AP AMERICAN GOVERNMENT
Unit 3: Congress
9/20 - 10/14

UNIT 3 CONTENT MAP

VOCABULARY

IDEOLOGICAL PARTY
 CATCH-ALL PARTY
BIG TENT
COALITION
LINKAGE INSTITUTION
DEMOCRAT
REPUBLICAN
LIBERTARIAN
PLATFORM/PLANK
CROSSOVER VOTING
REALIGNMENT
PLURALITY SYSTEM
PROPORTIONAL SYSTEM

CLOSED PRIMARY
OPEN PRIMARY

PARLIAMENT
CENSUS
REAPPORTION/REDISTRICT
G
ERRYMANDER
SAFE SEAT
INCUMBENT
REPRESENTATIONAL
ORGANIZATIONAL
ATTITUDINAL
PRESIDENT PRO TEMPORE
SPEAKER OF THE HOUSE
MAJORITY LEADER
WHIP
COMMITTEES
QUOROM

EARMARK
CAUCUS
FILIBUSTER
IMPEACHMENT
INTEREST GROUP
LOBBYING

HARD/SOFT MONEY

PAC

527 ORGANIZATION

Court Cases:
CITIZENS UNITED v FEC
TRAIN v NEW YORK CITY
BAKER v CARR

WEEK 6
9/20 - 9/23

LESSON

IN CLASS

HOMEWORK

THURSDAY
Lesson 1

ESSENTIAL QUESTION: What Political Parties exist in the United States?

  • Political Parties
    • Democrats, Republicans, Libertarians, Greens, Constitution, and Socialists

 

Activity:  Political Party Research

Read:  Wilson 15th, Chapter 9 pp. 190-201 (This is 9-1 thru 9-3 in the Online Edition)

FRIDAY

NO SCHOOL

WEEK 7
9/26 - 9/30

LESSON

IN CLASS

HOMEWORK

MONDAY
Lesson 2

ESSENTIAL QUESTION: What are political parties?

  • Types of Political Parties 
    •  Ideological
    •  Catch-All

Activity:  Political Party Presentation

WATCH: The 1st Presidential Debate

9:00 pm, September 26, 2016

The debate from the Hofstra University will be broadcast live on all the major networks.

Assignment: watch and consider what the candidates are saying about national security, economic policy, immigration, civil rights, and other important issues.  Consider how they respond to these questions and be prepared to discuss both content (WHAT they say), appearance (HOW they say it), and most importantly intent (WHY they say it) in class tomorrow

TUESDAY
Lesson 3

DISCUSSION: The Presidential Debate, Episode I

  • Candidates
  • Issues
  • Content
  • Appearance
  • Intent
  • Powers

 

Harkness:  In a graded class group discussion, you will review and discuss the main highlights of the debate based on your scorecard. Addressing the following questions:

  1. Who won?
  2. Why?
  3. Why is this important?
  4. How might this outcome affect the election?

Read:  Wilson 15th, Chapter 9 pp. 202-212 (This is 9-4 and 9-5 in the Online Edition)

WEDNESDAY
Lesson 4

ESSENTIAL QUESTION: Why are political parties important?

  • The Two-Party System
    • Third Parties
  • Pluralist vs Proportional Election Systems
  • Party Realignments
  • The structure of Political Parties
    • Leadership
    • Conventions
    • Platforms

 

Quick Notes: Unit 3 Part 1 Political Parties

Read:  Wilson 15th, Chapter 13 pp. 296-312 (This is 13-1, 13-2 and 13-3 in the Online Edition)

Homework: Bring Electronic Device tomorrow for Article I GRQ!

THURSDAY
Lesson 5

ESSENTIAL QUESTION: What are the constitutional powers and functions of Congress?

  •  Breakdown of the US Constitution
    • Article I

Assignment:  GRQ Unit 3

A great reference is the official US Senate Annotated Constitution linked here!

Answers must be InYour Own Words.

This is a 3 point (FNC) which WILL be checked during the GRQ Quiz.

Read:  Wilson 15th,  Chapter 13 pp. 312-318 (This is 13-4 in the Online Edition)

 

FRIDAY
Lesson 6

ESSENTIAL QUESTION: Who is in Congress?

