AP United States Politics & Government

Ch. 1 Foundations of Government)> (2 weeks/ 5 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

Locke Reading Quiz

Quizzes 1

Tests 160_% Multiple choice,__40_ % Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

12.G1a Enlightenment ideas such as natural rights, the social contract, popular sovereignty, and representative government greatly

College and Career Readiness Anchor Standards for ReadingStandard 7 – Integrate and evaluate content in diverse media and formats

American Dream, direct democracyLiberal, conservative, government, libertarian,

influenced the framers of the Constitution and Bill of Rights.

Using the Second Treatise and the U.S. Constitution, describe three ideas that the Constitution seems to borrow from Locke.

Students create a Venn diagram as well as differentiate the characteristics between a democracy and a totalitarian regime.

Students will copy and paste the rectangle of their political philosophy and bring it to class. Have a parent take the quiz and see if your ideology is similar (98% of the time it is).

including visually and quantitatively, as well as with words.College and Career Readiness Anchor Standards for WritingStandard 1 – Write Arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Standard 6 – Use technology, using the Internet, to produce and publish writing and to interact and collaborate with others.

democracy, indirect democracy, majority rule

Assignment Descriptions

Read O'Connor & Sabato Ch. 1 pp,2-27, Read Woll: Locke Second Treatise of GovernmentReview Course Syllabus & Power Points, Read supplemental handout on philosophers and John Locke, complete Locke questions, Read AP Workbook pp. 3-6

Complete assignment - What Democracy is/ is not. Answer Question 1, 2, 4, and 5. Lecture Notes are attached to webpage use as needed.

Ch. 2 The Constitution ) (3 weeks/ 8 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

Articles Quiz

Roche & Beard Quiz

Federalist 47, 48, 51 quiz

Tribe quiz

Amendments quiz

Quizzes 5

Tests 160__% Multiple choice,__40_ % Essay)

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will complete Article of Confederation WS

Students will complete Roche and Beard Reading Questions.

Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to parts of the whole.

Anti-Federalists Federal System Second Continental CongressArticles of ConfederationThe Federalist Papers

Students will Compare and contrast the Articles of Confederation & Massachusetts Constitution.

Students will take examples directly out of the Constitution to support the essential question.

Student will create a web diagram for the formal and informal amendment process.

Students will provide a brief review on Jim Crow laws, Plessy v. Ferguson, Brown I, II, Voting Rights Acts, Civil Rights Acts, NAACP.

College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.Standard 5– Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as to the date and origin of the information.12.G1b The Constitution created a unique political system that distributes powers and responsibilities among three different branches of government at the federal level and between state and federal governments. State constitutions address similar structures and responsibilities for their localities.

Separation of PowersBill of Rights Federalists Shay’s Rebellion Checks and BalancesFirst Continental Congress

Stamp Act CongressCommittees of Correspondence Great Compromise Supremacy Clause Confederation Implied PowersThree-Fifths Compromise

Declaration of Independence Necessary and Proper Clause Enumerated Powers New Jersey Plan

Virginia Plan

Assignment Descriptions

Read: O'Connor & Sabato Ch.2 pp. 28-36 and 37-40, Read Woll: Roche and Beard, Complete Roche & Beard Reading Questions, Complete Articles of Confederation WorksheetRead and complete Roche & Beard Q’sRead & Complete Articles of Confederation & Massachusetts Constitution Q'sRead Chapter 2 - pp. 40-61, Read Woll - Madison 47, 48, 51 w/ questionsRead Tribe, How not to read the Constitution.Read O'Connor and Sabato pp.56-61 Amendment ProcessRead Supplemental: Zinn: Representative Government: The Black Experience , Read Supplemental: Marshall & Reynolds , Review Lecture Notes on The Debate over Slavery, Complete Slavery and the Constitution worksheet.

Ch. 3 Federalism (3 weeks / 6 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Federalism

Quizzes 3

Tests 1 60__% Multiple choice,__40_ % Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will analyze the ongoing debate over the power of the federal and state government. Students will create a Venn diagram of the power of the

Common Core State Standards:Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to

Bill of Attainder Enumerated Powers McCulloch v Maryland (1819)Block Grant Ex Post Facto lawNecessary and Proper

federal, state, and shared powers.

Students will analyze the ongoing debate over the power of the federal and state government. Generally, over time, the national government has been the source of social policy initiatives in liberal periods in our history. In conservative periods, on the other hand, some states have been sources of innovation and expansion in the social sector.

