JUNE

10

AP U S AND POLITICS

Advanced Placement Summer Institute Wake Forest University Winston‐Salem, North Carolina

J o n a t h a n M i l n e r m i l n e r j @ u n c s a . e d u CONTENTS

Table of Contents 1 Welcome 2 Schedule 3 Your Goals 4 Planning 5 College Board Goals 6 Change You Can Teach To 7 AP Learning Strategies 8 Building an AP Schedule 9 Year Long Schedule 10 Semester Long Schedule 11 Unit Building 12 Model Syllabus 13-17 Politics in the Politics Classroom 18 Answering the unanswerable 19 Free Response Workshop 20 AP Free Response Themes 21 Reviewing for the AP Exam 22 Journal Review 23 Landmark Supreme Court Case Project 24 Different Forms of Government 25 Checks and Balances 26 Geography of 27 Federalism Terms 28 Realigning Elections 29 Leadership 30 How we vote 31 Presidential Collage 32 Presidential Powers Jigsaw 33 Divided Government 34 Freedom of Religion Pretest 35 Freedom of Speech Pretest 36 Life Liberty, & Property Quiz 37-38 Civil Rights 39 Iron Triangles 40 Money in Politics Chart 41 Elections 42 Social Capital Quiz 43 Causes of Declining Social Capital 44 Bling, Bling 45-46 Institutions Project 47

1 WELCOME

Wake Forest University Summer Advanced Placement Institute 2010 US Government and Politics Jonathan Milner

Welcome to the US Government and Politics section of the Wake Forest AP Summer Institute.

At the institute you all will • become familiar with the AP US Government and Politics curriculum and exam structure. • receive exams, lessons and supplementary materials. • design lessons, exams and strategies to build student success. • Learn AP US government content. • practice integrating technology into the AP US Government curriculum.

This week we will cover • Goals • Concerns, expectations, questions • AP philosophy • AP exam structure • National AP statistics • Student selection • Curriculum content, content, content • Methodology • Syllabus • 2006 Free Response Review • 2002 multiple choice exam review • AP Free Response Exam Workshop • AP Multiple Choice Exam Workshop • Model lessons • Journal reviews • Outside readings • Textbook selection • Building critical thinking • Supplementary materials and programs • Technology, technology, technology • Connections to AP Comparative Politics • Beyond AP • Engaging students and creating citizens

[email protected]

2 SCHEDULE DAY OBJECTIVES ASSIGNMENT DUE Introductions Orientation Materials Goals Monday None Assignments Building success Model syllabus and unit Content Schedules Thematic approach Rough draft of your GoPo Tuesday Supplementary materials schedule Content AP Exam workshop Multiple Choice Exam + Free Integrating technology into AP Response question (TBD) in Wednesday On-line content AP Professional Development Content Book Supplementary materials Thursday AP Comparative Content Off the grid Connecting Friday Content Evaluations Farewell

Daily schedule* 8:30-10:00 10:15-11:45 12:45-2:15 2:30-3:30 *tentative and subject to change

3 YOUR GOALS AND QUESTIONS

Institute Goals What do you want to get out of this institute?

AP Politics Goals What are your goals as an AP government teacher?

Concerns What are some of your major concerns and questions about teaching AP Politics?

Content What specific content facts or topics would you most like me to address this week?

4 PLANNING

First Steps 1. You’re here. That’s a great start. You’ve got all summer, don’t panic.

2. Select a textbook and read it.

3. Take the 1999 and 2002 released AP multiple choice tests (internalize the test) and look for patterns.

4. Take some old AP free response tests, read over the rubrics and scoring guidelines.

5. Befriend AP central at www.apcentral.collegeboard.com

6. Use the big AP Professional Development Book as a resource.

7. Think about what you really want and need to teach your students.

8. Plan your schedule as carefully as possible by breaking down the course into units.

9. Plan the assignments and assessments for the course.

10. Register for free on-line New York Times at www.nytimes.com and print a few articles for each unit.

11. Browse another textbook to supplement your students’ textbook.

12. Familiarize yourself with the Economist web site www.economist.com

You probably don’t have time to take all of these steps, so start at the beginning and work your way down until you are out of time. It gets easier each year you teach AP GoPo.

5 COLLEGE BOARD GOALS

College Board Goals Quiz

Look in the AP Professional Development Book Look in the section entitled General AP Program Information Answer the following questions first! The first team to answer the questions correctly is the winner!!!!

1. What are the qualifications necessary to being an AP reader?

2. What are two official goals of the AP United States Government course?

3. How can you order AP materials for your classroom?

4. What is the AP Course Audit?

5. What are three things you could find on the AP Central website?

6. What does access and equity mean to the College Board?

7. What are some barriers to access and equity?

8. How can we lower these barriers?

6 CHANGE YOU CAN TEACH TO

Traditional Contemporary Teachers choose students Students choose teachers Elite Diverse Small classes Larger classes Lecture Current Events Lecture Engagement Lecture Connection Lecture Discussion Lecture Cartoons Lecture Charts/graphs Lecture Films Lecture Internet Lecture Outside readings Lecture Journal reviews Lecture Projects Lecture Peer tutoring

7 AP LEARNING STRATEGIES

Fill in the chart about appropriate learning strategies to use in an AP class.

Strategy Example Percent Use Effectiveness Rank

Discussions

Lectures

Team Work

Wikis

Simulations

Debates

Presentations

Papers

Projects

8 Building an AP US Politics Schedule

Schedule You will need your textbook, calendar, and AP Government Course Description in the AP Professional Development Book. List how many weeks you have to cover your course.

