Lesson on Wednesday, January 31, 2018

UNIT 3 EXAM 1

GOOD LUCK! 

Home Learning: 

1. Read 8.2

note: since we have transitioned from submitting chapter IDs before the lessons to the day of vocabulary quizzes, I will be assigning readings to ensure that we are all still on the same page the day of a particular lesson. So, read 8.2 because Thursday's lesson will be on 8.2.

reminder: lesson 8.1 was already covered on Monday. 

Lesson on Tuesday, January 30, 2018

Since most students were on a field trip, we took the time to review for tomorrow's exam. There is no study guide, because you needed to be present in order to review as a class. 

GOOD LUCK!

Lesson on Monday, January 28, 2018

Aim: What are the four functions performed by parties in democratic government?

Bell Ringer: Review Journal 42 (5 min)

Objectives:

8.1 Define political party and list the functions performed by parties in democratic government

Agenda:

1. Journal 43 - If you could change anything at all about politics - the process of governance - what would it be, and what kinds of effects would that change make to the world? (10 min)

2. Nominating Candidates, Structuring the Voting Choice, Proposing Alternative Government Programs, Coordinating the Actions of Government officials.

3. Political Parties: Crash Course https://www.youtube.com/watch?v=VEmOUHxessE (10 min)

Journal 44 - Three reasons why we have political parties, according to Crash Course.

Journal 45 - What are primary, general, and presidential elections? Discuss the difference (4:20)

4. Form small groups. Ask each group to develop a three-point platform for a new political party. They should also develop an action plan for getting ballot status for their party (using information in their text). Give groups about twenty minutes; then reconvene the class. Ask for group reports to answer the following: Did your group have an easy or difficult time creating a platform? Why? What were the key elements of your new party’s action plan? What difficulties did you foresee as you developed your platform and action plan? What changes might make it easier for third parties to gain competitive status? Should third parties have an easier time, or is it best to retain a strong two-party system? (rest of class) 


Home Learning:

1. UNIT 3 EXAM PART 1: Tuesday, January 30, 2018

2. How Did the U.S. End Up With a Two-Party System?
 https://www.youtube.com/watch?v=u7JBXja7SAY

Lesson on Friday, January 26, 2018b

Aim: How are values of freedom, equality and order, and political participation in America

Bell Ringer: Current Events (10 min)

Objectives:

7.6. Evaluate the relationship between the values of freedom, equality and order, and political participation in American democracy.

7.7 Identify the purposes elections serve and explain the relationship between elections and majoritarian and pluralist models of democracy. 

Agenda:

1. Complete "Initiative Process Elections" (10/15 min)

7.6 LET'S DISCUSS: 

Participation and Freedom

2. "..we should not worry about low voter turnout because citizens should have the freedom not to vote as well as to vote." 

3. "..the individual vote may be the weakest - and the least important - means of exerting political influence." 

Participation and Equality

4. "..one person, one vote - cancel differences in resources among individuals."

Participation and Order

5. "..the right to vote was extended to eighteen-year-olds not because young people demanded it but because 'public officials believed suffrage expansion to be a means of institutionalizing youths' participation in politics, which would, in turn, curb disorder.'"

7.7 

6. Read page 200

7. Journal 41 - In terms of participation, would you lean more towards a majoritarian or pluralistic approach? Explain (10 min)

8. Chapter 7 Vocabulary Quiz (rest of class)

9. Grade Journals 11-40 (3 grades)



Home Learning: 

1. Journal 42 - Describe the four Party Functions described in Chapter 8. 

2. How the Republican Party went from Lincoln to Trump:
https://youtu.be/s8VOM8ET1WU

3. History of American Political Parties
https://youtu.be/2L7SzikqM5A

Lesson on Thursday, January 25, 2018

Aim: What are the factors that affect political participation, especially voting?

Bell Ringer: Current Events (10 min)

Objectives:

7.5 Identify the factors that affect political participation.

Agenda:

1. Walk around the class and persuade five peers to sign your formulated referendum. If you do not get five signatures, your referendum will most likely not be voted for.