Students will analyze the ongoing debate over the power of the federal and state government.Students will analyze the ongoing debate over the power of the federal and state government. Students will list the Advantages & Disadvantages of Federalism.

parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.Standard 5– Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as to the date and origin of the information.12.G1e The powers not delegated specifically in the Constitution are reserved to the states. Though the power and responsibility of the federal government have expanded over time, there is an ongoing debate over this shift in power and responsibility.

ClauseCategorical Grant

Federalism PreemptionConcurrent Powers Gibbons v. Ogden Reserve PowersContract with America Implied Powers Sovereign PowersCooperative Federalism Intergovernmental LobbySupremacy ClauseDual FederalismMandates Commerce ClauseFormula Grant Tenth Amendment NullificationFull Faith and Credit Clause

Delegated PowersImplied Powers Creeping Categorization Confederal systemDevolution Revolution Federal SystemLoose Construction

Prohibited Powers NullificationStrict ConstructionUnitary Government

Assignment Descriptions

Read Ch. 3 Federalism; O'Connor and Sabato pp. 97-104 Read Woll: Hamilton #16 and #17 Supplemental Reading Madison #14, complete questions #1-3 Read attached link on Federalism and Gridlock Read AP workbook pp. 14-29Primary Source

Read O'Connor & Sabato pp. 104-105, Read Woll: McCulloch v. Maryland, Finish and complete worksheet questions 2-6, Review power point and stages of Federalism pdf.

Review Grodzin's Federalism and McCulloch power points, multiple choice reading quiz next class. Review Grant in Aid Chart and food misuse in the City of Baldwin park

LBJ’s Great Society

Read Woll: US v. Morrison, US v. Lopez

Ch. 9 The Judiciary 2 weeks/ 5 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 4

Tests 160___% Multiple choice,__40_ % Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will interpret and analyze Hamilton’s argument for the Judiciary.Students will interpret and analyze judicial activism and restraint using Supreme Court

Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to parts of the whole.College and Career Readiness Anchor

Amicus curiae judicial reviewSenatorial courtesy appellate courtJudiciary Act of 1789Solicitor general appellate jurisdiction

cases as evidence.Students will use mapping skills and a Venn diagram of the federal judiciary and state court systems.Students will create a flowchart of the confirmation process of the Supreme Court while applying the system of checks and balances within the Constitution.Students will interpret the majority and minority opinion of Supreme Court case Gore v. Bush.

Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.Standard 5– Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as to the date and origin of the information.12.G2c An independent judicial system is an integral part of the process that interprets and defends citizens’ freedoms and rights. Issues pertaining to the flexibility of judicial interpretation and the impartiality of justices in practice are continued sources of public debate.

Jurisdiction stare decisis briefLegislative courts strict constructionistConstitutional courtsMarbury v. Madison, trial courtJudicial implementationOriginal jurisdiction writ of certiorariJudicial restraint precedent Rule of four

Assignment Descriptions

Read Woll: Hamilton No. 78, Review Power point, Read O'Connor & Sabato Ch. 10 pp. 356-362Read: AP workbook pp. 186-199, Complete Idea of Rights worksheet. Read Judicial Activism and the Constitution Review Vocabulary for Ch. 10 Read Ch. 1-3 Gideon's TrumpetRead Ch. 4 & 5 Gideon's Trumpet , Answer Questions to think About Chapter 1, 2, 3 and, Listen to the Oral Argument Part I from Gideon v. Wainwright.Read Gideon's Trumpet Ch. 6, 7, 8, 9, Answer Questions to think About Chapter 6, 8, 9Read O'Connor and Sabato Ch. 10 pp. 366-371, Read CRS Report Brief Overview of Supreme Court, Complete Supreme Court Confirmation Flow ChartRead Gideon's Trumpet Ch. 10-14, Answer Questions to Think About Ch. 10-14, Read Gore vs. Bush Per Curium and supplemental web links.

Ch. 4 Civil Liberties (4 weeks/ 12rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 5

Tests 260__% Multiple choice,__40_ % Essay50% Matching 50% short answer

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will interpret the majority and minority opinion of Supreme Court case Barron v. Baltimore. Students will examine selective incorporation via the

Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to parts of the whole.

