AP Am Government Spring 2020 Assignments
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- Spring 2020
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- Social Science
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Congratulations, Class of 2020!
One more Kansas reference! Best of luck to all of you!
Due:
Congratulations, Class of 2020!
One more Kansas reference! Best of luck to all of you!
Due:
Congratulations, Class of 2020!
One more Kansas reference! Best of luck to all of you!
Due:
AP U.S Government alternate exam for some students 6/2
If you did not take the official AP exam on 5/11 or take my alternate exam exam during the same time period, you will need to take a scored alternate exam on Tuesday, 6/2 from 2:00 pm to 3:00 pm to receive Aeries credit since you did not take the real exam or my alternate the same day. I will post the questions on Edlio at 2:00 pm on Tuesday, 6/2, and you must submit answers to both FRQ questions as an email attachment to [email protected] by 3:00 pm on Tuesday, 6/2.
Due:
Current Supreme Court Case Due 3 pm , Friday May 29, No Googledoc links!
By 3:00 p.m., Friday, 5/29, Read articles on your Supreme Court topic & prepare written one-page summary.
See attached Word file for instructions. Do not cut and paste from sources! (See case list from the Excel file for your case based on your last name. If you have a sibling taking my class, one of you should take the next case listed. Siblings may not do the same case.)
See attached Word file for instructions. Do not cut and paste from sources! (See case list from the Excel file for your case based on your last name. If you have a sibling taking my class, one of you should take the next case listed. Siblings may not do the same case.)
Submit to me via email as an attachment (Word or PDF preferred.) NO Googledoc links as they require I ask for permission which is then denied. ATTACH a Word or PDF file.
Due:
AP Microeconomics alternate exam for some students
I received copies of student answers from last week's AP Microeconomics exams, but did not receive some. (This email message is only for students for whom CollegeBoard did not send answer files to me. If you are one of these students, I sent you an email today. Please check your email for a message and respond as follows)
Please read below and respond accordingly by Wednesday, 5/27. Again, this is only for students I sent an email message on Tuesday, 5/26.
Did you take the exam on 5/20 or take my exam during the same time period? If not, you will need to take a scored alternate exam on Friday, 5/29 from 1:00 pm to 2:00 pm to receive credit since you did not take the real exam or my alternate the same day.
Did you take the exam, but not apply for a make-up or get confirmation of the back-up email submission? If so, you will need to take a scored alternate exam on Friday, 5/29 from 1:00 pm to 2:00 pm to receive credit.
Did you take the exam, but have problems and apply for the make-up? If so, please email evidence of doing so to my attention at [email protected].
Did you take the exam and submit your answer via email since there were upload issues? If so, send me evidence of the confirmation email/message you received from the CollegeBoard indicating that you did so.
Please respond ASAP.
Due:
AP U.S Government alternate exam for some students 6/2
I received copies of student answers from 5/11 AP U.S. Government exams, but did not receive some. (This message is only for students for whom CollegeBoard did not send answer files to me. If you are one of these students, I sent you an email on Tuesday, 5/26. Please check your email for a message and respond as follows)
Please read below and respond accordingly by Wednesday, 5/27. Again, this is only for students I sent an email message on Tuesday, 5/26.
Did you take the exam on 5/11 or take my exam during the same time period? If not, you will need to take a scored alternate exam on Tuesday, 6/2 from 2:00 pm to 3:00 pm to receive credit since you did not take the real exam or my alternate the same day.
Did you take the exam, but not apply for a make-up? If so, you will need to take a scored alternate exam on Tuesday, 6/2 from 2:00 pm to 3:00 pm to receive credit.
Did you take the exam, but have problems and apply for the make-up? If so, please email evidence of doing so to my attention at [email protected].
Due:
Current Supreme Court Case Due 3 pm , Friday May 29
I am posting this today so you will see it in advance:
By 3:00 p.m., Friday, 5/29, Read articles on your Supreme Court topic & prepare written one-page summary
See attached Word file for instructions. Do not cut and paste from sources! (See case list from the Excel file for your case based on your last name. If you have a sibling taking my class, one of you should take the next case listed. Siblings may not do the same case.) Submit to me via email as an attachment.
See attached Word file for instructions. Do not cut and paste from sources! (See case list from the Excel file for your case based on your last name. If you have a sibling taking my class, one of you should take the next case listed. Siblings may not do the same case.) Submit to me via email as an attachment.
Due:
Enjoy your 3-day weekend!
Instruction will resume on Tuesday
Due:
Assignment
Reminder: AP U.S Government and Politics will begin a 1:00 p.m. on Monday, 5/11/2020, so arrive 30 minutes before that with your checklist and e-ticket. Your e-ticket will arrive 48 hours before the exam via email or you can find it at myap.collegeboard.org
If you are one of the few students not taking the real AP exam on Monday, I will have a required Teams video conference at 12:45 p.m. that day after which there will be a timed, scored quiz, aligned with the AP exam format, and AP Units1-3 in AP US Gov. I expect you to be available from 12:45 to 2:00 pm that day. If for some reason you will not be available during that time, please contact me on Friday, 5/8 or before explaining why and arranging a make-up time.
Good Luck!
Due:
Assignment
I've tried not to give weekend assignments, but with the exam on Monday, we've run out of time and have a couple of topics you should at least have a basic knowledge of before the exam: Please watch the following short videos by Monday:
I think we did discretionary vs mandatory spending (and entitlements) but if not, here is a refresher:
I know we didn't cover the following and was going to before the exam, but we left campus:
Monetary Policy and the Fed:
Fiscal Policy:
Below is on old FRQ related to fiscal and monetary policy along with the answer key.
