AP United States Government and Politics

College Board Standards
Disciplinary Practices & Reasoning Processes

• Liberty & Order
  • 1.D Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios in context.
  • 4.A Describe the argument, perspective, evidence, and reasoning presented in the source.
• Constitutionalism
  • 1.A Describe political principles, institutions, processes, policies, and behaviors.
  • 2.A Describe the facts, issue, holding, reasoning, decision, and majority opinion of required Supreme Court cases.
  • 4.B Explain how the argument or perspective in the source relates to political principles, institutions, processes, policies, and behaviors.
  • 5.B Support an argument or claim/thesis using relevant evidence.
• Policy Making Interests
  • 1.E Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context.
  • 4.B Explain how the argument or perspective in the source relates to political principles, institutions, processes, policies, and behaviors.
  • 5.A Articulate a defensible claim/thesis.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Production and Distribution of Writing

• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• The U.S. government is based on ideas of limited government, including natural rights, popular sovereignty, republicanism, and social contract. 
• The Declaration of Independence provides a foundation for popular sovereignty. 
• The Constitution provides the blueprint for a unique form of political democracy in the U.S.
• Representative democracies can take several forms: participatory democracy, pluralist democracy, and elite democracy. 
• Different aspects of the Constitution reflect the tensions between the broad participatory models and the more filtered participation of the pluralist and elite models. 
• Specific incidents and legal challenges highlighted key weaknesses of the Articles of Confederation. 
• Compromise was deemed necessary for the adoption and ratification of the Constitution. 
• The debate over the role of the central government, the powers of state governments, and the rights of individuals remain at the heart of present-day constitutional issues about democracy and governmental power. 
• The power allocated to Congress, the president, and the courts demonstrates the separation of powers and checks and balances features of the Constitution. 
• The exclusive and concurrent powers of the national and state governments help explain the negotiations over the balance of powers between the two levels. 

• A balance between government power and individual rights has been a hallmark of American political development. 
•  The Constitution emerged from the debate about the weaknesses in the Articles of Confederation as a blueprint for limited government. 
• The Constitution created a competitive policy-making process to ensure the people’s will is represented and that freedom is preserved. 
• Federalism reflects the dynamic distribution of power between national and state governments. 

• Explain how democratic ideals are reflected in the Declaration of Independence and U.S. Constitution. 
• Explain how models of representative democracy are visible in major institutions, policies, events, or debates in the U.S.
• Explain Federalist and Anti-Federalist views on central government and democracy.
• Explain the relationship between key provisions of the Articles of Confederation, and the debate over granting the federal government greater power formerly reserved to the states. 
• Explain the impact of political negotiation and compromise at the Constitutional Convention on the development of constitutional systems. 
• Explain the constitutional principles of separation of power and checks and balances. 
• Explain the effects of separation of powers and checks and balances for the U.S. political system.
• Explain how the constitutional allocation of power between the national and state governments affects society. 
• Explain how the balance of power between national and state governments has changed over time based on interpretations of the Supreme Courts of the United States. 
• Explain how the distribution of powers between national and state governments impacts policymaking. 

• What is government? Who governs? 
• What is political engagement in a democracy? 
• How did the pre-Revolutionary period sow the roots for the American political tradition? 
• How did the Articles of Confederation establish the American government but ultimately lead to the necessity for the development of a new national government? 
• How did the arguments over the ratification of a new constitution build connections and create division within the American government?
   

• What are the different ways citizens can participate in political processes?
• How does political engagement contribute to the health and effectiveness of a democracy?
• What were the key grievances of the American colonists against British rule?
• How did the ideas of Enlightenment thinkers influence the American Revolution?
• What were the strengths and weaknesses of the Articles of Confederation?
• Why did the Articles of Confederation prove inadequate for governing the United States?
• What were the key debates between Federalists and Anti-Federalists over the ratification of
• How did the Bill of Rights address the concerns of Anti-Federalists?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• United States Declaration of Independence
• Articles of Confederation
• U.S. Constitution
• Supreme Court Case Reader: McCullough v. Maryland (1819)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses
   

• Direct Democracy
• Representative 
• Democracy (Republic)
• Constitutional Democracy
• Federalism
• representative democracy
• Enumerated (Expressed) Powers
• Concurrent Powers
• Reserved Powers
• Federal Supremacy
• Centralists vs. Decentralists
• toll good
• Federalists vs. Anti-Federalists
• Separation of Powers
• Checks and Balances
• Articles of Confederation
• Social Contract Theory
• Natural Rights
• bicameral legislature
• elite theory
• government
• majority rule
• partisanship
• politics
• Private vs. public goods

• Constitutional Ratification Debate
• AP Central - Unit 1 - Teacher Created Quiz
• Foundational Document Analysis: U.S. Declaration of Independence
• Foundational Document Analysis: U.S. Constitution
• Foundational Document Analysis: Articles of Confederation
• Supreme Court Case Analysis: McCullough v. Maryland
   

College Board Standards
Disciplinary Practices & Reasoning Processes
Constitutionalism

• 1.C Compare political principles, institutions, processes, policies, and behaviors. 
• 1E. Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context to checks on the Presidency. 
• 2.A Describe the facts, reasoning, decision, and majority opinions of required Supreme Court cases.
• 3.A Describe the data presented as it applies to the structures, powers, and functions of Congress.
• 3.B Describe patterns and trends in data as it applies to the roles and powers of the President.
• 4.A Describe the author’s claim(s), perspective, evidence, and reasoning tied to documents regarding the expansion of presidential power. 

