High School AP Government and Politics: U.S. Curriculum Services/Board...High School AP Government and Politics: U.S. Curriculum . Course Description: AP United States Government and

High School AP Government and Politics: U.S. Curriculum Course Description: AP United States Government and Politics focuses on providing students with an introduction to understanding how the various branches of the government interact and impact each other. The course covers the key founding documents and principles of the U.S. government, and how the government has evolved over time. There is also an emphasis on the roles of the courts and key cases that have shaped the political landscape.

Board Approved: February 22, 2018 2 | P a g e

Scope and Sequence:

Timeframe Unit Instructional Topics

3 weeks Constitutional Democracy

Topic 1: Foundations Topic 2: Constitutional Doctrine Topic 3: Federalism

2 weeks Political Culture and Participation

Topic 1: Political Socialization Topic 2: Political Ideology Topic 3: Political Polling

3 weeks Linkage Institutions

Topic 1: Media Topic 2: Interest Groups Topic 3: Parties Topic 4: Elections

2 weeks Legislative Branch

Topic 1: Article 1 Topic 2: Organization Topic 3: Policy Topic 4: Checks and Balances

3 weeks Executive Branch, the Budget, and

Bureaucracy

Topic 1: Article II Topic 2: Presidential Roles & the Expansion of Executive Power Topic 3: Executive Branch Organization & Policy Implementation Topic 4: The Budget Process

3 weeks Civil Rights, Civil Liberties, and the Judicial Branch

Topic 1: Courts Topic 2: Civil Liberties Topic 3: Civil Rights


Unit 1: Constitutional Democracy Subject: AP Government and Politics: US Grade: 12 Name of Unit: Constitutional Democracy Length of Unit: 3 Weeks Overview of Unit: The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. To address competing states’ visions for the allocation of governmental authority, compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of debate and negotiation in U.S. politics over the proper balance between federal and state power and between liberty and social order. Priority Standards for unit:

● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents. ● LO 1.C.1 Describe the constitutional principles of separation of powers and “checks and

balances.” ● LO 1.C.3 Describe how the distribution of powers among three federal branches and

between national and state governments impacts policy making. ● LO 1.D.1 Describe how the Constitution allocates power between the national and state

governments. Supporting Standards for unit:

● LO 1.A.1 Compare how models of representative democracy are visible in major institutions, policies, events, or debates in the U.S.

● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central government and democracy as reflected in U.S. foundational documents.

● LO 1.B.1 Explain the relationship between key provisions of the Articles of Confederation and the debate over granting the federal government greater power formerly reserved to the states.

● LO.1.B.2 Describe the impact of political negotiation and compromise at the Constitutional Convention on the development of the constitutional system.

● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be expressed today in ongoing philosophical disagreements about democracy and governmental power.

● LO 1.C.2 Explain the implications of separation of powers and “checks and balances’ for the U.S. political system.

● LO 1.D.2 Explain how the appropriate balance of power between national and state governments has been interpreted differently over time.


Essential Questions: 1. How did the framers ensure that individual rights were protected from government

intrusion? 2. What were the major compromises at the Constitutional Convention that satisfied large

and small states, as well as northern and southern states? 3. How has the relationship between the federal and state governments changed over time?

Enduring Understanding:

1. EU 1.A: A balance between governmental power and individual rights has been a hallmark of American political development.

2. EU 1.B: The writing and ratification of the Constitution emerged from the debate about weaknesses in the Articles of Confederation and was the product of important compromises.

3. EU 1.C: The Constitution creates a complex and competitive policy-making process to ensure the people’s will be accurately represented and that freedom is preserved.

4. EU 1.D: Federalism reflects the dynamic distribution of power between national and state governments.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Factions writ of habeas corpus

Republic privileges and immunities

Constitution Declaration of Independence

natural rights consent of the governed

limited government Articles of Confederation

Shays' Rebellion U.S. Constitution New Jersey Plan

Virginia Plan Connecticut Compromise

separation of powers checks and balances

Federalists Anti-Federalists

Federalist Papers Bill of Rights Federalism

unitary governments


intergovernmental relations supremacy clause Tenth Amendment

McCulloch v. Maryland enumerated powers

implied powers elastic clause

Gibbons v. Ogden full faith and credit

extradition dual federalism

cooperative federalism devolution

fiscal federalism categorical grants

project grants formula grants block grants


Topic 1: Foundations Engaging Experience 1 Title: Philosophical Socratic Seminar Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents.

Supporting: ● LO 1.A.1 Compare how models of representative democracy are visible in major

institutions, policies, events, or debates in the U.S. Detailed Description/Instructions: Students will participate in a Socratic Seminar with selected document’s from Thomas Hobbes, John Locke, Thomas Jefferson (Plato optional). As a conclusion to the seminar students are asked to respond to the question, “What did Jefferson mean by the ‘pursuit of happiness?’” Bloom’s Levels: Understand Webb’s DOK: 2


Topic 2: Constitutional Doctrine Engaging Experience 1 Title: Federalist Papers Socratic Seminar Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents.

