DESCRIPTION - AP Government



AP U.S. Government & PoliticsSyllabus2018-2019Welcome to AP Government…The Founding Fathers would be mildly astonished to find you still here. Back in 1787, they called their adventure the “American Experiment.” The optimists among them predicted that it might last 100 years. All history had taught them that human nature, the lust for power, the trials of nations, the passions of the mob, the lack of virtue would eventually cause the noblest of systems to succumb to the tides of history.Nevertheless, they held out hope that they had left a legacy for future generations. “What have you given us Mr. Franklin?” said a Philadelphia woman to that aged statesman as he exited Independence Hall in 1787. “A government madam, if you can keep it.” That legacy survives.G.K. Chesterton called America the only nation founded on idea – the idea that all men are created equal. Ideas and ideals tend to be loftier than actual human behavior. Even the Constitution held an almost fatal flaw, in that the Founders avoided dealing with slavery. But unlike nations without ideals [who cannot be hypocritical when they believed in nothing anyway], the dissonance between the idea and reality was the very engine that has caused generations of Americans to fight, agitate, and demand “a more perfect union.”Thus, we oscillate between the sublime ideals and the ugly reality of politics, the “art of the possible” as it is called. So here we go, future voters and leaders – we shall explore together the American Experiment, the attempt to build, out of many different kinds of people, one nation with liberty and justice for all; for your generation will be handed the baton to carry on the continuing struggle in pursuit of the ideal.DESCRIPTIONAP Government is equivalent to an introductory college-level American Government course. Therefore, the demands of the course are rigorous. In AP Government, students will engage in an in-depth study of the make-up and functions of the United States’ Government and the American political system. Various instructional methods, including traditional instruction, research, analysis and interpretation of graphs and data, and group and individual problem solving and writing activities, will be employed. The goal of the course will be twofold: first, to provide students with a working knowledge of American government and politics that will serve them later in life; and, to prepare students to take the United States Government and Politics Advanced Placement exam.GOALS AND PURPOSEThis year we will not just learn politics, we will also do politics. As Goethe said, “Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.” I hope that by mixing theory, facts, relevant contemporary issues, and opportunities to act on your knowledge, you will have the tools necessary to become politically active.Course Goals:To understand the essentials of the legislative, executive, and judicial branches of the national, state and local governments. 2. To recognize the contributions made by the founding fathers toward developing the constitutional underpinnings of American democracy.3. To understand the sources of political authority and political power.4. To develop an understanding of the interrelationships between political beliefs and behaviors of individuals in a democratic society.5. To observe the role of political parties and interest groups in the American political system.6. To understand the growth and development of American bureaucracy.7. To develop an awareness of law, civil liberties, and civil rights.8. To relate the political process to economics and geography.9. To appreciate the multicultural aspects of American society.10. To develop critical thinking and writing skills, which will aid in the process of analysis and interpretation of data relevant to American government and politics.11. To understand the rights and responsibilities of a United States citizen.Course Content and Big IdeasThe course content consists of the essential political knowledge that will be synthesized in the construction ofenduring understandings and big ideas about American government and politics. The big ideas that connect thecontent in the course units include:Constitutionalism (CON)Liberty and Order (LOR)Civic Participation in a Representative Democracy (PRD)Competing Policy-Making Interests (PMI)Methods of Political Analysis (MPA)Reasoning ProcessesThe reasoning processes are the thought processes that will facilitate connection-making and analysis in thepursuit of effectively executing the disciplinary practices in the course. In other words, the reasoning processesform the cognitive bridge between the course content/big ideas and the disciplinary practices. The reasoningprocesses in this course include:Definition/Classification: Demonstrating knowledge of course conceptsExplain - Process: Explaining political processesExplain - Causation: Explaining causes and effects of political principles, institutions, processes, andbehaviorsExplain - Comparison: Explaining similarities and differences among political principles, institutions,processes, and behaviorsDisciplinary PracticesThe disciplinary practices are the tasks students will apply to the course content using the reasoning processes.Becoming proficient in these disciplinary practices gives students the tools to analyze political information, regardless of the format, and develop a factually accurate, thoughtful, and well-reasoned argument or opinionabout an issue related to American government and politics. The disciplinary practices in this course include:Practice 1: Apply political concepts and processes to scenarios in contextPractice 2: Apply Supreme Court decisionsPractice 3: Analyze and interpret quantitative data represented in tables, charts, graphs, maps, and infographicsPractice 4: Read, analyze, and interpret foundational documents and other text-based and visual sourcesPractice 