Bill of attainder bill of rights civil liberties civil rights clear and present danger direct incitement test double jeopardy due process Eighth amendment

14th Amendment and use as evidence federal court action with Supreme Court cases.Students will interpret the majority and minority opinion of Supreme Court cases for the establishment clause and free exercise clause in the 1st Amendment.Students will learn how to apply the Lemon test to Supreme Court cases that challenge the establishment clause.Students will learn to apply the Coercion, Endorsement and Lemon Test as well as cite two stare decisis cases to support their answer.Students will learn to apply speech related Supreme Court cases as stare decisis for cases before the Court.Students will learn to apply Constitutional law involving Search & Seizure to Supreme Court cases. Students will complete a 4th Amendment Graphic Organizer.

College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.Standard 5– Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as to the date and origin of the information.12.G2b The Constitution aims to protect, among other freedoms, individual and group rights to freedom of speech, freedom of the press, freedom of assembly, freedom of petition, and freedom of religion. The extent to which these ideals exist in practice and how these protections should be applied in a changing world continues to be an issue of ongoing civic debate.

Establishment clause exclusionary rule ex post facto law fifth amendment fighting words first amendment fourth amendment free exercise clause fundamental freedoms hate speech incorporation doctrine lemon test libel Miranda v Arizona NY Times v Sullivan Ninth Amendment prior restraint right to privacy Roe v Wade selective incorporation sixth amendment slander substantive due process symbolic speech tenth amendment writ of habeas corpus

Analyze the 5th, 6th and 8th Amendments and apply the relevant Supreme Court cases to support your claims.

Assignment DescriptionsRead Ch. 4 Civil Liberties pp. 158-162, Complete Bill of Rights WS, Read History of the Bill of Rights continue w/ Barron v. Baltimore web link [lower right web link], Read the incorporation debate web link and answer questions 1-4Read Establishment supplemental Lesson 1, Read Woll: Engel vs. VitaleRead AP Workbook pp. 239-254, Read O'Connor and Sabato pp. 162-166, Free Response Establishment clause [lemon test] , Complete Establishment Scenarios from previous homework assignment Lesson 1 Q's 1-7 & Lesson 1 People vs. Woody, Read CNN Article on Church & State: http://www.cnn.com/2013/11/06/us/supreme-court-board meetingprayers/index.html?hpt=hp_t2 Watch video Supreme Court Tackles the Separation of Church and State http://www.pbs.org/newshour/bb/law/july-dec13/scotus_11-06.html Here is a nice slideshow on the history of religion cases in America by SCOTUS (Supreme Court of the United States) http://www.oyez.org/town-of-greece/Read Ahlquist case and answer the following: Highlight all the different parts of the case that we have already studied in class.Match the correct case with protected speech cases, symbolic speech cases, public forum speech, right not to speak, government as a speaker, speech in campaigns, hate speech, and speech on obscenity.

Read O'Connor & Sabato Ch. 4 Criminal Defendants Rights pp. 175-186, Read Police Questioning: Miranda Warnings, Search & Seizure, and Understanding Search & Seizure.High Court Rules on School Strip Searches, Complete 4th Discussion Questions and You be the Judge.Complete 5th, 6th and 8th Amendment Graphic Organizer.

Ch. 5 Civil Rights (1 week/ 1 rotation)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 2

Tests 260% Multiple choice,_40 % essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.

Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will interpret data to determine the overall effect of Brown v. Board of Education on the States.Students will interpret data, case law, and public opinion to determine the overall effect of the Supreme Court in protecting the rights of people by class, gender, and sexual orientation.Students will extrapolate and tie together information over the course of the semester to answer several free response and multiple choice questions

College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.Standard 5– Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as to the date and origin of the information.12.G2d The definition of civil rights has broadened over the course of United States history, and the number of people and groups legally insured of these rights has also expanded.

Affirmative action black codes Brown v. Board civil rights Civil Rights Acts 1964 Civil Rights cases de facto segregation de jure segregation Equal Pay Act 1963 Equal Rights Amendment Fourteenth AmendmentFifteenth Amendment grandfather clause Jim Crow laws Nineteenth AmendmentPlessey v. Ferguson poll tax strict scrutiny suffrage movement suspect classification thirteenth amendment Title IX

However, the degree to which rights extend equally and fairly to all (e.g., race, class, gender, sexual orientation) is a continued source of civic contention.