● LO 1.C.1 Describe the constitutional principles of separation of powers and “checks and balances.”

● LO 1.D.1 Describe how the Constitution allocates power between the national and state governments.


institutions, policies, events, or debates in the U.S. ● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central

government and democracy as reflected in U.S. foundational documents. ● LO 1.B.1 Explain the relationship between key provisions of the Articles of

Confederation and the debate over granting the federal government greater power formerly reserved to the states.

● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be expressed today in ongoing philosophical disagreements about democracy and governmental power.


Detailed Description/Instructions: Students will participate in a Socratic Seminar with excerpted documents from Thomas Hobbes, Montesquieu, Federalist #10, Federalist #51, and Anti-federalist Brutus #1 to understand the role of factions and James Madison’s concept of the importance of a large republic. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:




institutions, policies, events, or debates in the U.S. ● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central

government and democracy as reflected in U.S. foundational documents. ● LO.1.B.2 Describe the impact of political negotiation and compromise at the

Constitutional Convention on the development of the constitutional system. ● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be

expressed today in ongoing philosophical disagreements about democracy and governmental power.


Detailed Description/Instructions: Students will use their pocket (or online) constitution to determine the constitutionality of different scenarios which will allow them to immerse themselves in the structure and text of the constitution. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 3: Federalism Engaging Experience 1 Title: Oral Report on types of fiscal federalism Suggested Length of Time: 1-2 class periods Standards Addressed Priority:


Supporting: ● LO 1.B.1 Explain the relationship between key provisions of the Articles of

Confederation and the debate over granting the federal government greater power formerly reserved to the states.

● LO 1.D.2 Explain how the appropriate balance of power between national and state governments has been interpreted differently over time.

● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Detailed Description/Instructions: Topics: categorical grants, project grants, formula grants, block grants. Students will explain their type of grant, what type of federalism it falls under (dual or cooperative), and explain which government (national or state) gains/loses power from that type of grant. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Venn Diagram of National vs. State power Suggested Length of Time: 1 class period Standards Addressed Priority:


Supporting: ● LO 1.D.2 Explain how the appropriate balance of power between national and

state governments has been interpreted differently over time. Detailed Description/Instructions: Complete a Venn Diagram outlining which powers belong to solely the national government, to the state and which powers they share. Students must be prepared to share how those roles may have changed over time. Bloom’s Levels: Understand; Webb’s DOK: 2


Culminating Activity

Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

Foundations Philosophical Socratic Seminar

Students will participate in a Socratic Seminar with selected documents from Thomas Hobbes, John Locke, Thomas

Jefferson (Plato optional). As a conclusion to the seminar students are asked to respond to the question, “what did Jefferson mean by the ‘pursuit of

happiness?’”

1 class period

Constitutional Doctrine

Federalist Papers Socratic Seminar

Students will participate in a Socratic Seminar with excerpted documents

from Thomas Hobbes, Montesquieu, Federalist #10, Federalist #51, and

Anti-federalist Brutus #1 to understand the role of factions and James

Madison’s concept of the importance of a large republic.

1 class period

Constitutional Doctrine

Is that Constitutional?

Students will use their pocket (or online) constitution to determine the

constitutionality of different scenarios which will allow them to immerse

themselves in the structure and text of the constitution.

1 class period

Federalism Oral report on types of fiscal

federalism

Topics: categorical grants, project grants, formula grants, block grants. Students will explain their type of

grant, what type of federalism it falls under (dual or cooperative), and

explain which government (national or state) gains/loses power from that type

of grant.

1-2 class periods


Federalism Venn Diagram of National vs. State

Power

Complete a Venn Diagram outlining which powers belong to solely the

national government, to the state and which powers they share. Students

must be prepared to share how those roles may have changed over time.

1 class period


Unit 2: Political Culture and Participation Subject: AP Government and Politics: US Grade: 12 Name of Unit: Political Culture and Participation Length of Unit: 2 Weeks Overview of Unit: American political beliefs are shaped by founding ideals, core values, and the changing demographics of the citizenry. These beliefs about government, politics, and the individual’s role in the political system influence the creation of ideological trends that span decades impacting public policies. Additionally, the factors influence voter participation in elections as well as voter alignment with different political ideologies. Priority Standards for unit:

● LO 3.A.2 Explain how cultural factors influence political attitudes and socialization. ● LO 3.B.2 Compare how political ideologies vary on the role of government in regulating

the marketplace. ● LO 3.B.3 Compare how political ideologies vary with regard to the government’s role in

addressing social issues. ● LO 4.A.1a Describe the elements of a scientific poll.

Supporting Standards for unit:

● LO 3.A.1 Describe the relationship between core beliefs of U.S. citizens and attitudes about the role of government.

● LO 3.B.1 Explain how U.S. political culture (e.g., values, attitudes, and beliefs) influences the formation, goals, and implementation of public policy over time.

● LO 4.A.1b Explain how public opinion polling and polling results impact elections, political behavior, and policy process.