5: Develop an argument in essay formatEvery AP Exam question fuses course content, reasoning processes, and disciplinary practices. Thus, in-class and outside of class assignments will focus on the acquisition of course content and the application of course content to disciplinary practices using reasoning skills.WHAT TO EXPECTA well-designed AP course in United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. AP U.S. Government and Politics is a highly structured, very demanding, college-level course. You are required to thoroughly read the college-level text and augment this material through research and reading of supplemental articles. You will also critically apply the findings to the political nature of current governmental policies and analyze the ramifications of these policies. One of the primary objectives of this course is to be aware of all areas of information covered on the AP Examination. Thus, it is imperative that a high-level academic environment exists. You are expected to be dedicated to learning, highly motivated to work, and willing to put forth the time and effort required for a course of college-level intensity both in and out of the classroom.Supplemental Readings The primary text will be heavily supplemented by outside readings, including the 15 required Supreme Court cases and nine foundational documents which will all be assigned during the course. In addition to the required cases and documents, recent articles regarding political science concepts and current political issues will be provided to students to supplement the primary text. Links to the supplemental readings will be posted on the course website or provided to students in hard copy. Major Class Activities:Current events presentations: Students, individually or as a pair, will prepare a current events presentation that they will share with the class at the start of their assigned week. The presentation must include at least one story that links one or more of the big ideas to each of the five units. The current events presentation also must include at least one relevant visual source (photo, political cartoon, or infographic) for each story with a caption that explains its connection to the big idea and/or unit that story covers.Analytical paper assignment: Students will be required to write a minimum of two analytical papers about important topics in United States government and politics. These papers will be due on varying dates during the trimester. Each paper must be no more than four pages in length. In each paper, students must briefly summarize the assigned readings, connect the readings to the current unit of study (how you do this will vary depending on the resources provided for each paper and the unit of study in which it is due), and make a connection between the readings and a current political issue. One to two analytical paper assignments will require students to also examine how the assigned article and a required case/foundational document corroborate or contradict one another. AP Required Project:The required project adds a civic component to the course, engaging students in exploring how they can affect, and are affected by, government and politics throughout their lives. The project must be teacher approved. Students will be required to create a presentation that relates their experiences or findings to what they are learning in the course. We will discuss this in further detail as we move forward.Debates: Students, in teams of three, will participate in a debate about a current public policy or issue in American government and politics. Each team will get a five-minute opening statement, a five-minute cross examination period, and a five-minute closing statement. Students must also have a visual that helps support their main arguments. This visual can be a chart, graph, table, political cartoon, or infographic. Students will analyze the visuals presented by other teams as part of the debate. Finally, each team is responsible for providing an annotated works cited page of the resources used to develop their arguments and questions.Grades: weightedChapter Study Guides and Vocabulary Sheets: These will be collected before each test at the beginning of the period. They will be checked for completion, recorded, and returned for end-of-semester/AP-Exam study purposes. These study guides and vocabulary sheets are not mandatory, but all completed sheets might be used as extra credit.Reading Comprehension Quizzes (RCQ): (20%) You will have nightly reading assignments from the textbook and/or supplemental articles and be assessed on your reading the following day in a 10 minute Reading Comprehension Quiz. The number of questions and format of these RCQs will vary by day. Unless noted, you may use your study guides and vocabulary sheets for RCQs. They will be approximately 10 minutes in length.Classroom Assignments: (10%)Throughout the year, you will be graded for your participation and effort in a variety of Free-Response Questions (FRQs), seminars, presentations, mini-projects, and mock scenarios. Points vary by assignment. This includes the required project and analysis papers.Unit Exams (30%)Unit Exams will be given that reflect the AP Exam. Evaluations will consist of multiple-choice questions, vocabulary, and/or Free-Response Questions (FRQs). Anything from the textbook is fair-game to be found on a unit exam.Students who test below 70% will be required to complete a separate make-up test/assignment. Current Events (15%)Students are responsible for keeping up with daily events and how they relate to the current government and political system in the U.S. Students will be responsible for completing a current event presentation, as well as participation in classroom discussionsParticipation (10%)Participation is not only essential in this class, but it is a vital part of our political process. You should plan to contribute daily in class