Democratic Republic
1. Upon completion of the chapter student should be able to compare and contest Aristotle’s three primary
forms of government, democracy, oligarchy, and autocracy and give examples of each one.
2. Students should be able to compare and contrast direct democracy with indirect democracy giving
benefits and dangers of both
3. Many AP exam questions require students to know and understand the principal view of American
democracy – Majoriarian, Pluralist, and Elitist. Ask students which one best explains the American
political system and why.
4. While important to know, students are seldom required to know the differences between “liberal” and
“conservative” for AP exams. However a discussion of these terms and which demographic groups are
most like to be adherents and why is a very beneficial activity for preparation for AP exam
5. Students should explore differing demographic groups in US politics. Many students do not understand
why the views of these groups different from their own. This is principally due to the limited exposure
to diversity that typifies most high school students. Students should be challenged to recognize that
others experience American democracy in distinctly different ways.
6. Data analysis is an important skill for success on the AP US Government exam. Begin to develop this
skill in your students by having them read and interpret the graphs in this chapter. Then have them
make projection about future evens based on this data.
7. Invite students to explore the inherent conflicts between American values of liberty and order, freedom
and security.
1
Constitution
1. Move quickly through the historical portion of the chapters up the point to the events the
immediately preceding the Constitutional convention. Ie Problems with the Articles, Shays’
Rebellion and the Annapolis Convention. This is particularly suggested if students have a strong
background the US History
2. Have students compare and contrast the Articles and the Constitution using a graphic organizer.
Point out how specific problems in the Articles were addressed by the Constitution
3. Students should have a fundamental understanding of the major compromises in the Constitution, in
particular the Great (Connecticut) Compromise along with the plans it was predicated upon.
4. Students should begin to understand the implications of separation of powers. This can be done by
comparing and contrasting presidential government with parliamentary government
5. Students should have a conceptual understanding of checks and balances. This understanding should
include specific examples of how each branch checks the others.
6. The formal amendment process and informal amendments are frequently included on AP exams.
Students typically have difficulty understanding that the amendment process has two steps: proposal
and ratification.
7. Many students are very surprised to learn that the Bill of Rights originally did not apply to the states.
This is the perfect time to begin to teach that federalism implies two levels of government each with
its own set of rules.
8. Marbury v. Madison appears with great regularity on AP exams. Students should know that it
establishes judicial review and that while judicial review is not explicitly stated in the constitution,
there is substantial constitution basis for the concept.
Key Concepts
advice and consent
Annapolis Convention
*Articles of Confederation
balanced government
bicameralism
*Bill of Rights
Cabinet
*Checks and balances
confederation
consent of the governed
*Constitution
*Declaration of Independence
democracy
*elastic clause
*electoral college
*enumerated powers
*factions
*federalism
Federalist
Federalist Papers
Federalists and Anti-Federalists
*full faith and credit
*Great Compromise (Connecticut)
*judicial review
*critical
2
*Marbury v. Madison (1803)
Natural rights
*Necessary and Proper Clause
*New Jersey Plan
Three-fifths Compromise
Second Treatise on Government
separation of powers
Shays' Rebellion
suffrage
Supremacy Clause
unicameral
*Virginia Plan
Federalism
1. Students will frequently confuse separation of powers with federalism. One way to avoid this is to not
use the term “separation” when refereeing to the division of power between the national government and
the states.
2. Explain, then have students compare and contrast, unitary confederate and federal systems of
government
3. Help students to understand that federalism can be looked at as having two major components:
horizontal federalism (the division of power between the national government and the states) and
vertical federalism (the fact the states are distinct and separate from each other)
4. McCulloh v. Maryland appears with great regularity on AP exams. Student should know that the case
interprets BOTH the Elastic Clause and the Supremacy Clause.
5. Students should know and be able to give examples of the major types of powers in US politics,
delegated (expressed and implied), reserved concurrent, denied and inherent.
6. Do not allow students to define reserved powers of the states and anything the national government does
not do. This ignores the concept of denied powers.
7. Discuss with students the enormous grant of power the national government has under its power to
regulate interstate commerce. Include in the discussion the changing definition of the term.
8. Students should have a through knowledge of the fiscal relationships between the national government
and the states.