● LO 4.A.1c Evaluate the quality and credibility of claims based on public opinion data. ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources

using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.


● TT.AB.I.3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.

● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.

● TT.AB.D.10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

Essential Questions:

1. What are the three main factors that contribute to political socialization? 2. How do liberals and conservatives approach the role of government in society and

economics differently? 3. How does the media use public opinion polling in covering elections and how has

modern technology made accurate polling more difficult? Enduring Understanding/Big Ideas:

1. EU 3.A: Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change.

2. EU 3.B: Widely held political ideologies shape policy debates and choices in American politics.

3. EU 4.A: Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.

Unit Vocabulary:


public opinion Demography melting pot

sample random sampling

sampling error gender gap

protest civil disobedience Minimum wage

Collective bargaining Unemployment rate

Consumer Price Index (CPI) Laisses-faire

Federal Reserve System

census minority majority political culture reapportionment

political socialization random-digit dialing

exit poll political ideology

political participation Labor unions

Social Welfare Policies Entitlement programs

Means-tested programs


Fiscal policy Keynesian economic policy

supply-side economics Income distribution

Income Wealth

Poverty line Feminization of poverty


Topic 1: Political Socialization Engaging Experience 1 Title: Development of Political Attitudes Suggested Length of Time: 1-2 class periods Standards Addressed Priority:

● LO 3.A.2 Explain how cultural factors influence political attitudes and socialization.

Supporting: ● LO 3.A.1 Describe the relationship between core beliefs of U.S. citizens and

attitudes about the role of government. ● LO 3.B.1 Explain how U.S. political culture (e.g., values, attitudes, and beliefs)

influences the formation, goals, and implementation of public policy over time. ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.


● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.


Detailed Description/Instructions: Students will create a 5-minute video on how socialization creates a political culture (personal, regional, national, world) over time based on information learned through their reading, in-class discussion as well as individual research. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 2: Political Ideology Engaging Experience 1 Title: I Side With Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 3.B.2 Compare how political ideologies vary on the role of government in regulating the marketplace.

● LO 3.B.3 Compare how political ideologies vary with regard to the government’s role in addressing social issues.

Supporting: ● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden

their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.



Detailed Description/Instructions: Students will take an online survey to determine how their ideology fits within the political landscape. Isidewith.com Students will then engage in a discussion of their results. Bloom’s Levels: Analyze Webb’s DOK: 2


Topic 3: Political Polling Engaging Experience 1 Title: Making Sense of Political Polling Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 4.A.1a Describe the elements of a scientific poll. Supporting:

● LO 4.A.1b Explain how public opinion polling and polling results impact elections, political behavior, and policy process.

● LO 4.A.1c Evaluate the quality and credibility of claims based on public opinion data.

● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Detailed Description/Instructions: Follow the instructions as they take you through political poll analysis. http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/11/Polling-lesson-plan.pdf Bloom’s Levels: Understand Webb’s DOK: 1

http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/11/Polling-lesson-plan.pdf

http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/11/Polling-lesson-plan.pdf








Time

Political Socialization

Development of Political Attitudes

Students will create a 5-minute video on how socialization creates a

political culture (personal, regional, national, world) over time based on information learned through their

reading, in-class discussion as well as individual research.

1-2 class periods

Political Ideology

I Side With Students will take an online survey to determine how their ideology fits

within the political landscape. Isidewith.com Students will then

engage in a discussion of their results.

1 class period

Political Polling

Making Sense of Political Polling

Students will participate in an activity that simulates political poll

analysis.

1 class period


Unit 3: Linkage Institutions Subject: AP Government and Politics: US Grade: 12 Name of Unit: Linkage Institutions Length of Unit: 3 Weeks Overview of Unit: Governing is achieved directly through citizen participation and indirectly through linkage institutions (e.g., political parties, interest groups, mass media, elections) that inform, organize, and mobilize support to influence government and politics, resulting in many venues for citizen influence on policy making. Priority Standards for unit:

● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how parties

impact the electorate and the government. ● LO 4.C.4 Describe the benefits and potential problems of interest-group influence on

elections and policy making. ● LO 4.D.1 Describe the voting rights protections in the Constitution and in legislation. ● LO 4.E.1 Explain how the different processes work in a U.S. federal election.


● LO 4.B.2 Explain how increasingly diverse choices of media and communication outlets influence political institutions and behavior.

● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.3 Explain how structural barriers impact third-party and independent-candidate

success. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.2 Describe the roles that individual choice and state laws play in voter turnout in

elections. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.D.4 Describe different models of voting behavior. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election process. ● LO 4.E.3 Explain how the organization, finance, and strategies of national political

campaigns affect the election process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes

democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role

in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.


● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.



1. How has the role of media in politics changed over time with the advent of modern technology?

2. How do political parties and interest groups specifically link voters to the government? 3. What are the major factors that contribute to voter turnout? 4. How have the legislative and executive branches attempted to regulate campaign

financing and what has the Supreme Court decided in regards to their actions? Enduring Understanding/Big Ideas:

1. EU 4.B: The various forms of media provide citizens with political information and influence the ways in which they participate politically.