2008 #3 FRQ 3.
Fiscal policy and monetary policy are two tools used by the federal government to influence the United States
economy. The executive and legislative branches share the responsibility of setting fiscal policy. The Federal
Reserve Board has the primary role of setting monetary policy.
(a) Define fiscal policy.
(b) Describe one significant way the executive branch influences fiscal policy.
(c) Describe one significant way the legislative branch influences fiscal policy.
(d) Define monetary policy.
(e) Explain two reasons why the Federal Reserve Board is given independence in establishing monetary policy.
economy. The executive and legislative branches share the responsibility of setting fiscal policy. The Federal
Reserve Board has the primary role of setting monetary policy.
(a) Define fiscal policy.
(b) Describe one significant way the executive branch influences fiscal policy.
(c) Describe one significant way the legislative branch influences fiscal policy.
(d) Define monetary policy.
(e) Explain two reasons why the Federal Reserve Board is given independence in establishing monetary policy.
AP® UNITED STATES GOVERNMENT AND POLITICS
2008 SCORING GUIDELINES
Question 3
6 points
Part (a): 1 point
One point is earned for a correct definition of fiscal policy. Acceptable definitions include:
• Taxing and/or spending
• The budget
Part (b): 1 point
One point is earned for correctly describing a significant way the executive branch influences fiscal policy.
Acceptable descriptions include:
• The president proposes/prepares the federal budget.
• The president signs/vetoes legislation (related to taxing, spending, and borrowing, not generic).
• The White House Office of Management and Budget (OMB) recommends the budget.
Part (c): 1 point
One point is earned for correctly describing a significant way the legislative branch influences fiscal
policy. Acceptable descriptions include:
• Congress passes the federal budget.
• Congress acts on tax and spending legislation.
• The Congressional Budget Office (CBO) advises Congress on economic policies.
Part (d): 1 point
One point is earned for a correct definition of monetary policy. Acceptable definitions include:
• Regulating the money supply.
• Controlling inflation/deflation.
• Adjusting interest rates to regulate the economy.
• Adjusting bank reserve requirements.
• The cost of money.
© 2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.
AP® UNITED STATES GOVERNMENT AND POLITICS
2008 SCORING GUIDELINES
Question 3 (continued)
Part (e): 2 points
One point is earned for each of two explanations of why the Federal Reserve Board is given independence
in establishing monetary policy. Acceptable explanations include:
• It removes politics from monetary policy decision making.
• Congress/the president can abdicate responsibility for difficult decisions by delegating decisionmaking power.
• The Federal Reserve Board relies on expertise when making decisions.
• The Federal Reserve Board makes economic policies efficiently.
2008 SCORING GUIDELINES
Question 3
6 points
Part (a): 1 point
One point is earned for a correct definition of fiscal policy. Acceptable definitions include:
• Taxing and/or spending
• The budget
Part (b): 1 point
One point is earned for correctly describing a significant way the executive branch influences fiscal policy.
Acceptable descriptions include:
• The president proposes/prepares the federal budget.
• The president signs/vetoes legislation (related to taxing, spending, and borrowing, not generic).
• The White House Office of Management and Budget (OMB) recommends the budget.
Part (c): 1 point
One point is earned for correctly describing a significant way the legislative branch influences fiscal
policy. Acceptable descriptions include:
• Congress passes the federal budget.
• Congress acts on tax and spending legislation.
• The Congressional Budget Office (CBO) advises Congress on economic policies.
Part (d): 1 point
One point is earned for a correct definition of monetary policy. Acceptable definitions include:
• Regulating the money supply.
• Controlling inflation/deflation.
• Adjusting interest rates to regulate the economy.
• Adjusting bank reserve requirements.
• The cost of money.
© 2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.
AP® UNITED STATES GOVERNMENT AND POLITICS
2008 SCORING GUIDELINES
Question 3 (continued)
Part (e): 2 points
One point is earned for each of two explanations of why the Federal Reserve Board is given independence
in establishing monetary policy. Acceptable explanations include:
• It removes politics from monetary policy decision making.
• Congress/the president can abdicate responsibility for difficult decisions by delegating decisionmaking power.
• The Federal Reserve Board relies on expertise when making decisions.
• The Federal Reserve Board makes economic policies efficiently.
Due:
IMPORTANT!!! READ NOW IF YOU ARE NOT TAKING OFFICIAL AP EXAM!
Read this if you have not already done so! It has been posted since last week!
If you are one of the few students not taking the real AP exam on Monday, I will have a required Teams video conference at 12:45 p.m. that day after which there will be a timed, scored quiz, aligned with the AP exam format, and AP Units 1-3 in AP US Gov. I expect you to be available from 12:45 to 2:00 pm that day. If for some reason you will not be available during that time, please contact me on Friday, 5/8 or before explaining why and arranging a make-up time.
Due:
Alternate AP Exam Starts 1:00 pm Due 2:00 pm, Monday, May 11
ONLY for students not taking the official AP US Government Exam. Read and answer the following two FRQ questions. By 2:00 pm, Monday, May 11, 2020 submit your answer file(s) to [email protected].
Your deadline is 3:00 p.m. if you have extended time accommodations.