9. Students should understand how states relate of one another in the federal system: Full Faith and Credit
etc
10. Emphasize in your presentations that American federalism is dynamic. The power distribution between
the national government and the states fluctuates over time
Key Concepts
*block grants
*categorical grant
*commerce clause
*cooperative federalism
*devolution
Dillon's rule
*dual federalism
dual sovereignty
*due process clause
*elastic clause
*entitlements
*enumerated powers
*equal protection clause
*federalism
Fletcher v. Peck (1810)
**Fourteenth Amendment
*full faith and credit
*general revenue sharing
*grants-in-aid
*implied powers
*laboratories of democracy
*layer cake federalism
*mandates (funded and unfunded)
*marble-cake federalism
*McCulloch v. Maryland (1819)
*necessary and proper clause
3
nullification
preemption
*privileges and immunities clause
*reserved powers
spending clause
*supremacy clause
*Tenth Amendment
unitary government
unitary system
Civil Liberties
1. It cannot be emphasized enough that the Due Process and Equal Protection clauses of the Fourteenth
Amendment are critical for student success on the AP Exam. Students frequently confuse the two.
Require to students to be precise in their identification.
2. Review with students that the Bill of Rights did not originally apply to the states. Student knowledge of
the Selective Incorporation is critical to success on the AP Exam.
3. When teaching incorporation, emphasize that incorporation has occurred piecemeal over time. Further,
there is not a total incorporation of the Bill of Rights even today.
4. Require that students know that there is no guarantee of “freedom of religion” rather there are two
specific clauses (Establishment and Free Exercise) in the First Amendment that deal with religion, each
one having a specific function.
5. Help students to understand that there are no absolutes in the Bill of Rights. All rights have limits
usually defined as a compelling state interest.
6. While knowledge of specific cases is important and helpful on the AP exam, far more important is
knowledge of the concepts that those cases represent. Students would do well to be able to apply the
principles espoused in the court cases.
7. Some students may balk at the phrase “separation of church and state,” interjecting that it is not in the
Constitution. When acknowledging this, mention that neither is “innocent until proven guilty,” “jury of
your peers” or “judicial review.” All of which are key constitutional concepts.
8. During your discussion of the Ninth Amendment, do not allow students to define the Ninth Amendment
as “privacy.” The Ninth Amendment protects non-enumerated rights, of which privacy is one such
right.
Key Concepts
libel
civil liberties
*Mapp vs. Ohio
civil rights amendments
*Miranda vs. Arizona
clear and present danger doctrine
obscenity
prior restraint doctrine
double jeopardy
due process clause
*establishment clause
*right of privacy
4
*selective incorporation
fighting words doctrine
*separation of church and state
free exercise clause
venue
Civil Rights
1. When teaching an AP Government course, it is important to remember the history is generally only
important (for purposes of the exam) up to the point that it aids students in understanding the political
behavior measured on the test.
2. The material in this chapter can also be used to teach political participation. Students have frequently
been asked on previous AP exams about forms of political participation other than voting. Ask students
“If voting is the only effective method of political participation, then how did African Americans
achieve relative parity without the vote?”
3. Have students make a list of barriers to minority political participation. Then have them identify the
specific policy change that removed the barrier.
4. Remind students that the struggle of achieve full political rights was not confined to African Americans.
Hispanics, Asians, and women have all suffered under discriminatory laws.
5. A key factor in understanding the Civil Rights Act of 1964 is that many of its provisions are based on
the national government’s power to regulate interstate commerce.
6. Students should be able to summarize the major provisions of the Civil Rights Act of 1964 and the
Voting Rights Act of 1965
7. Teaching affirmative action is particularly difficult with AP students, many of whom a applying for
college admission and scholarships. Encourage students to consider the both the negative and positive
effects of affirmative action as well as the negative and positive effects of eliminating affirmative action.
Particularly, problematic for most students will be understanding the fact that not all public schools in a
state are “created equal.” As such, not all students have and equal opportunity to compete. Further
complicating the issue is the fact that as long as there is affirmative action race will, by definition, be an
issue.