through discussion, debate, questions, and any other means.End of Chapter Quizzes (15%)At the end of each chapter we will have a quiz on that materialFinalTBD***It is expected that you will be able to access to a computer with internet to complete a variety of assignments and occasional extra credit opportunities. It is your responsibility to complete and turn in your work on time. “My computer crashed”, “My printer is out of ink”, etc. are not acceptable excuses. Plan ahead so issues do not arise.THE EXAM Section I: Multiple Choice — 55 Questions | 80 Minutes | 50% of Exam Score Quantitative Analysis: Analysis and application of quantitative-based source material Qualitative Analysis: Analysis and application of text-based (primary and secondary) sources Visual Analysis: Analysis and application of qualitative visual information Concept Application: Explanation of the application of political concepts in context Comparison: Explanation of the similarities and differences of political concepts Knowledge: Identification and definition of political principles, processes, institutions, policies, and behaviors Section II Free Response — 4 Questions | 100 Minutes | 50% of Exam Score Concept Application: Respond to a political scenario, explaining how it relates to a political principle, institution, process, policy, or behavior. Quantitative Analysis: Analyze quantitative data, identify a trend or pattern, draw a conclusion for the visual representation, and explain how it relates to a political principle, institution, process, policy, or behavior. SCOTUS Comparison: Compare a non-required Supreme Court case with a required Supreme Court case, explaining how information from the required case is relevant to that in the non-required one. Argument Essay: Develop an argument in the form of an essay.The AP Government and Politics Exam will be given on Monday May 6, 2019 at 8a.m.REQUIREMENTSStudents will be required to read assigned text sections prior to class discussions on those materials, and additional readings (primary documents, newspaper or news magazine articles, political editorials and cartoons, etc.) will be assigned from time to time. Vocabulary terms and concepts will be assigned as well. Homework, class work, class notes, projects, and research activities must be completed as assigned; a research project and presentation will be required; and other research and writing activities (including actual past AP exam essay prompts linked to each unit of study) will be completed as assigned. REQUIRED SUPPLIESAll supplies should be brought to class each day unless otherwise instructed. 2.5 inch (minimum), 3 ring binder with a clear cover, front, outside pocket that includes a paper with the following: Student’s Full Name AP U.S. Government and Politics Current School Year (i.e. 2018-2019) binder dividers labeled as follows:Foundational DocumentsSupreme Court CasesFoundations of American DemocracyInteractions Among Branches of GovernmentAmerican Political Ideologies and BeliefsPolitical ParticipationCivil Rights and Civil Liberties Tests and QuizzesStudy Guides and VocabularyLoose leaf lined paper Writing Utensils Note Cards (for study purposes)Sticky notes CLASS RULES1. Please show respect for the teacher and fellow students at all times.2. Please be inside the classroom and prepared to work at the start of the period.3. Please begin any assigned activities immediately and as instructed.4. Please bring all required materials (textbook, notebook, pencil\pen, homework, etc.) to class every day. Please keep departures from the classroom to a minimum (rest room, locker, drink, etc.)All cell phones turned off and put away.Only drinks with a top allowed in the classroom.Please follow all rules as outlined in the school MUNICATION My web page is accessible via the district website under PHS Directory. Scroll down and find my name. Click on AP Gov Resource/Assignment Page. You will find assignments, study guides and any readings here. You should print what you need to be successful in this course. This webpage will contain any other additional course information. Academic Support: The first line of help is to utilize Advisory. You may also come in before and after school and at lunch with prior communication. Parents please feel free to EMAIL [most efficient] at any time – do not wait for conferences if you have a concern.GRADINGThe curriculum is divided into units, each of which consists of multiple related text chapters. Students will take an exam on each unit, write related AP Exam FRQ’s for each unit, take RCQ’s on each chapter and on assigned readings, prepare required outlines and\or reviews from assigned readings, and take vocabulary quizzes. Research and writing assignments will receive grades of varying weights dependent upon the assignment. Participation and Binder grades will be added at the end of the trimester. Trimester grades are calculated using the weighted system as listed above.CHEATING AND PLAGIARISMWhile students are encouraged to help each other and work together, cheating will not be tolerated. Cheating occurs whenever a student attempts to take credit for someone else’s effort. Cheating can take place in or out of the classroom on anything that has point value attached to it. Plagiarism is the use of someone else’s ideas or words and representing them as your own. It is best to avoid cheating and plagiarizing. There are myriad of sources that your teachers can go to find where you have lifted your information. Consequences for cheating and plagiarism may include an academic referral, a zero on the assignment, a call home or conference with a parent and perhaps removal from the course.TRIMESTER LENGTH ASSIGNMENTSParticipation Participation in this class is essential! I expect students to ask questions, discuss with the class and each other the topics we are covering, present information to the rest of the class, among other things. Cell Phone