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
   

• The Senate is designed to represent states equally, while the House is designed to represent the population. 
• Different chamber sizes and constituencies influence formality of debate. Coalitions are also vital to move from debate to action. 
• The enumerated and implied powers in the Constitution allow the creation of public policy by Congress. 
• By design, the different structures, powers, and functions of the Senate and the House of Representatives affect the policy-making process. 
• Though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process. 
• Congress must generate a budget that addresses both discretionary and mandatory spending.
• Congressional behavior and governing effectiveness are influenced by ideological divisions within Congress, gerrymandering, redistricting, or unequal representation of constituencies. 
• Presidents use powers and perform functions of the office to accomplish a policy agenda. 
• Formal and informal powers of the president include vetoes, pocket vetoes, foreign policy, bargaining, executive orders, and signing statements. 
• The potential for conflict with the Senate depends upon the type of executive branch appointments. 
• Senate confirmation is an important check on appointment powers. 
• Policy initiatives and executive orders promoted by the president often lead to conflict with the congressional agenda. 
• Different perspectives on the presidential role, ranging from a limited to a more expansive interpretation and use of power, continue to be debated in the context of contemporary events. 
• The communication impact of the presidency can be utilized through various mediums for a variety of different reasons. 

• The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.
• The presidency has been enhanced beyond its expressed constitutional powers. 

• Describe the different structures, powers, and functions of each house of Congress. 
• Explain how the structure, powers, and functions of both houses of Congress affect the policy-making process. 
• Explain how congressional behavior is influenced by election processes, partisanship, and divided government. 
• Explain how the president can implement a policy agenda. 
• Explain how the president’s agenda can create tension and frequent confrontations with Congress.
• Explain how presidents have interpreted and justified their use of formal and informal powers. 
• Explain how communication technology has changed the president’s relationship with the national constituency and the other branches. 

CONGRESS

• How does the United States Congress balance the competing demands of representation and effective governance?
• What are the long-term implications of voter behavior, campaign finance laws, and the role of political parties for the health and vitality of American democracy?
• How can the United States Congress ensure that all citizens are adequately represented and that their voices are heard in the legislative process?
• How do the differences between the House and Senate shape the political dynamics and effectiveness of the United States Congress?
• How can the United States Congress overcome partisan gridlock and improve its ability to address the nation's most pressing challenges?

THE PRESIDENCY

• How has the presidency evolved over time, and what factors have influenced its changing role in American government?
• What are the strengths and weaknesses of the Electoral College system, and how does it impact the presidential election process?
• How do the president's indirect and direct methods of organizing governance shape the executive branch's effectiveness and influence?
• What are the expectations and challenges of the president's role as both head of state and head of government?
   

CONGRESS

• How does the bicameral structure of the United States Congress reflect the principles of federalism and representation?
• What factors influence voter behavior in congressional elections?
• How do campaign finance laws and regulations impact the electoral process?
• What is the role of political parties in congressional elections?
• What are the challenges and benefits of gerrymandering?
• How do incumbents maintain their advantage in elections?
• How do the differences in size and term length between the House and Senate influence their respective roles and procedures?
• How do committees and subcommittees shape the legislative process?
• What are the key steps involved in the lawmaking process?
• How do filibusters and cloture rules affect the Senate's ability to pass legislation?
• What is the role of the president in the legislative process?

THE PRESIDENCY

• How did the Founders envision the role of the president, and how have their ideas evolved over time?
• What are the key turning points in the history of the presidency, and how did they shape the office's powers and responsibilities?
• How have technological advancements, such as mass media and social media, influenced the presidency and its relationship with the public?
• What role do political parties play in the presidential election, and how has their influence changed over time?
• How does the president use executive orders and memoranda to shape policy and bypass Congress?
• How does the president's ability to appoint judges and other officials influence the executive branch's power and reach?
• What are the expectations and challenges of the president's role as a public figure?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Foundational Documents: Federalist 51, Federalist 70
• Supreme Court Case Reader: Baker v. Carr (1961), Shaw v. Reno (1993), United States v. Lopez (1995)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses
   

• apportionment
• bicameralism
• bill
• Cloture
• Conference Committee
• Constituency
• Enumerated powers
• filibuster
• implied powers
• inherent powers
• joint committee
• majority & minority leader
• oversight
• pork-barrel politics
• representation
• standing committee
• Surge-and-decline theory
• Whip
• bully pulpit
• cabinet
• executive agreement
• Executive Office of the President
• executive order
• Executive privilege
• impeachment
• king caucus
• line-item veto
• Office of Management and Budget
• rally around the flag effect
• signing statement

• AP Central - Unit 2 - Teacher Created Quizzes - Congress & The Executive Branch
• Foundational Document Analysis: Federalist 51
• Foundational Document Analysis: Federalist 70
• Supreme Court Case Analysis: Baker v. Carr (1961), 
• Supreme Court Case Analysis: Shaw v. Reno (1993)
• Supreme Court Case Analysis: United States v. Lopez (1995)

College Board Standards
Disciplinary Practices & Reasoning Processes

• Constitutionalism
  • 1. D Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios tied to the legitimacy of and checks on the Judicial Branch.
  • 2.B. Explain how a required Supreme Court case relates to a foundational document or to other primary or secondary sources. 
  • 2.C Compare the reasoning, decision, and majority opinion of a required Supreme Court case to a non-required Supreme Court case. 
• Competing Policy-Making Interests
  • 1. D Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios tied to the discretionary and rule-making authority of bureaucracy. 
  • 3.C Explain patterns and trends in data to draw conclusions about bureaucratic accountability. 
  • 3.D Explain what the data implies or illustrates about political principles, institutions, processes, policies, and behaviors. 
  • 4.B Explain how the author’s arguments or perspective relates to the political principles, institutions, processes, policies, and behaviors of the bureaucracy. 