I will attach the question file at approximately 1:00 p.m, Monday, May 11
Due:
Assignment
By 3:00 pm on Friday, 5/8/2020, Complete the two assigned FRQs in AP Classroom Unit 1 Progress Check, FRQ Part A. Make the one following modification for the argument essay. One piece of evidence must be from one of the foundational documents listed. There must be a second piece of evidence and support from another document listed, or from another document or your knowledge of course concepts. (Note, the scenario concept application question is about the 27th Amendment. The argument essay question is about federalism and Policymaking.)
Time yourself and complete in the allocated time: 30 minutes, including upload time for the argument essay question, and 20 minutes including upload time for the scenario concept application question. The assignment will be worth 10 points in Aeries. I will be clicking full-credit points in AP Classroom, if you submit, but this in no way indicates if your answer was correct. You will need to check your own answers against the scoring guidelines after I open them to your view to evaluate the quality of your answer. Even then, the scoring guidelines for the argument essay are incomplete, and in the real exam, you will be scored against a seven point rubric.
Due:
Assignment
Reminder: AP U.S Government and Politics will begin a 1:00 p.m. on Monday, 5/11/2020, so arrive 30 minutes before that with your checklist and e-ticket. Your e-ticket will arrive 48 hours before the exam via email or you can find it at myap.collegeboard.org
If you are one of the few students not taking the real AP exam on Monday, I will have a required Teams video conference at 12:45 p.m. that day after which there will be a timed, scored quiz, aligned with the AP exam format, and AP Units1-3 in AP US Gov. I expect you to be available from 12:45 to 2:00 pm that day. If for some reason you will not be available during that time, please contact me on Friday, 5/8 or before explaining why and arranging a make-up time.
Good Luck!
Due:
Assignment
This assignment is due at 3 pm, Friday, but I am posting it early so you can see.
By 3:00 pm on Friday, 5/8/2020, Complete the two assigned FRQs in AP Classroom Unit 1 Progress Check, FRQ Part A. Make the one following modification for the argument essay. One piece of evidence must be from one of the foundational documents listed. There must be a second piece of evidence and support from another document listed, or from another document or your knowledge of course concepts. (Note, the scenario concept application question is about the 27th Amendment. The argument essay question is about Federalism and Policymaking.)
Time yourself and complete in the allocated time: 30 minutes, including upload time for the argument essay question, and 20 minutes including upload time for the scenario concept application question. The assignment will be worth 10 points in Aeries. I will be clicking full-credit points in AP Classroom, if you submit, but this in now way indicates if your answer was corect. You will need to check your own answers against the scoring guidelines after I open them to your view to evaluate the quality of your answer. Even then, the scoring guidelines for the argument essay are incomplete, and in the real exam, you will be scored against a seven point rubric.
Due:
Assignment
Practice exam experience with AP Demo. https://ap2020examdemo.collegeboard.org/?excmpid=mtg638-2-gd If you have already done this with other AP Classes (other than atypical ones like world languages), you don't have to do it again for Gov and Micro. However, since AP US Government will be the first real exam you take for many of you, you must be ready. So if you haven't run though the demo by Wednesday, May 6, please do so!!! https://apcoronavirusupdates.collegeboard.org/students/taking-ap-exams/exam-day-experience
Due:
Assignment
I will have video conferences on Tuesday, May 5 in Teams. Try to attend one of the three times that day, 10 am, 1 pm, or 4 pm.
Continue to practice with AP Classroom questions in "optional student practice" where you can also see scoring guidelines. These are available to you without an instructor needing to unlock and/or score them. Focus on Units 1-3, and the argument essay and concept application questions, but with the current question structure and 7 point rubric for the argument essay. Use a mix of doing actual timed practice, and quicker, just think about your answers and then check AP scoring guidelines to get through as many questions as possible.
Continue to use resources of your choosing, including the Lamanna videos.
Also, be sure to compare your completed AP Classroom work that you submitted for graded credit to the rubrics/scoring guidelines. Note, for the argument essay they tend to focus on the documents and cases listed in the prompt, but other documents and Supreme Court cases can be excellent to use. For example, Tinker v. Des Moines was a good case for the question about Free Speech zones. Letter from a Birmingham Jail was also used well by some students for that question.
Remember, you are expected to have significant depth of knowledge about the required foundational documents and required Supreme Court cases.
Also, I think it is much better to have a real line of reasoning in you claim/thesis other than something like, "I believe in freedom of speech as supported by the First Amendment and Declaration of Independence." I think they will consider that simply restating the prompt. It would be much better if you said..."because free speech zones are really an attempt by the government, which establishes and administers public colleges, to restrict the constitutional and inalienable rights of those who profess views, perhaps unpopular, elsewhere on campus. As long as such speech does not unduly disrupt an active class or threaten the physical safety of another, it should and must be allowed widely on campus.
FYI, we didn't talk much about it, but there have been cases allowing time, manner and place restrictions on speech as long as they meet the following tests::
- Be content neutral
- Be narrowly tailored
- Serve a significant governmental interest
- Leave open ample alternative channels for communication
Students arguing FOR free speech zones would likely use these kinds of arguments and creating psychological safety for students on campus, but I think it is much harder to do, so I would have chosen to argue for allowing free speech throughout the campus, as most of you did.
Due:
Assignment
FYI, from the Principal about AP Exams. I'm sure much of this duplicates what I've already posted, but want to be sure. Take a look at it. Info is also on the school website. https://pvphs.pvpusd.net/apps/pages/AP
Note: I cut and pasted the Principal message below, and there needs to be one correction. Student CollegeBoard account login sheould be: [email protected].