Key Concepts
*affirmative action
black codes
civil disobedience
poll tax
civil rights
quota
*de facto segregation
*de jure segregation
*equal protection clause
Equal Rights Amendment
5
separate but equal
grandfather clause
Jim Crow laws
*suspect classification
white primary
Cases and Laws to Know
ORIGINAL TEXT
Judicial Review
*Marbury v. Madison (1803)
Fletcher v. Peck (1810)
Martin v. Hunter's Lessee (1816)
Commerce
*Gibbons v. Ogden (1824)
Heart of Atlanta Motel Inc. v. United States (1964)
United States v. Lopez (1995)
United States v. Morrison (2000)
Supremacy Clause and Elastic Clause
*McCulloch v Maryland
Miscellaneous
Immigration and Naturalization Service v. Chadha (1983)
United States v. Nixon (1974),
BILL OF RIGHTS
1st Amendment - Religion
*Engel v. Vitale (1962)
Abington Township School District v. Schempp (1963)
*Lemon v. Kurtzman (1971)
1st Amendment - Speech
Schenck v. United States (1919)
*Gitlow v. New York (1925) (see 14th amendment)
Tinker v. Des Moines Independent Community School District (1969)
Texas v. Johnson (1989)
1st Amendment - Press
Near v. Minnesota (1931)
New York Times Co. v. Sullivan (1964)
*Miller v. California (1973)
4th Amendment
*Mapp v. Ohio (1961)
5th Amendment
Bolling v. Sharp (1954)
*Miranda v. Arizona (1966)
6th Amendment
Powell v. Alabama (1932)
Betts v. Brady (1942)
6
*Gideon v. Wainwright (1963)
Scott v. Illinois (1979)
8th Amendment
Furman v. Georgia (1972)
Gregg v. Georgia (1976)
9th Amendment
*Griswold v. Connecticut (1965)
*Roe v. Wade (1973)
14th Amendment - Privileges and Immunities
Slaughter-House Cases (1873)
14th Amendment - Due Process
Chicago, Burlington & Quincy Railway Co. v. Chicago (1897)
*Gitlow v. New York (1925)
Palco v. Connecticut (1937)
14th Amendment - Equal Protection
Civil Rights Cases (1883)
*Brown v. Board of Education of Topeka (1954) – “Brown I”
Brown v. Board of Education of Topeka (1955) – “Brown II”
*Baker v. Carr (1962)
Reynolds v. Sims (1964)
Wesberry v. Sanders (1964)
Reed v. Reed (1971)
Craig v Boren (1976)
*Regents of the University of California v. Bakke (1978)
15th Amendment
Guinn v. United States (1915),
Smith v Allwright (1944)
*The National Voting Rights Act of 1965
*Critical
7
Public Opinion and Socialization
1. Students should be able to identify the primary agents of political socialization and the particular values
and behaviors that each agent transfers.
2. Have students examine the correlation between political preferences and demographic groups. What
factors might explain this?
3. Up to 25 percent of the AP exam can be based on data. This chapter has a number of charts graphs and
data tables. Have students analyze the data and draw their own conclusions from it.
4. Ensure the students have a firm grasp on what is required to conduct a valid opinion poll.
5. Have students analyze the data relating to trust and confidence in the American Government. Then have
them explain what historical events might have caused this.
6. Lead students in a discussion of how public opinion affects the decisions that institutions (including the
judiciary) make in a democratic society.
7. Perhaps that most difficult part of teaching public opinion is that many students want to reject what they
disagree with rather than seeking to understand why another person or group believes the way that it
does. Remind students that the goal of political science as well as other social and behavior sciences is
to explain the behavior observed rather than to serve as an advocate for a particular viewpoint.
Key Concepts
closed-ended question
exit poll
open-ended question
focus group
political elite
framing
public opinion
ideology
sampling error
socialization
public survey research
capitalism
conservatives
economic conservatives
economic liberals
equality of opportunity
freedom
gender gap
ideology
independents
liberals
party identification
8
permissive consensus
policy preferences
political efficacy
political socialization
presidential approval rating
public opinion
random sampling
safety net
sample survey
social conservatives
social liberals
SIGs
1. Review with students the differing views on American democracy covered previously: majoritarian,
pluralist, and elitist. Explain how the existence of special interest groups supports the pluralist view.
2. Have students read Federalist 10 (or excepts from it). Remind students that while Madison states that
fractions are undesirable, they are inevitable.
3. For students to understand that interest groups seek to influence all aspects of public policy students
need to be familiar with the concept of public policy. If not, students typically only understand interest
group activity in terms of influencing the legislative process.
4. Student should be able to name and describe several examples fro each type of interest group.
5. Students should be able to describe how the characteristics (size, resources, prestige etc) of several
groups and how those characteristics impact the tactics the groups use and the institutions that they seek
to influence.
6. It is a common misconception that lobbyists “distort” the truth. Ask student how influential such a
person would be.
7. One reason that many people misunderstand lobbying is that that they think the legislating a “zero sum
gain,” the bill is either passes or fails. In reality often what the bill says is far more important than if it
passes or not. Sometime the job a lobbyist is to lesson the negative impact of a bill that already has
enough votes to pass by changing the content of the bill during the legislative process.