List the major topics that you plan to cover next year in order of importance. Pay attention to the course outline and the summary outline in the AP Politics guide.

Topics/Units % of exam Weeks 1 2 3 4 5 6

Fit the units you plan to cover into your calendar Make a weekly outline of dates, topics and accompanying textbook chapters.

Week Dates Topic Assignments Readings 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18

If you have more than 18 weeks, congratulations and plan accordingly This is due on Wednesday

9 YEAR LONG SCHEDULE

AP GOVERNMENT AND POLITICS 2008-2009

Texts Government by the People by Burns and Peltason (Prentice Hall) American Government: Readings and Cases by Peter Woll (Longman Publishers)

DATES TOPIC UNIT CHAPTERS FALL TERM 8/28-8/31 Introduction I. Constitution 9/5-9/7 Constitutional 1 9/10-9/14 The Living Constitution 2 9/17-9/21 American Federalism Unit Test 3 9/24-9/28 Political Culture II. Political Culture 4 10/1-10/5 Political Culture Social Capital Project 4 10/8-10/12 Political Landscape Unit Test 5 10/15-10/19 Interest Groups III. Political Process 6 10/22-10/26 Political Parties 7 10/29-11/2 Public Opinion 8 11/6-11/9 Campaigns and Elections 9 11/13-11/16 The Media 10 11/19-11/21 Exams WINTER TERM 1/3-1/4 Congress IV. Political Institutions 11 1/7-1/11 Congress 11 1/14-1/18 Congress Unit Test 11 1/22-1/25 The Presidency Mock Elections Project 12 1/28-2/1 The Presidency 12 2/4-2/8 The Presidency Unit Test 12 2/11-2/15 The Federal Bureaucracy 13 2/18-2/22 The Judiciary 14 2/25-2/29 The Judiciary 14 3/3-3/7 The Judiciary 14 3/10-3/14 Exams SPRING TERM 3/25-3/28 First Amendment Freedoms V. Civil Rights &Liberties 15 3/31-4/4 First Amendment Freedoms Supreme Court Case Project 15 4/7-4/11 Rights to Life, Liberty, and Property 16 4/14-4/18 Equal Rights Unit Test 17 4/21-4/25 Making Policy 4/28-5/2 AP Review 5/5-5/9 AP EXAMS 5/12-5/16 AP EXAMS 5/19-5/23 Introduction to Comparative 5/26-5/29 Final Exams

10 SEMESTER SCHEDULE

UNITED STATES GOVERNMENT AND POLITICS FALL 2005 SCHEDULE

Text Government by the People by Burns and Peltason (Prentice Hall)

WEEK DATES TOPIC CHAPTERS FIRST QUARTER 1/2 8/25-8/26 Introduction 0 1 8/29-9/2 Constitutional Democracy 1 2 9/6-9/9 The Living Constitution 2 3 9/12-9/16 American Federalism 3 4 9/19-9/23 Political Culture and Political Landscape 4 & 5 5 9/26-9/30 Interest Groups and Political Parties 6 & 7 6 10/3-10/7 Public Opinion 8 7 10/10-10/14 Campaigns and Elections 9 8 10/17-10/21 The Media 10 9 10/24-10/27 Congress 11 SECOND QUARTER 1/2 11/3-11/4 The Presidency 12 10 11/7-11/10 The Presidency 12 11 11/14-11/18 Congressional-Presidential Relations 13 12 11/21-11/23 The Judiciary 14 13 11/28-12/2 The Bureaucracy 15 14 12/5-12/9 First Amendment 16 15 12/12-12/16 Rights to Life Liberty and Property 17 16 12/19-12/22 Equal Rights Under the Law 18 17 1/2 -1/6 Economic, Social Policy & Defense Policy 19, 20 & 21 18 1/9-1/13 Midterm Exams 21

11 UNIT BUILDING

These are the units we study in AP US GoPo

Units I. Constitutional Underpinnings II. Political Beliefs and Behaviors III. Political Parties, Interest Groups, and Mass Media IV. Institutions of National Government V. Public Policy VI. Civil Rights and Civil Liberties

Materials I produce each of the following for each unit • 1 unit outline and schedule • 1 lesson • 1 project/group activity • 1outside reading • 1 free response question and rubric • 1 multiple choice test • 1 review sheet or list of terms • 1 list of discussion questions

Good Luck!

12 SYLLABUS AP United States Government and Politics 2008-2009 Jonathan Milner [email protected]

Welcome! Welcome to AP US Government and Politics! This semester we will be learning about American government and politics. My role will be of a facilitator who will ask you hard questions, prompt your own questions, and point you towards answers. It’s going to be great fun collaborating as we learn more about the vital world of politics. I’ve been teaching politics for over 13 years and practicing it even longer. I love politics and I think you will too.

Beliefs I have taught over 1000 students and they have taught me many things. I have learned that authentic experience is most often our best instructor, because students are all different, they should be taught and evaluated using diverse methods, high expectations yield strong results, students will pour great quantities of effort and energy into solving authentic problems, leaders bloom when they are given responsibility, when students are civically engaged they become active citizens for life, and, most importantly, that when given an outlet, their inherent goodness will blossom to make this a better world.

Goals This 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 political. My greatest hope is that this course will empower you to think critically about your political beliefs, and then act on them. So sit back, relax, and get political. It’s not just a class, it’s reality.

