OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Content Area: Social Studies
Course Title: U.S. Government and Politics Advanced Placement
Grade Level: 12
Unit Plan 1
Constitutional Underpinnings
Pacing Guide
4 weeks
Unit Plan 2
Political Culture and Behavior
Pacing Guide
4 weeks
Unit Plan 3
Linkage Institutions
Pacing Guide
4 weeks
Unit Plan 4
Institutions of the National Government
Pacing Guide
15 weeks
Unit Plan 5
Civil Rights/Civil Liberties
Pacing Guide
4 weeks
Unit Plan 6
Public Policy/Final Project
Pacing Guide
9 weeks
Date Revised:
December 2014
Board Approved on:
January 7, 2015
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Constitutional Underpinnings of United States Government
Target Course/Grade Level: U.S. Government and Politics Advanced Placement / 12
Unit Summary
Students will gain an understanding of the foundations of democracy and the origins of the United States
Constitution. They will also analyze federalism and its role in the government of the United States.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.A.2.a
6.1.12.A.2.b
6.1.12.A.2.d
6.1.12.A.3.d
6.1.12.A.1.a
Cumulative Progress Indicator (CPI)
Analyze the intellectual origins of the major ideas expressed in the Declaration of
Independence.
Evaluate the importance of the Declaration of Independence, the Constitution, and
the Bill of Rights to the spread of democracy around the world.
Compare and contrast the arguments of Federalists and Anti-Federalists during the
ratification debates, and assess their continuing relevance.
Describe how the Supreme Court increased the power of the national government
and promoted national economic growth during this era.
Explain how British North American colonies adapted the British governance
structure to fit their ideas of individual rights, economic growth, and participatory
government.
Unit Essential Questions
• Where did the idea for American
Democracy come from?
• What primary sources explain the U.S.
constitution?
• Who were the Federalists and why were
they instrumental in the passage of the
constitution?
• What is federalism?
• How does federalism impact our lives?
Unit Enduring Understandings
Students will understand that…
• The Constitution establishes a three branch
government with checks and balances.
• Our federal system of government divides and in
some cases shares, government responsibilities.
Unit Objectives
Students will know…
• The origins of democracy.
• The content of the United States
Constitution.
• How federalism works in real life.
Unit Objectives
Students will be able to…
• Describe the basic structure of the United States
Constitution.
• Describe how federalism influences government
decision making and how it can impact the lives of
Americans (Hurricane Katrina response as an
example).
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Multiple choice quiz for each chapter
Multiple choice test at end of unit
Free – response essay questions as part of end of unit test
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15th
Edition. Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher’s discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes:
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Political Culture and Behavior
Target Course/Grade Level: U.S. Government and Politics Advanced Placement / 12
Unit Summary
This unit examines why and how people develop different political attitudes, and how things like race,
education, and income can impact political behaviors such as voting.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.A.14.e
Cumulative Progress Indicator (CPI)
Evaluate the effectiveness and fairness of the process by which national, state, and local
officials are elected and vote on issues of public concern.
6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and
individuals with disabilities have met their goals of equality in the workplace, politics, and
society.
6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the
youth vote (i.e., distribution of voter registration forms in high schools).
6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare,
and citizenship status of individuals and groups.
6.1.12.B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the
United States on demographic, social, economic, and political issues.
Unit Essential Questions
• What is the difference between political
values, attitudes and opinions?
• What are the 5 different ideologies and
their beliefs?
• Explain how political socialization is
accomplished.
• What role do demographics play in
voting behavior?
Unit Enduring Understandings
Students will understand that…
• Different groups hold different political beliefs for a
variety of reasons.
• Individual political beliefs can be shaped by family,
education, income, and other factors.
Unit Objectives
Students will know…
• The role played by outside factors in
political socialization.
• Why political beliefs vary from person
to person and from group to group.
Unit Objectives
Students will be able to…
• Compare and contrast different political ideologies.
• Estimate a person’s political beliefs based on their race,
education, income, and age.
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Multiple choice quiz for each chapter
Multiple choice test at end of unit
Free – response essay questions as part of end of unit test
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15thEdition.
Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes:
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Linkage Institutions
Target Course/Grade Level: U.S. Government and Politics Advanced Placement / 12
Unit Summary
This unit will cover the role played by “linkage institutions” in the political process. These include interest
groups, political parties, campaigns and elections, and the mass media. They are not a formal part of the
government, but they connect citizens to the political process and play a vital role in shaping public
attitudes.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.A.2.f
Cumulative Progress Indicator (CPI)
Examine the emergence of early political parties and their views on centralized
government and foreign affairs, and compare these positions with those of today’s
political parties.
6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending
priorities, the role of government in the economy, and social reforms.
6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups,
third party political groups, and the media affect public policy.
6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period.
6.1.12.A.3.g
Determine the extent to which state and local issues, the press, the rise of interest-group
politics, and the rise of party politics impacted the development of democratic institutions
and practices.
Unit Essential Questions
• What is the difference between Interest
Groups and Political Parties?
• What are the different types of Interest
Groups?
• What is a Lobbyist? PAC?
• What is the Iron Triangle?
• What impact do Interest Groups have
on the political process?
• What is the function of political
parties?
• How have political parties changed
over the years?
• What is the impact of political parties
on the political process?
• What are the electoral laws?
Unit Enduring Understandings
Students will understand that…
• Linkage institutions connect American citizens to their
government.
• Institutions such as interest groups and the media can
have a significant impact on the policy decisions made
by the United States government.
Unit Objectives
Students will know…
• How political parties and interest
groups differ.
• The impact of political parties, interest
groups, and the media on the political
process.
• How Iron Triangles impact
policymaking.
• The origins and functions of today’s
political parties.
Unit Objectives
Students will be able to…
• Explain the role played by interest groups, the media,
and political parties in connecting students to
government.
• Understand the concept of media bias and become more
savvy consumers of the mass media.
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15thEdition.
Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes:
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Institutions of the National Government
Target Course/Grade Level: U.S. Government and Politics Advanced Placement/12
Unit Summary
This unit examines the roles of the federal bureaucracy, the Congress, the Executive branch, the
Legislative branch, and the Judicial branch. It also examines how the various branches of the federal
government work together through the system of checks and balances.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.A.2.e
Cumulative Progress Indicator (CPI)
Explain how judicial review made the Supreme Court an influential branch of government,
and assess the continuing impact of the Supreme Court today.
6.1.12.A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of
national government from usurping too much power during contemporary times.
6.1.12.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent
of the governed, rule of law, federalism, limited government, separation of powers, checks
and balances, and individual rights) in establishing a federal government that allows for
growth and change over time.
6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States
government addresses economic issues that affect individuals, business, and/or other
countries.
6.1.12.C.15.b Assess economic priorities related to international and domestic needs, as reflected in the
national budget.
Unit Essential Questions
• What is meant by a dual court system?
• How is the Federal Judiciary
organized? Jobs?
• Who are our Federal Justices and how
do they get their jobs?
• What is the difference between judicial
activism and judicial restraint?
• How has the court evolved from
Marshall to Roberts?
• What is the relationship between the
courts and other institutions? (checks
and balances)
• What is the function of the federal
bureaucracy?
• What is the function of the legislative
branch?
• What is the function of the executive
branch?
• How do the various branches of the
government work together through
checks and balances?
Unit Enduring Understandings
Students will understand that…
• The United States has established a three-branch
government that protects against tyranny through a
system of checks and balances.
• Each branch of the government has unique
responsibilities yet is to some extent dependent on the
other branches.
Unit Objectives
Students will know…
• The functions of each branch of the
United States government.
• How the various branches of the federal
government work together.
Unit Objectives
Students will be able to…
• Describe the function of each branch of the government.
• Compare and contrast the functions of each branch of
government.
• Analyze and evaluate the effectiveness of checks and
balances as well as its potential to lead to political
gridlock.
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15thEdition.
Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes:
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Civil Rights and Civil Liberties
Target Course/Grade Level: U.S. Government and Politics Advanced Placement/12
Unit Summary
This unit will discuss individual liberties as expressed by the Bill of Rights and interpreted by the United
States Supreme Court.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.D.2.b
Cumulative Progress Indicator (CPI)
Explain why American ideals put forth in the Constitution (i.e., due process, rule of law,
and individual rights) have been denied to different groups of people throughout time.
6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship
and equality for African Americans.
6.1.12.A.5.c
Analyze the effectiveness of governmental policies and of actions by groups and
individuals to address discrimination against new immigrants, Native Americans, and
African Americans.