8. Begin laying the foundation for teaching the iron triangle and issue networks.
9. Use this chapter to set the stage for how special interest groups participate in the electoral process
Key Concepts
*amicus curiae
*lobbyist
corporatist
*pluralism
direct action
*political action committee (PAC)
direct mail
fiduciary
political entrepreneur
free rider problem
private goods
*grassroots
lobbying
public goods
9
*interest group
selective benefits
*issue network
social movement
lobbying
*subgovernment/iron triangle
Parties
1. Have students compare and contrast special interest groups and political parties.
2. Have students compare and contrast the platform of the Democratic and Republican parties.
3. A problem form many students is the mistaken beliefs that everyone in a political party endorses the
entire platform and everyone is a member for the same reasons. As an activity, have students identify
the more liberal elements in the Republican Party and the more conservative element sin the Democratic
Party.
4. American political parties are, but a shadow of their former selves. Have students identify the changes
in the political landscape that have contributed to this such as: the direct primary (with candidate
centered campaigns), single issue voting, the civil services system, etc.
5. Students should be able to explain the reasons behind dealignment and realignment
6. Third parties have, and will probably continue to play an important role in American politics. Have
students analyze several third parties and identify close or far from public opinion they are.
7. A conceptual view of American political parties is that they have three major parts: party in the
electorate, party in government, and party organization. Have students compare the role these parts with
the role those parts on a European democracy.
Key Concepts
Blanket primaries:
Closed primaries
coalition government
Critical election
direct primary
divided government
electoral system
Linkage institutions
multiparty system plurality
National chairperson
National committee
National convention
New Deal coalition
Open primaries
party alignment
Party competition
Party dealignment
Party eras
Party identification
Party machines
Party realignment
Patronage
political machine
Political party
10
Proportional representation
Rational-choice theory
realigning election
realignment
Responsible party model
single-member district
Third parties
Ticket-splitting
two-party system
two-thirds rule
Winner-take-all system
Voting and Elections
1. Lead students in a discussion of what variables are associated with non-voting. Ask students if they
would endorse a solution to nonvoting similar to Australia. Australia fines citizens who do not vote in
elections.
2. Have students construct a time of line of when major restrictions on voting were removed
3. A common misconception is that the Electoral College is based on population. Have students divide the
population of several states by the number of electoral votes for those states. If the Electoral College
was based on population then the number of citizen per elector for each state should be roughly equal.
Have students compare Wyoming with California. Do all citizens on the United States make an equal
impact?
4. Students should be able to explain that the “winner take all” rule in most states forces the focus of the
presidential campaign to the so-called “battle ground” or “swing” states.
5. Have student develop a campaign strategy for several hypothetical presidential candidates such as a
liberal Republican, centrist Democrat etc. Included in their strategies should be which states their
candidate would campaign in for the nomination and which states for the general election. Are these the
same states?
6. The Electoral College is often criticized as out dated or undemocratic. Have students research what
alternatives exist. What changes to the US constitution would be required.
7. Another criticism of the Electoral College is the so-called faithless elector (the elector who votes for
someone other than whom he or she has promised to vote for.) Have students research the incidence of
this in recent elections.
Key Concepts
Civic duty
Mid Term Election
Coat Tails
Swing State
Electoral college
Initiative petition
Legitimacy
Motor Voter Act (1993)
Policy voting
Political efficacy
Referendum
Retrospective voting
11
Suffrage
Voter registration
franchise
Campaigning
1. Students should be able to distinguish between official qualifications of public office and the
“unofficial” ones. The latter are often much more restrictive. Also, have them examine what
demographic barriers there are to public office and how some of those barriers have been challenged in
recent elections.
2. Lead students in a discussion of the effects of the change from the nominating convention to the direct
primary. Students should recognize that the direct primary has led to candidate centered campaigns,
weaker parties, PACs, decline in the importance of political bosses etc
3. Make sure that students understand the difference between plurality and majority and which elections
require which one to win
4. Review the public opinion section in chapter six when talking about tracking polls and focus groups
5. Review the information on special interest groups before covering this chapter’s section on PACs. Ask
students what it the special interest group “buying” with such large sums of money. The correct answer
is “access.” If students do not understand this, you will need to spend extra time during the chapter on
congress explaining the role of committees and the legislation rarely leaves a committee the same way it
enters.
6. Have students consider the information in chapter 4 concerning the First Amendment. Then lead them
in a discussion of Buckey v. Valeo. Then have them consider the decision in Citizens United v. Federal
Election Commission.
7. There is an old saying in politics “Water always finds a crack, money always finds a candidate.” Have
students consider the effectiveness of the various campaign finance restrictions since the 1970s.
8. Vocabulary is particularly important in this chapter: types of primaries, 527s, soft money etc. Caution
students the simply being able to “buzz word” the concept is not enough for the AP exam.
12
Media
1. Review the First Amendment from chapter 4. Have students prepare a list of relevant court cases that
deal with freedom of the press
2. Help students to understand the differing types of media operate under difference rules. For example
print media is not regulates the same way the broadcast media is.
