AP US Government and Politics Important Links Class Remind
Welcome to the AP US Gov. Section
Students: Here you will find homework assignments, worksheets, PowerPoints, and much more. If you have any questions, please e-mail me at [email protected]. Please also make use of the links on the right-hand side of the website. Sign up for class alerts by by clicking the Remind link on the right. Students cannot reply back to messages and the teacher cannot send a message to a specific student. |
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Required Documents Required Supreme Court Cases
Quick Case Summary
McCulloch v. Maryland (1819) United States v. Lopez (1995) Engel v. Vitale (1962) Wisconsin v. Yoder (1972) Tinker v. Des Moines Independent Community School District (1969) New York Times Co. v. United States (1971) Schenck v. United States (1919) Gideon v. Wainwright (1963) Roe v. Wade (1973) McDonald v. Chicago (2010) Brown v. Board of Education (1954) Citizens United v. Federal Election Commission (2010) Baker v. Carr (1961) Shaw v. Reno (1993) Marbury v. Madison (1803) |
The Week of October 2-6Monday, October 2
Objectives: Students should be able to: 1. Explain the distribution of power between federal and state governments to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants. Procedure: 1. Review Federal Mandate Activity 2. PowerPoint Day 11 3. Practice in book (page 68-71) 4. Summative Review HW: Complete all Unit One review questions (flashcards optional) for Tuesday, October 3.(Foundations Notes & Federalism Notes) Tuesday, October 3 (Unit One) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning federalism and foundations of American government. Procedure: 1. Review questions 2. Jeopardy HW: Prepare for test on Wednesday, October 4. Wednesday, October 4 (Unit One) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning federalism and foundations of American government. Procedure: 1. Test HW: Thursday, October 6 (Unit 2) Objectives: Students should be able to: 1. Explain how by design, the different structures, powers, and functions of the U.S. Senate and House of Representatives affect the policy-making process 2. Describe chamber-specific procedures, rules, and roles that impact the policy-making process Procedure: 1. Unit Two Overview 2. Overarching themes in Congress 3. Chart Examination: Why does Congress have such a low approval rating yet incumbents have a 90% chance of being reelected? 4. Congress PowerPoint Day 1 5. Senate vs. House Leadership 6. Summative Review HW: Read and outline pages 77-102 for Tuesday, October 9 Friday, October 7 (Unit 2) Objectives: Students should be able to: 1. Explain how by design, the different structures, powers, and functions of the U.S. Senate and House of Representatives affect the policy-making process 2. Describe chamber-specific procedures, rules, and roles that impact the policy-making process 3. Discuss how the Senate is designed to represent states equally, while the House is designed to represent the population Procedure: 1. Review Senate vs. House Leadership 2. Constitution Analysis: Article 1 Scavenger Hunt 3. Congress PowerPoint Day 2 4. Summative Review HW: Read and outline pages 77-102 for Tuesday, October 9 |
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The Week of September 25-29Monday, September 25 (Unit One) No School Tuesday, September 26 (Unit One) Objectives: Students should be able to: 1. Examine how national policymaking is constrained by the sharing of power between and among the three branches and state governments. Procedure: 1. Review federalism 2. McCulloch v. Maryland and answer the accompanying questions in your notebook. Show evidence of close reading. 3. PowerPoint Day 9 4. Quizlet HW: 1. Read and outline pages 42-47; 50-55; 57-58; 61 for Wednesday, September 278 Wednesday, September 27 (Unit One) Objectives: Students should be able to: 1. Analyze the balance of power between the national and state governments has changed over time based on U.S. Supreme Court interpretation of such cases as McCulloch v. Maryland and US v. Lopez Procedure: 1. Immigration 2. US v. Lopez versus McCulloch v. Maryland 3. PowerPoint Day 9 4. Cases involving the Commerce Clause 5. Work on unit one overview HW: 1. Read and outline pages 42-47; 50-55; 57-58; 61 for Wednesday, September 27 2. Prepare for quiz on Friday, September 29 (Foundations Notes & Federalism Notes) Thursday, September 28 (Unit One) Objectives: Students should be able to: 1. Explain The distribution of power between federal and state governments to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants. Procedure: 1. Practice FRQ (must be logged into VTSD account) 2. PowerPoint Day 10 3. Federal Mandate Activity 4. Summative Review: ADA and a lip ring? HW: 1. Prepare for quiz on Friday, September 29 (Foundations Notes & Federalism Notes) Friday, September 29 (Unit One) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content regarding the foundations of the US Constitution. 2. Explain the distribution of power between federal and state governments to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants. Procedure: 1. Quiz HW: 1. Complete unit one MC questions for Monday, October 2 on AP classroom. 2. Unit One study guide due Tuesday, October 4. |
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The Week of September 18-22Monday, September 18 (Unit One)
Objectives: Students should be able to: 1. Analyze to what extent anti-Federalist writings, including Brutus No. 1., adhered to popular democratic theory that emphasized the benefits of a small decentralized republic while warning of the dangers to personal liberty from a large, centralized government. 2. Discuss Madison's arguments in Federalist No. 10 with respect to its focus on the superiority of a large republic in controlling the "mischiefs of faction," delegating authority to elected representatives and dispersing power between the states and national government. Procedure: 1. Finish Brutus No. 1 Reading Excerpt 2. Fed vs. State Governments: Mask Mandate Video 3. Meme Generator: Make two memes: https://www.iloveimg.com/ - submit to schoology A. Brutus No. 1 B. Articles of Confederation 4. Summative Review HW: 1. Read and outline pages 21-35 for Thursday, September 21 Tuesday, September 19 (Unit One) Objectives: Students should be able to: 1. Explain how the powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the US Constitution Procedure: 1. Brutus and Articles of Confederation Memes 2. US Constitution 3. Constitution Power Grab Game HW: Read and outline pages 21-35 for Thursday, September 21 Wednesday, September 20 (Unit One) Objectives: Students should be able to: 1. Explain how the powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the US Constitution Procedure: 1. Federalist 10 2. Which rights are being used? Refer to video on right. 3. Exploring the US Constitution 4. PowerPoint Day 7 5. Summative Review HW: Read and outline pages 21-35 for Thursday, September 21 Thursday, September 21 (Unit One) Objectives: Students should be able to: 1. Discuss the interpretation of the Tenth and Fourteenth Amendments, the commerce clause, the necessary and proper clause, and other enumerated and implied powers is at the heart of the debate over the balance of power between the national and state governments. 2. Examine how national policymaking is constrained by the sharing of power between and among the three branches and state governments. Procedure: 1. Do Now: Federal versus State Law Video 2. PowerPoint Day 8 3. Practice MC HW: 1. Read and outline pages 42-47; 50-55; 57-58; 61 for Wednesday, September 27 2. Read and answer questions regarding Federalist 51 for Friday, September 22 through Schoology. Friday, September 22 (Unit One) Objectives: Students should be able to: 1. Examine how national policymaking is constrained by the sharing of power between and among the three branches and state governments. Procedure: 1. PowerPoint Attack 2. Review Fed 51 3. Rubric 4. Practice FRQ on Brutus and Federalists Papers 10 and 51 HW: Read and outline pages 42-47; 50-55; 57-58; 61 for Wednesday, September 27 |
*Note: The above video is for educational purposes to apply which rights are being used.