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Due:
Assignment
Information about taking AP Exams. Watch, read, learn. (I know there is a great deal of information, but almost all of you are taking multiple AP exams and can spread this time investment across those multiple courses, not just mine.)
I will have video conferences on Tuesday, May 5 in Teams. Try to attend one of the three times that day, 10 am, 1 pm, or 4 pm.
Start with the exam walkthrough and rules videos:
Educator testing guide. Here is a link including information educators are asked to share with students:
Exam Day Student Checklist...One for EACH exam you are taking:
This contains a list of "Explainer Videos" including the two I show links for below
Especially useful is this exam walkthrough video also listed as your first thing to view above, which you should have watched first
The Rules! Know them! Don't break them!
See and read the email(s) you received from the College Board carefully and take the steps indicated!!! it should have looked something like the attached file shows.
Due:
Assignment
By Friday, 5/1/2020, at 3:00 p.m., complete and submit answers to both of the FRQs in the AP Classroom entitled 2020 Gov Exam Practice Two FRQs. Time yourself and complete the Argument Essay in 25 minutes, and complete the Scenario Concept Application question in 15 minutes, using this opportunity to see what will be required of you in terms of time pressure on the real 2020 Exam. While I know you haven't completed your entire course review, I will give you hints about the subject material of the two questions, without giving too much away, so you can spend some time reviewing the topics before you open and answer the questions, which I will unlock during the evening on Wednesday, 4/29. One involves Civil Liberties found in the Bill of Rights and the other involves the Bureaucracy, along with its relationship to the President and Congress. Also, remember to answer the Argument Essay question with the 7 point rubric:
Thesis and defensible claim (1 point) (Without a good thesis and claim you can only get the two 'linked to prompt" points below meaning the highest total would be 2 points out of 7. YOU MUST HAVE A GOOD THESIS AND DEFENSIBLE CLAIM TO DO WELL ON THIS TYPE OF QUESTION, WHICH IS WORTH 60% OF THE TOTAL EXAM SCORE!)
Evidence #1 from list given, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
Evidence #2 from list given or from knowledge of the course, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
As time allows, use the remainder of this week to review and practice for the upcoming AP Gov Exam, which is Monday, May 11. Those opting out of actual AP exams may be subject to an additional assignment, to be announced, so that they feel obligated to continue building their knowledge of the course material that will be covered on the real exam. For the few of you opting out of the real AP Gov Exam on May 11, I expect you to be available during that time slot to complete a timed online assignment in place of the exam as all students in class are expected to develop the skills and knowledge required to take it.
I am posting this assignment three days in a row as it covers expectations for the combination of the three days.
Due:
Assignment
By Friday, 5/1/2020, at 3:00 p.m., complete and submit answers to both of the FRQs in the AP Classroom entitled 2020 Gov Exam Practice Two FRQs. Time yourself and complete the Argument Essay in 25 minutes, and complete the Scenario Concept Application question in 15 minutes, using this opportunity to see what will be required of you in terms of time pressure on the real 2020 Exam. While I know you haven't completed your entire course review, I will give you hints about the subject material of the two questions, without giving too much away, so you can spend some time reviewing the topics before you open and answer the questions, which I will unlock during the evening on Wednesday, 4/29. One involves Civil Liberties found in the Bill of Rights and the other involves the Bureaucracy, along with its relationship to the President and Congress. Also, remember to answer the Argument Essay question with the 7 point rubric:
Thesis and defensible claim (1 point) (Without a good thesis and claim you can only get the two 'linked to prompt" points below meaning the highest total would be 2 points out of 7. YOU MUST HAVE A GOOD THESIS AND DEFENSIBLE CLAIM TO DO WELL ON THIS TYPE OF QUESTION, WHICH IS WORTH 60% OF THE TOTAL EXAM SCORE!)
Evidence #1 from list given, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
Evidence #2 from list given or from knowledge of the course, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
As time allows, use the remainder of this week to review and practice for the upcoming AP Gov Exam, which is Monday, May 11. Those opting out of actual AP exams may be subject to an additional assignment, to be announced, so that they feel obligated to continue building their knowledge of the course material that will be covered on the real exam. For the few of you opting out of the real AP Gov Exam on May 11, I expect you to be available during that time slot to complete a timed online assignment in place of the exam as all students in class are expected to develop the skills and knowledge required to take it.
I am posting this assignment three days in a row as it covers expectations for the combination of the three days.
Due:
Assignment
By Friday, 5/1/2020, at 3:00 p.m., complete and submit answers to both of the FRQs in the AP Classroom entitled 2020 Gov Exam Practice Two FRQs. Time yourself and complete the Argument Essay in 25 minutes, and complete the Scenario Concept Application question in 15 minutes, using this opportunity to see what will be required of you in terms of time pressure on the real 2020 Exam. While I know you haven't completed your entire course review, I will give you hints about the subject material of the two questions, without giving too much away, so you can spend some time reviewing the topics before you open and answer the questions, which I will unlock during the evening on Wednesday, 4/29. One involves Civil Liberties found in the Bill of Rights and the other involves the Bureaucracy, along with its relationship to the President and Congress. Also, remember to answer the Argument Essay question with the 7 point rubric:
Thesis and defensible claim (1 point) (Without a good thesis and claim you can only get the two 'linked to prompt" points below meaning the highest total would be 2 points out of 7. YOU MUST HAVE A GOOD THESIS AND DEFENSIBLE CLAIM TO DO WELL ON THIS TYPE OF QUESTION, WHICH IS WORTH 60% OF THE TOTAL EXAM SCORE!)