Use: Technology can be very useful but can also be a distraction to the learning process. Please do not use your cell phone or other device in class without permission, or allow the device to make noise (including the vibrating mode). To keep the 100 points and an “A” on this assignment, do not use your cell phone or other devices in class! Lateness to Class: Lateness seriously interferes with class progress and is clearly a disturbance for the instructor as well as the class. As a result, you are expected to be in the classroom and at your desk when class begins. If for some reason you must come in late, you must have a pass excusing your lateness. Lateness to class without a pass will deduct from your participation grade for the trimester. Binder Grade The purpose of the 3 ring binder and binder dividers is to keep all assignments, quizzes, tests, essays, projects etc. in one general location, so as to show the work of each student as they progress throughout the year in AP U.S. Government and Politics (this syllabus should be placed at the beginning of the binder, just in front of the first tab. At the end of each trimester, there will be a binder check to make sure students have been keeping their binders current and up-to-date. This will be a part of your grade. At the end of the year, you will have a collection of your work to use as a study aid for the exam. LATE OR INCOMPLETE ASSIGNMENTSAll assignments are to be completed on time and completely. Failure to do so will result in reduced or no credit for the assignment. Please be aware that grades of “0” are very hard to pull up. It is the student’s responsibility to inquire about make-up work for absences immediately upon returning to class. If assignments are not made up within three days of the absence, the work will be considered incomplete (grade of “0”). Due Date = 100% Credit Max1 Day Late = 75% Credit Max2 Days Late = 50% Credit Max3 Days Late = 25% Credit MaxTEXTBOOKEdwards, George C., et al.?Government in America: People, Politics, and Policy. AP ed., Pearson, 2014. (you will be given a copy of this book for the duration of the course)SUPLEMENTAL READINGSSerow, Ann G., and Everett C. Ladd.?The Lanahan Readings in the American Polity. 6th ed., Lanahan Publishers, 2016.Wilson, James Q., Dilulio, John J, Jr., American Government: Institutions and Policies. 16th editionHINTS ON HOW TO SUCCEED IN THIS CLASS? Always take good notes. Note taking is a skill that can be pivotal in doing well in all of your classes. ? Understand the lecture. Always ask questions if you do not understand. ? Always know the vocabulary. Familiarize yourself with common political jargon. ? Be able to understand both sides of an argument. ? Answer essay questions properly. Understand the question and answer the questions correctly and completely. ? Learn how to read charts and graphs properly. ? Always come to class prepared.? Come to class on time.? Set reasonable goals for yourself and try your best to reach them. ? Participate in class. ? Remain organized.To succeed in any college/AP class is simple: you must read and pace yourself. There will be a lot of work in this class. Many times a week check the webpage and make sure you are staying on top of your reading. While you read, take notes or outline what you read; also make a list of questions to bring to class for discussion. This will help all of us dissect the material and look more deeply into the subject. When writing for the class be specific and detailed. Study daily for this class, set aside time every day to read and review your notes. DO NOT GET BEHIND!!! COURSE TOPICS AND OUTLINEThe following units will be discussed throughout the year. Every unit will end with a unit test. There will be various quizzes and assignments based on the lectures and readings throughout each unit. The following outline is subject to change. UNIT 1: Foundations of American Democracy (19 days)The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. Compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of conflict in U.S. politics over the proper balance between individual freedom, social order, and equality of opportunity.UNIT 2: Interactions Among Branches of Government (22 days)Because power is widely distributed and checks prevent one branch from usurping powers from the others, institutional actors are in the position where they must both compete and cooperate in order to govern.UNIT 3: American Political Ideologies and Beliefs (13 days)American political beliefs are shaped by founding ideals, core values, linkage institutions (e.g., elections, political parties, interest groups, and the media in all its forms), and the changing demographics of citizens. These beliefs about government, politics, and the individual’s role in the political system influence the creation of public policies.UNIT 4: Judicial, Civil Liberties and Civil Rights (28 days)Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to restrict national and state governments from unduly infringing upon individual rights essential to ordered liberty and from denying equal protection under the law. Likewise, it has sometimes been argued that these legal protections have been used to block reforms and restrict freedoms of others in the name of social order.UNIT 5: Political Participation (25 days)Governing is achieved directly through citizen participation and indirectly through institutions (e.g., political parties, interest groups, and mass media) that inform, organize, and mobilize support to influence government and politics, resulting? Interaction between policy processes and other factors of the government Unit I. Foundations of American Democracy (10-20%) - 19 Days The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. Compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of conflict in U.S. politics over the proper balance between individual freedom, social order, and equality of opportunity. The