Assignment Descriptions

Read O'Connor & Sabato Ch. 5 Civil Rights, Read AP Workbook pp. 255-265 Read Woll: Brown vs. Board of Education I and IIComplete the Civil Rights Report attached. Minorities and Civil Rights, Women and Equal Rights, Equality of Results/Equality of OpportunityStudents will extrapolate and tie together information over the course of the semester to answer several free response and multiple choice questions

Ch. 10 Political Socialization & Public Opinion (2weeks/4rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 2

Tests 160___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will define political Common Core State Standards: Exit Poll

socialization and discuss the reasons for acquiring political socialization. Students will define public opinion and frame public opinion within the current political climate.Students will evaluate the importance of civic associations and the 1st Amendment.Students will interpret presidential public opinion polls

Standard 4 – Analyze how a primary source is structured and contribute to parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.12.G5d Active and engaged citizens must be effective media consumers in order to be able to find, monitor, and evaluate information on political issues. The media have different venues which have particular strengths and serve distinct and shared purposes. Knowing how to critically evaluate a media source is fundamental to being an informed citizen.

Public OpinionStratified SampleMargin of errorPublic Opinion PollStraw PollPolitical IdeologyRandom SamplingTracking PollPolitical SocializationSampling Error

Assignment Descriptions

Read Chapter 10 - Political Socialization & Public Opinion pp. 389-415, Read AP Workbook - pp. 39-55, Study Tool Political Socialization, Review Political Socialization & Public Opinion power pointRead Robert Putnam, The Strange Disappearance of Civic America Parts I, II, III, then answer the Putnam reading assignment. Read Whittier Daily News - Victims of Changing TimesStudents will go to Roper Center Archives of Public Opinion Presidential Elections. For every presidential election from 1976 - 2012 perform the following: Give an overview of pre polling public opinion based on the categories provided for each election year: County right/wrong track, Most Important problem, State of the economy and personal financial situation. Analyze public opinion 1976-2012 with comparing past presidential performance Explain what issues gave presidents their highest ratings and lowest ratings of public approval based on your answers in question. Use Topics at a Glance and any other web resource to support your explanations. Email me your interpretations.

Chapter 14 News Media (1week/3 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 2

Tests 160___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will assess the role of the Common Core State Standards: Agenda setting

media by watching the news and critically examining its content.

Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.12G2f Freedom of the press is an essential element of a democratic system, and allows for a citizen to receive and interpret information representing different points of view. Freedom of the press has limits, which are intended to protect the rights of individuals and other entities. The degree to which the press is free and impartial in practice is a source on ongoing debate.

Citizen journalismContent regulationDeep backgroundEqual time ruleFramingMass mediaMedia effectsMuckrakingNarrowcastingNews mediaOff the recordOn backgroundOn the recordPress briefingPress conferencePress releaseYellow journalism

Assignment Descriptions

Read O'Connor and Sabato Ch. 14 News Media pp. 545-579. Read AP Workbook pp. 115-123. Complete News Media assignment attached, remember this is the national news not the local news. Review Power points. AP Workbook Chapter 3 and 4 pp. 39-45. AP Workbook Chapter 9 115-124

Ch. 11 Political Parties (3 weeks/9rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 3

Tests 160___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will assess No.10 in the forming of the Republic and compare to the importance of the 1st Amendment.Students will create their own

Common Core State Standards:Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to

Civil Service LawsmachinepatronageCoalitionnational convention

political party platform and statement of purpose, and compare to US political parties.Students research and present a 3rd

party platform and statement of purpose, and compare to mainstream political parties.

parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.12.G4d The United States and California have political party systems, and the political parties represent specific political, economic, and social philosophies. Debate over the role and influence of political parties continues, although they play a significant role in United States elections and politics. The role of political parties and the platforms they represent varies among states in the United States.

political consultantCoattail effectnational party platform political partyDirect primaryone-party systemproportional representationDualist theoryorganizational partyspoils systemGovernmental partyparty identificationthird-partyIssue-oriented politicsparty in the electorateticket-split