  • Parliament and Congress
  • Congressional Elections
    • Demographic Discussion
  • The Incumbent Advantage
  •  Political Polarization

Socrative: Quicknotes 3.1-3.3 Quiz (FC) Room #239536

Quick Notes: Unit 3 Part 2 Congress

Read: Wilson 15th, Chapter 10 pp. 229-243 (This is 10-5, 10-6 in the Online Edition)

Flip Assignment:  Watch Gerrymandering

WEEK 8
10/3 - 10/7

LESSON

IN CLASS

HOMEWORK

MONDAY

Rosh Hashanah

NO SCHOOL

TUESDAY
Lesson 7

ESSENTIAL QUESTION: Why is gerrymandering important?

Activity: Complete The Redistricting Game.

Answers must be In Your Own Words.

This MUST be turned in BEFORE the end of class today--any assignment turned in late will be penalized 1 point.

Read:  Wilson 15th, Chapter 13 pp. 319-330 (This is 13-5 and 13-6 in the Online Edition)

WEDNESDAY
Lesson 8

 ESSENTIAL QUESTION: How does Congress work?

  • The structure of Congress
    • Leadership
    • Committees
    • Caucuses
  • Passing Laws
    • Earmarks
    • Log Rolling
    • Pork Barrel Spending
    • Filibusters
  • New York City v Clinton
    • Line Item Veto
  • Train v New York City
    • Presidential Impoundment

Activity:  I’m Just a Bill

Quick Notes: Unit 3 Part 3 Congress

WATCH: The 1st Vice Presidential Debate

9:00 pm, October 4, 2016

The debate from the Longwood, VA, will be broadcast live on all the major networks.

Assignment: watch and consider what the candidates are saying about national security, economic policy, immigration, civil rights, and other important issues.  Consider how they respond to these questions and be prepared to discuss both content (WHAT they say), appearance (HOW they say it), and most importantly intent (WHY they say it) in class tomorrow

THURSDAY
Lesson 9

DISCUSSION: The Vice Presidential Debate

  • Candidates
  • Issues
  • Content
  • Appearance
  • Intent
  • Powers

Harkness:  In a graded class group discussion, you will review and discuss the main highlights of the debate based on your scorecard. Addressing the following questions:

  1. Who won?
  2. Why?
  3. Why is this important?
  4. How might this outcome affect future campaign activities?

Read:   West Wing: The Stackhouse Filibuster

 

FRIDAY
Lesson 10

ESSENTIAL QUESTION: What is the purpose of a filibuster?

http://www.crawfordsworld.com/rob/AP_American_Government/WWing.jpg

Watch:  West Wing The Stackhouse Filibuster

Be prepared to answer a short quiz based on the questions listed during the video, and discuss the answers.

Video Questions:

  • What are the rules to filibustering?  Name at least 5.
  • What was the original purpose of the filibuster rule in the Senate?
  • Does the House have filibusters? Why or why not?
  • What bill caused Senator Stackhouse to filibuster?
  • What was the intent of the bill?
  • What did Senator Stackhouse want to attach to the Act?
  • Why didn’t the President's Assistant Josh Lyman agree to Stackhouse’s request?
  • What is a Christmas Tree Bill?  (Hint: think about what happens on a Christmas tree.)
  • What does the President discover about the motivation behind Stackhouse’s filibuster? Is this attitudinal, organizational, or representational behavior?
  • What was Donna’s suggestion to allow Stackhouse to yield the floor?
  • How did the filibuster end?
  • Should the Senate revise the rules on floor debate? Why or why not?

 

Answers must be In Your Own Words.

This MUST be turned in BEFORE the end of class today--any assignment turned in late will be penalized 1 point

WATCH: The 2nd Presidential Debate

9:00 pm, October 9, 2016

The debate from the Washington University will be broadcast live on all the major networks.

Assignment: watch and consider what the candidates are saying about national security, economic policy, immigration, civil rights, and other important issues.  Consider how they respond to these questions and be prepared to discuss both content (WHAT they say), appearance (HOW they say it), and most importantly intent (WHY they say it) in class on Monday.

Makeup: Watch Democracy in American #6: The Legislative Process.

Answer the assigned questions on the worksheet in complete sentences.

Answers must be In Your Own Words.

This MUST be turned in within 24 hours of your absence--any assignment turned in late will receive 50%.