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
   

• The foundation for powers of the judicial branch and how its independence checks the power of other institutions and state government. 
• Precedents and stare decisis play an important role in judicial decision-making. 
• Ideological changes in the composition of the Supreme Court due to presidential appointments have led to the Court’s establishing new or rejecting existing precedents.
• Controversial or unpopular court decisions can lead to challenges to the court’s legitimacy and power that Congress and the president can address only through future appointments, legislation changing the court’s jurisdiction, or refusing to implement decisions. 
• Political discussion about the Supreme Court’s power is illustrated by the ongoing debate over judicial activism versus judicial restraint. 
• Tasks performed by departments, agencies, commissions, and government corporations.
• Political patronage, civil service, and merit system reforms all impact the effectiveness of the bureaucracy by promoting professionalism, specialization, and neutrality.
• Discretionary and rule-making authority to implement policy are given to bureaucratic agencies. 
• As a means to curtail the use of presidential power, congressional oversight serves as a check on executive authorization and appropriation. 
• Presidential ideology, authority, and influence affect how executive branch agencies carry out the goals of the administration. 
• Formal and informal powers of Congress, the president, and the courts over the bureaucracy are used to maintain its accountability. 

• The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice. 
• The federal bureaucracy implements federal policies. 

• Explain the principle of judicial review and how it checks the power of other institutions and state governments. 
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power. 
• Explain how other branches of the government can limit the Supreme Court’s power. 
• Explain how the bureaucracy carries out the responsibilities of the federal government. 
• Explain how the federal bureaucracy uses delegated discretionary authority for rule-making and implementation. 
• Explain how Congress uses its oversight power in its relationship with the executive branch. 
• Explain how the president ensures that executive branch agencies and departments carry out their responsibilities as they pertain to the goals of the administration. 
• Explain the extent to which governmental branches can hold the bureaucracy accountable given the competing interests of Congress, the president, and the federal courts. 

• How has the Supreme Court played a pivotal role in interpreting the Constitution and expanding individual rights over time?
• How does the dual court system in the United States, consisting of federal and state courts, balance the need for both national unity and state autonomy?
• What is the significance of federal courts in the American political system, and how do they interact with other branches of government?
• How does the Supreme Court's unique position and powers shape its role in American society and politics?
• What factors influence judicial decision-making, and how do judges balance legal precedent, personal beliefs, and public opinion?
   

• How have landmark cases expanded individual rights in the United States?
• What are the key principles and doctrines used by the Supreme Court to interpret the Constitution and protect individual rights?
• How have societal changes and evolving public opinion influenced the Court's decisions regarding individual rights?
• What are the primary differences between federal and state courts in terms of jurisdiction, procedures, and the types of cases they hear?
• How does the principle of federalism shape the relationship between federal and state courts?
• How do federal courts play a role in interpreting federal laws and regulations?
• How is the Supreme Court appointed and confirmed, and what factors influence the selection process?
• How do stare decisis and the amicus curiae influence judicial decision-making?
• How do political factors and public opinion influence the Supreme Court's decisions, and what are the potential risks and benefits of such influence?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Foundational Documents: Federalist 78
• Supreme Court Case Reader: Marbury v. Madison (1803)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses

• Amicus curiae
• Appellate court
• Appellate jurisdiction
• Brief
• Chief justice
• Civil law
• Common law
• Concurring opinion
• Courts of appeals
• Criminal law
• Dissenting opinion
• District courts
• Docket
• Dual court system
• Judicial activism
• Judicial restraint
• Judicial review
• Majority opinion
• Oral argument
• Original jurisdiction
• Precedent
• Rule of Four
• Senatorial courtesy
• Solicitor general
• Stare decisis
• Trial court
• Writ of certiorari
• Bureaucracy
• Bureaucrats
• Civil servants
• Governmental corporation
• Merit system
• Patronage
• Privatization
• Public administration
• Red tape
• Soils system
• Whistleblower

• AP Central - Teacher Created Quizzes - The Judicial Branch; The Power of the Bureaucracy
• Foundational Document Analysis: Federalist 78
• Supreme Court Case Analysis: Marbury v. Madison (180

College Board Standards
Disciplinary Practices & Reasoning Processes

• Liberty And Order
  • 1.D Describe political principles, institutions, processes, policies, and behaviors tied to the Bill of Rights. 
  • 2.A Describe the facts, reasoning, decision, and majority opinion of court cases.
  • 2.B Explain how a Supreme Court case relates to a foundational document or other primary or secondary sources.
  • 5.A Articulate a defensible claim/thesis tied to the First Amendment of the U.S. Constitution.
  • 5.C Use reasoning to organize and analyze evidence, explain its significance to just clams about due process and the rights of the accused. 
  • 4.A Describe the author’s claim(s), perspective, evidence, and reasoning tied to the Second Amendment. 
  • 4.D. Explain how the visual elements of a graphic relate to the political principles, institutions, processes, policies, and behaviors tied to the First Amendment. 
  • 5.B Support arguments, using evidence, that analyze the balance of individual freedom with public order and safety. 
  • 5.C Use reasoning to organize and analyze evidence, explain its significance to just claims about due process and the rights of the accused.
• Civic Participation In A Representative Democracy
  • 4.C Explain how the implications of social movements or those who seek equal protection may affect political principles, institutions, processes, policies, and behaviors.
  • Competing Policy-Making Interests
  • 2.B Explain how a Supreme Court case relates to a foundational document or other primary or secondary sources.
• Constitutionalism
  • 2.C Compare the reasoning, decision, and majority opinion of a required Supreme Court case to a non-required Supreme Court case. 
  • 1.E Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context. 