Evidence #1 from list given, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
Evidence #2 from list given or from knowledge of the course, linked to prompt (1 point), specific, relevant and supports claim or thesis (1 point), explains why/how evidence supports the claim or thesis (1 point)
As time allows, use the remainder of this week to review and practice for the upcoming AP Gov Exam, which is Monday, May 11. Those opting out of actual AP exams may be subject to an additional assignment, to be announced, so that they feel obligated to continue building their knowledge of the course material that will be covered on the real exam. For the few of you opting out of the real AP Gov Exam on May 11, I expect you to be available during that time slot to complete a timed online assignment in place of the exam as all students in class are expected to develop the skills and knowledge required to take it.
I am posting this assignment three days in a row as it covers expectations for the combination of the three days.
Due:
Assignment
On your own schedule sometime by the end of the week, read the example answer and comments regarding point grading for the AP Classroom Progress Check Unit 1 FRQ B attached here. Then grade your own answer that you submitted last week against the SEVEN point rubric/scoring guidelines (not the 4 point scoring guideline shown for the question in AP Classroom. Send an ungraded copy of your answer to a classmate of your choice. Ask them to grade it and send it back with points they they think you would get and why. I am not using your own self-grading or their grading of your answer, but want you to understand how you will or won't get points. (I will record 5 points in Aeries for submitting an answer last Friday, but want you to think about how you can score maximum points on the real exam. So you can see your answers in AP Classroom, I am sumitting a score of zero for everyone there, but it is meaningless as I already gave you 5 points in Aeries for forsubmitting an answer.) Note: if you don't get the thesis point, you automatically limit your possible maximum points to 2 of 7, which is why you absolutely need to learn how to write a good thesis statement!
Due:
Assignment
By 3:00 pm Friday 4/24/2020, submit your answer to the FRQ question I assigned in AP Classroom on the Patriot Act entitled Concept Application Practice
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Assignment
On Thursday, 4/23,.Optional skill building for concept application question. (I would do it if I wanted to keep building skills for the actual AP exam.) Watch the following video (link below) to see another teacher's approach to answering the concept application question.(She mistakenly calls it content application.) Begin at 37 minutes and 42 seconds, ending at 51 minutes and 7 seconds. She shows her tools and works her way through a real FRQ.
Due:
Assignment
This assignment isn't due until Friday, 4/24 at 3 pm, but I want you to see it is upcoming and related to the concept application training materials you are studying.
By 3:00 pm Friday 4/24/2020, submit your answer to the FRQ question I assigned in AP Classroom on the Patriot Act entitled Concept Application Practice.
Due:
Assignment
Read/watch by end of school day, Wednesday, 4/22.
I just saw a really ugly argument essay on an AP Gov Youtube video and hope you don't get something like it; incredibly difficult. It refers to descriptive vs. substantive representation, terms I have never seen before. Here is a link to the video with related argument essay training (38 minutes and 54 seconds)
and, below that, are definitions of descriptive (someone poor represents poor people) vs. substantive (Ted Kennedy, while rich, regularly advocated programs to benefit the poor) representation .
There are similarities and differences between descriptive representation and substantive representation. Descriptive representation is when an elected official represents people based on some characteristic or characteristics the elected official and the people he or she represents possess. An elected official who is Jewish may get elected because Jewish people would vote for him or her based on the religion of the elected official. This elected official would, in theory, support policies that Jewish people, including himself or herself, would support. The elected official may, for example, vote to support Israel in foreign policy or vote to support issues affecting Jewish people. Another example of this kind of representation is when an elected official votes to represent the interests of the area from which the elected official lives.
Substantive representation is when an elected official represents the people in the district no matter what the characteristics of the elected official are. If the people of a district want an elected official to vote for higher taxes on the rich, the official will do that even if the elected official is wealthy. In this situation, the elected official votes how the people want that person to vote regardless of the candidate’s own characteristics.
The similarity in each case is that the people do have representation in government determined by an elective process. If the people don’t like what the elected official is doing, they can vote that person out of office during the next election cycle.
Source: https://www.enotes.com/homework-help/what-differences-similarities-between-descriptive-285129
Due:
Assignment
By end of the school day on Wednesday, 4/22/2020, watch Concept Application Video which is about the second 2020 FRQ question worth 40% of the exam score. You will have 20 minutes for this FRQ on the real exam, plus 5 minutes to upload.
Due:
Assignment
By 3:00 pm, Friday, April 17, type or handwrite and submit the answer to AP Classroom Unit 1 Progress Check: FRQ Part B. (If you handwrite, use black or dark blue pen, no whiteout or correction tape!) You can answer anytime April 15 to 3 pm April 17, but do not answer until you have completed all of the other watching and reading assigned for all three of those days. Do not wait until the last few minutes as answering this FRQ will take planning and, since the first time your are answering this type of question, will likely take longer than the 25 minutes allowed on the real AP Exam. I am not limiting the number of minutes you are allowed to answer as long as you submit the answer before 3 pm on Friday, 3/17. Before answering, watch the assignment below.
Watch the following Hitchcock video on answering the argument essay FRQ. (Start at 32 minutes and 58 seconds and end at 44 minutes and 12 seconds.) It is a different question than yesterday and the training focuses more on evidence and reasoning.