 

WEEK 9
10/10 - 10/14

LESSON

IN CLASS

HOMEWORK

MONDAY
Lesson 11

DISCUSSION: The Presidential Debate, Episode II

  • Candidates
  • Issues
  • Content
  • Appearance
  • Intent
  • Powers

Harkness:  In a graded class group discussion, you will review and discuss the main highlights of the debate based on your scorecard. Addressing the following questions:

  1. Who won?
  2. Why?
  3. Why is this important
  4. How might this outcome affect future campaign activities?

Read: Wilson 15th,  Chapter 11 pp. 255-267 (This is 11-4 and 11-5 in the Online Edition) as well as "The Scandal of Lobbyists" and "Good Lobbying, Good Government"

 

TUESDAY
Lesson 12

ESSENTIAL QUESTION: What are special interest groups?

  • Interest groups
    • Single Instance Groups
    • Single Issue Advocacy
    • Social Movements
    • Economic Interests
    • Intra-government Lobbying
  •  Influence
    • Expert Testimony
    • Protest Movements
    • Mobilize Voters
    • Donate Money
  • Citizen’s United v FEC

Activity:  I’m Just a Bill (Lobbyists)

Quick Notes: Unit 3 Part 4 Special Interests

Review: Unit 1, 2 and 3 using online chapter notes, GRQs, and Textbook site practice section quizzes.

WEDNESDAY

Yom Kippur

NO SCHOOL

THURSDAY
Lesson 14

Review for Unit 3 Test

Unit 3 AP Essays

Assignment: In groups, Read for the Rubric, Organize your Essays, and OUTLINE the possible ideas and conclusions which would receive credit under the COMPLETE-CORRECT-CONNECT guidelines.

You will be responsible for one of the following three essays:

  1. Congressional reapportionment and redistricting are conducted every ten years.
    1. Define congressional reapportionment and explain one reason why it is important to states
    2. Define congressional redistricting
    3. Explain two goals of gerrymandering
    4. Describe two limits placed on congressional redistricting
  2. Over the last several decades, the composition of the Democratic and Republican parties has changed in important ways. In particular, a major partisan shift has occurred in the South.
    1. Identify one specific trend evident in party voting in the South since 1980.
    2. Define each and explain how each would affect party realignment s.
      1. Incumbency advantage 
      2. Gerrymandering
      3. Closed Primaries
    3.   Identify whether changes in party composition would be reflected more quickly in presidential or congressional elections, and explain the structural reasons for this
  3. Members of Congress are charged with three primary duties—writing laws, overseeing the implementation of laws, and serving the needs of their constituents.
    1.  Describe the role of each of the following in lawmaking
      1. Senate filibuster 
      2. Speaker of the House
      3. Conference committees
    2. Define casework  and explain how it affects incumbent members of congress
    3. Identify and describe one method by which Congress checks the Executive branch

Review: Unit 1, 2 and 3

 

ALL UNIT 3 FORMATIVE REASSESSMENTS ARE DUE; NO MORE REASSESSMENTS FROM UNIT 3 WILL BE ACCEPTED AFTER TODAY.

FRIDAY
Lesson 16

Unit 3 Test

This test will consist of 45 multiple choice questions in 35 minutes (summative), and one 10 minute FRQ (formative) from the material and concepts in Units 1, 2, and 3.

Time will be called at the completion of the multiple choice section and that section will be collected; you will be expected to move on to the essay when time is called.

The test will be counted out of 50 points.

Bring:  Pencil for Unit 3 test

WEEK 10
10/17 - 10/21

LESSON

IN CLASS

HOMEWORK

MONDAY
Lesson 17

Debrief Unit 3 Test

Activity:  In groups, go over each question on the multiple choice section of the test. Using the review packet, discuss the different alternatives in order to determine the correct answer. The key will be reviewed at the end of class.

Assignment:

  • ALL essays below 7/10 SHOULD be reviewed, revised, and rewritten.
  • ALL rewrites MUST be done on Turnitin.com. Password is APGOV
  • ALL rewrites MUST be completed by ONE WEEK from the date the original essay grade is posted, NOT one week from the date YOU discover the grade.
  • Rewrite grades may be LOWER than the original, and will count.  It is expected you will conference, review, reflect, and revise BEFORE you submit your essay to Turnitin, and will READ the comments and rubric score on Turnitin after it is graded.

Watch: Article II for Dummies

Homework: Bring Electronic Device Tuesday for Article II GRQs!