Assignment DescriptionsRead O'Connor and Sabato Ch. 11 Political Parties pp.419-434. Read AP Workbook pp. 77-89. Read Woll: Federalist No. 10. Complete Reading questions 1-9Discuss the importance of Federalist No. 10. According to Madison, what conditions have historically plagued "popular governments?" Had the U.S. effectively dealt with those conditions? Explain. What is a faction? Describe the two methods for removing the causes of factions. What is the most common cause of faction? Is the "republican principle" more effective in controlling the effects of a minority faction or a majority faction? Explain. Is a republic or a pure democracy more suitable for controlling the effects of factions? List the differences that Madison cites between the two. What are the benefits when there is a "delegation of the government to a small number of citizens?" Why is a large republic more likely to control the effects of a faction than a small republic?Read O'Connor & Sabato Ch. 11 pp. 436-459. Read Woll: E.E Schattschneider Party Government. Toward a More Responsible Two Party System. Review Political Party Statements attached for assistance. Complete: 1- Political party assignment 2-Compete No. 10 & Schattschneider quiz.Read O'Connor & Sabato Ch. 12 pp. 436-45. Complete: 1- 3rd party assignment

Chapter 15 Interest Groups (2 weeks/5 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 3

Tests 160___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students research information on interest groups and soft money in politics.

Common Core State Standards:Reading Standards for Grades 6-12 Literacy in History and Social Science

Collective goodinterest grouppolitical action

Students research information on Political Action Committees in politics.Students create an Iron triangle within the policy making process.

Standard 4 – Analyze how a primary source is structured and contribute to parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.12.G5c Successful implementation of government policy often requires cooperation among many levels of government as well as other public and private institutions. Conflicts between different levels of government sometimes emerge due to different goals, ideas, and resources regarding creation and implementation of policy.

committee(PAC)Disturbance theorylobbyingpublic interest groupEconomic interest grouplobbyisttrade associationFree riderpatronideological interest groupEnvironmental Interest GroupsGood Government Groups

Assignment DescriptionsRead O'Connor and Sabato Ch. 15 Interest Groups pp. 581-610. Read AP Workbook pp. 102-115. Read Woll: Madison's Dilemma. Review Interest Group Key Terms & Soft Money. Free Response - Soft Money

Chapter 12 Voting and Elections (2 weeks/5 rotations)Texts Formative

AssessmentsSummative Assessments Schoolwide Learning

Expectations

American Government:Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 3

Tests 160___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.Proficient learners who demonstrate knowledge of their curricular areas of study.Responsible citizens who respect themselves and others.Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will be able to differentiate between the various types of elections, referendums, and propositions.Students will be able to

Common Core State Standards:Reading Standards for Grades 6-12 Literacy in History and Social ScienceStandard 4 – Analyze how a primary source is structured and contribute to

Blanket primaryelectoral collegeincumbencyClosed primaryelectorate

differentiate between the various types of presidential and congressional elections.Students will be able to determine voter profiles based on past presidential and congressional elections.

parts of the whole.College and Career Readiness Anchor Standards for WritingStandard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.12.G4b Allowing citizens to vote does not ensure that a system is a democracy. Open, safe, and honest elections are essential to a democratic system. Engaged and informed citizens should know the mechanics associated with voting, including when major local, state, and national elections are held, how to register to vote, who currently holds each office, who is running for office, and what the central issues are pertaining to that election.ideas, and resources regarding creation and implementation of policy.

initiativeCritical electionfront-loadingmandateCrossover votinggeneral electionnonpartisan primaryElectorgerrymanderingoff-year electionOpen primaryredistrictingsuperdelegateParty realignmentreferendumticket-splittingPrimary electionregional primaryturnoutProspective judgmentretrospective judgmentUnit ruleraidingrunoff primaryRecallsecular realignment

Assignment DescriptionsRead Ch. 12 Voting and Elections pp. 461-478. Read: AP Workbook - pp. 56-65. Read Woll: Berelson - Democratic Practice and Democratic Theory Key - The Responsible Electorate.Complete all Motor Voter Q's Read Ch. 13 Voting and Elections (All). Complete Voting and Elections assignment.Explain Party De-alignment and Party Re-alignment and apply each to historical presidential elections that fit each category.

Chapter 7 Presidency (3 weeks/10 rotations)

Texts Formative Assessments

Summative Assessments

Schoolwide Learning Expectations

American Government:

Roots & Reform

American Readings & Cases.

AP Free Responses

Quizzes 4

Tests 1

60___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.

Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.

Proficient learners who demonstrate knowledge of their curricular areas of study.

Responsible citizens who respect themselves and others.

Be a good citizen.

Student Learning Objectives

Common Core California Standard (or State Standard)

Vocabulary

Students will be able list the roles of the president; discuss the dual nature of the

Common Core State Standards:

Reading Standards for Grades 6-12 Literacy in History and Social Science

Articles of Impeachment Executive PrivilegePatronage

Cabinet ImpeachmentPresidentialist

Congressionalist Inherent Powers

presidency – domestic and foreign.