Critical Questions and Skills A number of critical questions animate this course. We won’t answer all of our questions, but our engagement of the questions will lead us to knowledge and insight. Here are some examples of the critical questions that will carry our inquiry: • How democratic is the United States? • What are the central American political values? • How do we reconcile liberty and security in this age of global terror? • Who does our political system represent? • Are our civil rights and liberties eroding? After you’ve completed this course, you will be able to: • Carry on a cogent political conversation • Understand important contemporary political trends • Have a critical comprehension of the media • Know how to contact your elected officials with clear policy concerns • Interpret political charts and data • Know your legal rights and responsibilities

Free Inquiry This classroom is a place for critical inquiry into vital questions about our political beliefs and values. I hope that this class stimulates your thinking, respects and affirms your beliefs, and is a safe place for you to share your ideas. It’s my goal to listen thoughtfully, ask incisive questions, and consider all sides of an issue. I hope you’ll join me on this journey.

13 Grading Task Types Assignment Type % of Grade Individual Tests 50% Individual Assignments 40% Team Assignments 10%

Individual Tests 50% of grade You will have individual unit tests approximately each month. Each test will consist of a free response question (essay), and approximately 35 multiple choice questions. If all students are present for a unit test, each class member will receive 3 points extra credit on the test. Each trimester will culminate in a final cumulative exam. Our AP exam will be on Monday, May 5, 2008 at 8:00 am.

Individual Assignments 40% of grade You will complete a number of individual assignments throughout the year. Because of the nature of your arts commitments at NCSA, most of your assignments for this class will be completed individually. These assignments will include, but not be limited to, reading assignments, preparation for discussion, journal reviews, homework assignments, presentations, and projects. All work is to be completed individually unless stated otherwise. All student work must comply with the NCSA plagiarism policy and must be completed on time with a ten point penalty for each day the work is late.

Journal Reviews At the beginning of each week, you will write a journal review connecting class topics to current events. There are a number of excellent free on-line resources for you to review. I’ll give you the links when I assign the journal reviews. Take advantage of your link to the media to learn more about our political processes. A critical consciousness and utilization of media is a crucial step to becoming an enlightened citizen. I’ll also give you some small tasks to complete individually for class.

Team Assignments 10% of grade Because your commitment to your artistic discipline, team projects will be limited to one per trimester. Your project will be assigned well in advance of its due date, and you will be allowed to select the students you work with, or you may choose to work alone. Teams will be responsible for dividing responsibilities, monitoring team progress, and turning in the final product by the deadline. All team members will receive the same grade for the final product. Projects will include an investigation of political culture on campus, creation of candidates for mock elections, and a presentation of a landmark Supreme Court case.

Grading Scale Numerical grade Letter Grade 100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

14 Unit Goals In AP US Government and Politics course we will attempt to understand the American political system by focusing on five main units of study: The Constitution, Political Culture, The Political Process, Political Institutions, and Civil Rights and Liberties.

Unit One The Constitution Unit one will help students gain an understanding of the constitutional underpinnings of our political system. We will read excerpts from the Constitution, The Papers and John Locke. Students will examine the nature of democracy, our constitution and American federalism. We will use contemporary examples to make theories and principles of federal constitutional democracy relevant. Landmark and contemporary Supreme Court cases such as US v Lopez, and Gonzales v Raich will help us examine the power of federalism in the US today as we examine the basis of our political system.

Unit Two Political Culture In this time of American polarization, students will explore the political beliefs and landscape of the United States. We will begin with an examination of our own political beliefs which will then broaden into an investigation of American political culture and ideology. As we explore the political spectrum we will hold a debate between competing ideologies and parties. The culmination of our study of political culture will be our reading of Robert Putnam’s, Bowling Alone. Students will examine social capital in our own community and in the United States and will present a presentation on American social capital and its consequences on the American political system.

Unit Three The Political Process Unit three will help students understand the mechanics of the American political process through a rigorous examination of interest groups, political parties, the media, campaigns and elections. Students will complete a project on the American political process by creating a candidate, making campaign ads, attending debates and conventions, meeting lobbyists, reading public opinion polls, and finally running office in mock elections.

Unit Four Political Institutions Students will explore the nuts and bolts of American politics in this unit on political institutions. We will study the detailed workings of the three branches and how they interact with each other. Simulations will reinforce our knowledge as we form committees, pass legislation, build administrations, and follow court cases to the Supreme Court. Students will end this unit by judging the relative strength of the three branches and following current power struggles.

Unit Five Civil Rights and Liberties In this age of terror, students will examine the balance between liberty and security that has been an part of the American political debate since its foundation. In this essential unit, students will study the vital rights and liberties that are the basis of our . We will start with an in depth look at the First Amendment as we explore the historical basis and contemporary parameters of our freedom. We will then turn towards due process to better understand the foundation of our legal rights as citizens. Throughout this unit we will look at a number of landmark Supreme Court decisions that form the basis of our rights: Lemon v Kurtzman, Engle v Vitale, Mapp v Ohio, Miranda v Arizona, and others, as well as more contemporary due process issue such as extraordinary rendition, the use of torture, and the Supreme Court case, Hamdi v Rumsfeld. Throughout this unit students will be invited to draw conclusions about the limits of our rights in this post 9/11 world. We will end our investigation of our rights by reading and presenting a project on Anthony Lewis’ Gideon’s Trumpet.