2. Submit your referendum with five signatures to the attorney general. During lunch, the attorney general will ensure that the referendums are not unconstitutional. (10 min)

3. After lunch, elections will be held to vote for the various referenda.

THE STANDARD SOCIOECONOMIC EXPLANATION

1.

  (3 min)

2. Journal 40 - List the various incentives that section 7.5 mentions that can possibly raise voter turnout in the U.S. Which one do you think is the most promising? Can you think of other incentives that may raise voter turnout? (10 min)

3. US Voter Turnout: https://www.youtube.com/watch?v=pTnqr4jyk1g (5 min)

4. What Influences American Voter Turnout: https://www.youtube.com/watch?v=zlFkyGmTSiw (3 min)

5. INITIATIVE ELECTIONS (rest of class)

Terms to know: ALL TERMS

Home Learning:

1. Chapter 7 Quiz: Friday, January 26, 2018

2. PERIOD 3 EXAM 1: Monday, January 29, 2018

3. Chapter 8 IDs: Tuesday, January 30, 2018

Lesson on Wednesday, January 24, 2018

Aim: What are the different sectors of conventional political participation?

Bell Ringer: Ask students to form small groups for discussion. Tell them their topic is unconventional participation. Ask each group to brainstorm a list of unconventional methods that they have heard about or in which they have participated. (Allow a free flow of ideas with no censorship or debate.) After the brainstorming session, students can evaluate those methods using the following discussion questions:

a. What methods of political participation are most effective?

b. Can participation be satisfactory for the activists even if they do not achieve their original goals?

c. What are some unintended results of activism, both positive and negative?

Give the groups about fifteen minutes, and then reconvene the class to compare notes. Let a representative of each group summarize that group’s discussion and key points. Facilitate the exchange between students by remaining nonjudgmental and interested in their views.

(20 min)

Objectives: 

7.3 Distinguish between supportive acts and influencing acts of political participation. 

7.4 Trace the expansion of suffrage in the United States and assess the impact of expanded suffrage on voting turnout. 

Agenda: (slides 10-

1. Bell Ringer (25 min)

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7.3 

2. Review Journal 37
3. "If people must operate outside government institutions to influence policy making, as civil rights workers had to do in the South, the system is not democratic."

4. Journal 38 - Describe two types of conventional political behavior: supportive behavior & influencing behavior. Give one example for each. (10 min)

5. Class Action Suits https://www.youtube.com/watch?v=5IlXiZeDd1Q (play till 3:52)

7.4

6. Suffrage/Franchise: What does it mean to be disenfranchised?

7. Expansion of suffrage in the United States

Important years in suffrage: 1787, 1830, 1865, 1919, 1971

8. The Initiative Process: https://www.youtube.com/watch?v=8xBh6PxIxtE (9 min)

9. Initiative Assignment: (in the same small group as the Bell Ringer assignment)

A. Formulate an Initiative that will be submitted to your state legislature/council (title and summary).
B. Make sure it's constitutional; it must receive a stamp of approval by the class attorney general.
C. Make sure that your proposal has 5 of your classmate's signatures. (25 signatures in real life) Students who sign this support your initiative.
*note: members of your group cannot sign this initiative. You must walk around the class in order to get your signatures.
D. Calendar of Filing Dates (skip this part, since the Filing Date (due date) is tomorrow)
E. Tomorrow the class will vote on your initiative. (51% of registered voters must vote for this initiative in order for it to become law)

*note: your initiative must be on something that we as a society lack, or that people want that we currently don't have.

Home Learning:

1. Journal 39 - The U.S. often likes to think of itself as the world's greatest democracy, yet this chapter shows that voter participation in the U.S. lags behind most other democratic nations. What changes could be made to encourage more voter turnout?

2. Prepare your initiative to be presented in class to persuade voters. (5 min max)

Lesson on Tuesday, January 23, 2018

Aim: What are the different types of political participation?