first semblance of a national government created after independence was a state centered, decentralized system that reflected a fear of a powerful central government. Yet, the lack of powers held by the weak national Congress, coupled with each state’s independent and often conflicting actions, raised concerns with such key actors as James Madison and Alexander Hamilton as to whether the Articles of Confederation were able to protect the new nation. The weaknesses led to a call for change and a decision to host a convention to revise the Articles. The convention itself was a triumph of negotiation, collaboration, and compromise, extending beyond the delegates’ original mandate. It led to the creation of a new constitution that granted more centralized authority, while dispersing powers among three branches in the national government, and reserving powers and authority to the states to govern within their borders.The group that favored the new federal Constitution, the Federalists, argued that the constitutional separation of powers and checks and balances would protect people from governmental tyranny and unify the nation. The Federalists also argued that although the Constitution lacked a specific listing of rights, it protected civil liberties in general by limiting the national government to powers that were enumerated. By contrast, the Anti-Federalists argued against the new federal system, claiming that the new Constitution would erode the sovereignty of the states, the prominence of local self-government, and their inherited liberties, as it lacked a specific listing of rights needed to protect the people from the national government. The Federalists, after James Madison’s eventual concurrence, promised the Antifederalists that they would support the addition of a bill of rights once the Constitution was ratified. The Constitution was ratified in 1788 although the last state, Rhode Island, did not ratify it until 1790. The Bill of Rights, the first ten amendments to the U.S. Constitution, was ratified in 1791. More than 200 years later, the compromises that were necessary for the Constitution’s ratification, and in some instances led to ambiguity, continue to fuel debate and sometimes even conflict over how best to protect liberty, equality, order, and private property. Essential Questions How did the founders of the U.S. Constitution attempt to protect individual liberty, while also promoting public order and safety? How have theory, debate, and compromise influenced the U.S. Constitutional system? How does the development and interpretation of the Constitution influence policies that affect citizens and residents of the U.S.?Unit II. Interactions Among the Branches of Government (35-45%) 22 Days Because power is widely distributed and checks prevent one branch from usurping powers from the others, institutional actors are in the position where they must both compete and cooperate in order to govern. The three key institutions of the federal government are Congress, the presidency, and the courts. The bureaucracy, which implements policy, is seen by some as an extension of the executive branch and by others as, in effect, a fourth branch of government because of the discretion it can exercise in carrying out policy directives. The Constitution grants specific powers to Congress, the president, and the courts, and in addition, each branch exercises informal powers (developed through political practice, tradition, and legislation). Because checks and balances are designed to prevent one branch from becoming too powerful, Congress and the president, for example, will sometimes cooperate and sometimes compete in governance. The powers of Congress are set forth in Article I of the Constitution. Congress is bicameral, with the Senate representing states and the House of Representatives reflecting each state’s population. Congress passes laws that cover a wide range of policy areas, and each chamber has different responsibilities and rules. The federal budget is a good example of how the president and Congress must cooperate and compromise. While Congress is empowered to develop and pass a budget, in the modern era the president typically proposes one, which may lead to ideological debate. There are several reasons it is difficult for Congress to pass legislation, including ideological differences. Much of the work of Congress is done in committees, and congressional committees exercise oversight to ensure that the bureaucracy is carrying out policies as intended. The expressed powers of the president are set forth in Article II of the Constitution. The president has a significant degree of informal power, which has grown over time. Under the Constitution, Congress checks the power of the president, and this leads to tension between the two branches over both foreign and domestic affairs. The president and Congress have several interrelated powers. For example, while Congress passes legislation, the president must sign it into law. The president appoints judges and members of the cabinet, who must be confirmed by the Senate. The president also oversees most of the bureaucracy. Technology has affected the president’s use of the “bully pulpit” to influence public opinion. In addition to reaching out to the public through televised press conferences and the State of the Union message, the president is increasingly making use of social media to communicate views to a vast audience. The federal judiciary, including the Supreme Court, established under Article III, is designed to be an independent branch of government. The Court’s most far-reaching power, judicial review, was justified in Marbury v. Madison (1803), where the Court declared that it had the constitutional authority to overturn acts of Congress, state laws, or executive action deemed to be unconstitutional. Thus, judicial review serves as an important check on other branches of