2. EU 4.C: Political parties, interest groups, and social movements provide opportunities for participation and influence how people relate to government.

3. EU 4.D: Although laws and amendments have expanded voting rights in the U.S., voting participation varies widely from election to election.

4. EU 4.E: The impact of federal policies on campaigning and electoral rules continues to be contested by both sides of the political spectrum.

Unit Vocabulary:


mass media media event

press conferences investigative journalism

print media broadcast media narrowcasting

chains Beats

sound bites collective good

free-rider problem

high-tech politics trial balloons talking head

interest group pluralist theory

elite theory hyperpluralist theory

subgovernments potential group

actual group Olson's law of large groups

selective benefits


single-issue group lobbying

electioneering political action committees (PACs)

amicus curiae briefs class action lawsuits

union shop right-to-work laws

public interest lobbies policy agenda

policy entrepreneurs party competition

political party linkage institutions

rational-choice theory party image

party identification ticket-splitting party machines

patronage closed primaries open primaries

blanket primaries national convention national committee national chairperson

coalition party eras

critical election party realignment

New Deal coalition party dealignment

third parties winner-take-all system

proportional representation coalition government

responsible party model nomination

campaign strategy national party convention


caucus presidential primaries

McGovern-Fraser Commission superdelegates frontloading

national primary regional primaries

party platform direct mail

Federal Election Campaign Act Federal Election Commission (FEC)

Citizens United v the FEC Presidential Election Campaign Fund

matching funds soft money 527 groups

political action committees (PACs) selective perception

legitimacy referendum

initiative petition suffrage

political efficacy civic duty

voter registration Motor Voter Act

mandate theory of elections policy voting

electoral college retrospective voting


Topic 1: Media Engaging Experience 1 Title: Living Room Candidate (livingroomcandidate.org) Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how

parties impact the electorate and the government. Supporting:

● LO 4.B.2 Explain how increasingly diverse choices of media and communication outlets influence political institutions and behavior.

● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election

process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes

democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an

active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Detailed Description/Instructions: Students will analyze the political campaign ads from the 1988 presidential election to determine the main domestic and international concerns of this campaign and the impact the ads had on the campaign. Students will also choose another campaign year to present to the class. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 2: Interest Groups Engaging Experience 1 Title: Interest group research Suggested Length of Time: 1-2 class periods Standards Addressed Priority:

● LO 4.C.4 Describe the benefits and potential problems of interest-group influence on elections and policy making.

Supporting: ● LO 4.E.3 Explain how the organization, finance, and strategies of national

political campaigns affect the election process. ● ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an


Detailed Description/Instructions: Students will research nine interest groups. Three of the groups they should agree with, three should be neutral, three they should oppose. What causes or issues does the group support? Do you support or are you against the group? What is the group’s ideology? How do you know (give evidence)? How effective are they in supporting their agenda (give evidence)? Does this group play a positive or negative role in society? Opensecrets.org is a good resource. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 3: Parties Engaging Experience 1 Title: Platform Activity Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 4.C.1 Describe the linkage functions of political parties and explain how parties impact the electorate and the government.

Supporting: ● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.E.3 Explain how the organization, finance, and strategies of national

political campaigns affect the election process. Detailed Description/Instructions: Students will analyze current political parties’ platforms. http://www.courts.ca.gov/documents/CVCS-Lesson-Byerly-all.pdf Bloom’s Levels: Analyze Webb’s DOK: 2


Topic 4: Elections Engaging Experience 1 Title: Swing State Project (election year) Suggested Length of Time: 1-2 class periods Standards Addressed Priority:

● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how

parties impact the electorate and the government. ● LO 4.C.4 Describe the benefits and potential problems of interest-group influence

on elections and policy making. ● LO 4.E.1 Explain how the different processes work in a U.S. federal election.

Supporting: ● LO 4.B.2 Explain how increasingly diverse choices of media and communication

outlets influence political institutions and behavior. ● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.2 Describe the roles that individual choice and state laws play in voter

turnout in elections. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.D.4 Describe different models of voting behavior. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election

process. ● LO 4.E.3 Explain how the organization, finance, and strategies of national

political campaigns affect the election process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes

democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an


● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


Detailed Description/Instructions: Students will research a swing state during a Presidential election year and make predictions. The following will be presented to the class: (1) Demographic breakdown (ethnicity, age, income, religion, percent rural/urban/suburban); (2)


Major industries in that state/ region – most critical issues in that state; (3) Historical voting record in that state, and historical turnout (especially the last few elections); (4) Current polling results (are polls pretty similar – if they are not – why not). Look over the polls of the last 6 months – were there swings, if so why? Convention bounce? Why/why not? First presidential debate impact, if any. Vice presidential debate impact?; (5) Locate information about the political strategies of both candidates in the state - how many times have they visited, how much have they spent in advertising, what points have they emphasized in their campaign stops in that state? If possible find a clip (brief one) of an excerpt of one of the candidates’ speeches there, or an ad targeted to that state; (6) Predict: who will win the state? Students can also compare this same information to a solid state. Possible resources: 270towin.com; fivethirtyeight.com; realclearpolitics.com; center for politics.org Bloom’s Levels: Analyze Webb’s DOK: 3








Time

Media Living Room Candidate

Students will analyze the political campaign ads from the 1988

presidential election to determine the main domestic and international

concerns of this campaign and the impact the ads had on the campaign.