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Civil liberties are constitutional to establish guarantees and freedoms that protect citizens, opinions, and property against arbitrary government interference. 
• The Bill of Rights consists of the first ten Amendments to the Constitution, which numerate the liberties and rights of individuals.
• The interpretation and application of the First Amendment's establishment and free exercise clause reflects an ongoing debate over balancing majoritarian, religious practice, and free exercise.
• The Supreme Court has held that symbolic speech is protected by the First Amendment. 
• Efforts to balance social order and individual freedom are reflected in interpretations of the First Amendment that limit speech.
• Court decisions to fight and cruel and unusual punishment involve interpretation of the Eighth Amendment and its application to state death penalty statute.
• The debate about the Second and Fourth amendments involved concerns about public safety, and whether or not the government regulation of firearms or collection of digital metadata, promotes or interferes with public safety and individual rights.
• The doctrine of selective incorporation hasn't posed limitations on state regulation of civil rights and liberties.
• The court has, on occasion, ruled in favor of states' power to restrict individual liberties, as, for example, when speech can be shown to increase the danger to public safety.
• Pretrial rights of the accused and the prohibition of unreasonable searches and seizures are intended to ensure that citizens’ liberties are not eclipsed by the need for social order and security.
• The due process clause has been applied to guarantee the right to an attorney and protection from unreasonable searches and seizures.
• While the right to privacy is not explicitly named in the constitution, the Court has interpreted the due process clause to protect the right of privacy from state infringement. 
• Civil rights protect individuals from discrimination, based on characteristics, such as race, national origin, religion, and sex; these rights are guaranteed to all citizens under the due process and equal protection clause of the U.S. Constitution.
• The government can respond to social movements through court rulings and/or policies.
• Decisions to demonstrate that minority rights have been restricted at times and protected at others.
• The debate on affirmative action includes justices, who insist that the constitution is colorblind, and those who maintain that it forbids only racial classification's design to harm minorities, not help them.

• Provisions of the US Constitution’s Bill of Rights are continually being interpreted to balance the power of government and the civil liberties of individuals. 
• Protections of the Bill of Rights have been selectively incorporated by way of the Fourteenth Amendment’s due process clause to prevent state infringement of basic liberties. 
• The Fourteenth Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality. 
• Public policy promoting civil rights is influenced by citizen-state interactions and constitutional interpretation over time. 
• The Court’s interpretation of the US Constitution is influenced by the composition of the Court and citizen-state interactions. 

• Explain how the US Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court's interpretation of the First and Second Amendments reflects a commitment to individual liberty.
• Explain How the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.
• Explain the implications of the doctrine of selective incorporation.
• Explain the extent to which states are limited by the due process clause from infringement upon individual rights.
• Explain how constitutional provisions have supported and motivated social movements.
• Explain how the court has, at times, allowed the restriction of the civil rights of minority groups and at other times has protected those rights.

• In what ways does the Constitution attempt to limit abuse of government powers? 
• How can individuals and groups help protect civil liberties?
• Why have Supreme Court decisions about civil liberties changed over time? 

• How does the system of checks and balances help prevent the abuse of government power?
• How does the separation of powers among the three branches of government limit the potential for abuse?
• How does federalism help to protect individual liberties by dividing power between the federal and state governments?
• What specific rights are guaranteed in the Bill of Rights to protect individuals from government overreach?
• How does the due process clause protect individuals from unfair treatment by the government?
• How can individuals and groups advocate for the protection of civil liberties through lobbying, protests, and legal action?
• How can individuals and groups raise awareness of civil liberties issues and educate the public about their importance?
• How can individuals participate in the political process to ensure that civil liberties are protected?
• How can individuals and groups use the legal system to challenge government actions that violate civil liberties?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Foundational Documents: The U.S. Constitution: Bill of Rights (1789)
• Supreme Court Case Reader: Schenck v. United States (1919), Tinker v. Des Moines (1969), McDonald v. Chicago (2010)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses

• Blue law
• Civil liberties
• Civil rights
• Common-law rights
• Double jeopardy
• Due process clause
• Economic liberty
• Eminent domain
• Establishment clause
• Exclusionary rule
• Free exercise clause
• Miranda warning
• Patriot Act
• Plea bargain
• Prior restraint
• Probable cause
• Search warrant
• Selective incorporation
• Self-incrimination
• Symbolic speech
• Undue burden test

• AP Central - Teacher Created Quizzes - Civil Liberties
• Foundational Document Analysis: U.S. Constitution: Bill of Rights
• Supreme Court Case Analysis: Schenck v. United States (1919), Gideon v. Wainright (1963), Tinker v. Des Moines (1969), McDonald v. Chicago (2010)