government. Appointed for life, justices are somewhat insulated from public opinion. It is not surprising that over the years the Court has handed down decisions that have been unpopular and controversial. Congress and the president may influence the Court through the appointment process, by refusing to implement a Court decision, or by passing legislation, that changes the Court’s jurisdiction. Using a merit-based civil service system for all staff except top-level political appointees, the federal bureaucracy carries out laws to regulate a wide range of individual and commercial activities. Bureaucrats implement policy using their discretionary and rule-making authority. Both Congress and the president can hold the bureaucracy accountable in policy implementation, and the two branches will sometimes be in conflict over whether or not administrative agencies are carrying out the letter and spirit of the law. Essential Questions How do the branches of the national government compete and cooperate in order to govern?To what extent have changes in the powers of each branch affected how responsive and accountable the national government is in the 21st century?Unit III. American Political Ideologies and Beliefs (15-25%) 13 Days American political beliefs are shaped by founding ideals, core values, linkage institutions (e.g., elections, political parties, interest groups, and the media in all its forms), and the changing demographics of citizens. These beliefs about government, politics, and the individual’s role in the political system influence the creation of public policies. American political culture is comprised of citizens’ beliefs about government, including their perceptions, relationships, and interactions relative to one another and to their government. Core beliefs about government center around different interpretations and applications of political values, such as individualism (the focus on individual rights and responsibilities), the rule of law (the notion that the law is supreme over all persons), limited government (the idea that the government’s power is enumerated and constrained by constitutional rules), and equality of opportunity. Citizens learn of and develop attitudes about government through political socialization. Several factors contribute to political socialization including family, schools, peers, and social environments. How much influence these factors have on a person’s political beliefs relates in turn to lifecycle effects, dispositions that change with age or membership in a group experiencing the same events at the same time, and generational effects, which involve exposure across ages and groups to the same political information. Both lifecycle and generational effects are fueled by past and present political events. American political culture, through expressed citizen opinions, influences governmental institutions in the formation, implementation, and evaluation of public policy. For example, how people view the principles of freedom and individualism shape opinions about domestic and economic policy, including the appropriate range and types of such policies. The tension behind citizen beliefs about the appropriate role of government is revealed through policy debates and legislation. Some argue that government should take an active role in promoting social equality and ensuring economic opportunity, while others warn that excessive regulation violates individual freedoms. Major public policy programs are rooted in ideological trends that span decades. For example, ideology affects the nature and extent to which the federal government shares powers with state governments and how it regulates the marketplace over time, as evidenced by debates about monetary and fiscal policies. Globalization has had an impact on U.S. political beliefs and public policy. How the government determines the nature and direction of social policy, such as that involving immigration or health-care reform, is also impacted by ideological pressure from the right and left, and foreign policy is influenced by citizens’ beliefs about the U.S. government’s role on the world stage. Essential Questions: How are American political beliefs formed and how do they evolve over time? How do political ideology and core values influence government policy making? Unit IV. Judicial, Civil Rights and Civil Liberties (10-20%) 25 Days “AP U.S Government and Politics students should be familiar with the structure and functions on the U. S. Supreme Court, as well as how the court renders its decisions. This includes how holdings are decided and that justices who are in the minority often write dissents that express their opinions on the case and the Constitutional questions.While students will not need to know any dissenting (or concurring) opinions from the required cases, it is important for students to understand the role of dissenting opinions, especially as they relate to future cases on similar issues.For the required Supreme Court cases, students should know:the major details of each case, and the holding in the majority opinionthe constitutional principle used by the majority of justices to support their finding.? (On the AP Exam, students will need to apply this information to a real-world scenario or in comparison to another?case.)Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to restrict national and state governments from unduly infringing upon individual rights essential to ordered liberty and from denying equal protection under the law. Likewise, it has sometimes been argued that these legal protections have been used to block reforms and restrict freedoms of others in the name of social order. The Constitution, but especially the Bill of Rights and the Fourteenth Amendment, are used to assert the rights of citizens and protect groups from discrimination. As such, the government must respect the dignity of the person and assure equal treatment, with its power constrained in the process of protecting individual freedoms. The Fourteenth Amendment includes two clauses that affirm and protect civil rights and liberties—the due process clause and the equal protection clause. The courts must balance the desire for social order with the protection of individual rights and freedoms when considering due process and equal protection challenges. In a process known as selective incorporation, the Supreme Court has used the power of judicial review to interpret the due process clause in such a way as to prevent states from unduly restricting fundamental freedoms. The Court has been called upon to interpret protections for freedom of political expression and religious exercise, the right to bear arms, the right of privacy, and the rights necessary to ensure that those accused of crimes receive a fair trial. The equal protection clause provides that states may not deprive persons of equal protection under the law. African Americans, Hispanics, women, LGBTQ people, and other groups have used the clause to lead social movements on behalf of their concerns. The Supreme Court has rendered several landmark decisions that expand civil rights, and Congress has passed legislation that expands equality. At times, Congress and the courts are asked to determine the legitimacy of equal protection claims by various groups, as well as weigh the majority’s concerns that they will be harmed by the changes sought. Essential Questions: To what extent do the U.S. Constitution and its amendments protect against undue government infringement on essential liberties and from invidious discrimination? How have U.S. Supreme Court rulings defined civil liberties and civil rights?Unit V. Political Participation (15-25%) 25 Days Governing is achieved directly through citizen participation and indirectly through institutions (e.g., political parties, interest groups, and mass media) that inform, organize, and mobilize support to influence government and politics, resulting in many venues for citizen influence on policymaking. The principle of self-government is dependent on both citizen participation and the operation of the various linkage institutions that help citizens connect with the government. These institutions help people become a part of the policy-making process. Playing an important role in this process, the media report public opinion data and can sometimes influence the formation of that opinion as well. The accuracy of public opinion data is dependent upon the scientific polling methods that are used, and the results of these opinion polls are often used as a means of political influence. The role the media play in this process is at times criticized for the bias demonstrated in the format, context, and content of information distributed as well as the manner in which that bias affects public understanding of political information. Social media poses both opportunities and challenges for democratic participation. Social movements, political parties, and interest groups also serve to connect the electorate with the government by influencing the manner in which people relate to and participate in its composition, functions, and policy-making agenda. Various social movements develop in response to conditions perceived as negatively affecting specific groups of people; their political strategies are aimed at changing public policy in a way that benefits the adversely impacted group. Political parties run campaigns in an attempt to win office and make policy consistent with their platform and goals. Over time, political parties respond to election results, campaign laws, and changes in the way information is disseminated to the public. Even though political parties are designed to connect the people with government, there are various barriers that interfere with this connection, even to the extent of preventing candidates who represent interests outside the two major parties from being elected. Finally, interest groups exist as a form of political participation for people with particular policy concerns. While these groups exist for different causes, they are sometimes criticized for wielding a disproportionate impact on the policy-making process based on their organized pressure tactics and allocation of money for campaigns and lobbying. Like political parties and interest groups, elections connect citizens with government. The number of eligible voters has expanded over time based on various constitutional provisions, court rulings on voter access and campaign finance, and legislation. The Fifteenth, Nineteenth, Twenty-Fourth, and Twenty-Sixth Amendments, each a response to a specific social/political concern, serve to eliminate political discrimination against people due to a citizen’s race, sex, age, and ability to pay a poll tax. Voter turnout is impacted by the various provisions that states implement regarding voter requirements and qualifications that involve issues not addressed in those amendments. Voter turnout varies widely from election to election, and political candidates have taken advantage of technology and campaign finance laws to communicate their platforms more effectively to the voting public. The data regarding voter turnout in the United States provides a foundation for interesting analysis when compared to voter turnout in other democracies, and political scientists periodically study why voter turnout in the U.S. falls below that in other similar republics. Essential Questions: How have changes in technology influenced political communication and behavior? Why do levels of participation and influence in politics vary? How effective are the various methods of political participation in shaping public policies?AP Government and Politics Exam Preparation / Practice TestsAP Government and Politics ExamMonday May 6, 2019 at 8 am ................
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