15 Unit Objectives

Unit One The Constitution Students will be able to: Analyze the benefits and costs of democracy Describe the preconditions necessary for democracy to flourish Evaluate the ways in which the United States is and isn’t democratic Describe the history of the Constitutional Convention Identify the conflicts and compromises in the writing of the US Constitution List the key points of the and Anti-Federalists Analyze the causes and effects of our system of checks and balances Identify concept of judicial review Explain the evolution of the Constitution through US history Describe the amendment process of he US Constitution Compare the key components of federal, confederal, and unitary

Unit Two Political Culture Students will be able to: Identify the key components of American political culture Analyze the sources of political socialization Describe key components of different political ideologies Demonstrate an understanding of the political spectrum Analyze charts and graphs describing American demographics Interpret US demographic data Identify connections between demographics and ideology Describe the roots and evolution of American political culture over time Analyze the effect of US political culture on our political system. \Determine the effect of social capital on our political systems

Unit Three The Political Process Students will be able to: Identify key interest groups in the US political system Describe methods interest groups use to pursue their policy objectives Identify the platforms of the major political parties Identify and describe the tenants of third parties in the US political system Analyze the causes and effects of our two party system Describe the methods parties use to achieve their political objectives Explain the power of the media in the electoral process Explain the evolution of the media in contemporary US politics Analyze the roles and powers of the different actors in the US political process Weigh the costs and benefits of public opinion polling on our political process Describe the effects of public opinion on campaigns, elections, parties, and political policy Identify the methods used to gauge public opinion Analyze the effects of money on our electoral system Identify the key provisions of contemporary campaign finance reforms Describe the steps of the electoral process Detail present proposals for electoral reform Analyze the evolution of our electoral process Identify different types of campaign ads and their effectiveness on elections Analyze the causes and effects of realigning elections

16 Unit Four Political Institutions Students will be able to: Identify the powers of the Congress List the differences between the House and the Senate Describe the way bills become laws and identify the many hurdles bills face Explain the congressional electoral process Analyze the costs and benefits, causes and effects of effects of high incumbent reelection rates Identify the different leadership positions in Congress Analyze the connection between representatives and constituents Evaluate the weight of the different factors representatives consider when they vote Identify the major powers of the president Analyze the reasons for the evolution of presidential power over the 20th century Describe the many different jobs of the president and evaluate their relative importance Analyze the connection between representatives and constituents Identify the duties and evaluate the relative power of different actors in the executive branch Identify the members of the Supreme Court Describe the different steps in a Supreme Court case List the powers of the Supreme Court Identify the key facts of landmark Supreme Court cases Describe the evolution of judicial power over the past century Identify the main tenants of the competing judicial philosophies and evaluate their merits Analyze the causes of the growth of the modern bureaucracy Evaluate the impact of an unelected bureaucracy on our democratic system Identify the major agencies of the US government and their powers Describe the methods of bureaucratic oversight of the bureaucracy Evaluate the relative power of the three branches of government

Unit Five Civil Rights and Liberties Students will be able to: Identify the key components of the First Amendment Analyze the causes and effects of selective incorporation Identify key First Amendment rights Supreme Court cases Describe some of the major protections guaranteed by the First Amendment Describe the tension between security and liberty in contemporary politics and evaluate the merits of both sides of the argument Describe the evolution of First Amendment protections over the past two centuries Identify the key provisions and protections of the Fourth Amendment Describe the evolution of the rights of the accused over the past half century Identify the parameters of student rights in schools Describe the key moments in the history of the struggle for civil rights in the US Analyze the of race relations in the US race in today List and evaluate the success of different methods the US government has used to fight discrimination Evaluate the impact of race on US politics Describe key components of US social, economic, and foreign policy Identify the key policy making institutions and actors in US social, economic, and foreign policy

17 POLITICS IN THE POLITICS CLASSROOM

What is bias?

What place do your politics have in your classroom?

Put a B next to the examples below that demonstrate an inappropriate bias.

1. Telling students that John McCain’s tax plan will increase the deficit.

2. Answering a student’s question in class about how you plan to vote in 2008.

3. Telling your students that global warming is a huge crisis facing our society.

4. Asking students to research the use of waterboarding by the US.

5. Having students research the differences in the McCain and Obama health care proposals.

6. Showing An Inconvenient Truth in class.

7. Giving students a scholarly article which argues that George Bush is the worst president in American history.

8. Discussing whether an “African-American” can win the presidency.

9. Telling students that you don’t care who the vote for, but that you hope they will vote.

10. Telling students that George Bush has a 28 percent approval rating.

18 ANSWERING QUESTIONS THAT YOU CAN’T ANSWER

Students will ask you the most amazing and specific questions. Sometimes you will not be able to answer them.

What do I do if I can’t answer a question?

. Tell the class that you don’t know (try not to do this with every question) . Lie and make up an answer (this will come back to haunt you) . Ask the students if they know the answer . Ask students to answer the question tonight for extra credit . Use internet in class (we are not all so lucky) to find the answer . Use the book to find the answer (you could make this into a race for extra credit) . Write it down on the board and look it up for tomorrow . Change the subject . Pretend to be ill . Run screaming from the room

19 FREE RESPONSE WORKSHOP

The Four Rs

Relax You have twenty five minutes. You have plenty of time. Plan for at least five minutes. This is NOT an essay. Take your time to work thoroughly and carefully.

Read Read the question carefully. Look at the chart (if there is one) carefully. Don’t freak! Read the question again. Do you understand all the parts of the question? Highlight or circle the key words in each part of the question. Rewrite the question in your own words.

Key Words • Identify = List, Name, Describe • Describe = List, Name, Identify • Define = Write what the term means • Compare = Contrast, Evaluate, Weigh • Explain = Clarify, Connect, Link, Analyze, Give reasons • Discuss = Explain, Write about, Argue for

Rganize Break the question down into parts (a, b). Highlight the numbers of facts required for each part (identify 3). Organize and write the facts in a chart before you write the answer. Answer everything!