3. A useful resource for teaching this chapter is www.livingroomcandidate.com
4. Students should understand the power of televisions versus print and radio. To accomplish this show
students clips of the Kennedy/Nixon debate. Ask students why would television viewers and radio
listeners have such a difference of opinion as to who won.
5. Discuss with students bias in the media. Many will assert that there is an ideological bias in the media.
Undoubtedly there is some. However challenge students to consider that one’s perception of media bias
is colored by one’s own ideology. That is to say, a very conservative person may perceive all broadcast
media a being liberal and a very liberal person would perceive it as being liberal
6. Have students debate to what extent is the media’s true bias based on what is profitable.
7. Led students in a discussion of the changing nature of the media. The transformation of the Internet into
people’s primary source of information will have profound impacts on the political process. How will
this affect PACS, campaign finance, third parties?
Key Concepts
agenda setting
Alien and Sedition Acts (1798)
Associated Press
beat reporting
bias
Cable News Network (CNN)
Cable Satellite Public Affairs
Network (C-SPAN)
electronic media
equal time provision
fairness doctrine
Federal Communications
Commission (FCC)
fireside chats
framing
infotainment
investigative reporting
libel and slander
minority papers
newsworthy/iness
objective journalism
Pentagon Papers
prior restraint
public figures
pundits
serious papers
stringers
tabloids
think tanks
watchdog
Watergate
yellow journalism
13
Beats
Broadcast media
Chains
High-tech politics
Investigative journalism
Mass media
Media event
Narrowcasting
Policy agenda
Policy entrepreneurs
Press conferences
Print media
Sound bites
Talking head
Trial balloons
Congress
1. Mark Twain once said “It could probably be shown by facts and figures that there is no distinctly
American criminal class except Congress.” It is no understatement to say that the American people have
a distain for Congress. Have your students discuss that if this is true why do incumbent members of
Congress keep getting reelected.
2. Review with student the role of special interest groups, PACs and lobbying as well as the iron triangle
and issue networks.
3. Students should know the rather mechanical “how a bill becomes a law” process. However, more
important than this legalistic knowledge is understanding of the interpersonal factors to contribute to the
legislative process. How does seniority, lobbying, the media, effect the legislative process.
4. A common misconception among students is that the Senate is simply a smaller version of the House.
The misconception must be overcome because the AP exams frequently asks students to distinguish
between the characteristic of the House and the Senate. Have the students make a T chart that compares
the two. Focus on whether the differences are constitutional in nature or are products of the internal
rules of each house.
5. Congress has been called “government by committee” with some truth. Students should have a firm
grasp of the structure, functioning and leadership selection of congressional committees. Further
students should be able to described the function of key committees such a Rules, Ways and Means,
Finance, and Appropriations
6. This chapter contains a basic discussion of fiscal policy. This will set the stage for material in chapter
17. There a more complete discussion of fiscal policy will be coupled with monetary policy.
7. This chapter contains coverage on districting. Student should be aware that gerrymandering is legal but
racial gerrymandering is not. You might want to review the Equal Protection clause before discussing
the apportionment cases with your students.
8. Be sure to discuss congressional powers relating to foreign policy and war making. Students often
assume that these are the sole prerogative of the president.
9. A key concept for understanding congress is to grasp the congress cannot be fully understood without
also considering the presidency. It is the interaction between the two institutions that is responsible for
most public policy. After completing the chapter on the presidency, be sure to review Congress.
14
Congress
Key Concepts
appropriations process
markup
authorization process
minority leader
bicameral
multiple referral
caucus
president pro-tempore
cloture
rule
conference
select committee
conference committee
seniority
delegate
Speaker
discharge petition
sponsor
distributive tendency
standing committee
distributive theory
suspension of the rules
filibuster
trustee
informational theory
unanimous consent
log-rolling agreement
majority leader
whip
Bicameral legislature
Bill
Casework
15
Caucus
Committee chairs
Conference committees
House Rules Committee
Incumbents
Joint committees
Legislative oversight
Majority Leader
Minority Leader
Pork barrel
Select committees
Seniority system
Speaker of the House
Standing committees
Whips
President
1. The constitutional provisions relating to the presidency have been largely unchanged from the time of
George Washington. Have students consider why then have not all presidents been equally powerful.
2. As previously mentioned in the last chapter a key to understanding both the Congress and the President
is to understand how the two interact. This should be part of the focus of your instruction
3. Have your students make a chart that lists presidential powers in the following categories: legislative,
executive, diplomatic/military, judicial. Have the students compare this list with a similar list for
Congress.
4. Discuss with your students the informal powers of the president and how those powers can be just as
important (if not more so) as the formal ones.
5. The president’s veto power is frequently an AP Exam topic. Students should understand how effective
it is, the procedures relating to it, and its limitations (no line-item veto).
6. Discuss with students the nature of presidential approval ratings including those factors that contribute
to its rising and falling. Further, help the students to understand that approval rating often can be viewed
as a measure to presidential power.
7. Students should have a firm grasp on the fact that the cabinet is not longer the primary advisory group to
the president, having been replaced by the White House Staff. Students should understand the natural
rivalry between the White House Staff and the cabinet
8. Finally student should have a working knowledge of these concepts: executive privilege, executive
order, and executive agreement versus treaties.
Key Concepts
Administration
honeymoon
beltway insider
impeachment
bully-pulpit
independent counsel
cabinet
inherent executive power
chief of staff
line item veto
commander-in-chief
override
dignified aspect
pocket veto
divided government
presidential popularity
efficient aspect
secretary
Executive Office of the President
State of the Union address
executive order
veto power
executive privilege
First Lady
White House Office
Cabinet
16
Council of Economic Advisors
Crisis
Impeachment
Legislative veto
National Security Council
Office of Management and Budget
Pocket veto
Presidential coattails
Twenty-fifth Amendment
Twenty-second Amendment
Veto
War Powers Resolution
Watergate
Bureaucracy
1. Review with your students the concept of public policy. Remind them that all four institutional of the
national government make public policy: Congress – laws, President – executive orders, Bureaucracy –
administrative regulations, Judiciary – precedents.
2. Review with your students the iron triangle and issue networks
3. Have students compare the size of different departments based on personnel and budget
4. Students should be able to explain and give examples of the three different types of independent
executive agencies. Particular focus should be given to independent regulatory commissions.
5. Have students construct a rough timeline that shows the development of the civil service system from
the spoils system to the present merit system. Students should be particularly mindful of the Pendleton
Act and the Hatch Act.
6. Ask students to what extent has the development of the merit system change the nature of presidential
power. Further, to what extent to does this make the bureaucracy a “fourth branch” of government, in
effect independent of the other institutions?
7. To finish the chapter, have your students consider to whom the bureaucracy is accountable. It is the
president, congress, special interest groups, itself? There is a case to be made for each of these. This
activity will cause students to see how the bureaucracy functions in the American political system.
Key Concepts
administrative discretion
inners and outers
agency
iron triangle
bureaucracy
issue network
civil service
mugwumps
Congressional Budget Office
patronage
Pendleton Act
Office of Management and Budget
earmark
end run
recess appointment
government corporation
senatorial courtesy
Hatch Act
spoils system
independent regulatory commission
sunshine law
agencies
inner cabinet
Administrative discretion
Bureaucracy
Civil service
Command-and-control policy
Deregulation
Executive orders
Government corporations
GS (General Service) rating
Hatch Act
17
Incentive system
Independent executive agencies
Independent regulatory agency
Iron triangles
Merit principle
Office of Personnel Management
(OPM)
Patronage
Pendleton Act
Policy implementation
Regulation
Senior Executive Service
Standard operating procedures
Street-level bureaucrats
Courts
1. The focus of this chapter is not on the decisions that the judiciary makes but rather the process by which
those decisions are made
2. On previous AP exams students have been asked to explain how public opinion affects Supreme Court
decision-making. Students must recognize the public opinion has both a direct and indirect effect on
judicial decisions making particularly at the appellate court level.
3. Students should understand that the American judiciary bases most of its decisions on precedent.
Vocabulary Term – stare decisis
4. Review the concept of judicial review with your students. Do not allow them to define it as the Supreme
Court’s ability to declare a law unconstitutional. Rather help them to understand the power belongs to
all federal courts (other then special courts) and the ability to review actions of the both the executive
and legislative branches. Finally, students should know that whenever the court exercises judicial
review typically the action of the other branch is upheld.
5. Have students develop a list of limitations on judicial power. This should include the obvious
constitutional checks as well as things like lack of litigation, political questions, etc.
6. Students should know cases reach the Supreme Court and the term writ of certiorari.
7. Students should know the types of decision issued by the court: Majority, dissenting, concurring,
plurality.
8. Students should be able to explain the process by which judges are selected and the role of the
following: President, Justice Department/Attorney General, Senate, Senate Judiciary Committee,
Senatorial Courtesy, special interest groups.