6.1.12.A.6.c
Relate the creation of African American advocacy organizations (i.e., the National
Association for the Advancement of Colored People) to United States Supreme Court
decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.
6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national
governmental actions were needed to ensure civil rights for African Americans.
6.1.12.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the
individual, and evaluate the impact on public policies.
Unit Essential Questions
• What is the difference between civil
rights and civil liberties?
• Who is entitled to these rights?
• How have these rights developed by
judicial interpretation?
• What impact has the 14th amendment
had on the Constitutional development
of rights and liberties?
• How just is our system of justice?
• What is meant by Equal Protection of
the Law?
Unit Enduring Understandings
Students will understand that…
• American citizens are entitled to the equal protection of
the law.
• The Bill of Rights limits the powers of the federal
government.
• Individual freedoms are fragile things that must be
carefully protected.
Unit Objectives
Students will know…
• The difference between civil rights and
civil liberties.
• How the Bill of Rights limits the
powers of the federal government.
• How the process of incorporation has
applied the Bill of Rights to the states.
• The role of the Supreme Court in
protecting individual liberties.
Unit Objectives
Students will be able to…
• Describe the role of the Supreme Court in interpreting
the Constitution in the area of civil liberties.
• Compare and contrast civil liberties in different areas of
American history.
• Describe the process of incorporation and how it has
impacted Americans’ rights.
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class Discussion
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15th
Edition. Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes:
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Social Studies
Unit Title: Public Policy/Final Project
Target Course/Grade Level: U.S. Government and Politics Advanced Placement/12
Unit Summary
Policy making is what the government does. This unit examines domestic policy, foreign policy, and
economic policy as well as the political decision making that influences these areas.
After the AP exam, students must complete and present a final project to the class.
Primary interdisciplinary connections:
Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy
and Technology and the Common Core Standards.
21st Century Themes:
The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands
include: Critical thinking and problem solving, creativity and innovation, collaboration,
teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs.
Learning Targets
Content Standards
CPI #
6.1.12.A.14.c
Cumulative Progress Indicator (CPI)
Assess the merit and effectiveness of recent legislation in addressing the health, welfare,
and citizenship status of individuals and groups.
6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending
priorities, the role of government in the economy, and social reforms.
6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups,
third party political groups, and the media affect public policy.
6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e.,
government spending and taxation) and monetary (i.e., interest rates) policies.
6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on
issues related to the economy
6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global
agreements with other nations.
6.1.12.C.15.b
Assess economic priorities related to international and domestic needs, as reflected in the
national budget.
Unit Essential Questions
• What is economic and regulatory
public policy?
• What is the difference between fiscal
and monetary policy?
• How does the budget process work?
• In what way does regulatory policy
reinforce democracy and free
enterprise or violate democracy and
free enterprise?
• Should the government work toward
deregulation? What is its impact on our
political system?
• What is the difference between the
debt and the deficit?
• Is a huge debt dangerous for our
economy?
Unit Enduring Understandings
Students will understand that…
• Policymaking is at the heart of what government does.
• Political beliefs impact how policy is made.
• The federal government must make a wide array of
policy decisions every day
• Policy will change from administration to
administration.
Unit Objectives
Students will know…
• The differences between domestic,
foreign, and economic policy.
• How politics impacts the making of
policy.
• How the federal budget works.
Unit Objectives
Students will be able to…
• Describe the policymaking process.
• Compare and contrast the various types of policy areas
covered by the federal government.
• Describe the federal budget process.
OCEAN COUNTY SOCIAL STUDIES CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
Teacher-directed questions
Homework
Class discussion
Summative Assessments
For additional ideas please refer to http://www.state.nj.us/education/cccs/.
•
•
•
•
•
Teacher-directed questions
Homework
Class Discussion
Final Project
Final Project Presentation
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
Follow all IEP modifications/504 plan
Modified assignments.
Differentiated instruction.
Native language texts and native language to English dictionary.
Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template)
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
Edwards, George C., Wattenberg, Martin P., Lineberry, Robert l. Government in America, 15thEdition.
Boston: Pearson Education, 2011.
Woll, Peter, American Government: Readings and Cases, 16th Edition. New York: Pearson Longman,
2006.
Teacher – created study guides.
Relevant articles used at teacher discretion.
Relevant video clips and films used at teacher’s discretion.**
Teacher Notes: