Advanced Placement U.S. Government and Politics
2016 - 2017
Instructor: Mark Tenhundfeld
Contact information: [email protected]
Primary text: Wilson, James Q. and DiIulio, John J. American Government: Institutions & Policies, 14th
ed.
Supplements:
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Several supplementary texts and other resources will be used and discussed within the context of
each unit.
•
N.B. Below you will see several readings and other resources listed before each unit; however,
since much of the fun of this course is in applying what you learn to current events, the assigned
readings will change as events unfold.
Objectives:
•
The course is designed to achieve two objectives. The first is for students to learn about United
States government and politics on a critical and analytical level, including the strengths and
weaknesses of the American political system and people’s rights and responsibilities as citizens.
The second objective is to prepare students to earn a passing score and college credit on the AP
U.S. Government and Politics exam.
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The course is taught on a college level and will require a substantial amount of reading and
preparation for every class.
Class rules: The course will be guided by one operating principle, namely, “be thoughtful.” This principle
will be the basis for class rules governing student comportment throughout the year. Among other things,
students will be expected to:
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Use iPads solely for purposes related to the class and only at permitted times; and
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Come prepared each class and participate fully, with no sleeping or putting heads down on desks.
Grading: Grades are calculated on a cumulative point basis. Each test, quiz, homework assignment, and
project will be worth a given number of points according to the quality and level of completion of the work.
At the end of a marking period, a grade average is determined by dividing the total points possible by
points earned.
Tests, quizzes, and bell ringers:
•
Tests will be given at the completion of each chapter and unit. Each test will include AP-style
multiple choice questions and AP-style free response questions (FRQs). Chapter tests will be
worth 100 points, while unit tests will be worth 200 points. In addition, there will be “Key
Concept” quizzes worth 20 points each chapter and other quizzes scheduled as necessary. This
likely will include quizzes on material discussed the same day as the quiz.
•
Students will be tested on, among other things, their understanding of quantitative and visually
presented information (maps, graphs, and charts) at regular intervals in the tests.
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Most classes will begin with a bell ringer question worth 1 point that tests students’ understanding
of material discussed in previous classes. Students will answer these questions individually but
may consult whatever resources they find useful.
Writing requirements:
Each student will be required to write several short essays throughout the year. Further information about
topics and paper requirements will be provided.
McGill-Toolen Statement on Student Honesty: Students are expected to be academically honest at all
times. No forms of dishonesty will be permitted. Cheating of any kind, including sharing of homework
and plagiarism, violates our school policy. Students who are guilty of academic dishonesty will receive no
credit for the assignment, the incident will be documented on the student's record, and the parents will be
notified. For further detail, please see page 26 of the Student Handbook. Moreover, each student will be
asked to sign a statement on each graded item confirming that they have neither given nor received aid on
the test, quiz, or paper.
Current events:
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Students are responsible for keeping up with the daily events in the nation and the world.
Students will need to access several reputable national news outlets.
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In addition, each week a student will make an oral presentation about a current event and how it
ties into our course.
The Course Plan: The current course plan and schedule of assignments are set forth below. This plan will
change based on current events and the need to spend more or less time on a given subject. We will cover
all the units identified below, but we will do so in ways that are highly likely to deviate from the syllabus
provided. Thus, while a detailed syllabus is provided, it should be viewed as a general roadmap for our
journey this year, a journey that will include many detours into areas of student interest that contribute to
the objectives of the course.
Unit 1: Introduction, the Constitution, Federalism,* and Political Culture
*We will briefly discuss federalism in the context of our study of the Constitution but will save a
more in-depth analysis for Unit 6.
Students will develop an understanding of the following:
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The doctrines and historical background of the Constitution, including an awareness of the
ideological and philosophical traditions on which the framers drew;
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Key principles, such as federalism, separation of powers, and checks and balances;
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The ideological and philosophical underpinnings of American government; and
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Theories informing interpretations of the Constitution, including democratic theory,
republicanism, pluralism, and elitism.
Readings and other resources include the following:
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Wilson & DiIulio (“W&D”), chapters 1 – 3
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Locke, “Second Treatise of Civil Government” (excerpts)
•
Declaration of Independence
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United States Constitution
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Federalist Papers 10 and 51
Day/Date
Lesson
1-2
Introduction to course and class introductions; test on Gideon’s Trumpet
2-7
The Study of American Government
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What is the difference between direct and participatory democracy?
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Can a government be “too democratic”?
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What is the nature of democracy in America?
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What are the leading theories of how political power is distributed?
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What is the difference between power and authority?
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What are the functions of government?
•
What were the ends of government according to Locke?
8/26/16
Abbreviated test on ch. 1
!2
8 - 19
Constitutional underpinnings
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Why did we rebel against the British?
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What were the prevailing views of the nature of mankind and the nature of
government?
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What rights do individuals have in the face of a government that fails to protect
human rights?
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Why did Madison fear factions? What was his solution?
Articles of Confederation and their impact on the Constitution; overview of Constitution
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What are the Articles of Confederation?
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What were the drafters’ purposes in writing the Articles of Confederation?
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What were the Articles’ weaknesses?
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What was the outcome?
•
How did this influence the Constitution?
•
What were the motives of the Framers of the Constitution?
•
What role did personal property play in the drafting of the Constitution?
Separation of power
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What impact did states’ rights have on the Framers?
•
What were the competing ideas to protect states’ rights?
•
How was the matter resolved?
•
Did the solution address the problem?
•
Class exercise: Rewriting Federalist #10
Checks and balances
•
How does each branch of government act as a check on the others?
•
What is the difference between (a) checks and balances and (b) separation of
powers?
•
Are the checks and balances working today as the framers intended?
Other compromises reached in Constitution
•
How did the Constitution address the question of slavery?
•
Does the Constitution address the rights of everyone in the U.S.?
•
What were some of the consequences of the compromises?
The amendment process
•
Why were the Bill of Rights adopted so quickly?
•
How difficult is it to amend the Constitution?
•
Should we rewrite the Constitution at regular intervals?
Federalism: Overview and Constitutional Basis
•
What were the Framers trying to achieve?
•
What were the two main opposing camps?
•
Why did the anti-federalists fear the proposed new system?
•
What are the basic types of fed’lism?
•
What are some of the things that only the national gov’t can do? Things only the
states can do?
•
What role did the “necessary and proper” clause play in the evolution of federalism?
•
What does the approach taken with the NCLB Act mean for federalism?
•
Does this strengthen or weaken the concept of separation of powers?
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What does the recent healthcare decision mean for federalism?
9/13/16
Ch. 2 test
Unit 2: Political Beliefs and Behaviors; Opinions, Interests, and Organizations
Students will develop an understanding of the following:
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The beliefs that citizens hold about their government and its leaders, how they evolve, and how
they are transmitted;
!3
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The processes by which citizens learn about politics, including how families, schools, and the
media act to perpetuate or change beliefs;
The nature, sources, and consequences of public opinion;
The ways in which political culture affects and informs political participation;
The ways in which citizens vote and otherwise participate in political life;
The factors that influence citizens to differ from one another in terms of political beliefs and
behaviors; and
How changes in political participation affect the political system.
Readings and other resources include the following:
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Wilson & DiIulio, chapters 4, 7, and 8
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Selected items from current newspapers, periodicals, and other resources
Day/Date
Lesson
19 - 24
The American Political Culture
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What are some of the key elements of our political culture?
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Is there an agreed-upon definition of “Americanism”? If so, why has there been so
much conflict in America?
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How do we come by our political beliefs?
•
Are cultural differences consistent along geographic, racial, religious, or other lines?
•
What sorts of things can we agree on?
•
What are the biggest sources of tension and how do these translate into political
action?
•
Is the American spectrum of views extreme when compared to other countries?
Political culture: Impact on policy
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How does political culture impact political participation?
•
Does income disparity in America affect political culture and political participation?
•
What is the difference between equality of opportunity and equality of results?
Should we strive for either? Both?
Political culture: Improving the public’s image of government
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What are the public’s views towards government in general?
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Do people trust the government? Do they trust their elected officials in particular?
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How can we improve the public’s trust in government?
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Class exercise: Write letter to politician of choice recommending 3 steps that would
improve public trust in government.
9/21/16
Ch. 4 test
25 - 31
Public opinion: Overview
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What is it?
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How is it identified?
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How is it measured?
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How responsive should public policy be to public opinion? How would the framers
answer that question?
Public opinion: Formation
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How do people form public opinions regarding political issues?
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What is the role of the mass media, including satire, on public opinion?
•
How much of our political views are “inherited”?
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To what extent do political elites control opinion?
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What is the impact of political cartoons on public opinion?
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Class exercise in reading and creating political cartoon
!4
Public opinion (cont.)
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How does public opinion vary between men and women? Between geographic
regions of the country? Between races? Between income levels?
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What are the implications of this for policy in the U.S.?
9/30/16
Chapter 7 test
32-39
Political participation: Overview
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Introduction: what are the current and historical participation rates?
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What are the primary causes for the participation rates?
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What could improve these rates?
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What are the different ways in which people participate in politics? Which is likely
to have the greatest impact?
•
Does one vote matter?
Political participation:
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What have been the historical barriers preventing women and minorities from
voting?
•
What impact did changes in the laws have on voter participation rates?
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Have these changes affected the outcomes of elections? If so, how?
•
How do changes in political participation affect the political system?
•
What is the effect of voter registration laws?
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What sort of voter ID requirements should be required?
Political participation: Voter Competency Debate
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Resolved: Citizens Should Be Required to Pass a Basic Civics Test Before Being
Allowed to Vote.
10/12/16
Chapter 8/Unit 2 test
Unit 3: Political Parties, Elections & Campaigns, Interest Groups, and Mass Media
Students will develop an understanding of the following:
•
The functions, organization, and ideological and demographic differences between the two major
parties; the implications of the two-party system; the impact of third parties; and the effects of the
political parties on the political process;
•
The operation and role of elections in American politics, including current electoral and campaign
finance laws; the nomination process; Constitutional mandates; and the workings and
implications of the electoral college;
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The role and effects of interest groups and political action committees (PACs), including the
range of interests represented; activities and appeal of interest groups and lobbyists within certain
demographics; the ability of interest groups to exert pressure on political institutions to influence
policy; and the unique characteristics and roles of PACs in the political process; and
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The role of the mass media in the political system, including the functions and structures of the
media; the impact of the media on public opinion; and the use of the media by political
campaigns.
Readings and other resources include the following:
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Wilson & DiIulio, chapters 9 - 12
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Federalist Paper 10
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FEC v. Wisconsin Right to Life, Inc., 551 U.S. 449 (2007)1
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Citizens United v. Federal Election Commission, 558 U.S. 50 (2010)
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New York Times v. Sullivan, 376 U.S. 254 (1964).
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Report of the Committee on Political Parties, American Political Science Association, “Toward a
More Responsible Two-Party System.”
1
When cases are assigned, excerpts will be selected unless otherwise noted.
!5
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intelligence2 debate “The Two-Party System is Making America Ungovernable,” Feb. 15, 2011,
retrievable at http://intelligencesquaredus.org/index.php/past-debates/america-divided-uspolitics/.
Key, V.O. “The Responsible Electorate.” American Government Readings and Cases. Woll, P.
Longman (2010), pp. 212-216.
Democratic and Republican party platforms for 2012
Charts depicting interest group spending, party affiliation, and perceptions of the media
State electoral college maps
Other materials depending on current events
Day/Date
Lesson
40 - 47
Political parties: Overview
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What is a political party?
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How did political parties evolve in the United States?
Political parties: Our two-party system
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What are the differences between Democrats and Republicans (generally speaking)?
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Are there alternatives to the two main parties?
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Why is the two-party system so entrenched in America?
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Is the U.S. system comparable to systems in other countries?
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Who controls political parties?
Political parties: State of parties today and their impact
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What is the state of political parties in America today?
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What is the relationship between national and state/local party organizations?
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What impact have parties have electing the president?
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Do parties fairly reflect the voters in America?
Political parties: Political party alternatives class exercise
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Students will participate as delegates in a classroom convention to discuss
variations on the two-party political system
10/24/16
Ch. 9 test
48 - 59
Elections and Campaigns
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How have elections and campaigns evolved in America?
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What is a winner-take-all election system? What is a plurality? Can a candidate
win with a plurality?
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What is the difference between primaries and general elections?
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How do third-party candidates get on a ballot? What impact have third parties had?
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What is the role of the electoral college? Why do we have it? How has it affected
presidential elections?
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What are the differences in local, state, and national elections?
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What kind of person runs for office?
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What do mid-term elections tell us?
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Class exercises: (1) Selecting the date for Alabama’s primary; (2) Picking winners
in upcoming election
Elections and Campaigns: Electoral College debate
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Resolved: Direct popular vote should replace the electoral college.
!6
Elections and Campaigns: Money
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How much do campaigns cost?
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Who pays for campaigns?
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What are PACs, Super PACs, 527s?
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What is the difference between hard and soft money?
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What is the McCain-Feingold Act?
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How has Citizens United changed the rules?
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What roles should PACs, Super PACs, and 527s play in the electoral process?
•
Which ones are the largest contributors?
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Is campaign finance in need of further reform?
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How does the First Amendment complicate reform efforts?
Elections and Campaigns: Outcomes
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What determines who wins elections?
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Which issues are most important to votes? Has this been consistent?
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What effect do elections have on policy?
Elections and Campaigns: Projecting winners class exercise
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The class will analyze selected campaigns, project winners, and discuss likely
impact on policy
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This will involve maps, charts, and graphs of electoral outcomes, both historic and
projected; and contemporary news and Internet coverage of elections and
campaigns.
11/8/16
Ch. 10 test
60 - 66
Interest groups: Overview
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What is an interest group?
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How did they emerge?
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Would Madison approve of interest groups as they exist today?
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Is there a difference between a lobbyist and an interest group?
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How prevalent are interest groups?
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What sorts of interests are represented?
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Why are some groups not represented?
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How are interest groups funded?
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Are interest groups good for public policy? What are their pros and cons?
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Why, and in what circumstances, does intergovernmental lobbying exist?
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What is a public interest lobby? Do their tactics and strategies differ from other
lobbyists?
Interest groups: How they function
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What does a lobbyist do?
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What services does an interest group provide its members in addition to lobbying?
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What makes one lobbyist or interest group more effective than another?
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What is grassroots lobbying?
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What is astroturf lobbying?
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Is there a difference between interest group activities at the federal, state, and local
levels?
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Can individuals respond effectively to well-funded interest groups?
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What laws govern the activities of lobbyists?
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Do additional restraints need to be place on interest groups? If so, how can that be
done consistent with the First Amendment?
Interest groups: Ethics reform
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Class project: Design code of ethics governing the conduct of lobbyists and interest
groups
11/18/16
Ch. 11 test
!7
67 - 72
The Media: Overview
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What are the goals of the mass media?
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What kinds of roles do the media play in elections and shaping public opinion?
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To what extent are the media engaged in agenda setting? In serving as watchdog,
gatekeeper, or scorekeeper?
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Are the media impartial observers or active participants in elections and shaping
public policy?
•
Who owns the airwaves? Is the increasing concentration of major media outlets in
fewer hands likely to impact public policy?
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How do the media cover campaigns?
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What impact will new media have on policymaking?
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Are blogs influencing public policy?
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How have the public’s consumption of media changed?
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Has public trust in media changed as well?
The Media: Government’s use of media
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Is the relationship between the media and the government symbiotic, conflictual, or
both?
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What is spin?
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What is the role of the President’s press secretary?
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What is the impact of sound bites on the formation of public policy?
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When is the government justified in withholding information from the public?
The Media: Restrictions of Freedom of Expression
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What are the rules governing broadcast media (such as equal time, right of reply,
etc.)?
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Can the media protect identity of sources?
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Are sites like Wikileaks good or bad for our country?
•
What is prior restraint? Is it permissible?
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Who owns the airwaves?
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Class exercise: equal time rule debate (whole class)
The Media: Class exercise
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Identifying bias in the media
11/30/16
Chapter 12/Unit 3 test
Unit 4: Institutions of government: The Congress, the Presidency, the Bureaucracy, and the Federal
Courts
Students will develop an understanding of the following:
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The functions these institutions perform (and do not perform) and the powers they do (and do
not) possess;
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The balance of power and relationships between these institutions and how that balance is
affected by crises;
•
The ties between the various branches of national government and political parties, interest
groups, the media, and state and local governments;
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The major formal and informal institutional arrangements of power;
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Whether (and, if so, how) Congress represents and reflects the interest and desires of the nation;
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How laws are made;
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Whether Congress is the most efficient/effective way to make policy;
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Differences between the House of Representatives and the Senate;
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The evolution of Congress;
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The characteristics of members of Congress and the factors that influence who gets elected to
Congress.
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The functions that party affiliation plays in the organization of Congress.
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The factors that help to explain why a member of Congress votes as he or she does.
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The role of the courts in interpreting the Constitution and implementing public policy;
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The proper role of the courts in the policymaking process;
!8
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The hierarchy of the court system;
Whether a permanent bureaucracy is consistent with a democracy; and
The Constitutional foundation for the bureaucracy
Readings and other resources include the following:
Congress:
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Wilson & DiIulio, chapter 13
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Federalist Paper 57
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Appropriations Briefing Booklet
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Immigration and Naturalization Service v. Chadha, 462 U.S. 919 (1983)
Presidency:
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Wilson & DiIulio, chapter 14
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Clinton v. City of New York, 524 U.S. 417 (1998)
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U.S. v. Nixon, 418 U.S. 683 (1974)
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Chart depicting presidential popularity
The Bureaucracy:
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Wilson & DiIulio, chapter 15
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Chart depicting growth of the federal government
The Courts:
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Wilson & DiIulio, chapter 16
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Federalist Paper 78
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Marbury v. Madison, 5 U.S. 137 (1803)
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McCulloch v. Maryland, 17 U.S. 316 (1819)
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Scott v. Sandford, 60 U.S. 393 (1856) (a/k/a the Dred Scott decision)
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Kelo v. City of New London, 545 U.S. 469 (2005)
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Charts depicting confirmation rates of appellate court judges and rates of overturning economics
and civil liberties laws
Other readings will be assigned as relevant to current events.
Day
Lesson
73-92
Congress: Overview and evolution
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What are the six phases of Congress identified by the textbook?
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What changes in America led to those changes in Congress?
•
Why do we have a bicameral legislature?
•
Has Congress become too polarized?
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Why are Senators’ terms different from those of Representatives?
Congress: Its powers
•
What are the powers of the legislature as written in the Constitution?
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What informal powers can Congress use?
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What is a legislative veto?
Congress: Its composition
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Who gets elected to Congress?
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What do the characteristics of the members of Congress tell us about the
institution?
•
How are Congressional districts formed? What limits are there on
gerrymandering?
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Why is there such a high rate of reelection of incumbents?
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What is a safe district? Have they been increasing?
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Why are people happy with their representatives in Congress but unhappy with
Congress as a whole?
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Should there be term limits?
!9
Congress: Its operations
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What is the impact of party affiliation on Congressional operations?
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What is the committee system?
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What are the roles of committee hearings? Do they have an impact?
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What is the role of caucuses?
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What role do Congressional staffs play in the legislative process?
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What are some of the differences between the way the House and Senate
conduct business?
Congress: Its operations (cont.)
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What is casework?
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What is pork barrel politics and logrolling?
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What is an earmark? Do they still exist?
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How does Congress determine the budget?
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Why has Congress seemingly been unable to control spending?
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To what extent is Congress influenced by campaign donations and interest
groups?
Congress: How a bill becomes law
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What are the steps required for a bill to become law?
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What is gridlock?
•
What is a filibuster?
Congress: Checks and balances
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How does Congress affect the other branches of government?
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To what extent does Congress add to and support the bureaucracy?
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To what extent does Congress determine policy rather than the courts, the
President, the bureaucracy, or state/local governments?
•
Review for upcoming test
1/18/17
Ch. 13 test
93 - 105
The Presidency: Introduction
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What were the founders’ concerns when debating the office of president?
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What options were considered?
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Does the current system address the founders’ concerns?
•
How did the presidency evolve?
•
How much power does the president wield relative to Congress?
The Presidency: Powers
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What are the constitutional powers of the presidency?
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What informal powers can a president wield?
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Which powers are shared with other branches of government?
•
How can the president act as a check on the other branches?
•
How can the other branches check the president?
•
What other limits are there (formal or informal) on presidential power?
•
Is the presidency becoming more powerful or less over time?
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What factors influence the power of any given presidency?
•
What are the president’s powers over monetary policy?
•
To what extent can a president set the national agenda? What vehicles are used
in an attempt to do so?
•
When is a presidential veto likely to succeed?
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What is a line item veto? Should the president have this power?
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What is the difference in the president’s powers in foreign policy vs. domestic
policy? Does this change in times of war?
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What is the Budget Impoundment and Control Act?
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Does the president have any control over pork barrel politics and logrolling?
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What is an executive order? When is it likely to be used?
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When can a president invoke executive privilege?
!10
The Presidency: Presidential legacy debate
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Resolved: President Obama will be judged by history as a great president
The Presidency: Its components
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How have presidents organized the Executive Branch?
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What is an independent agency? How does it differ from an executive agency?
•
How much power do the cabinet departments have?
The Presidency: Who gets elected and how?
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What Constitutional limits are there on who can be elected?
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What type of person runs for the presidency?
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How do presidential elections differ from all other types of elections?
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What happens to a president’s popularity and influence during his term(s)?
The Presidency: Transitions
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What is the chain of succession in the event a president is unable to serve?
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Under what circumstances may a president be impeached?
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How is power transferred from one administration to the next?
2/7/17
Test on chapter 14
106 - 110
The Bureaucracy: Overview
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What is a bureaucrat and what is bureaucratic theory?
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How did the current bureaucracy evolve?
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How big is the bureaucracy today?
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What roles does the bureaucracy play?
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What are independent regulatory agencies and what do they do?
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Why is the bureaucracy sometimes called the “Fourth Branch” of government?
The Bureaucracy: Hiring, firing, and responsibilities
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How does one get a job with the federal government?
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What is the Pendleton Act?
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What is the Civil Service System?
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What is the role of OPM?
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Is there a spoils system?
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Why is it so hard to fire a government employee?
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What do bureaucrats do?
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How do they implement policy?
The Bureaucracy: “Pathologies” and other challenges
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What factors complicate the bureaucracy’s job?
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Are there turf battles? If so, why and how can they be avoided?
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Do the agencies have enough resources?
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Are the directions from Congress, the White House, and the courts sufficiently
clear?
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What are the stereotypical “pathologies” that afflict a bureaucracy?
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Are these pathologies real or sensationalized?
The Bureaucracy: relations with other actors
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What is an “iron triangle”? Does it exist in today’s government?
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What is an “issue network”?
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Is there a risk of agency capture?
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What sorts of checks can a bureaucracy place on the other branches of
government?
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What sorts of checks can the other branches place on a bureaucracy?
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When do the bureaucracies violate the principle of separation of powers?
!11
The Bureaucracy: Ethical constraints and alternatives to the bureaucracy
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What is the Hatch Act?
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What is the “revolving door”? Are there restrictions on employment after
leaving an agency?
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Can a bureaucrat communicate freely with anyone about anything at any time?
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Do Congressmen try to influence the bureaucrats? Should they be allowed to?
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What sort of protections are there for whistleblowers?
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How do bureaucracies differ from the private sector? How are they the same?
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Should some/all of the functions be privatized?
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What are some of the pros and cons of shrinking the bureaucracy?
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What attempts have been made to reform the bureaucracy? Why is it so hard?
The Bureaucracy: Class project
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Select an agency, research its mission and accomplishments, identify pros and
cons of keeping the agency, and offer conclusion of whether agency should be
retained (students also will have the option of arguing for the creation of a new
agency)
2/14/17
Test on Chapter 15
111 - 120
The Courts: Overview
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What is the constitutional basis of the judiciary’s power?
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What types of courts were created by the Constitution?
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How did the framers intend for the courts to act as a check on the other
branches?
•
How did the federal courts evolve?
The Courts: Structure and jurisdiction
•
Who decides what is constitutional (and who decides who decides)?
•
How has the Court expanded the authority of the federal government? Is this
appropriate?
•
What are the various levels of courts?
The Courts: Selecting judges; judicial activism
•
How does someone become a federal judge?
•
Should there be a “litmus test” for confirmation?
•
Should judges be appointed or elected?
•
Should judges adhere to the framers’ original intent? How can that
accommodate new situations?
•
How are federal judges removed from office?
The Courts: Policymaking
•
Do courts make policy? Should they be able to do so?