College Board Standards
Disciplinary Practices & Reasoning Processes

• Liberty And Order
  • 1.D Describe political principles, institutions, processes, policies, and behaviors tied to the Bill of Rights. 
  • 2.A Describe the facts, reasoning, decision, and majority opinion of court cases.
  • 2.B Explain how a Supreme Court case relates to a foundational document or other primary or secondary sources.
  • 5.A Articulate a defensible claim/thesis tied to the First Amendment of the U.S. Constitution.
  • 5.C Use reasoning to organize and analyze evidence, explain its significance to just clams about due process and the rights of the accused. 
  • 4.A Describe the author’s claim(s), perspective, evidence, and reasoning tied to the Second Amendment. 
  • 4.D. Explain how the visual elements of a graphic relate to the political principles, institutions, processes, policies, and behaviors tied to the First Amendment. 
  • 5.B Support arguments, using evidence, that analyze the balance of individual freedom with public order and safety. 
  • 5.C Use reasoning to organize and analyze evidence, explain its significance to just clams about due process and the rights of the accused.
  • Civic Participation In A Representative Democracy
  • 4.C Explain how the implications of social movements or those who seek equal protection may affect political principles, institutions, processes, policies, and behaviors.
• Competing Policy-Making Interests
  • 2.B Explain how a Supreme Court case relates to a foundational document or other primary or secondary sources.
  • Constitutionalism
  • 2.C Compare the reasoning, decision, and majority opinion of a required Supreme Court case to a non-required Supreme Court case. 
  • 1.E Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context. 

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Civil rights are constitutional to establish guarantees and freedoms that protect citizens, opinions, and property against arbitrary government interference. 
• The Bill of Rights consists of the first ten Amendments to the Constitution, which numerate the liberties and rights of individuals.
• The interpretation and application of the First Amendment's establishment and free exercise clause reflects an ongoing debate over balancing majoritarian, religious practice, and free exercise.
• The Supreme Court has held that symbolic speech is protected by the First Amendment. 
• Efforts to balance social order, and individual freedom are reflected in interpretations of the First Amendment that limit speech.
• Court decisions to fight and cruel and unusual punishment involve interpretation of the Eighth Amendment and its application to state death penalty statute.
• The debate about the Second and Fourth Amendments involved concerns about public safety, and whether or not the government regulation of firearms or collection of digital metadata, promotes or interferes with public safety and individual rights.
• The doctrine of selective incorporation hasn't posed limitations on state regulation of civil rights and liberties.
• The Court has on occasion, ruled in favor of states' power to restrict individual liberties, as, for example, when speech can be shown to increase the danger to public safety.
• Pretrial rights of the accused and the prohibition of unreasonable searches and seizures are intended to ensure that citizens’ liberties are not eclipsed by the need for social order and security.
• The due process clause has been applied to guarantee the right to an attorney and protection from unreasonable searches and seizures.
• While the right to privacy is not explicitly named in the constitution, the Court has interpreted the due process clause to protect the right of privacy from state infringement. 
• Civil rights protect individuals from discrimination, based on characteristics, such as race, national origin, religion, and sex; these rights are guaranteed to all citizens under the due process and equal protection clause of the U.S. Constitution.
• The government can respond to social movements through court rulings and/or policies.
• Decisions to demonstrate that minority rights have been restricted at times and protected at others.
• The debate on affirmative action includes justices, who insist that the constitution is colorblind, and those who maintain that it forbids only racial classification's design to harm minorities, not help them.

• Provisions of the US Constitution’s Bill of Rights are continually being interpreted to balance the power of government and the civil liberties of individuals. 
• Protections of the Bill of Rights have been selectively incorporated by way of the Fourteenth Amendment’s due process clause to prevent state infringement of basic liberties. 
• The Fourteenth Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality. 
• Public policy promoting civil rights is influenced by citizen-state interactions and constitutional interpretation over time. 
• The Court’s interpretation of the US Constitution is influenced by the composition of the Court and citizen-state interactions. 

• Explain how the US Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court's interpretation of the First and Second Amendments reflects a commitment to individual liberty.
• Explain How the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.
• Explain the implications of the doctrine of selective incorporation.
• Explain the extent to which states are limited by the due process clause from infringement upon individual rights.
• Explain how constitutional provisions have supported and motivated social movements.
• Explain how the court has, at times, allowed the restriction of the civil rights of minority groups and at other times has protected those rights.

• In what ways does the Constitution attempt to limit abuse of government powers? 
• How can individuals and groups help protect civil rights?
• Why have Supreme Court decisions about civil rights changed over time? 
   

• How does the 14th Amendment's Equal Protection Clause guarantee equal rights to all citizens?
• How have laws and constitutional amendments been used to protect the right to vote, especially for marginalized groups?
• What strategies and tactics were used by the Civil Rights Movement to achieve equality and justice?
• How have laws and policies been used to address discrimination based on race, gender, religion, and other protected characteristics?
• What is the purpose of affirmative action programs, and how have they been debated and challenged?
• How can individuals and groups work towards social justice and equality for all?
• How can individuals and groups analyze public policies to assess their impact on civil rights?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Foundational Documents: The U.S. Constitution: Bill of Rights, (additional expansions of rights),  (1789); Letter from Birmingham Jail (1963)
• Supreme Court Case Reader: Brown v. Board of Education (1954); Gideon v. Wainright (1963)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses
   

