Olma.enschool.org



AP Government & PoliticsOLMAMs. CannavinaUNIT I: FOUNDATIONS OF AMERICAN DEMOCRACY REVIEW SHEETReview: ?Essential Questions; Big Ideas; Learning Objectives; Chapter Questions; Foundational Documents; Terms; Handouts. Use the Essential Knowledge as a guide, not as a definitive listing. Essential Knowledge:Students will know that….1.The US Government is based on ideas of limited government, including natural rights, popular sovereignty, republicanism, and social contract.2.The Declaration of Independence, drafted by Jefferson w/ help from Adams and Franklin, provides a foundation for popular sovereignty, while the US Constitution drafted at the Philadelphia Convention led by George Washington, with important contributions from Madison, Hamilton, and members of the “grand committee,” provides the blueprint for a unique form of political democracy in the US.3.Representative democracies can take several forms: ?Participatory democracy, Pluralist democracy, and Elite democracy.4.Different aspects of the Constitution, as well as the debate b/w Federalist #10 and Brutus #1, reflect the tension b/w the broad participatory model and the more filtered participation of the pluralist and elite models.5.The three models of representative democracy continue to be reflected in contemporary institutions and political behavior.6.Madison’s argument in Federalist #10 focused on the superiority of a large republic in controlling the “mischiefs ?of faction”, delegating authority to elected representatives and dispersing power b/w the states and national govt.7.Anti-Federalist writings, including Brutus #1, adhered to popular democratic theory that emphasized the benefits of a small decentralized republic while warning of the dangers to personal liberty from a large, centralized govt.8.Specific incidents and legal challenges highlighted key weaknesses of the Articles of Confederation are represented b the lack of centralized military power to address Shay’s Rebellion and the lack of tax-enforcement power.promises deemed necessary for adoption and ratification of the Constitution are represented by the Great (CN) Compromise; Electoral College; 3/5s Compromise; and the compromise on the importation of slaves.10.Debates about self-govt during the drafting of the Constitution necessitated the drafting of an amendment process in Article V that entailed either a 2/3s vote in both houses or a proposal from 2/3s of the state legislatures, with final ratification determined by 3/4s of the states.11.The compromises necessary to secure ratification of the Constitution left some matters unresolved that continue to generate discussion and debate today.12.The debate over the role of the central govt, the powers of the state governments, and the rights of individuals remains at the heart of present day constitutional issues about democracy and government powers, as represented byDebates about government surveillance resulting from the federal govt’s response to 9/11.Debate about the role of the federal govt in public school education.13.The powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the US Constitution.14.Federalist #51 explains how constitutional provisions of separation of powers and checks and balances abuses by majorities.15.Multiple access points for stakeholders and institutions to influence public policy flows from the separation of powers and checks and balances.16,Impeachment, removal, and other legal actions taken against public officials deemed to have abused their power reflect the purpose of checks and balances.17.The exclusive and concurrent powers of the national and state govt help explain the negotiations over the balance of power b/w the two levels.18.The distribution of power b/w federal and state govts to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants.19.The interpretation of the 10th and 14th Amendments, the Commerce Clause, the Necessary & Proper Clause, and other enumerated and implied powers is at the heart of the debate over the balance of power b/w national and state govts.20.The balance of power b/w national and state govts has changed over time based on Supreme Court interpretation of such cases as:McCulloch v. Maryland (1819): ?declared that Congress has implied power necessary to implement its enumerated powers and established supremacy of the US Constitution and federal laws over state laws.US v. Lopez ?(1995): ruled that Congress may not use the commerce clause to make possession of a gun in a school zone a federal crime, introducing a new phrase of federalism that recognized the importance of state sovereignty and local control.21.Multiple access points for stakeholders and institutions to influence public policy flows from the allocation of powers b/w national and state govts.22.National policy making is constrained by the sharing of power b/w and among the three branches and state govts. Free Response QuestionsFor the Unit I exam, the Argumentative Essay will not be an option. You will be given two FRQS: no choice.Concept ApplicationQuantitative AnalysisSCOTUS ApplicationArgumentative Essay*Scoring the Concept Application Question: A good response should:Describe a political institution, behavior, or process connected with scenario (1 point).Explain how the response in Part A affects or is affected by a political process, government entity, or citizen behavior as related to the scenario (1 point).Explain how the scenario relates to a political institution, behavior, or process in the course (1 point).Example #1:“In this present crisis, government is not the solution to our problem; government is the problem. ?From