Rite Write your essay. Be specific and factual. Don’t be wordy. Get to the point! Less is More. Write one page maximum. Do NOT write an introduction or a conclusion.

20 AP FREE RESPONSE THEMES

1999 Presidential election campaigns presidential elections Interest groups and policy interest groups Congressional oversight of the bureaucracy congress/bureaucracy Budgetary barriers to new programs policy

2000 Constitutional tension between centralization and decentralization Constitution/federalism Supreme Court nominees Supreme Court State voting patterns in presidential elections presidential elections Obstacles to campaign reform campaigns

2001 Methods of amending Constitution Constitution/federalism Reasons for congressional incumbent reelections congressional elections 14th amendment and its connection to Supreme Court cases Supreme Court cases/Constitution Difficulty of enacting public policy policy/interest groups/parties

2002 Divided Government and its difficulties parties Reasons for unfair distribution of government benefits policy/voting Racial minorities and political influence electoral system Why has voter turnout declined? Why is it higher in midterm elections? Presidential elections

2003 Presidential approval ratings Presidency Political participation (other than voting) political participation Federal and state employees (block grants and federal mandates) bureaucracy/federalism Party leaders and committees in congress Congress

2004 Impact of money on presidential elections Presidential elections Difficulties in amending the Constitution Constitution/federalism Increasing power of presidency Presidency Impact of incumbents, interest groups + media on policy Policy

2005 Insulation of Supreme Court from public opinion Supreme Court Means of increasing power of federal government Federalism Selective incorporation and growing rights of privacy, accused, speech Civil liberties Methods of federal campaign finance reform Elections

Write Considering the exam structure and past questions, write the four specific questions you think will be on this year’s exam.

21 REVIEWING FOR THE AP EXAM

Top review ideas for AP Exam 1. Have your students take old US multiple choice exams and go over the answers 2. Have students take old US free response exams and go over the answers 3. Have students write rubrics to answer old US free response questions 4. Have your students make flash cards of the most important politics terms 5. Have your students go over old tests, review sheets, class notes and texts 6. Have students work in review groups 7. Have students present overviews of units in teams 8. Play jeopardy in class 9. Teach your students good test taking skills: Come to the test rested and relaxed, take your time on test, eliminate wrong answers, guess if you can eliminate one possible answer on the multiple choice, build a rubric & double check 10. Pay your students for each five on the exam

22 AP US GOPO JOURNAL REVIEW

Every few weeks you will be expected to read and review an article that relates to the chapter we are studying. For example, when we are studying civil liberties, you could read an article about restrictions on freedom of speech. Turn in a journal reviews for each of the assigned chapters in each unit on the date indicated on the syllabus. Only the following sources are acceptable for journal reviews:

SourceOn-line address The New York Times The Wall Street Journal The Washington Post The LA Times The Christian Science Monitor The Economist The BBC The Guardian Unlimited NPR Foreign Policy

At many of these web sites you can receive free news each day. Do NOT attach your article to this review. The article must come from the past 6 months. Each review must be no more than one page typed (I will count off ten points if your review is more than one page) and should include the following information:

1)Heading Your Name: Today’s Date: Textbook Chapter Connection: Source: Article Title: Article Publication Date:

2)Summary Write a short summary of the article (one paragraph maximum).

3)Connection Analyze the article and explain how it connects with the chapter (one paragraph maximum).

23 LANDMARK SUPREME COURT CASES PROJECT The Team: Work in quartets.

The Case: You are responsible for knowing all of these cases on the final exam. Choose one of the following court cases to research.

Supreme Court Case Team Members

Brown v Board

Gideon v Wainwright

Miranda v Arizona

Roe v Wade

Heart of Atlanta Motel v US

Bakke v University of California Board of Regents

Tinker v DesMoines

Grutter v Bollinger

Engel v Vitale

Mapp v Ohio

The Assignment Part I. Background In your project, make sure you convey all of the following information about your case (think COPS) 1. Who was involved? 2. What happened? 3. Where and when did it occur? 4. How & why was it brought to the Supreme Court? Part II. The Supreme Court In your project, be sure to describe and explain all of the following information about your case and how it moved through the Supreme Court 1. What was the Supreme Court ruling regarding your case? 2. Include the main arguments for both sides of the case, and the opinion of the court. 3. Explain why this is a landmark case. 4. Use all of the following judicial terminology as you explain your case • Writ of certiorari • Amicus curiae • Conference • Opinion of the court • Oral arguments

Research The following sites have excellent information for your project Landmark Supreme Court Cases Virtual tour of the Supreme Court Oyez PBS Supreme Court Cases

The Format Choose between the following Video (Must be DVD format) Wiki (include lots of information, pictures, audio and video about your case and links) Blog (tons of info, audio, video, picture, and links) Other online creations (be creative, mockumentary, newspaper report, children’s book, interpretive dance, puppet show)

The Grade You will be graded on: information, presentation, creativity (1/3 each).

Due You will present your work and you will be expected to answer any questions students have. Students will fill in their Supreme Court Case Rubric as you explain your case, and you should be prepared to give them enough information to fill in their sheets completely.

24 DIFFERENT FORMS OF GOVERNMENT Read through the list of different forms of government to answer the questions below. The following is a list of different forms of government, all made different by the prefix and suffix combination. All use one of two suffix': -archy meaning leadership (eg. - meaning no leadership), and -cracy meaning power (eg. democracy - power of people). These are all real. I didn’t make any of them up – really!