• Affirmative action
• American Indian Movement
• Black codes
• Brown v. Board of Education
• Civil disobedience
• Comparable worth
• De facto segregation
• De jure segregation
• Direction action
• Disenfranchisement
• Equal protection clause
• Equal Rights Amendment
• Glass ceiling
• Grandfather clause
• Hate crime
• Intermediate scrutiny
• Jim Crow Laws
• Literacy test
• Plessy v. Ferguson
• Poll tax
• Rational basis test
• Reconstruction
• Stonewall Inn
• Strict scrutiny
• Title IX
• Understanding tests
• White Primary

• AP Central - Teacher Created Quizzes - Civil Rights
• Foundational Document Analyses: U.S. Constitution: Bill of Rights; Letter from Birmingham Jail
• Supreme Court Case Analyses: Brown v. Board of Education (1963); Gideon v. Wainright (1963)
   

College Board Standards
Disciplinary Practices & Reasoning Processes

• Competing Policy-Making Interests
  • 1.D. Describe the political principles, institutions, processes, policies, and behaviors illustrated in different scenarios in context.
  • 3.A. Describe the data presented
  • 3.B. Describe patterns and trends in the data. 
  • 4.B. Explain how the author’s argument or perspective relates to political principles, institutions, processes, policies, and behaviors. 
• Methods Of Political Analysis
  • 3.C. Explain patterns and trends in data to draw conclusions.
  • 3.D. Explain how the visual elements of a cartoon map or infographic illustrate or relate to political principles, institutions, processes, policies, and behaviors.
  • 3E. Explain possible limitations of the data provided.
  • 4.C. Explain how the implications of the author's argument or perspective may affect political principles, institutions, processes, policies, and behaviors.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Different interpretations of core values, including individualism, equality of opportunity, free enterprise, rule of law, and limited government, affect the relationship between citizens and the federal government and that citizens have with each other.
• Family, schools, peers, media and social environments contribute to the development of an individual's political attitudes and values through the process of political socialization.
• As a result of globalization, US political culture has both influenced and been influenced by the values of other countries.
• Generational and lifecycle effects also contribute to the political socialization that influences an individual's political attitudes.
• The relative importance of major political events to the development of individual political attitudes is an example of political socialization.
• Public opinion data that can impact elections and policy debates are affected by scientific polling types and methods.
• The relationship between scientific polling and elections and policy debates is affected by the importance of public opinion and the reliability and veracity of public opinion data. 
• The Democratic Party platforms generally align more closely to liberal ideological positions, and the Republican Party platforms generally align more closely to conservative ideological positions. 
• Because the U.S. is a democracy with a diverse society, public policies generated at any given time reflect the attitudes and beliefs of citizens who choose to participate in politics at that time. 
• The balancing dynamic of individual liberty and government efforts to promote stability and order has been reflected in policy debates and their outcomes over time. 
• Liberal ideologies favor more government regulation of the marketplace, conservative ideologies favor fewer regulations, and libertarian ideologies favor little or no regulation of the marketplace beyond the protection of property rights and voluntary trade.
• Ideological differences in marketplace regulation are based on different theoretical support, including Keynesian and supply-side positions on monetary and fiscal policies promoted by the president, Congress, and the Federal Reserve.
• Liberal ideologies tend to think that personal privacy extends further than conservative ideologies do; conservative ideologies favor less government involvement to ensure social and economic equality; and libertarian ideologies disfavor any governmental intervention beyond the protection of private property and individual liberty.
• Policy trends concerning the level of government involvement and social issues reflect the success of conservative or liberal perspectives in political parties.
   

• Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change. 
• Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions. 
• Widely held political ideologies shape policy debates and choices in American policies. 

• Explain the relationship between the core beliefs of U.S. citizens and attitudes about the role of government. 
• Explain how cultural factors influence political attitudes and socialization. 
• Describe the elements of a scientific poll. 
• Explain the quality and credibility of claims based on public opinion data. 
• Explain how the ideologies of the two major parties shape policy debates. 
• Explain how U.S. political culture (e.g. values, attitudes, and beliefs) influences the formation, goals, and implementation of public policy over time. 
• Explain different political ideologies on the role of government in regulating the marketplace. 
• Explain how political ideologies vary on the government's role in regulating the marketplace. 
• Explain how political ideologies vary on the role of the government in addressing social issues. 
• Explain how different ideologies impact policy on social issues. 

• How do our core beliefs about the role of government affect our behavior?
• How does our view of what freedom is shape our opinions?
• Why are some opinion polls better than others? 
• How can policy-makers use information from political science to make decisions? 
   

• How do our political ideologies (e.g., liberal, conservative) influence our views on the government's role in society?
• In what ways do our beliefs about the government shape our civic participation (e.g., voting, volunteering)?
• What are the different ways people define freedom?
• How do our conceptions of freedom influence our political opinions on issues like individual rights, government regulation, and social equality?
• What factors contribute to the accuracy and reliability of public opinion polls?
• How can we evaluate the credibility of different opinion polls?
• What types of data and research can political scientists provide to inform policy decisions?
• How can policy-makers use political science research to anticipate the potential consequences of their policies?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Foundational Documents: Federalist 10, Brutus I, The Articles of Confederation
• Supreme Court Case Reader: Engel v. Vitale (1962), Wisconsin v. Yoder (1972), The NY Times Co v. United States (1971)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses

Chapter 6: The Politics of Public Opinion Vocabulary

• Agent of Political Socialization
• Bandwagon effect
• Bradley effect
• Classical liberalism
• Communism
• Covert content
• Exit poll
• Fascism
• Favorability poll
• Heuristics
• Horserace coverage
• Leading question
• Margin of error
• Modern conservatism
• Modern liberalism
• Overt content
• Political culture
• Political elite
• Political socialization
• Public opinion
• Push poll
• Random sample
• socialism
• Straw poll
• Theory of delegate representation
• Traditional conservatism

Chapter 8: The Media Vocabulary

• Agenda setting
• Beat
• Citizen journalism
• Cultivation theory
• Digital paywall
• equal -time rule
• Fairness doctrine
• Framing
• Freedom of Information Act
• Indecency regulations
• libel
• Mass media
• Minimal effects theory
• Muckraking
• Party press era
• Priming
• Prior restraint
• Reporter’s privilege
• Slander
• Soft news
• Sunshine laws
• Yellow journalism

• AP Central - Teacher Created Quizzes - Chapter 6: The Politics of Public Opinion Quiz; Chapter 8: The Media Quiz
• Foundational Document Analyses: Federalist 10, Brutus I, The Articles of Confederation
• Supreme Court Case Analyses:  Engel v. Vitale (1962), Wisconsin v. Yoder (1972), The NY Times Co v. United States (1971)
   

College Board Standards
Disciplinary Practices & Reasoning Processes

• Methods Of Political Analysis
  • 1.D. Describe political principles, institutions, processes, policies, and behaviors illustrated in different scenarios in context.
  • 3.C. Explain patterns and trends in data to draw conclusions.
• Competing Policy-Making Interests
  • 1.B. Explain political principles, institutions, processes, policies, and behaviors.
  • 1.E. Explain how political principles, institutions, processes, policies, and behaviors apply to different scenarios in context.
  • 4.B. Explain how the author's argument or perspective relates to political principles, institutions, processes, policies, and behaviors.
  • 3.D. Explain what the data implies or illustrates about political principles, institutions, processes, policies, and behaviors.
  • 3.F. Explain possible limitations of the visual representation of the data provided.
• Civic Participation In A Representative Democracy
  • 2.B. Explain how a required Supreme Court case relates to a foundational document or to other primary or secondary sources.
  • 2.D. Explain how required Supreme Court cases apply to scenarios in context.
  • 5.A. Articulate a defensible claim/thesis.
  • 5.B. Support the argument using relevant evidence.
  • 5.C. Used reasoning to organize and analyze evidence, explaining its significance to justify the claim or thesis.
  • 5.D. Use refutation, concession, or rebuttal in responding to opposing or alternate perspectives.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. 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.
• CC.8.5.11-12.B. 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.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.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.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Legal protections found in federal legislation and the 15th, 17th, 19th, 24th, and 26th Amendments relate to the expansion of opportunities for political participation.
• Political models explaining voting behavior include rational choice, retrospective voting, prospective voting, and party-line voting.
• Structural barriers, political efficacy, and demographics can predict differences in voter turnout in the US.
• Demographic characteristics and political efficacy or engagement are used to predict the likelihood of whether an individual will vote. 
• Factors including voter choice include party identification, candidate characteristics, contemporary political issues, and Buddhist beliefs or affiliation, gender, race, ethnicity, other demographic characteristics.
• Linkage institutions are channels that allow individuals to communicate their preferences to policymakers.
• The function and impact of political parties on the electorate and government are represented by the mobilization and education of voters, party platforms, candidate recruitment, campaign management, committee and party leadership.
• Parties have adapted to candidate-centered campaigns, and their role in nominating candidates has been weakened.
• Parties modify their policies in messaging to appeal to various demographic groups. The structure of parties has been influenced by critical elections, campaign finance laws, changes in communication, and data management technology.
• Parties use communication technology and voter data management to disseminate control and clarify political messages and enhance outreach and mobilization efforts.
• In comparison to proportional systems, winner-take-all-voting districts serve as a structural barrier to third-party and independent candidate success.
• Incorporation of third-party agendas in the platforms of major political parties serves as a barrier to third-party and independent candidate success.
• Interest groups may represent very specific or more general interests.
• In addition to working with party coalitions, interest groups exert influence through long-standing relationships with bureaucratic agencies, congressional committees, and other interest groups.
• Single-issue groups, Ideological/social movements, and protest movements form the goal of impacting society and policy-making.
• Competing actors such as interest groups, professional organizations, social movements, the military, and bureaucratic agencies influence policy-making.
• Elections and political parties are related to major policy shifts or initiatives, occasionally leading to political realignments of voting constituencies. Processes and outcomes in US presidential elections are impacted by incumbency, primaries, caucuses, party conventions, general elections, and the electoral college.
• The winner-take-all allocation of votes per state under the setup of the Electoral College compared with the national popular vote for president raises questions about whether the Electoral College facilitates or impedes democracy.
• The process and outcomes in US congressional elections are impacted by incumbency advantage, open and closed primaries, caucuses, and general elections.
• The benefits and drawbacks of modern campaigns are represented by dependence on professional consultants, rising campaign costs, duration of election cycles, and the impact of the reliance on social media for campaign communication and fundraising.
• Federal legislation in case law pertaining to campaign finance demonstrates the ongoing debate over the role of money in politics and free speech.
• Debates increased over free speech and competitive and fair elections related to money and campaign funding.
• Different types of PACs influence elections and policymaking through fundraising and spending.
• Traditional news media, new communication technologies, and advances in social media have profoundly influenced how citizens routinely acquire political information.
• The Media's use of polling results to convey popular levels of trust and confidence in government can impact elections by turning such events into "horse races” based more on popularity and factors other than the qualifications and platforms of candidates.
• Political participation is influenced by a variety of media coverage, analysis, and commentary on political events.
• The rapidly increasing demand for media and political communication outlets from an ideologically diverse audience has led to debates over media bias and the impact of media ownership and partisan news sites.
• The nature of democratic debate and the level of political knowledge among citizens is impacted by a variety of factors. 

