1 Groton Public Schools Curriculum Map INTRODUCTION Course Title: AP Government and Politics Curriculum Area and Grade: Social Studies, Grade 11-12 Course Purpose: From the AP website: AP Government and Politics is an intensive study of the formal and informal structures of government and the processes of the American political system, with an emphasis on policy-making and implementation. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitutes U.S. government and politics. Students will become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes in government and politics. The concepts and specific topics examined in this course are those that may appear on the AP exam. Major Learning Goals and Understandings: Student Learning Expectation(s): 1. Describe and compare important facts, concepts, and theories pertaining to U.S. government and politics. 2. Explain typical patterns of political processes and behavior and their consequences. 3. Interpret basic data relevant to U.S. government and politics. 4. Critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across curriculum. 21 st Century Learning Expectation(s): 1. Participating effectively in civic life through knowing how to stay informed and understanding governmental processes. 2. Exercising the rights and obligations of citizenship at local, state, national and global levels. 3. Understanding the local and global implications of civic decisions. 4. Develop, implement and communicate new ideas to others effectively. 5. Effectively analyze and evaluate evidence, arguments, claims and beliefs. 6. Synthesize and make connections between information and arguments.
2 7. Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. Units/Theme/Concept and # of Weeks Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks 1. Constitutional Underpinnings of the United States Government 2. Political Beliefs and Behaviors 3. Political Parties, Interest Groups, and Mass Media 5. Public Policy 7. 9. 11. 12. 13. 15. 16. Mappers/Authors: Todd Higgins and Karley Reising, Fitch High School Date Approved: August 2016 4. Institutions of National Government 6. Civil Rights and Civil Liberties 8. 10. 14. Grade: 11-12 Unit 1- Constitutional Underpinnings of the United States Government Subject: Social Studies Course: AP Government and Politics Length of Unit: 3 weeks
3 Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Supporting Standards INQ 9 12.2 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. INQ 9 12.11 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical) The students will know: Part 2 Unit 1 Standards Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.4 Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have The students will be able to: demonstrate and understanding of the causes of the American Revolution. critique the successes and failures of Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Critique, compare, contrast, demonstrate, present
4 changed over time and that are still contested. CIV 9 12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. HIST 9 12.5 Analyze the ways in which the perspectives of those writing history shaped the history that they produced. HIST 9 12.11 Analyze multiple and complex causes and effects of events in the past. the Articles of Confederation. demonstrate and understanding of the events that led to the creation of the US Constitution. compare and contrast the similarities and differences between the Articles of Confederation and the US Constitution. demonstrate a working knowledge of the US Constitution and its application to modern day society. present arguments by the Founding Fathers for and against the Bill of Rights. Big Idea and Essential Questions Big Ideas 1. Perceived threats on civil liberties shape people s actions and goals. 2. There is a need to compromise when solving large issues. 3. The structure of one s government is representative of the key beliefs and goals of a society. Essential Questions 1. What is the role of compromise in government? 2. How can the success of a government be measured? 3. How does personal bias shape one s decision making?
5 Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content. Part 4 Common/Assured Learning Experiences James Madison, Federalist # 10 James Madison, Federalist # 51 Alexander Hamilton, excerpts from Federalist # 84 Articles of Confederation U.S. Constitution The Bill of Rights
6 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html
7 Grade: 11-12 Subject: Social Studies Unit 2 - Political Beliefs and Behaviors Course: AP Government and Politics Length of Unit: 6 weeks Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.8: Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Supporting Standards INQ 9 12.1 Explain how a question reflects an enduring issue in the field. INQ 9 12.2 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. INQ 9 12.9 Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. INQ 9 12.10 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
8 Part 2 unit 2 Standards The students will know: Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.2 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. CIV 9 12.10 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. HIST 9 12.1 Analyze how historical contexts shaped and continue to shape people s perspectives. GEO 9 12.1 Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. The students will be able to: demonstrate an understanding of why American citizens align themselves into different political factions. create a list and critique what forces, factors, or events to develop their political beliefs. demonstrate how demographics, religion, school, geographic location, and race contribute to the political socialization process. compare and contrast the Liberal and the Conservative ideology. Interpret the various ways in which citizens participate in different forms beyond voting, such as contacting lawmakers, joining an interest group, or contributing to a political campaign. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Create, compare, contrast, demonstrate, interpret
9 Big Idea and Essential Questions Big Ideas 1. A person s environment and experiences greatly shapes his/her political beliefs. 2. Political factioning both unifies and separates Americans and our institutions. 3. Personal bias shapes one s actions and beliefs. Essential Questions 1. Can a single person change society? 2. How does our socialization shape the way we view the world? 3. Why is there power in numbers? Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content.