time to time we’ve been tempted to believe that society has become too complex to be managed by self-rule, that government by an elite group is superior to government for, by and of the people. ?Well, if no one among us is capable of governing himself, then who among us has the capacity to govern someone else? All of us together, in and out of government, must bear the burden. The solution we seek must be equitable, with no one group singled out to pay a higher price”-President Ronald Reagan, First Inaugural Address, January 20, 1981A.Describe the political institution Reagan identifies as the problem.B.In the context of the scenario, explain how the power of the institution described in Part A can be affected by its interaction w/ the Supreme Court.C.In the context of the excerpt, explain actions the public can take to influence the political institution described in Part A.Example #2:Twenty-nine states and the District of Columbia currently have laws broadly legislating marijuana in some form. ?Nine states and the District of Columbia have adopted the most expansive laws legalizing marijuana for recreational use. ?California’s recently passed Proposition 64 measure allows adults 21 and older to possess up to one ounce of marijuana and grow up to six plants in their homes. ?The New York City District Attorney recently decided they would not prosecute low level marijuana crimes, issuing summons and fines instead.A.Define federalism.B.Describe how the Controlled Substances Act of 1970 might impact the situation described in the scenario.C.In the context of the scenario, explain how federalism causes tension b/w the national and state/local governments.Scoring the Quantitative Analysis Question: ?A good response should:Identify or describe the data in the quantitative visual (1 point).Describe a pattern, trend, or similarity/difference as prompted in the question (1 point) and draw a conclusion for that pattern, trend, or similarity/difference (1 point).Explain how specific data in the quantitative visual demonstrates a principle in the prompt.Example #1Use the following information graphic to answer the questions.A.Identify the most common level of education spending by states in the Southwest.B.Describe a similarity or difference in public education spending by state or region, as illustrated by the information graphic, and draw a conclusion about that similarity or difference.C.Explain how public education spending as shown in the information graphic demonstrates the principle of federalism.Example #2:Use the political cartoon to answer the following questions:A.Describe the message of the cartoon.B.Explain how the message described in Part A relates to policy making.C.Explain how states can respond to the issue described in Part A.Scoring the SCOTUS Comparison QuestionIdentify a similarity or difference b/w the two Supreme Court cases, as specified in the question (1 point).Provide prompted factual information from the specified required Supreme Court case (1 point) and explain how or why that information from the specified required Supreme Court case is relevant to the non-required Supreme Court case described in the question.Describe or explain an interaction b/w the holding in the non-required Supreme Court case and a relevant political institution, behavior, or process.Example:In Schechter Poultry v. US (1935), the Supreme Court overturned a New Deal act regulating the slaughter and sale of chickens. ?The regulation was challenged by the Schechter Poultry Company, which was based in Brooklyn NY. In a unanimous decision, the Court sided w/ the poultry company, stating that “the authority of the federal government may not be pushed to such an extreme as to destroy the distinction… b/w commerce ‘among the Several states’ and the internal concerns of a State.”A.Identify the constitutional provision that is common to both US v. Lopez and Schechter Poultry v. US.B.Based on the constitutional provision identified in Part A, explain how the facts of Schechter led to a similar ruling in Lopez.C.Identify another clause of the Constitution that supports the Supreme Court’s ruling in Schechter.Scoring the Argumentative Essay: ?A good response should:Articulate a defensible claim or thesis that responds to the question and establishes a line of reasoning (1 point).Describe one piece of evidence that is accurately linked to the topic of the question (1 out of ?3 points); use one piece of specific and relevant evidence to support the argument (2 out of 3 points); use two pieces of specific and relevant evidence to support the argument (3 out of 3 points).Explain how or why the evidence supports the claim or thesis (1 point).Respond to an opposing or alternate perspective using refutation, concession, or rebuttal that is consistent w/ the argument (1 point).Example:Develop an argument that explains how power over immigration should be shared in the US federalist system. ?In your essay you must:Articulate a defensible claim or thesis clearly stating your position.Support your claim w/ at least TWO pieces of accurate and relevant information. ?At least ONE piece of information must be from one of the following foundational documents:Article I, Section 8 of the ConstitutionThe Tenth AmendmentUse a second piece of evidence from the other document in the list OR from your study of the nation’s constitutional foundation.Use reasoning to organize and analyze evidence, explaining its significance to justify your claim or thesis.Address opposing or alternative perspectives through refutation, concession, and rebuttal. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download