•
What is stare decisis, and what role should it play in a judge’s deliberations?
•
How can a court be assured that its rulings will be followed?
•
What can a court do if a ruling is disobeyed?
•
What can the other branches do if they disagree with a court ruling?
•
What are the trends in the types of cases decided by the USSC?
The Courts: Bringing a lawsuit
•
How is a lawsuit initiated?
•
How do know which court to file a complaint in?
•
What must all plaintiffs have in order to bring suit?
•
Can all decisions be appealed to a federal court? Must the USSC grant all
requests for appeals?
The Courts: Judicial debate
•
Resolved: Judges should be strict constructionists
3/2/17
Test on Ch. 16/Unit 4
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Unit 5: Civil Rights and Civil Liberties
Students will develop an understanding of the following:
•
How the USSC works;
•
Several of the USSC’s most important decisions in the areas of civil rights and civil liberties,
including those involving freedom of speech, assembly, and expression; the rights of the accused,
and the rights of minority groups and women; and
•
The impact of the Fourteenth Amendment on the constitutional development of rights and
liberties.
Readings and other resources include the following:
•
Wilson & DiIulio, chapters 5 and 6
•
Danbury Baptist Association’s Letter to Thomas Jefferson
•
Jefferson’s Letter to the Danbury Baptists
•
Schenck v. United States, 249 U.S. 47 (1919)
•
New York Times v. Sullivan, 376 U.S. 254 (1964)
•
Plessy v. Ferguson, 163 U.S. 537 (1896)
•
Brown v. Board of Education, 347 U.S. 483 (1954)
•
Swann v. Charlotte-Mecklenburg Board of Education, 402 U.S. 1 (1971)
•
District of Columbia v. Heller, 554 U.S. 570 (2008)
•
Reed v. Reed, 404 U.S. 71 (1971)
•
Grutter v. Bollinger 539 U.S. 306 (2003)
•
Gratz v. Bollinger, 539 U.S. 244 (2003)
•
Bowers v. Hardwick, 478 U.S. 186 (1986)
•
Roe v. Wade, 410 U.S. 113 (1973)
•
Griswold v. Connecticut, 381 U.S. 479 (1965)
•
Lawrence v. Texas, 539 U.S. 558 (2003)
•
Miranda v. Arizona, 384 U.S. 436 (1966)
Day
Lesson
121 - 131
Civil Liberties: Overview
•
Why do we have a Bill of Rights?
•
Why wasn’t the Bill of Rights part of the original Constitution?
•
What is “selective incorporation”?
•
Do the Bill of Rights grant any rights?
•
Are there competing rights in the Bill of Rights? If so, how are these
resolved?
•
Are there any important rights not included in the Bill of Rights? How were
these 10 selected?
Civil Liberties: First Amendment—Speech
•
What is “speech”?
•
Should there be any limits on the freedom of speech?
•
Are all types of speech the same under the First Amendment?
•
Are there patterns in the votes of USSC Justices?
Civil Liberties: First Amendment—Religion
•
What were Jefferson’s primary concerns about the relationship between church
and state?
•
What is the difference between the right to establish a religion and the right to
exercise religious views?
•
Class exercise: Free Exercise of Religion USSC simulation
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Civil Liberties: Rights of the accused; other rights protected by the Bill of Rights
•
Do we have a fair system of criminal justice?
•
Does “fairness” depend on the facts? If so, how?
•
When should evidence be excluded from a trial?
•
What rights should our country grant someone accused of terrorism?
•
What are the limits on the 2nd Amendment right to bear arms?
Civil Liberties: School prayer debate
•
Resolved: Public school classes should begin with a prayer.
3/17/17
Ch. 5 test
132 - 141
Civil Rights: Overview
•
Who is a “citizen” for purposes of the Constitution?
•
Are all citizens granted the same rights? Should they be?
•
When and why was the 14th Amendment added to the Constitution?
•
What is procedural due process? What is substantive due process?
•
What is equal protection?
•
How effective is the USSC at bringing about social change?
Civil Rights: African Americans
•
What is the history of voting rights of African Americans?
•
What is the difference between de facto and de jure discrimination?
•
Have blacks overcome the effects of Jim Crow laws?
•
What are the current laws regarding affirmative action?