Part 4 Common/Assured Learning Experiences 10
11 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html
12 Unit 3 - Political Parties, Interest Groups, and Mass Media Grade: 11-12 Subject: Social Studies Course: AP Government and Politics Length of Unit: 6 weeks Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.8: Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. Supporting Standards INQ 9 12.2 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. INQ 9 12.5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. INQ 9 12.7 Evaluate the credibility of a source by examining how experts value the sources. INQ 9 12.13 Critique the use of claims and evidence in arguments for credibility.
13 The students will know: Part 2 unit 3 Standards Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.10 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. HIST 9 12.1 Analyze how historical contexts shaped and continue to shape people s perspectives. ECO 9 12.1 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. The students will be able to: analyze the ways in which Linkage Groups, such as: political parties, interest groups, and mass media impact the political process. demonstrate an understanding of the role and impact political parties have in terms of creating laws, establishing an ideology, recruiting and nominating candidates, and financing campaigns. define and analyze the role that Interest Groups engage in politics. Such as, taking part in political campaigns, testifying before Congress, and persuasive advertising. demonstrate an understanding of the role Political Action Committees (PAC) and how they influence the politics through newspapers, mass media, the internet, and financial support to candidates. demonstrate an understanding of the significance of Public Opinion Polling has on the political process. create and conduct their own public opinion poll to measure the beliefs, desires, and views of the government. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Analyze, create, define, demonstrate
14 Big Idea and Essential Questions Big Ideas 1. When people join together to achieve a common goal, they are stronger and more influential. 2. Groups use their political platforms to gain support (monetary and otherwise) and power from citizens. 3. Our personal bias is shaped by our environment. Essential Questions 1. Is the will of the people the most important factor when creating policy? 2. How does the media impact the way we view our society and government? 3. Does economic power influence political power? Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content.
15 Part 4 Common/Assured Learning Experiences Inquiry-based assessment on local political beliefs using public opinion polls.
16 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html
17 Grade: 11-12 Subject: Social Studies Unit 4 Institutions of National Government Course: AP Government and Politics Length of Unit: 10 weeks Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Supporting Standards INQ 9 12.2 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. INQ 9 12.6 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. INQ 9 12.10 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. INQ 9 12.11 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical.
18 The students will know: Part 2 unit 4 Standards Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.1 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. CIV 9 12.4 Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. CIV 9 12.11 Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. HIST 9 12.1 Analyze how historical contexts shaped and continue to shape people s perspectives. ECO 9 12.3 Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. The students will be able to: demonstrate and understanding of the four governing institutions: Congress, the Presidency, the Bureaucracy, and the Judiciary, that are found within the three branches of government. analyze the role the Bureaucracy plays in the current President s administration. From the top Cabinet level Advisors to the National Park Service. compare and contrast the similarities and differences between the legislative process and presidential decision making. demonstrate an understanding how the Supreme Court accepts and decides to hear cases. construct an understanding of how these institutions have formed a unique relationship with one another that developed over a period of time. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Analyze, compare, contrast, construct, demonstrate, understand
19 Big Idea and Essential Questions Big Ideas 1. Government institutions are shaped by earlier precedents, but still have the ability to create new precedents based upon public opinion. 2. Each branch of government has a complex decision making process in an attempt to strengthen the economic, social, and political welfare of the country. Essential Questions 1. How can power be shared amongst different government institutions? 2. How can government power be limited? 3. Is there one branch of government that is more important than the others? Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content.