Due:
Assignment
By end of the school day on Thursday, 4/16/2020 read/watch the following:
Watch LaManna Video on answering the 2020 argument essay FRQ.
Watch the Hitchcock Video starting at 30 minutes and 58 seconds and ending at 48 minutes and 7 seconds for guidance on the argument essay, including how the CollegeBoard will check for cheating. (Note: Her outlining step is a bit too complex in my view, but some of you may like it. Her focus on what to include for points and how is very good.)
Read the new AP Rubric for the argument essay FRQ:
Due:
Assignment
IMPORTANT, IMPORTANT, IMPORTANT!!!! Read and watch carefully. Two FRQ questions will now now be 100% of your AP Exam score. The argument essay was worth 12% of exam in 2019 (which is why I previously would teach the skill briefly near the end off the course) and now is worth 60% (which is why you must now invest time in the coming weeks and master the skills if you want to score well on the AP Exam).
By end of the school day on Wednesday, 4/15/2020, read the attached Word document to understand the 2020 Exam structure. A modified version of the Argument Essay (#4 question in a normal year) will now be the #1 question worth 60% (!) of the exam score. What used to be the #1 question in a normal year (Concept Application) will now become the #2 question, worth 40% of the exam. There will be no multiple choice, Quantitative Analysis FRQ or SCOTUS Comparison FRQ. See the Word document for which content units will and will not be on the exam in 2020.
When answering FRQ answers on the real AP Exam, be sure to write FRQ answers in sentence/paragraph format. Do not just write bullet points!
The next three days will be focused on learning about the new 2020 AP US Government exam structure and how to answer the argument essay FRQ. Looking ahead, there will be an AP Classroom Progress Check Unit I, Part B Argument Essay FRQ due by 3 pm on Friday, April 17.
Due:
Assignment
For your information, the CollegeBoard is providing video instruction sessions for the AP courses. Focus on the units that will be on the exam! (Units 1: Foundations of American Democracy, Unit 2: Interactions Among Branches of Government, and Unit 3: Civil Liberties and Civil Rights.)
Generally, use these videos as you wish. However I will be assigning some required portions of them as we review, but all are available to you as we prepare for the exams over the next month.
Note: I think the LaManna videos are simpler, shorter and more direct on many topics. Here is the link to his site which has review materials for the course as well as videos for specific topics like individual foundational documents and court cases.
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Assignment
The following is a list of FRQs which relate to the Civil Liberties and Civil Rights Unit. Access them online when assigned, including the scoring guidelines. Take notes on only the first two by Friday, 3/27. We will resume taking notes on the rest (not yet assigned) when "online school" begins again on April 6, after Spring Break.
Before Spring Break:
2015 #4: Civil Liberties vs. Civil Rights (Focus on Gideon v. Wainwright in part (e).)
2007 #2: First Amendment, Freedom of Religion. Focus on Engel v. Vitale (required case) in parts (a) and (b). Add/focus on Wisconsin v. Yoder (required case, using your video notes to answer) in parts (c) and (d)
After Spring Break:
By beginning of day Tuesday, April 7, 2020, complete the following:
Sample Question #3 (Freedom of Religion) and Good-Bad student responses (see attached file or use following link to find online:
2005 #3: Selective Incorporation
By beginning of day Wednesday, April 8, 2020, complete the following:
2019 #3: Civil Rights SCOTUS Comparison FRQ
2019 #1: Civil Liberties/Congress/Partisanship Concept Application FRQ
2012: Minority Representation in Congress and Civil Rights
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Assignment
Welcome back!
By 9:00 a.m. on Tuesday, 4/7/2020, enroll in the correct period of both AP Economics and AP Government. I will send Class ID numbers and Enrollment Keys via email. If you DO NOT receive that email by 9:00 a.m. on Monday, 4/6/2020, first contact a classmate from your period to get the information from them. (Also check your junk mail or spam files to see if my email landed there.) Only contact me via email at [email protected] if you have tried a classmate first or do not have contact information for a class "study buddy".
Below is a Youtube link to help you with enrollment.
Due:
Assignment
The following is a list of FRQs which relate to the Civil Liberties and Civil Rights Unit. Access them online when assigned, including the scoring guidelines. Take notes on only the first two by Friday, 3/27. We will resume taking notes on the rest (not yet assigned) when "online school" begins again on April 6, after Spring Break.
Before Spring Break:
2015 #4: Civil Liberties vs. Civil Rights (Focus on Gideon v. Wainwright in part (e).)
2007 #2: First Amendment, Freedom of Religion. Focus on Engel v. Vitale (required case) in parts (a) and (b). Add/focus on Wisconsin v. Yoder (required case, using your video notes to answer) in parts (c) and (d)
After Spring Break:
By beginning of day Tuesday, April 7, 2020, complete the following:
Sample Question #3 (Freedom of Religion) and Good-Bad student responses (see attached file or use following link to find online:
2005 #3: Selective Incorporation
By beginning of day Wednesday, April 8, 2020, complete the following:
2019 #3: Civil Rights SCOTUS Comparison FRQ
2019 #1: Civil Liberties/Congress/Partisanship Concept Application FRQ
2012: Minority Representation in Congress and Civil Rights
Due:
Assignment
Information only: McGraw Hill is making AP Resources (including 5 to a 5) available online free to students and teachers until June 30.
See link below:
Due:
Assignment
The following is a list of FRQs which relate to the Civil Liberties and Civil Rights Unit. Access them online when assigned, including the scoring guidelines. Take notes on only the first two by Friday, 3/27. We will resume taking notes on the rest (not yet assigned) when "online school" begins again on April 6, after Spring Break.