Students will be able list and give examples of on Presidential Executive Orders, Pardons, and Vetoes

Students will be able to list and explain the different processes and mechanisms within the United States electoral and representational systems, including the Electoral College and winner-take all systems. Students will be able to analyze and discuss

Standard 4 – Analyze how a primary source is structured and contribute to parts of the whole.

College and Career Readiness Anchor Standards for Writing

Standard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.

12.G1c Limited government is achieved through the separation of powers between three different branches. The system of checks and balances is part of this limited government structure at all levels of government.

Stewardship Theory

Executive Agreement Line-Item VetoTaftian Theory

Executive Office of the President Louisiana PurchaseUnited States v Nixon

Executive Order New Deal Veto Power

Pardon War Powers ActIndependent Agencies

Pocket Veto Veto Message22nd Amendment

Delegation of Powers Divided GovernmentElectoral College

Impoundment Office of Management and Budget (OMB)

Presidential Coattails White House Office25th Amendment

Mandate Gridlock

the advantages and drawbacks of election processes and mechanisms continue to be an issue of ongoing debate in the United States.

Students will be able list the powers and duties of the president; discuss presidential power in times of emergency.

Assignment Descriptions

Activities/Tasks: Read Ch. 7 Presidency pp. 279-294 Read Woll Read Ch. 7 Presidency pp. 279-294 Read Woll - Hamilton No. 70 Re-Read Woll - Neustdat, Presidential Power and Dean, Presidential Powers in Times of Emergencies. Complete Worksheet Hamilton No. 70 Q's 1 & 2 Complete Worksheet Hamilton No. 70 Q's 1

& 2.

Read O'Connor & Sabato pp. 487-492 Electoral College. Read Electoral College supplemental. Complete Electoral College Activity.

Complete Presidential Roles quiz using power point and word bank. Complete the Executive Privilege WS Complete the Presidency Assignment on Executive Orders, Pardons, and Vetoes. Complete the Executive Office of the President WS

Chapter 8 The Executive Branch and the Bureaucracy (2 weeks/5 rotations)

Texts Formative Assessments

Summative Assessments Schoolwide Learning Expectations

American Government:

Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 2

Tests 1

60___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.

Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.

Proficient learners who demonstrate knowledge of their curricular areas of study.

Responsible citizens who respect themselves and others.

Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will be able to list and explain the different policy making processes in the United States and highlight several examples for each theory.

Students will be able differentiate between the Executive cabinet, executive agencies, regulatory agencies, and government corporations.

Common Core State Standards:

Reading Standards for Grades 6-12 Literacy in History and Social Science

Standard 4 – Analyze how a primary source is structured and contribute to parts of the whole.

College and Career Readiness Anchor Standards for Writing

Standard 1 – Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.

12.G5a Each level of government has its own process of shaping, implementing, amending, and enforcing public policy. Customarily the executive branch will outline its plan and agenda in an executive address to the legislative body.

12.G1c Limited government is achieved through the separation of powers

Amtrak

Accountability

Appropriation

Authorization

Corporation for Public Broadcasts

Discretionary Authority

duplication

Federal Reserve Board

Federal Trade Commission

GSA

GS Rating

Hierarchical Authority Structure

Interstate Commerce Commission

Issue Network

Munn v Ohio

Administrative Adjudication

between three different branches. The system of checks and balances is part of this limited government structure at all levels of government.

Government Corporation

Issue Network

Administrative Discretion

Hatch Act

Merit System

Bureaucracy

Implementation

Patronage

Civil Service System

Independent Executive AgencyPendleton Act

Clientele Agency

Independent Regulatory Commission Regulation

Department

Iron Triangle

Rule Making

Executive Order

Spoils System

NASA

Federal Employee Political Activities Act

Red TapeNLRB

NSF

SEC Senior Executive Services

Taste SpecializationTVA

US Postal Service

Assignment Descriptions

Read Ch. 8 Executive and the Federal Bureaucracy pp. 315-322. Review Bureaucracy power point and Max Weber Bureaucratic Theory. Re-Read Pluralism and Elitism. Read Daley Chicago Candy Lobby. Read US Sugar Policy Complete: Bureaucracy Worksheet and Who governs worksheet

Read Ch. 8 The Executive and the Federal Bureaucracy pp.315-325. Read Woll: Constitutional Democracy and Bureaucratic Power. Read: AP Work book Bureaucracy pp. 172-186. Review power point, review link on the Federal bureaucracy (4 parts). Complete Bureaucracy Assignment.

