. US
19. Lawrence v. Texas
20. Lemon v. Kurtzman
21. Loving v. Virginia
22. Mapp v. Ohio
23. Miller v. California
24. Miranda v. Arizona
25. Missouri ex el Gaines v. Canada
26. New York Times v. US
27. NJ v. T.L.O.
28. Planned Parenthood v. Casey
29. Plessy v. Ferguson
30. Regents of the Univ of California v. Bakke
31. Reno v. ACLU
32. Reynolds v. US
33. Roe v. Wade
34. Sante Fe Independent School District v. Doe
35. Schenck v. US
36. Snyder v. Phelps
37. Swann v. Charlotte-Mecklenburg BOE
38. Sweatt v. Painter
39. Texas v. Johnson
40. Tinker v. Des Moines
41. US v. Eichman
42. US v. O’Brien
43. Van Orden v. Perry
44. Virginia v. Black
45. Wallace v. Jaffree
46. West Virginia State BOE v. Barnett
Part IV – Generalizations
Directions: As you have done before, please create a list of 15 generalizations regarding each one of the larger ideas regarding each chapter from the textbook. Your generalizations should NOT include court cases as you have already addressed that material in the previous part of this review guide.
• Create a list of 15 generalizations regarding Civil Liberties
• Create a list of 15 generalizations regarding Civil Rights
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