· anarchy government by none · government by men · argentocracy government by money · aristarchy government by the best · government by the nobility · autarchy government by an absolute ruler · government by one individual · bureaucracy government by civil servants · democracy government by the people · foolocracy government by fools · government by the aged · hoplarchy government by the military · government by thieves · government by judges · government by the meritorious · mesocracy government by the middle classes · neocracy government by new or inexperienced rulers · government by the few · government by men or fathers · government by the wealthy · government by technical experts · government by priests or by religious law

Answer the following questions about the different forms of government. 1. Explain which is the best form of government? 2. Explain which is the worst form of government? 3. Explain which form of government is the most like that of the United States? 4. Invent and define your own new form of government (e.g. teacherocracy, chickenocracy)

25 CHECKS & BALANCES

Work as a team to reach consensus and fill in this chart and answer the questions below. Be prepared to discuss your rankings.

Institution Powers of this Checks against this Explanation of rank branch branch 1= most powerful 3=least powerful

Legislative

Executive

Judicial

1. If you reinvented governmental checks and balances how would you change it?

2. Explain how the relative power of the branches has changed over the past century.

3. Explain whether the framers weakened and divided the government too much?

26 GEOGRAPHY OF FEDERALISM

Teams. Read chapter 3 in your book and use any outside information to help you fill in the following chart. Be prepared to explain your answers in class.

Confederal Federal Unitary

Power Center

Examples

Costs

Benefits

Put the following terms on the spectrum below and explain each of your decisions. The Federalists The Anti-federalists Unitary system Confederal system Federal system Your teacher You The Bush Administration The Obama Administration

Freedom Security <------> Anarchy

27 FEDERALISM TERMS Work with a group. I will assign you a term which you will research and then present to class. You will then fill your chart in with information from your colleagues’ presentations.

TERM DEFINITION EXAMPLE/EVENT FEDERALISM 1. Express Powers The power of the Congress to declare war

2. Implied Powers

3. Necessary and Proper Clause

4. National Supremacy Article

5. Commerce Clause The federal government uses the commerce clause to stop discrimination 6. Concurrent Powers

7. Reserved Powers

8. Extradition

9. Interstate Compacts

10. Federal Mandates A government requirement imposed as a condition for federal money

28 REALIGNING ELECTIONS

Read the following information and fill in the chart below. Post to individual post section.

Our party system has been shaped by Realigning Elections.

An election that proves to be a turning point, redefining the agenda of politics, and the alignment of voters within parties during periods of historic change in the economy and society. Realigning elections are not random, and occur in cycles. These elections often coincide with changes in suffrage and in changes in rates of voting.

We have had four major realignments in US history:

DATE NEW POWER CAUSE OF SHIFT EFFECTS OF SHIFT

*What's

Next?

*Speculate on when the next realigning election will be (maybe it's already happened)!

What are the general trends that cause realignments to happen?

29 LEADERSHIP

Answer the questions and then fill in the chart.

Leadership Questions Do leaders lead or follow? What are politicians supposed to do; lead or follow? How much should leaders listen to public opinion polls? How much do leaders listen to public opinion polls? How democratic is leadership? Should representatives lead or follow?

Trustee Delegate ------ Leader Follower

Trustee Delegate Definition

Example

Politician

Pros

Cons

How democratic Which is the US Overall preference

Discussion In a democratic , explain whether politicians should be trustees or delegates?

30 HOW DO WE VOTE?

Teams should use their knowledge of US politics, the internet, and the textbook to answer the questions below. How do the people below vote?

1. I am a female Jewish trial lawyer who lives in New York City.

2. I am a male Catholic Latino computer consultant who lives in San Jose California.

3. I am a white male Protestant banker who lives in Charlotte, North Carolina.

4. I am a male Muslim African-American teacher who lives in Chicago.

5. I am a white female agnostic doctor who lives in Rutland, Vermont.

6. I am a white male rancher who lives in Cody, Wyoming.

7. I am an elderly retiree who lives on a fixed income in Reno, Nevada..

8. I am an Indian-American doctor who lives in Alexandria, Virginia.

9. I am an White pizza delivery man without a high school diploma from Portland, Oregon.

10. I am a white male entrepreneur from Mississippi who earns more than $150,000 a year.

31 PRESIDENTIAL COLLAGE

In chapter twelve you will find that there are many Challenging Jobs of the president. In the following chart, describe each of those jobs, rank which is the most important job (1=most important, 8=least), and find (label and attach) an image from the internet of President Bush engaged in each of these challenging jobs.

JOB DESCRIPTION RANKING Crisis Manager

Morale Builder

Recruiter

Priority Setter

Legislative and Political coalition builders Molder of Public Opinion

Party Leader

Administrator

32 PRESIDENTIAL POWERS JIGSAW

I will give you a number and an overhead to write your response on. Complete the question below for your number and then share your response with the class. You may use your textbooks or any other materials.

1. List the powers of the president as laid out in Article II of the Constitution. (These powers are also enumerated in chapter 12 of your book). Rank these powers of the president in order of importance and be prepared to explain your choices.

2. Make a graphic or chart that lists the checks the President has on the other branches of government & the checks other branches have on the President. Make some graphic to answer the question: Which is stronger: the executive or legislative branch?

3. The presidency has grown much stronger over the past century. Explain three reasons that the power of the presidency has grown and make some graphic to explain the growth of presidential power.