Students will also choose another campaign year to present to the

class.

1 class period

Interest Groups

Interest group research Students will research nine interest groups. Three of the groups they should agree with, three should be neutral, three they should oppose.

What causes or issues does the group support? Do you support or are you against the group? What is the group’s ideology? How do you

know (give evidence)? How effective are they in supporting their agenda (give evidence)? Does this group play a positive or negative

role in society?

1-2 class periods

Parties Platform Activity http://www.courts.ca.gov/documents/CVCS-Lesson-Byerly-all.pdf

1 class period

Elections Swing State Project (election year)

Students will research a swing state during a Presidential election year

and make predictions.

1-2 class periods


Unit 4: Legislative Branch Subject: AP Government and Politics: US Grade: 12 Name of Unit: Legislative Branch Length of Unit: 2 Weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. The legislative branch is responsible for making laws and each institution of Congress is given specific constitutional responsibilities. In additional, each house of Congress competes as an internal check on one another, yet work together to check the power of the executive and judicial branches of government. Priority Standards for unit:

● LO 5.A.1 Describe the powers and functions of Congress. Supporting Standards for unit:

● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.

● LO 5.A.3 Explain how congressional behavior is influenced by election processes, partisanship, and divided government.

● LO 5.A.4 Explain how Congress uses its oversight power in its relationship with the executive branch.

● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.


1. What is the difference between expressed and implied powers and how has it enabled the power of the federal government to grow?

2. What are the differing roles of the “trustee, delegate, and politico” models of representation?

3. What are three ways that the House of Representatives and the Senate work as an internal check on each other?

Enduring Understanding/Big Ideas:

1. EU 5.A: The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.


Unit Vocabulary:


incumbents casework

pork barrel bicameral legislature

House Rules Committee filibuster

Speaker of the House majority leader

whips minority leader

standing committees joint committees

conference committees select committees

legislative oversight committee chairs seniority system

caucus bill


Topic 1: Article 1 Engaging Experience 1 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 5.A.1 Describe the powers and functions of Congress. Supporting:



Detailed Description/Instructions: Students will complete an activity engaging Article 1 of the United States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is constitutional or not. They will have to cite the Article, Section, and Clause of the Constitution that makes the scenario constitutional or not. For example: Senator Doe was elected to the United States Senate in 2010. He ran for reelection again in 2014. Is that Constitutional? Answer is NO, because Article 1, Section 3, Clause 1 says that United States Senators run for election every 6 years. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 2: Organization Engaging Experience 1 Title: Leadership and Committee Research Suggested Length of Time: 1 class period Standards Addressed Priority:





Detailed Description/Instructions: Students will research leadership positions in the House (speaker, majority leader, majority whip, minority leader, minority whip) and the Senate (majority leader, majority whip, minority leader, minority whip) determining who holds the positions and their responsibilities. Students will then research the committee system in congress including: standing, sub-committees, select “special,” joint, and conference committees. For each type of committee, they will provide a description and 2-3 examples of those types of committees in both the House and Senate. Here is a link to some good materials for this: https://goo.gl/FLn4hn Bloom’s Levels: Understand Webb’s DOK: 2


Topic 3: Policy Engaging Experience 1 Title: How a Bill Becomes a Law Suggested Length of Time: 45-90 minutes Standards Addressed Priority:



Detailed Description/Instructions: Students will complete a “how a bill becomes a law” unscramble activity: https://goo.gl/8urjuC Bloom’s Levels: Understand Webb’s DOK: 2


Topic 4: Checks and Balances Engaging Experience 1 Title: Congressional Committee Hearing Simulation Suggested Length of Time: 1-2 class periods Standards Addressed Priority:




Detailed Description/Instructions: Students will conduct a congressional committee hearing simulation to demonstrate the checks and balances between the executive and legislative branches. The lesson is contained in How Congress Works Part 1 from the University of Virginia Center for Politics: Youth Leadership Initiative: https://goo.gl/FLn4hn Bloom’s Levels: Understand Webb’s DOK: 2








Time

Article 1 Is that Constitutional?

Students will complete an activity engaging Article 1 of the United

States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is

constitutional or not.

1 class period

Organization Leadership and Committee Research

Students will research leadership positions in the House (speaker, majority leader, majority whip,

minority leader, minority whip) and the Senate (majority leader, majority whip, minority leader, minority whip) determining who holds the positions and their responsibilities. Students will then research the committee

system in congress including: standing, sub-committees, select “special,” joint, and conference committees. For each type of committee they will provide a

description and 2-3 examples of those types of committees in both the House

and Senate.