Part 4 Common/Assured Learning Experiences 20
21 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html
22 Unit 5 Public Policy Grade: 11-12 Subject: Social Studies Course: AP Government and Politics Length of Unit: 3 weeks Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Supporting Standards INQ 9 12.1 Explain how a question reflects an enduring issue in the field. INQ 9 12.5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. INQ 9 12.6 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. INQ 9 12.15 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
23 The students will know: Part 2 unit 5 Standards Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.2 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. CIV 9 12.5 Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. CIV 9 12.12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. CIV 9 12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. GEO 9 12.1 Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. The students will be able to: demonstrate the way in which each branch of the government shapes public policy. compare and contrast how Democrats and Republicans differ on policies involving social issues such as: abortion, gay marriage, gun control, immigration, and taxation. demonstrate and understanding and discuss the particulars of social welfare, labor, environmental, economic, foreign, and military policies. Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Compare, contrast, demonstrate, understand
24 Big Idea and Essential Questions Big Ideas 1. The goals of public policy have changed over time to adapt to societal changes. 2. Political factions have differing views on public policy. 3. Public policy endeavors can unite and/or divide citizens, depending on country s current climate. Essential Questions 1. How can groups with opposing views on public policy create a stronger country? 2. How can a country s public policy shape its international relations? How can individuals or groups of citizens shape public policy? Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content.
Part 4 Common/Assured Learning Experiences 25
26 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html
27 Unit 6 Civil Rights and Liberties Grade: 11-12 Subject: Social Studies Course: AP Government and Politics Length of Unit: 3 weeks Common Core State Standards CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Supporting Standards INQ 9 12.1 Explain how a question reflects an enduring issue in the field. INQ 9 12.5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. INQ 9 12.6 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. INQ 9 12.11 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical) INQ 9 12.16 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
28 The students will know: Part 2 unit 6 Standards Key (GLE) Content Knowledge and Concepts/Skills CIV 9 12.5 Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. CIV 9 12.6 Critique relationships among governments, civil societies, and economic markets. CIV 9 12.10 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. CIV 9 12.13 Evaluate public policies in terms of intended and unintended outcomes, and related consequences. HIST 9 12.1 Analyze how historical contexts shaped and continue to shape people s perspectives. ECO 9 12.3 Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. The students will be able to: demonstrate an understanding of what civil rights is, and why the quest for civil rights usually involves certain groups. For example, women and other minorities. compare and contrast the quest for women s suffrage and their rise in political participation to that of the African Americans in the Post-Civil War Era and during the 1950s through the 1970s. demonstrate an understanding of the Civil Liberties that an individual has, such as: the right to free speech, freedom of religion, a fair criminal justice process, and privacy. interpret and judge the line between an individual s rights and society s responsibility to protect the majority of it s citizens. apply the Supreme Court s role and landmark Decisions that involve civil rights and civil liberties. (Plessy v. Ferguson and Roe v. Wade) Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering Apply, compare, contrast,, demonstrate, interpret
29 Big Idea and Essential Questions Big Ideas 1. The pursuit of civil rights and liberties has shaped our government and institutions since its creation. 2. Groups that share similar goals tend to join together to fight for rights and opportunities. 3. The court system and criminal justice system needs to evolve as society moves forward with beliefs, technology, and ideas. Essential Questions 1. How does personal bias shape our view on civil rights and liberties? 2. Where is the line between an individual s rights and the protection of society? 3. Why do existing laws sometimes need clarification or added enforcement? Part 3 Common Unit Assessments College Board free response question from past AP exam based on unit content.
30 Part 4 Common/Assured Learning Experiences Inquiry based activity on landmark Supreme Court cases (civil rights and civil liberties).
31 Part 5-Teacher Notes United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford The Right Questions Institute o http://rightquestion.org/ Digital History o http://www.digitalhistory.uh.edu/ National Archives o http://www.archives.gov/ AP Classroom resources o http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/228640.html Works Cited: AP Government and Politics o https://secure-media.collegeboard.org/digitalservices/pdf/ap/ap-us-government-and-politics-course-description.pdf P21 Framework o http://www.p21.org/storage/documents/docs/p21_framework_definitions_new_logo_2015.pdf CT Social Studies Framework
32 o http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf Common Core State Standards o http://www.corestandards.org/ela-literacy/rh/11-12/ United States Government and Politics: Preparing for the Advanced Placement Exam, David Wolff Ford