Chapter 6 Congress (4 weeks/12 rotations)

Texts Formative Assessments

Summative Assessments Schoolwide Learning Expectations

American Government:

Roots & Reform

American Readings & Cases.

AP Free Responses Quizzes 5

Tests 1

60___% Multiple choice,__40_ %Essay

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.

Critical thinkers who utilize creative and higher order

thinking skills when presented with new concepts and real life situations.

Proficient learners who demonstrate knowledge of their curricular areas of study.

Responsible citizens who respect themselves and others.

Be a good citizen.

Student Learning Objectives Common Core California Standard (or State Standard)

Vocabulary

Students will be able identify their US Representative, US Senators, State Assembly and Senate elected officials.

Students will be able draw the district lines associated with gerrymandering. Map out the 32nd

US California District.

Students will be able determine the current Profile of the US House and Senate Members in

Common Core State Standards:

Reading Standards for Grades 6-12 Literacy in History and Social Science

Standard 4 – Analyze how a primary source is structured and contribute to parts of the whole.

College and Career Readiness Anchor Standards for Writing

Standard 1 – Write arguments to support claims in analysis of substantive topics

Bicameral Legislature

Impeachment

Politico

Bill

Incumbency Factor

Pork Barrel

Casework

Legislative Veto

relationship to previous profiles comparing and contrasting changes in representation in the House & Senate.

Students will be able to create a current flow chart of the US House and Senate leaders describing their constitutional job responsibilities.

Students will be able to create a current flow chart of the US House and Senate leaders describing their constitutional job responsibilities.

Students will be able to differentiate between the representatives responsibilities in their home district vs. their Washington D.C., office.

Students will be able to identify how a bill becomes a law by charting and mapping the Anti-Carjacking Act of 1992.

or texts using valid reasoning and relevant and sufficient evidence.

Writing Standards for Grades 6-12 in English Language Arts & Literacy in History and Social Science.

12.G5a Each level of government has its own process of shaping, implementing, amending, and enforcing public policy. Customarily the executive branch will outline its plan and agenda in an executive address to the legislative body.

12.G1c Limited government is achieved through the separation of powers between three different branches. The system of checks and balances is part of this limited government structure at all levels of government.

Redistricting

Cloture

Line-Item Veto

Senatorial Courtesy

Conference Committee

Majority Party

Speaker of the House

Congressional Review

Majority Leader

Standing Committee

Delegate

Minority Party

Term Limits

Discharge Petition

Minority Leader

Trustee

Divided Government

Oversight

War Powers Act

Filibuster

Party Caucus

Whip

Hold

Pocket Veto

17th Amendment

Committee of the Whole

Rules Committee

Incumbent

Joint Resolution

Concurrent Resolution

Gerrymandering

Congressional Budget Office

Joint Committee

Mark-up

President Pro Tempore

Roll-call vote

Voice Vote

Select Committee

Standing Committee

Teller Vote

Reapportionment

Constituents

Marginal Seat

Safe Seat

Assignment Descriptions

Read Ch. 6 Congress pp. 240-250. Read Woll: Federalist No. 53, 56, 57, 58, 62, 63. Read AP Workbook pp. 135-138. Complete: Identify your Representative

Read Ch. 6 Congress pp. 240-250. In class Assignment, Marking the District Lines, Gerrymandering, Apportionment and Redistricting.

Complete Congress Packet. Complete 114th 1st Session Congress Work Sheet, by using the 114th Congress Profile CRS Report as well as the Clerk of the US House 114th Congress Profile Page and FAQ's

Review Congressional Leadership in the House and the Senate. Review the Leadership Responsibilities.

Read Woll: Mayhew, The Electoral Connection, Fenno, Broken Branch and Fiorina, Home Style and the Washington Establishment

Read Carjacking Packet and complete Carjacking Questions on a separate sheet of paper. Read O'Connor and Sabato Ch. 6 pp. 265-277. AP Workbook 149-155

Ch. 6 Congress Exam 60 m/c. 1 Essay, focus on the differences of the House and the Senate and 104th Congress, Contract w/ America.