Civil Rights: Women
•
Does the 14th Amendment prohibit gender-based discrimination?
•
Does affirmative action apply to women?
Civil Rights: Affirmative action debate
•
Resolved: Affirmative action is necessary to level the playing field in
education and employment.
Civil Rights: Other protected classes and issues
•
Where is in the Constitution is there a right of privacy?
•
What should the role of the USSC be when asked to uphold a right not
explicitly granted in the Constitution?
3/31/17
Test on Ch. 6
Unit 6: Public Policy
Students will develop an understanding of the following:
•
Policymaking in a federal system;
•
The formation of policy agendas;
•
The role of institutions in the enactment of policy, including the Congress, the president, the
courts, and the bureaucracy;
•
The role of the bureaucracy and the courts in policy implementation and interpretation; and
•
Linkages between policy processes and the following:
Political institutions and federalism
o
Political parties
o
Interest groups
o
Public opinion
o
Elections
o
Policy networks
o
Readings and other resources include the following:
The Policy-Making Process:
•
Wilson & DiIulio, ch. 17
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Economic Policy:
•
Wilson & DiIulio, ch. 18
•
Chart depicting federal budget deficit/surplus
•
Chart depicting federal outlays
•
Chart depicting tax burdens in democratic nations
Social Welfare:
•
Wilson & DiIulio, ch. 19
•
Chart depicting spending on Social Security and Medicare
Foreign and Military Policy:
•
Wilson & DiIulio, ch. 20
•
National War Powers Commission Report
Environmental Policy:
•
Wilson & DiIulio, ch. 21
Day
Lesson
142 - 150
Federal-state relations and scope of federal government
•
What should the proper role of the gov’t be in areas such as education,
immigration, affirmative action, and the environment?
•
Which things should be done at the state level?
•
What are “unfunded mandates” and what challenges do they present?
•
Has federal spending increased or decreased over the past decades? Relative to
what?
The Policy-Making Process
•
What are the four main paradigms of policy-making?
•
Is policy-making in the US a democratic process?
•
Who sets the policy agenda?
•
How is policy agreed to?
•
What is the role of public opinion? Of the media?
•
How is it implemented?
•
Are there iron triangles at work? Are there issue networks?
•
Are interest groups too influential?
•
What issues typically are addressed at the federal level? At the state level?
•
How do election years affect the policy agenda?
•
How are disparate interests accommodated?
•
What are the roles of the three branches of the federal government?
The Policy-Making Process: Class exercise
•
The class will, as a group, map the issue networks involved in an illustrative
issue related to consumer financial protection
Social Welfare
•
What are the different types of welfare programs we have in the US?
•
What level of welfare protection does a government owe its people?
•
Who should pay?
•
How do we decide who is a member of the “deserving poor”?
•
Is welfare better left to the private sector, including religious organizations?
Economic Policy
•
What is the difference between fiscal and monetary policy?
•
Why is the Fed in charge of monetary policy?
•
What are the various forms of taxes and why are some flat and others
progressive?
•
What role does politics play in taxing and spending?
•
How must Congress and the President work together to prepare the budget?
•
What are the basic theories of economics?
•
Why is the budget so hard to balance?
!15
•
Discussion of role of Federal Reserve Board in monetary policy
Foreign and military policy
•
What powers does the President have as Commander in Chief?
•
What checks does Congress have?
•
What impact does public opinion have on the President’s decision-making?
•
When should the US go to war?
•
What is a “war” within the meaning of the Constitution?
•
What should our response to terrorism be? Can it ever be completely defeated?
•
Does wartime justify a cessation of the protections in the Constitution?
•
How much latitude should the President have to commit US military resources?
•
What is the appropriate response of a US citizen who disapproves of American
involvement?
•
Should America continue current levels of defense spending?
Foreign and military policy: Class exercise
•
Presentation of research papers
Environmental Policy
•
What considerations go into US environmental policy?
•
Is there a tradeoff between greater protection and more jobs? If so, where
should the line be drawn?
•
What level of certainty should we require before changing environmental
policies?
4/13/17
Test on Unit 6
Spring break: 4/1417 - 4/23/17
Review for AP exam: 4/24/17 - 5/3/17
AP exam: 5/4/17
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