33 DIVIDED GOVERNMENT

Party Control of Congress and the Presidency (1969-2010)

Year President Senate House

2009 D D D

2007* R D D

2005 R R R

2003 R R R

2001* Bush (R) D R

1999* D R R

1997* D R R

1995* D R R

1993 Clinton (D) D D

1991* R D D

1989* Bush (R) D D

1987* R D D

1985* R R D

1983* R R D

1981* Reagan ( R) R D

1979 D D D

1977 Carter (D) D D

1975* R (Ford) D D

1973* R D D

1971* R D D

1969* Nixon (R) D D

Annual government spending change since 1965 when government is unified 3.4 Annual government spending change since 1965 when government is divided 1.5

What is divided government? What years did we have divided government? Do we have divided government today? Predict whether we will have a divided government in 2009? Explain some of the causes of divided government. Explain some of the effects of divided government. Explain whether divided government is positive.

34 FREEDOM OF RELIGION PRETEST

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Use your textbook, common sense, and the on-line First Amendment Center http://www.firstamendmentcenter.org/topicssummary.aspx to help you complete the following assignment by.

Constitutional Unconstitutional 1. A public school teacher hanging a crucifix by her desk 2. Using government money to pay for lunches for poor kids in parochial schools 3. Erecting a manger scene at town hall

4. Encouragement of prayer by school authorities 5. Posting the Ten Commandments on the wall of a public school classroom 6. Teaching Creationism or Intelligent Design in public schools

7. A public university giving money to students to start a religious newspaper 8. An announcer lead prayer before a public high school football game 9. Rastafarians smoking pot as part of their religion 10. Bible Study at a public high school

In Germany, the Nazis came for the Communists, and I didn’t speak up because I wasn’t a Communist. Then the came for the Jews, and I didn’t speak up because I wasn’t a Jew. Then they came for the trade unionists, and I didn’t speak up because I wasn’t a trade unionist. Then they came for the Catholics, and I didn’t speak up because I was a Protestant. Then they came for me, and by that time there was no one left to speak for me. Martin Niemoeller

All that is necessary for evil to triumph is for good men to do nothing. Edmund Burke, 1791

I wanna hold your hand! Paul McCartney

35 FREEDOM OF SPEECH PRETEST

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Use your textbook, common sense, and the on-line First Amendment Center http://www.firstamendmentcenter.org/topicssummary.aspx to help you complete the following assignment.

Constitutional Unconstitutional 1. A lawyer using racist language 2. A student inciting a riot 3. False advertisement by a shoe manufacturer 4. A woman selling pornography 5. Slander of a public official by a TV broadcaster 6. A clerk at Bojangle’s using fighting words with a customer 7. Cartoons of public figures doing nasty things 8. Burning a flag 9. A male boss telling sexually explicit jokes to a female worker 10. An anti abortion web site that lists the photos and home addresses of abortion providers with Xs crossing out the doctors who have been assassinated.

Your right to swing your arm ends where the other person’s nose begins. Attributed to Voltaire

The particular evil of silencing the expression of opinion, is that it is robbing the human race…If the opinion is right, they are deprived of the opportunity of exchanging error for truth; if wrong, they lose what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error. John Stuart Mill from Essay on Liberty (1859)

Those that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety. Ben Franklin (1759)

I am the egg man! John Lennon

If you want freedom, you have to be prepared for your neighbor to have it. Me

36 LIFE, LIBERTY, AND PROPERTY QUIZ

Constitutionality Scenario Picture Explanation Random drug testing

Use of deadly police force against fleeing suspect

After pulling over a car with probable cause and then patting down a subject and finding a gun looking for contraband in the car trunk

Making a warrantless search of a house that a fleeing suspect runs into

Limited warrantless searches made to preserve evidence

Random traffic stops for DWI checks

37 Using illegally obtained evidence in a trial.

A private organization discriminating against someone based on sexual orientation.

Justly compensating a citizen for private property taken by the government.

Warrantless Searches made with consent

Trying someone twice in the same court for the same crime.

38 CIVIL RIGHTS

I will assign each team one of the following numbers. Use the web and your textbook to complete your research. Be prepared to explain your findings to class.

Part I Inequality How did each of these hurt minorities? 1. White primaries, Poll tax + Literacy tests + Plessy v. Ferguson 2. Segregation + Jim Crow Laws + racial restrictive covenants

Fighting inequality How did each of these help minorities? 3. Brown v. Topeka Board of Education (1954) 4. Voting Rights Act of 1965 + minority-majority districts 5. Civil rights act of 1964 Title II and Title VII 6. Fair housing Act and Amendments 1968 and 1988 7. Affirmative action + Commerce clause + Class action suits + University of California Regents v. Bakke (1978) 8. Grutter v. Bollinger(2003) and Gratz v. Bollinger(2003)

Part II Write the 28th Amendment to the Constitution about affirmative action. Explain the method you will use to amend the Constitution.

39 Iron Triangles

Central to the concept of an iron triangle is the assumption that bureaucratic agencies, as political entities, seek to create and consolidate their own power base. In this view an agency's power is determined by its constituency, not by its consumers. (For these purposes, constituency is defined as a group of politically active members sharing a common interest or goal; consumers are the expected recipients of goods or services provided by a government bureaucracy and are often identified in an agency's written goals or mission statement.)Much of what some see as bureaucratic dysfunction may be attributable to the alliances formed between the agency and its constituency. The official goals of an agency may appear to be thwarted or ignored altogether at the expense of the citizenry it is meant to serve. o What is an iron triangle? o Do iron triangles serve Constituents (PACs, big business, interest groups, contractors) or Consumers (citizens)? o In a trio or quartet make a realistic example of an iron triangle & be prepared to explain or act it out for class.