1 class period

Policy How a Bill Becomes a Law

Students will complete a “how a bill becomes a law” unscramble activity

45-90 minutes

Checks and Balances

Congressional Committee Hearing

Simulation

Students will conduct a congressional committee hearing simulation to

demonstrate the checks and balances between the executive and legislative

branches.

1-2 class periods


Unit 5: Executive Branch, the Budget, and Bureaucracy Subject: AP Government and Politics: US Grade: 12 Name of Unit: Executive Branch, the Budget, and Bureaucracy Length of Unit: 3 Weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. The executive branch is responsible for executing the laws passed by congress through a variety of government departments and regulatory agencies. Overtime the power of the executive branch has grown beyond what some argue is original intention of the framers as well as the power of an unelected bureaucracy. Both the legislative and judicial branch have a constitutional means of checking the power of the executive in the face of growing executive power. Priority Standards for unit:

● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda. ● LO 5.B.5 Explain how the president ensures that executive branch agencies and

departments carry out their responsibilities in concert with the goals of the administration.

● LO 5.D.1 Explain how the bureaucracy carries out the responsibilities of the federal government.


● LO 5.B.2 Explain how the president’s agenda can create tension and frequent confrontations with Congress.

● LO 5.B.3 Explain how presidents have interpreted and justified their use of formal and informal powers.

● LO 5.B.4 Explain how communication technology has changed the president’s relationship with the national constituency and the other branches.

● LO 5.D.2 Explain how the federal bureaucracy uses delegated discretionary authority for rulemaking and implementation.

● LO 5.D.3 Explain the extent to which governmental branches can hold the bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.



● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.


1. How does the chief executive balance his/her responsibilities between his party and the nation as a whole?

2. How has the scope of the executive branch changed since its inception? 3. What is the process for creating and implementing the US budget? 4. What role does the bureaucracy play in policy implementation?

Enduring Understanding/Big Ideas:

1. EU 5.B: The presidency has been enhanced beyond its expressed constitutional powers. 2. EU 5.D: The federal bureaucracy is a powerful institution implementing federal policies

with sometimes questionable accountability. Unit Vocabulary:


Crisis budget deficit

expenditures Revenues

Twenty-second Amendment Impeachment

Watergate Twenty-fifth Amendment

cabinet National Security Council (NSC)

Council of Economic Advisors (CEA) Office of Management and Budget (OMB)

veto pocket veto

presidential coattails War Powers Resolution

legislative veto income tax

Sixteenth Amendment federal debt

tax expenditures Social Security Act

Medicare Incrementalism

uncontrollable expenditures


entitlements House Ways and Means Committee

Senate Finance Committee Congressional Budget and Impoundment

Control Act of 1974 Congressional Budget Office (CBO)

budget resolution reconciliation

authorization bill bureaucracy Patronage

Pendleton Civil Service Act civil service

merit principle Hatch Act

Office of Personnel Management (OPM) GS (General Schedule) rating

Senior Executive Service independent regulatory commission

government corporations independent executive agencies

policy implementation standard operating procedures

administrative discretion street-level bureaucrats

regulation deregulation

command-and-control policy incentive system executive orders

iron triangles Proportional taxes Progressive taxes Regressive taxes

Earned-Income Tax Credit Transfer payment

Personal Responsibility and Work Opportunity Reconciliation

Temporary Assistance to Needy Families


Topic 1: Article II Engaging Experience 1 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda.

Supporting: ● LO 5.B.2 Explain how the president’s agenda can create tension and frequent

confrontations with Congress. Detailed Description/Instructions: Students will complete an activity engaging Article 2 of the United States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is constitutional or not. They will have to cite the Article, Section, and Clause of the Constitution that makes the scenario constitutional or not. For example: Justin Bieber ran for president and was elected with an overwhelming majority. Is that Constitutional? No, because Article 2, Section 1, Clause 5 says you have to be natural born, 35 years old, and 14 years a resident inside the United States. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 2: Presidential Roles & The Expansion of Executive Power

Engaging Experience 1 Title: Presidential Roles Graphic Organizer Suggested Length of Time: ½ class period Standards Addressed Priority:


● LO 5.B.5 Explain how the president ensures that executive branch agencies and departments carry out their responsibilities in concert with the goals of the administration.


confrontations with Congress. Detailed Description/Instructions: Students will complete a presidential roles graphic organizer. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Does the President have too much power? Suggested Length of Time: 1 class period Standards Addressed Priority:


● LO 5.B.5 Explain how the president ensures that executive branch agencies and departments carry out their responsibilities in concert with the goals of the administration.


confrontations with Congress. Detailed Description/Instructions: Students will engage in a “structured academic controversy” question “does the president have too much power?” http://amykuenker.wmwikis.net/file/view/SACChart.pdf http://amykuenker.wmwikis.net/file/view/SACMaterials.pdf http://amykuenker.wmwikis.net/file/view/SACOrder.pdf Bloom’s Levels: Understand; Webb’s DOK: 2

http://amykuenker.wmwikis.net/file/view/SACChart.pdf

http://amykuenker.wmwikis.net/file/view/SACMaterials.pdf

http://amykuenker.wmwikis.net/file/view/SACOrder.pdf


Topic 3: Executive Branch Organization & Policy Implementation

Engaging Experience 1 Title: Simulations Suggested Length of Time: ½ class period Standards Addressed Priority:


Supporting: ● LO 5.D.2 Explain how the federal bureaucracy uses delegated discretionary

authority for rulemaking and implementation. ● LO 5.D.3 Explain the extent to which governmental branches can hold the

bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.


● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Detailed Description/Instructions: (This is subject to textbook chosen) Students will complete the Pearson MyLabandMastering Simulation “You are the Head of FEMA”. Students will then create a discussion board entry to reflect on the role of the bureaucracy in our daily lives as well as respond to other students’ entries. Bloom’s Levels: Understand Webb’s DOK: 2


Topic 4: The Budget Process Engaging Experience 1 Title: Right the Ship Suggested Length of Time: ¾ class period Standards Addressed Priority:


Supporting: ● LO 5.D.3 Explain the extent to which governmental branches can hold the

bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.


Detailed Description/Instructions: Students will play Fiscal Ship (fiscalship.org). This is a simulation to try to balance the US Budget. Bloom’s Levels: Understand Webb’s DOK: 2








Time

Article II Is that Constitutional?

Students will complete an activity engaging Article 2 of the United States

Constitution. They will have 10-15 scenarios in which they will have to

determine if the scenario is constitutional or not.

1 class period

Presidential Roles and the

Expansion of Executive Power

Presidential Roles Graphic Organizer

Students will complete a presidential roles graphic organizer.

½ class period

Presidential Roles and the

Expansion of Executive Power

Does the President have too much

power?

Students will engage in a “structured academic controversy” question “does the president have too much power?”

1 class period

Executive Branch Organization and

Policy Implementation

Simulations (This is subject to textbook chosen) Students will complete the Pearson

MyLabandMastering Simulation “You are the Head of FEMA”. Students will then create a discussion board entry to reflect on the role of the bureaucracy in

our daily lives as well as respond to other students’ entries.

½ class period

The Budget Process

Right the Ship Students will play Fiscal Ship (fiscalship.org). This is a simulation to

try to balance the US Budget.

¾ class period


Unit 6: Civil Rights, Civil Liberties, and the Judicial Branch Subject: AP Government and Politics: US Grade: 12 Name of Unit: Civil Rights, Civil Liberties, and the Judicial Branch Length of Unit: 3 weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. As the highest court in the Supreme Court has the final say in matters of constitutional law which places checks on the legislative and executive branches. Additionally, the federal judiciary through the Bill of Rights and the 14th Amendment have protected citizens and groups from national and state governments unduly infringing upon individual rights and from denying equal protection of the law. Sometimes the court has handed down decisions that protect both public order and individual freedom, and at other times the Court has set precedents protecting one at the expense of the other. Priority Standards for unit:

● LO 2.B.2 Explain the implications of the doctrine of selective incorporation. ● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other

institutions and state governments. ● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s

power. Supporting Standards for unit:

● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.

● LO 2.B.1 Explain the extent to which states are limited by the due process clause from infringing upon individual rights.

● LO 2.C.1 Explain how constitutional provisions have supported and motivated social movements and policy responses.

● LO 2.C.2 Explain how the Court has at times allowed the restriction of the civil rights of minority groups and at other times has protected those rights.

● LO 5.C.2 Explain how the exercise of judicial review in conjunction with life tenure can lead to controversy about the legitimacy of the Supreme Court’s power.



● TT.AB.J.15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.

● TT.AB.J.14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

● TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world, historically and today

● TT.AB.J.12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

● TT.AB.A.17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.


1. How have the Bill of Rights expanded civil liberties? 2. How did the 14th Amendment alter the relationship between the state and national

governments? 3. How did the 14th Amendment advance equality in the United States? 4. How does the court system maintain relative autonomy from the other branches?

Enduring Understanding:

1. EU 2.A: Provisions of the Bill of Rights are continually being interpreted to balance the power of government and the civil liberties of individuals.

2. EU 2.B: The due process clause of the 14th Amendment has been interpreted to prevent the states from infringing upon basic liberties.

3. EU 2.C: The 14th Amendment’s “equal protection clause” has often been used to support the advancement of equality.

4. EU 5.C: The design of the judicial branch protects the court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice.

Unit Vocabulary:


Libel plea bargaining

Equal Rights Amendment Marbury v. Madison

judicial review civil liberties Bill of Rights

First Amendment Fourteenth Amendment


due process clause incorporation doctrine establishment clause free exercise clause

prior restraint symbolic speech

commercial speech probable cause

unreasonable searches and seizures search warrant

exclusionary rule Fifth Amendment self-incrimination Sixth Amendment

Eighth Amendment cruel and unusual punishment

right of privacy civil rights

Fourteenth Amendment equal protection of the laws

Thirteenth Amendment Civil Rights Act of 1964

Suffrage Fifteenth Amendment

poll taxes White primary

Twenty-fourth Amendment Voting Rights Act of 1965

Nineteenth Amendment Equal Rights Amendment

comparable worth Americans with Disabilities Act of 1990

(ADA) affirmative action

standing to sue class action suits

justiciable disputes amicus curiae briefs original jurisdiction appellate jurisdiction


district courts courts of appeal Supreme Court

senatorial courtesy solicitor general

opinion stare decisis

precedent judicial implementation

original intent judicial review

United States v. Nixon judicial restraint judicial activism

political questions statutory construction


Topic 1: Courts Engaging Experience 1 Title: Judicial Independence Suggested Length of Time: 1 class period Standards Addressed Priority:

● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other institutions and state governments.

● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s power.

Supporting: ● LO 5.C.2 Explain how the exercise of judicial review in conjunction with life

tenure can lead to controversy about the legitimacy of the Supreme Court’s power.

Detailed Description/Instructions: Students will complete the activities below to apply what they have learned and identify and discuss what might happen if the courts were not independent. .http://judiciallearningcenter.org/wp-content/uploads/2012/11/Lesson-Plan-Whats-Wrong-With-This-Court.pdf Bloom’s Levels: Create Webb’s DOK: 2

http://judiciallearningcenter.org/wp-content/uploads/2012/11/Lesson-Plan-Whats-Wrong-With-This-Court.pdf



Topic 2: Civil Liberties Engaging Experience 1 Title: Case Brief Suggested Length of Time: 2 class periods Standards Addressed Priority:

● LO 2.B.2 Explain the implications of the doctrine of selective incorporation. ● LO 5.C.1 Explain the principle of judicial review and how it checks the power of

other institutions and state governments. Supporting:

● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.

● LO 2.B.1 Explain the extent to which states are limited by the due process clause from infringing upon individual rights.




Detailed Description/Instructions: Students will write a case brief to be shared with the class. Students will select from one of the cases and explain how it expands or restricts civil liberties in the US. Required Cases: Engel v. Vitale Wisconsin v. Yoder Tinker v. Des Moines Independent Community School District New York Times Company v. United States Schenck v. United States Gideon v. Wainwright Roe v. Wade Gitlow v. New York McDonald v. Chicago Buckley v. Valeo


Citizens United v. Federal Election Commission Baker v. Carr Shaw v. Reno Bloom’s Levels: Apply Webb’s DOK: 3


Topic 3: Civil Rights Engaging Experience 1 Title: Why We Can’t Wait Suggested Length of Time: 1-2 class periods Standards Addressed Priority:

● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other institutions and state governments.

● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s power.

Supporting: ● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the

First and Second Amendments reflects a commitment to individual liberty. ● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of

individual freedom with laws and enforcement procedures that promote public order and safety.


● LO 2.C.2 Explain how the Court has at times allowed the restriction of the civil rights of minority groups and at other times has protected those rights.


● TT.AB.J.14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.

● TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world, historically and today

● TT.AB.J.12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).

● TT.AB.A.17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.

Detailed Description/Instructions: Students will complete the survey “Agree or Disagree”. For homework read Dr. King’s Letter from Birmingham Jail. Students will then participate in a Socratic Seminar reflecting on their survey results and the following questions:

● When is it justifiable to resist authority? ● What would you be willing to do to get your rights? ● What are the most influential speeches/writing leading to social change?


● What is it about these texts that leads to change? ● What are our civil rights, and how can we best protect and promote them? ● When should/must we stand up against injustice? ● What people most need their civil rights promoted, and how can we work for this? ● What is fair? How can fairness be achieved? ● How can we achieve civil rights against powerful interests and forces?

Bloom’s Levels: Evaluate Webb’s DOK: 3






Topic Engaging Experience

Title


Time

Courts Judicial Independence

Students will complete the activities below to apply what they have learned and identify and discuss what

might happen if the courts were not independent. .http://judiciallearningcenter.org/wp-

content/uploads/2012/11/Lesson-Plan-Whats-Wrong-With-This-Court.pdf

1 class period

Civil Liberties

Case Brief

Students will write a case brief to be shared with the class. Students will select from one of the cases and explain how it expands or restricts civil liberties in

the US.

2 class periods

Civil Rights

Why We Can’t Wait

Students will complete the survey “Agree or Disagree”. For homework read Dr. King’s Letter from

Birmingham Jail. Students will then participate in a Socratic Seminar reflecting on their survey results

and the following questions: ● When is it justifiable to resist authority? ● What would you be willing to do to get your

rights? ● What are the most influential speeches/writing

leading to social change? ● What is it about these texts that leads to

change? ● What are our civil rights, and how can we best

protect and promote them? ● When should/must we stand up against

injustice? ● What people most need their civil rights

promoted, and how can we work for this? ● What is fair? How can fairness be achieved? ● How can we achieve civil rights against

powerful interests and forces?

1-2 class periods





Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

Documents

High School AP Government and Politics: U.S. Curriculum Services/Board...High School AP Government and Politics: U.S. Curriculum . Course Description: AP United States Government and