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The Week of September 11-15Monday, September 11 (Unit One) Objectives: Students should be able to: 1. Describe how the Declaration of Independence, drafted by Jefferson with help from Adams and Franklin, provides a foundation for popular sovereignty Procedure: 1. Too Late to Apologize 2. Review Questions:
a. Where do you see evidence of Enlightenment thought? Be specific. b. How does the Declaration of Independence form the basis for popular sovereignty and republicanism? Cite specific passages. c. How "revolutionary" was this document? Did anything fundamentally change? d. Why might this document be considered a foundation document for the US? 4. PowerPoint Day 2 5. Summative Review HW: 1. Read and outline pages 2-20 Wednesday, September 13. Submit through Schoology. (Sample Outline) Tuesday, September 12 (Unit One) Objectives: Students should be able to: 1. Describe how the Declaration of Independence, drafted by Jefferson with help from Adams and Franklin, provides a foundation for popular sovereignty 2. Discuss how compromises deemed necessary for adoption and ratification of the Constitution are represented in various agreements Procedure: 1. Do Now: Articles of Confederation 2. Fix the Articles of Confederation 3. PowerPoint Day 3 4. Summative Review: 2024 Articles Simulation HW:1 . Read and outline pages 2-20 Wednesday, September 13. Submit through Schoology. (Sample Outline) Wednesday, September 13 (Unit One) Objectives: Students should be able to: 1. Discuss how compromises deemed necessary for adoption and ratification of the Constitution are represented in various agreements Procedure: 1. PowerPoint Day 4 2. Read pages xxxv-xli 3. FRQ practice 4. Summative Review HW: Thursday, September 14 (Unit One) Objectives: Students should be able to: 1. Discuss how compromises deemed necessary for adoption and ratification of the Constitution are represented in various agreements Procedure: 1. PowerPoint Day 5 2. Bill of Rights Activity 3. Review Bill of Rights 4. Summative Review HW: Friday, September 15 (Unit One) Objectives: Students should be able to: 1. Analyze to what extent anti-Federalist writings, including Brutus No. 1., adhered to popular democratic theory that emphasized the benefits of a small decentralized republic while warning of the dangers to personal liberty from a large, centralized government. Procedure: 1. Brutus No. 1 Reading Excerpt --- full document --> Brutus No. 1 --Teacher's notes--- ○What qualities does Brutus say representatives should have in a republic? ○Why would representation in a large republic prevent the people from adequately giving their “assent to the laws”? ○What problems will a diversity of interests cause in a large republic? ●Class Discussion: ○Why does Brutus believe that in an extended republic the government will eventually have to use force to rule the citizens? ○Why does Brutus believe that rulers in an extended republic will abuse their powers and violate the rights of citizens? 2. PowerPoint Day 6 3. Summative Review: Brutus Flow Chart HW: Brutus No. 1 Reading Excerpt |
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The Week of September 7-8Thursday, September 7 (Unit One)
Objectives: Students should be able to: 1. Understand course expectations for the 2023-2024 school year Procedure: 1. Welcome 2. Syllabus/Course Expectations 3. Distribute books 4. Review summer assignment. HW: Friday, September 8 (Unit One) Objectives: Students should be able to: 1. Discuss how the U.S. government is based on ideas of limited government, including natural rights, popular sovereignty, republicanism, and social contract. 2. Explain how representative democracies can take several forms along this scale. Procedure: 1. Unit One Overview 2. PowerPoint Day 1 3. Citizenship Test 4. Summative Review HW: 1. Read the Declaration of Independence. Highlight key phrases from Locke and the Enlightenment and answer the questions on Schoology for Monday, September 11. 2. Read and outline pages 2-20 for Wednesday, September 13. Submit through Schoology. (Sample Outline) |
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Friday, October 9 (Unit 2)
Objectives: Students should be able to:
1. Explain how though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process.
Procedure:
1. Do Now: Review
2. Congress PowerPoint Day 4
3. How powerful is your Congressperson?
4. Summative Review: Committees and Money
HW:
1. Read and outline pages 77-102 for Monday, October 12
2. Finish How powerful is your Congressman/woman?
3. Part I questions (Unit 2) due next week