Key Concepts
Appeal
living constitution theory
associate justice
“borking”
Marbury v. Madison
original-intent theory
cert
opinion
chief justice
circuit court
court of appeals
civil code
plaintiff
class action suit
concurring opinion
precedent
defendant
dissenting opinion
district court
senatorial courtesy
judicial activism
solicitor general
judicial restraint
stare decisis
judicial review
statutory interpretation
law clerk
U.S. attorney
legal distinction
writ of certiorari
amicus curiae briefs
appellate jurisdiction
Class action suits
Courts of appeal
District courts
Judicial activism
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Judicial implementation
Judicial restraint
Judicial review
Justiciable disputes
Marbury v. Madison
Opinion
Original intent
Original jurisdiction
Political questions
Precedent
Senatorial courtesy
Solicitor general
Standing to sue
Stare decisis
Statutory construction
Supreme Court
United States v. Nixon
Domestic Policy
1. This chapter provides a prime opportunity to review how the American political system works. One
way of using this chapter is do cover it right be for the AP exam.
2. If time is limited focus on Social Security, Medicare and Poverty & Welfare as these can serve as
vehicles to review the budget process and fiscal policy
3. Students should know the concept agenda setting. They should be able to identify key agenda setters in
American politics.
4. Have students select a policy area and identify relevant special interest groups. Then have the go to
www.opensecrets.org and see to whom they have made contributions and how much. Did their strategy
pay off?
5. To further enhance student understanding, have students identify key agencies and congressional
committees associated with the above policy area.
6. Ask students do you think the Social Security will be there when they retire. If not what policy changes
could ensure that it would be there
7. Discuss with students how federalism affects the issues that are placed on the national agenda and those
issues are dealt with.
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Economic Policy
1. Students are often confused with the terms fiscal policy and monetary policy, frequently using them
interchangeable. Students should be able to correctly define each term.
2. Students should know the principal actors in fiscal policy including committees and the role each on
plays (President, OMB, Congress, Ways and Means, Finance, House and Senate Appropriations, CBO)
3. Students should know the principal actor in monetary policy (Federal Reserve).
4. Students should be able to explain why Congress has effectively delegated monetary policy to the
Federal Reserve
5. Discuss with students the difference between the national debt and the deficit
6. Other key concepts include: entitlement, mandatory expenditure, and discretionary expenditure
7. Some useful websites include:
o Budget Hero http://marketplace.publicradio.org/features/budget_hero
o Congressional Budget Office http://www.cbo.gov/
o Federal Budget Spending http://www.federalbudget.com/
o Budget of the US Government http://www.gpoaccess.gov/usbudget/
Key Concepts
Budget
monetarism
business cycle
monetary policy
Council of Economic Advisors
(CEA)
Keynesianism
partisan interpretation
debt
progressive tax
deficit
recession
regressive tax
sin tax
Federal Reserve System
supply-side economics
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fiscal policy surplus
flat tax
tax base
gross domestic product
tax preferences
inflation
unemployment
Foreign Policy
1. Review with students the military and foreign policy powers of the president and
Congress.
2. Review with students the major provisions of the War Powers Resolution and the
historical context that produced it. The Resolution has never been tested in court. Have
students discuss the constitutional arguments on both sides.
3. The Untied States entered the Vietnam War, the Persian Gulf War and the Iraq War
without a “declaration of war” from Congress. Ask the student does this mean that the
Congress did not authorize these actions. Have students research the methods that
Congress used to authorize the use of military force. Ask students would it have made a
difference if the term “declare war” was used.
4. Have students debate the merits of isolationism versus the US playing an active role in
the world. Does the historical context change their opinion?
5. Discuss with students how the reality of nuclear weapons changes the balance of military
power between the Congress and the President
6. Review with students the First Amendment. Have the student discuss to what extent does
wartime necessitate the curtailment of civil liberties.
7. Discuss with students how terrorism has affected life in the United States. Have students
consider the shifting of power between the President and Congress and the effects on
civil liberties particularly privacy and search & seizure.
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State and Local
1. The AP course description guide does not explicitly provide that student should have an
understanding of state and local government. However, this chapter can be used in ways
that will enhance student understanding of the Federal Government.
2. Review with students the two major views of federalism: cooperative and dual. Ask the
students to what extent has cooperative federalism shifted decision making to the national
government.
3. Have students compare and contrast the powers of the President with that of their state
governor. Many students are surprised to find these powers are not the same. This is
particularly true in so called “weak governor” states.
4. Review with students the process for initiative, referendum and recall if you state has
these procedures. Ask students how theses procedures would affect decision making at
the national level.
5. Have students compare and contrast the effects of electing judges versus appointing
judges. Then have them consider the Missouri Plan.
