AP GOVERNMENT LEARNING GUIDE:
UNIT 2: CONSTITUTION
What constitutional principle is
embodied in the phrase,
“We the People”?
Content Vocabulary:
Learning Targets:
     Indicate your learning confidence level for each target
     I can demonstrate understanding of the Constitution by
explaining the reasons for its structure, identifying examples of key
principles, recognizing different interpretations, and identifying formal and
informal methods of change.
     I can construct a complex concept definition by analyzing
how an author uses and refines the meaning of a key term over the course of
the text.
     I can evaluate different points of view related to interpreting
the Constitution by tracing and author’s argument within an historical
document.
     I can strategize how to isolate correct answer possibilities to
AP multiple-choice questions by eliminating distractor answers.
     I can communicate and work collaboratively by successfully
using digital resources as part of an online study cohort.
Differing views:
amendment
article
checks and balances
factions
federalism
limited government
loose constructionism
popular sovereignty
ratify
repeal
separation of powers
strict constructionism
tyranny
Academic Vocabulary:
article
annotate
clause
cohort
collaborate
section
Which quote indicates strict constructionism? Which quote signals loose constructionism? Explain.
Hamilton’s belief that the
government’s authority
to create a bank came
from the "elastic clause"
(Article 1, Section 8,
Clause 18 of the
Constitution).
Jefferson’s belief that only
the states had the power to
charter banks due to the
10th Amendment reserved
all powers not given the
federal government for the
states.
Self-Evaluation:
Our Constitution
was compiled by the
Founders working
collaboratively as a
group. Evaluate your
own collaboration
skills as you prepare
to work in your
online study cohort:
     Rate your personal collaboration skills
     I carefully read the assignment and rubric so I
know what is expected and can ask group members for
clarification when I have questions.
     I volunteer to take on important group
responsibilities to help balance the work load among group
members.
     I suggest new ideas, solutions, and resources.
     I find and share resources.
Highlight your
weaknesses to remind
yourself skills you
need to improve
Compare your
strengths and
weaknesses with your
group and discuss
     I respectfully contribute information and various
perspectives with evidence to the group.
     I encourage balanced participation and
encourage other group members in their work.
     I help create a project timeline and set priorities.
     I respectfully challenge weak ideas and identify
necessary changes.
     My portion of the group work represents my best
work.
     My portion of the group work is submitted in
time for others to offer feedback and compile with work into one
project.
Online Cohorts: Initial Checkpoint
Circle your capability or understanding:
I know the difference between synchronous/asynchronous communication.
Yes
No
I can find credible, relevant resources on the topic.
Yes
No
I can create a document in Google Drive.
I can create a real time collaborative document and share it with group members online.
I know how to add comments to a GoogleDoc.
I know how to determine common online meeting times for a group.
I know how to turn in work using Edmodo.
I know the difference between personal, academic, and professional communication.
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No