• Factors associated with political ideology, efficacy, structural barriers, and demographics influence the nature and degree of political participation.
• Political parties, interest groups, and social movements provide opportunities for participation and influence how people relate to government and policy-makers.
• The impact of federal policies on campaigning and electoral rules continues to be contested by both sides of the political spectrum.
• The various forms of media provide citizens with political information and influence the ways in which they participate politically.

• Describe the voting rights protections in the constitution and in legislation.
• Describe the different models of voting behavior.
• Explain the roles that individual choice and state laws play in voter turnout in elections.
• Describe linkage institutions.
• Explain the function and impact of political parties on the electorate and government.
• Explain why and how political parties change and adapt.
• Explain how structural barriers impact third-party and independent candidate success.
• Explain the benefits and potential problems of interest group influence on election and policy making.
• Explain how variation in resources of interest groups affect the ability to influence elections and policy making.
• Explain how various political actors influence public policy outcomes.
• Explain how the different processes work in a US presidential election.
• Explain how the electoral college facilitates and/or impedes democracy.
• Explain how the different processes work in US congressional elections.
• Explain how campaign organizations and strategies affect the election process.
• Explain how the organization, finance, and strategies of national political campaigns affect the election process.
• Explain the media's role as a linkage institution.
• Explain how increasingly diverse choices of media and communication outlets influence political institutions and behaviors.

• Why do some people choose to participate in government while others do not?
• How does your social network affect your political beliefs? 
• Why might you join a political party? 
• Why might you choose not to?
• How does who you are affect whether you participate or not? 
   

• What are the factors that motivate people to participate in political activities?
• How do barriers like cost, time, and lack of information discourage people from participating?
• How do the people we interact with (e.g., family, friends, peers) shape our political opinions?
• What role does social media play in influencing our political beliefs?
• What benefits can individuals derive from joining a political party?
• How do political parties help to mobilize and organize citizens for political action?
• What are the reasons why some people choose to remain unaffiliated with a political party?
• How do the perceived limitations or drawbacks of political parties influence people's decisions about party affiliation?
• How do factors like age, gender, race, and socioeconomic status influence political participation?
• What are the ways in which marginalized groups can overcome barriers to political participation?
   

• Krutz, Glen, and Sylvie Waskiewicz. American Government 2e. OpenStax, 2019.
• Supreme Court Case Reader: Citizen’s United v. Federal Election Commission (2010)
• Reading Guides, Foundational Document Analyses, & Supreme Court Case Analyses
   

Chapter 7: Voting and Elections Vocabulary

• Ballot fatigue
• Caucus
• Closed primary
• Delegates
• District system
• Early voting 
• Electoral College
• Incumbency advantage
• Incumbent
• Initiative
• Midterm election
• Open primary
• Platform
• Political action committees
• Recall
• Referendum
• Residency requirement
• Shadow campaign
• Straight-ticket voting
• Super PACs
• Top-tier primary
• Voter fatigue
• Voting-age population
• Voting eligible population
• Winner-take-all system

Chapter 9: Political Parties Vocabulary

• Bipartisanship
• Critical election
• Divided government
• First-past-the-post
• Gerrymandering
• Majoritarian voting
• Majority party
• Minority party
• Moderate
• Party identifiers
• Party organization
• Party platform
• Party polarization
• Party realignment
• Party-in-government
• Party-in-the-electorate
• Personal politics
• Plurality voting
• Political machine
• Political parties
• precinct
• Proportional representation
• Reapportionment
• Redistricting
• Safe seat
• Sorting
• Third pirates
• Two-party system

Chapter 10: Interest Groups and Lobbying Vocabulary

• Astroturf movement
• Citizens United
• Collective good
• Contract lobbyist
• Disturbance theory
• efficacy
• Elite critique
• Fragmentation
• Free rider problem
• Grassroots movement
• In-house lobbyist
• Inside lobbying
• Iron triangle
• Legislative liaison
• Lobbyist
• Material incentives
• Membership organization
• Outside lobbying
• Particularized benefit
• Pluralist
• Public interest group
• Soft money
• Voting cues

Chapter 14: State and Local Government Vocabulary

• Charter
• Commission system
• Consecutive term limits
• council -administrator system
• Council-elected executive system
• Council-manager system
• delegate legislator
• Dillon’s Rule
• Expressed powers
• Formal powers
• Home rule
• Implied powers
• Individualistic political culture
• Lifetime ban
• Line-item veto
• mayor-council system
• Pardon
• Reductive veto
• Term limits
• Traditionalistic political culture
• Trustee

• AP Central - Teacher Created Quizzes - Chapter 7 Quiz - Voting and Elections; 
• Chapter 9 Quiz - Political Parties; Chapter 10 Quiz - Interest Groups & Lobbying; Chapter 14 Quiz - State and Local Government
• Supreme Court Case Analyses:  Citizen’s United v. Federal Election Commission (2010)