6. Have students compare and contrast the major sources of revenue and areas of
expenditure for the nation government with that of their state.
7. Many states have adopted term limits for many elected offices. Discuss with students the
effects on policy making in their states. What would be the likely effect if term limits
were put into effect for Congress.
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Review Guide
I Constitutional Underpinnings of US Govt
What are the historical antecedents of the Constitution?
Articles of Confederation - weaknesses
What are the philosophical/ideological underpinnings of the Constitution?
How do checks & balances and separation of powers work?
Explain all “checks” that one branch has of the other two.
Judicial Review
What roll did the Federalist have in the adoption of the Constitution?
How did Madison regard “factions?”
What are the constitutional “powers”?
Delegated (Expressed/Implied), Inherent, Concurrent, Reserved
Explain each and give examples
What are the “theories” of government
Majoritarian, Elitist, Pluralist
How does federalism operate in the United States?
Horizontal
Dual/layer cake, Cooperative/Marble Cake
Fiscal – Grants
Vertical
“Laboratories of Democracy”
Ways in which states interact with each other
Changes over time
Devolution
What are the major factors that have contributed to a growth of national power?
Elastic Clause, Commerce Clause, 14th Amendment, Money
II. Political Beliefs and Behaviors
What beliefs do citizens have about their government, its leaders and the US political system?
What is political socialization and who are the agents of socialization?
Describe US Political Culture
What are the ways in which citizens participate in political life?
How do different demographic groups behave politically? Why?
What is the impact on the political system?
Why do citizens have different beliefs from each other?
How is public opinion measured?
III. Political Parties
What are the major functions of political parties?
What are the major structures of political parities?
What are the major organization groups in political parties (ie party in the electorate etc)?
What do they do? How do they affect the political process?
What are the causes of party decline and resurgence?
What are the major “party eras” in American Politics?
What are their causes? What are their characteristics?
Why does the United States have a two party system? What is the impact of third parties?
III. Political Parties (elections)
What are the different types of elections?
Who is likely to participate in each election?
How is the nomination of the presidential candidates different from how other candidates are nominated?
Explain the nomination process for president
Explain the nomination process for other offices
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How is the election of the president different for how other offices are elected?
What are the consequences of the Electoral College? What would be the impact of its removal?
Why does the US have a two party system?
How does money impact elections?
What are the provisions of major campaign finance laws? What are the ways around the rules?
III. Interest Groups
How do interest groups attempt to influence the policy process (Legislative, Executive (including administrate
agencies, Judicial)
How do interest groups attempt to influence elections?
How do interest groups attempt to influence public opinion?
Explain pluralism and hyperpluralism
Iron Triangle vs Issue Network
III. Media
What are the functions of the media in a democratic society?
What are the major roles of the media in US politics?
IV Institutions - Congress
Who are the key members of Congress – how are they selected?
How is each house of Congress organized?
How does a “bill become a law?”
How does a “bill really become a law?”
What are the key committees?
How are committees organized and lead?
What are the powers of Congress?
What is the relationship between Congress and political parties, interest groups and the media?
IV. Institutions – President
What are the major roles (both formal and informal) of the President?
What are the major powers (both formal and informal) of the President?
What is the structure and function of the Executive Office of the President?
Why is the cabinet not nearly as important as it once was? Why has it been replaced by the White House Staff?
What are the powers of president with regard to other policy-making institutions? Especially war and diplomatic
power.
What factors affect presidential popularity/approval rating? What is the impact of popularity/approval rating on
presidential power?
IV. Institutions – Courts
What are the major structural components of the judiciary?
How does federalism impact the judiciary?
How are judges selected? Both formal and informal factors
What are the checks on the judiciary? Both formal and informal
How is the Supreme Court structured? Says Who?
How does the Supreme Court operate?
IV. Institutions — Bureaucracy
What are the major structures in the bureaucracy?
To whom is the bureaucracy accountable?
What is the relationship between the bureaucracy and interest groups, congress, the president, and the courts?
What is the legislative oversight?
How does the bureaucracy make policy? Who gave it this authority? Why? How is it checked?
V. Public Policy
What is "public policy"?
How does federalism affect policy making?
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What is agenda setting? Who is an agenda setter? How?
What are the roles of the bureaucracy and the courts in policy implementation? What is "fiscal policy" Who makes
it? How?
What is "monetary policy" Who makes it? How?
VI Civil Rights and Civil liberties
What is the impact of the 14th Amendment on the US political system?
Due Process and Equal Protection
What is selective incorporation?
What are the major provisions of the Bill of Rights and how have they been interpreted?
How have Congress and the Courts advanced civil rights in the United States?
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