40 MONEY IN POLITICS CHART

Read the following article http://www.commoncause.org/atf/cf/{FB3C17E2-CDD1- 4DF6-92BE-BD4429893665}/090403boeingreportfinal.pdf

Work in a team or by yourself. Turn this in at the beginning of class on Thursday. Make a flow chart that explains the impact of money in politics that is colorful, creative, accurate, + sensible. Include all but two of the following terms and as many facts, numbers, and data as possible: Politicians Media Voters Special interest groups Elections McDonald’s Happy Meals Parties Lobbyists PACs 527s Issue ads Bipartisan campaign reform act of 2002 Hard money Campaign contributions Campaigns Policy

Internet resources: www.opensecrets.org www.commoncause.org

41 EELLEECCTTIIOONNSS

Regularly scheduled elections Elections occur on a regular schedule that is fixed and unchanging. House elections- Tuesday after the first Monday in November of even years.

The rules of the game Institution # Terms Limits Incumbent Reelection • House 435 2 (all elected each 2 years) No 98% • Senate 100 6 (1/3 elected each 2 years) No 92% • President 1 4 (total of 8 years*) 2 66% (since 1968)

1. Should senators be directly elected (17th Amendment)? 2. Should US House term length be increased to 4 years? 3. Should presidents be limited to two terms (22nd Amendment)? 4. Should Presidential terms be 6 years long (28th Amendment)?

Term Limits Pros

Cons

Proposal

Electoral College Pros

Cons

Proposal

http://www.nationalpopularvote.com/index.php

42 SOCIAL CAPITAL QUIZ

How much social capital do you have?

Give yourself 1 point for each of the following 1. Regularly participate with political party/interest group 2. Attended a public meeting in the past year 3. Attended a political rally/event in the past year 4. Volunteer regularly 5. Regularly attend synagogue/temple/mosque/church 6. Know the names of one half of the people on your block 7. Play on a sports team 8. Can name our mayor, US representative, and US Senators 9. Member of a club/organization that meets regularly 10. Go out more than one night a weekend

Points 10 – 9 League Bowler extraordinaire 8 – 7 Social Capitalist 6 – 5 Civic Activist 4 – 3 In Training 2 – 0 Bowling Alone

Social Capital Questions 1. How did you score on the quiz? 2. How would the US, in general, score on the quiz? 3. How does social capital affect political systems? 4. How does trust relate to democracy?

43 CAUSES OF DECLINING SOCIAL CAPITAL QUIZ

Which is the biggest culprit causing the decline of social capital in our community? Rank the following 1 = most responsible for the decline in social capital 10 = least responsible for the decline in social capital

• TV

• Internet

• Cell phones

• Economic competition

• Pace of life

• Working women

• Cars and cheap oil

• Suburbanization and sprawl

• Mobility

• Wealth

“Television is a medium of entertainment which permits millions of people to listen to the same joke at the same time, and yet remain lonesome.” T.S. Eliot

Edward Hopper City Sunlight

44 Bling Bling Get in a team of 4. Put your names at the top of this sheet. 1)Use the text, Government by the People to fill in the # in the chart you are assigned. Term Definition Examples How they get Effect on what they want politics 1)Interest Groups

2)Lobbyists

3)PACs

Term Definition Example of how it works 4)Bundling

5)Independent Expenditures

6)Soft Money

7)Hard Money

8)527 Groups

9)Issue Ads

2)Read your team packet, and share your analysis with the class. 3)What, in your opinion, is the effect of money on our political system?

45 Lobbying Firms Reported Lobbying Interpublic Group of Companies, Inc. $293,726,002 WPP Group plc $185,269,000 Patton Boggs $160,264,000 DLA Piper Rudnick Gray Cary LLP $132,633,000 Akin Gump $127,789,000 Van Scoyoc Associates, Inc. $103,110,000

Companies and Organizations Reported Lobbying Chamber of Commerce for the U.S.A. $204,614,680 Altria Group Inc $101,220,000 General Electric Co. $94,130,000 American Medical Association $92,560,000 Northrop Grumman Corp. $83,405,691 Edison Electric Institute $82,866,628 Verizon Communications Inc. $81,870,000 Business Roundtable $80,380,000 American Hospital Association & State Affiliates $79,205,772 Pharmaceutical Research & Manufacturers of America $72,720,000 National Association of Realtors $68,810,000 ExxonMobil Corp. $59,672,742

Here’s a list of some of the things interest groups do. Activity Percent engaging in activity 1. Testifying at hearings 99 2. Contacting governmental officials directly to present point of view 98 3. Engaging in informal contacts with officials – conventions, lunch 95 4. presenting research or technical information 92 5. sending letters to members of the group to inform them about activities 92 6. Entering into coalitions with other groups 92 7. Attempting to shape the implementation of policies 90 8. talking with people from the media 89 9. consulting with government officials to plan legislative strategy 86 10. helping to draft legislation 85 11. inspiring letter-writing or telegram campaigns 84 12. shaping the government’s agenda by raising new and ignored issues 84 13. mounting grassroots lobbying efforts 80 14. Having influential constituents contact their member of Congress 80 15. Helping to draft regulations, rules, or guidelines 78 16. serving on advisory commissions and boards 76

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The Content When the Framers created the Constitution, they built in checks and balances between the legislative and executive branches who have been checking each other ever since.

Show the interaction between the two branches in one of the following areas

1) Budget making

2) Making laws

3) Confirmation of appointments

4) Leadership and oversight of federal agencies

5) War making

6) Diplomacy

What does the Constitution say? What really happens?

The Format Choose between the following Video (DVD or YouTube) PowerPoint Presentation (make it interesting and creative-they can be so dull) Skit (act it out in class) Other (mock TV show, mock newspaper report, mocumentary, web site, puppet show)

The Grade You will be graded on: information, presentation, creativity (1/3 each).

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