Before Spring Break:
2015 #4: Civil Liberties vs. Civil Rights (Focus on Gideon v. Wainwright in part (e).)
2007 #2: First Amendment, Freedom of Religion. Focus on Engel v. Vitale (required case) in parts (a) and (b). Add/focus on Wisconsin v. Yoder (required case, using your video notes to answer) in parts (c) and (d)
After Spring Break:
Sample Question #3 (Freedom of Religion) and Good-Bad student responses (see attached file or use following link to find online:
2005 #3: Selective Incorporation
2019 #3: Civil Rights SCOTUS Comparison FRQ
2019 #1: Civil Liberties/Congress/Partisanship Concept Application FRQ
2012: Minority Representation in Congress and Civil Rights
Due:
Assignment
Note: You should have been reading 5 to a 5 Civil Rights and Civil Liberties Chapter during the most recent unit. (We normally would have used class time for this.) If you did not read this chapter in 5 to a 5, you should do so the week after Spring break. (Prior to leaving campus, all of you were previously assigned the National Judiciary chapter of 5 to a 5).
For Supreme Court cases, you should focus on the required cases which were the ones for which I assigned videos. Having said this, there are many concepts and ideas in the CL/CR chapter you will need to know for the AP Exam. Also, some of the other cases could show up as non-required cases on the exam, but the SCOTUS questions always provide information in the prompt like the sample question which paired the non-required case of Church of Lukimi Babalu Aye vs. City of Hialeah with the required case of Wisconsin v. Yoder.
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Assignment
In a normal year, the Judiciary, Civil Rights, Civil Lib. Quiz would be Thurs., 3/26. This year, the quiz will be on a date yet to be determined.
Because we are not on campus in 2020, by 3:00 pm, Thursday, March 26, please complete the online Unit 2, Part B (Multiple Choice) and Unit 3 (Multiple Choice and FRQ) Progress Checks I've assigned via AP Classroom to help you prepare for this quiz. (Unit 2 has some questions that include branches other than the judicial branch, but these will also help you prepare for the AP Exam.) Multiple choice question answers should be submitted online. The FRQ answer should be written on paper and submitted when we return to class, or in a method that I will announce later.
The following links are not assigned, just resources available to help you as we approach the final exam and AP exam.
Additional Civil Rights Resource: https://www.youtube.com/watch?v=cr_gj4uRaaE
Additional Course resource: https://www.youtube.com/user/TomEmilyRap/videos
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Assignment
This is for your information. No action necessary yet beyond what I have already posted as Edlio assignments. I will provide more information after Spring Break. The CollegeBoard has announced that the AP Exam this year will be in a 45 minute, FRQ only format.. For AP U.S Government the only units covered on the official AP Exam will be 1-3 as shown below, which is a different order than I covered units in our class. (Many teachers teach the course in a different sequence than 1-5 in order, and as the CollegeBoard allows, but it is what it is, and you will be responsible for some materials only covered via online learning for my classes.) The good news is you have good online resources and The CL/CR unit has quite a bit of memorization content, which you can do at home.
The official AP exam will now cover: Unit 1 Foundations of American Democracy (including Federalism) which we covered at the beginning of the school year, Unit 2: Interactions Among Branches of Government (Legislative, Executive...including Presidency/Bureaucracy, and Judicial), and Unit 3:Civil Liberties and Civil Rights. Important: the exam will include Unit 3 that you are currently studying at home, so please work independently (not during Spring Break, though) to understand the information thoroughly in the unit and also the 5 to a 5 chapter on the Judicial branch, which was the end of Unit 2. As for 5 to a 5 on CL/CR, the SCOTUS cases you should focus on are the required ones, but you will still need to know the concepts about each liberty and right, including which amendments and sometimes clauses are involved. (For example all the selective incorporation civil liberties cases are based on the 14th Amendment Due Process Clause, while Civil Rights cases like Brown v. Board of Education are based on the 14th Amendment Equal Protection Clause. (Remember, selective incorporation mean that many of the liberties found in the Bill of Rights are so fundamental that they apply to the states, not just the Federal government, and the Supreme Court has decided which ones selectively in a series of cases over many decades.)
Here is information from the Course Outline:
Course Content
Based on the Understanding by Design® (Wiggins and McTighe) model, this course framework provides a description of the course requirements necessary for student success. The framework specifies what students should know and be able to do, with a focus on big ideas that encompass core principles and theories of the discipline. The framework also encourages instruction that prepares students for advanced political science coursework and active, informed participation in our constitutional democracy.
The AP U.S. Government and Politics framework is organized into five commonly taught units of study that provide one possible sequence for the course. As always, you have the flexibility to organize the course content as you like.
|
Unit |
Exam Weighting (Multiple-Choice Section) |
|
Unit 1: Foundations of American Democracy |
15%–22% |
|
Unit 2: Interactions Among Branches of Government |
25%–36% |
|
Unit 3: Civil Liberties and Civil Rights |
13%–18% |
|
Unit 4: American Political Ideologies and Beliefs |
10%–15% |
|
Unit 5: Political Participation |
20%–27% |
Due:
Assignment
In a normal year, the Judiciary, Civil Rights, Civil Lib. Quiz would be Thurs., 3/26. This year, the quiz will be on a date yet to be determined.
Because we are not on campus in 2020, for the next two days, please utilize the online Unit 2, Part B (Multiple Choice) and Unit 3 (Multiple Choice and FRQ) Progress Checks I've assigned via AP Classroom to help you prepare for this quiz. (Unit 2 has some questions that include branches other than the judicial branch, but these will also help you prepare for the AP Exam.) Multiple choice question answers should be submitted online by 3:00 pm on Thursday, 3/26. The FRQ answer should be written on paper and submitted when we return to class, or in a method that I will announce later.
The following links are not assigned, just resources available to help you as we approach the final exam and AP exam.
Additional Civil Rights Resource: https://www.youtube.com/watch?v=cr_gj4uRaaE
Additional Course resource: https://www.youtube.com/user/TomEmilyRap/videos
Due:
Assignment
By Tuesday, 3/24, watch and take notes on the following:
Read the text of MLK's Letter from a Birmingham Jail.
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Assignment
By Monday, 3/23, watch and take notes on Gideon v. Wainwright (Case 11), McDonald v. Chicago (Case 13), and Brown v. Board of Education (Case 14)
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Assignment
By Thursday, 3/19, watch and take notes on New York Times Co. v. United States (Case 9), Schenck v. United States (Case 10), and Roe v. Wade (Case 12)
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Assignment
By Monday, 3/16, watch and take notes on Marbury v. Madison (Case 5), Engel v. Vitale (Case 6), Wisconsin v. Yoder (Case 7) and Tinker v. Des Moines Independent Community School District (Case 8)
Due:
Assignment
Correction: Assigned video on Tinker v. Des Moines contained an error. The ruling did NOT indicate the wearing of armbands WAS pure speech, but rather is was closely akin to pure speech. (Wearing armbands is considered to be symbolic speech, not pure speech, but has similar protection.)
The ruling did indicate the following:
"As we shall discuss, the wearing of armbands in the circumstances of this case was entirely divorced from actually or potentially disruptive conduct by those participating in it. It was closely akin to "pure speech" which, we have repeatedly held, is entitled to comprehensive protection under the First Amendment.
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Assignment
Read Unit 3 (Civil Liberties and Civil Rights) in Course Outline by Thursday, 3/12
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Assignment
Exec 7: Presidential Powers due Tuesday, 3/10
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Assignment
By Tues., 3/10, watch and take notes on Federalist #78 video.
Also read Con-5 portions of course outline
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Assignment
Read National Judiciary chapter, 5 to a 5 in-class Tuesday, 3/10.
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Quiz: Friday, 3/6, Presidency, Exec. Branch, Bureaucracy
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Assignment
Watch video and take notes on Federalist #70 by Wednesday, March 4
Bring unit notes for in-class review
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Assignment
Exec 5: By Monday, 2/24, finish taking notes on FRQs listed below
FRQs, 2003 #1, 2004 #1, 2014 #3, 2007 #1, 2007 #3, 2015 #3, 2011 #4
FRQs, 2003 #1, 2004 #1, 2014 #3, 2007 #1, 2007 #3, 2015 #3, 2011 #4
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Assignment
By Monday, 2/24, read executive branch paragraph in introduction of AP course outline, Unit 2 as well as all CON-4 portions of the outline. Also read all PMI-2 portions of the Unit 2 outline.
Option: Wilson: Read p. 388- 397
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Assignment
Exec. 4: Up to and in class, Wed, 2/19, FRQs 2006 #3, 2010 #2, 2013 #4, Wilson PP. 376-377 (Electoral College)
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Assignment
Exec. 3: Read Magruders by Tues., 2/18, (PPt slides) Ch. 13-14
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Assignment
Exec. 2: Read and take notes on remainder of 5 to a 5, Executive Branch and the Bureaucracy up to The Executive Office of the Presidency by Tuesday, 2/11
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Assignment
Quiz: Congress/Legislative Branch, Friday, 2/7
46 points. MC and FRQ.
46 points. MC and FRQ.
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Assignment
By quiz, take good notes: Vocabulary, FRQs, Ch.12 in 5 to a 5, videos, & sel. Ch. 13 Wilson.
In Wilson, special attention to powers of Speaker of House, floor leaders, and whips. Also "How things Work"
In Wilson, special attention to powers of Speaker of House, floor leaders, and whips. Also "How things Work"
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Assignment
Exec. 1: Take notes on 5 to a 5, Executive Branch and Bureaucracy (up to Presidential Character) by Thurs., 2/6
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Assignment
Continue vocabulary work and note taking on previously assigned material and FRQs. Be sure you have reviewed Legislative Branch portion of AP Course Outline.
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Assignment
By Thursday, 1/30, Watch videos on Baker v, Carr and Shaw v. Reno. https://www.youtube.com/playlist?list=PLe06Lw3KUU9JtVnsNq0fZpvpiFAFD3N4E
Read the following in Wilson Ch. 13: How Things Work, Powers of Congress (p. 320) Politically Speaking Caucus (p. 343), How Things Work, How a Bill Becomes Law (pp. 348, 349) , House Senate Differences (p. 356)
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Assignment
Review Magruders Chapter 12 Powerpoint slides by Wednesday, 1/29
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Assignment
By Monday, 1/27, Read and take notes on remainder of Legislative Branch chapter in 5 to a 5
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Assignment
By end of class Tues., 1/21 read and take notes Ch. 12 (The Legislative Branch) in 5 to a 5 up to "The Lawmaking Process"
(Assignments from this point forward are part of second semester grade)