Bell Ringer: Journal 35 - Describe what political participation is and the two types of political participation. (in your own words) (10 min)

Objectives: 

7.1 Define political participation and distinguish among types of participation. 

7.2 Identify examples of unconventional participation in American history and evaluate their effectiveness. 

Agenda: (slides 5-8)

1. Unconventional Political Participation: https://www.youtube.com/watch?v=WgLqED4uczU (5 min)

2. The Montgomery Bus Boycott: https://www.youtube.com/watch?v=lHFPH79Iaoo (8 min)

3. Journal 36 - Is something wrong with a political system if citizens resort to unconventional, and often disapproval-of, methods of political participation?  (10 min)

4. Compared with What? on pages 178 and 179. Critical Thinking: let's discuss.

Unconventional Political Participation Assignment:

Other than voting, list four specific ways that Americans participate in politics. For each way listed, indicate whether it is a form of conventional or unconventional participation, and why. Feel free to display this information in a chart or in writing. Due at the end of the period. 

Submit Chapter 7 IDs with the Unconventional Political Participation Assignment. 

Home Learning: 

1. Journal 37 - Explain why the 1965 march from Selma, Alabama to Montgomery, Alabama, though an unconventional form of political participation that led to violence, proved beneficial to the Civil Rights movement.

Lesson on Monday, January 22, 2018

Bell Ringer: Grade Chapter 6 Vocabulary Quiz (5 min)

Agenda:

1. Home Learning Assignment presentation (15-20 min)

A. Search for bias journalism or watchdog journalism. In one paragraph, describe the topic being covered and how it is bias or how the topic represents watchdog journalism. Source must be informally cited.

B. Identify the various local mass media in your community—radio stations, television, newspapers. Have students determine who owns these sources, the size of their

audiences, the amount of news coverage they offer, and their political inclinations. Pay special attention to the editorial content of the local newspapers. The objective is to assess the quality and quantity of news coverage about local politics.

C. Ask your students to visit the home page of the Federal Communications Commission. What issues is the commission currently considering? Ask students to identify three of the five commissioners and discuss their stances on those issues.

D. Have students watch the following news broadcasts for the evening: the nightly news on one of the major U.S. networks, PBS Newshour, and a broadcast on BBC America (available on most U.S. cable and satellite systems). Ask the students to compare and contrast the news presented in each broadcast. Which stories were covered? How would they describe the news from a production standpoint? What other differences did they notice?

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Home Learning: 

Complete Chapter 7 IDs, due tomorrow.

Lesson on Thursday, January 18, 2018

Aim: What is the role of the media in political socialization?

Bell Ringer: Discuss the weekend group assignments. 

Objectives:

6.3 Analyze the role of the media in political socialization and the acquisition of political knowledge.

6.4 Assess the impact of the media on democratic values and politics in the United States.

Agenda: 

1. Concept Map presentations (before lunch)

2. Chapter 6 Vocabulary Quiz (after lunch)

Home Learning: 

1. Weekend HW:

A. Search for bias journalism or watchdog journalism. In one paragraph, describe the topic being covered and how it is bias or how the topic represents watchdog journalism. Source must be informally cited.
B. Identify the various local mass media in your community—radio stations, television, newspapers. Have students determine who owns these sources, the size of their

audiences, the amount of news coverage they offer, and their political inclinations. Pay special attention to the editorial content of the local newspapers. The objective is to assess the quality and quantity of news coverage about local politics.

C. Ask your students to visit the home page of the Federal Communications Commission. What issues is the commission currently considering? Ask students to identify three of the five commissioners and discuss their stances on those issues.

D. Have students watch the following news broadcasts for the evening: the nightly news on one of the major U.S. networks, PBS Newshour, and a broadcast on BBC America (available on most U.S. cable and satellite systems). Ask the students to compare and contrast the news presented in each broadcast. Which stories were covered? How would they describe the news from a production standpoint? What other differences did they notice?

(A, B, C, or D due Monday, January 22, 2018)

2. Chapter 7 IDs due Monday, January 22, 2018

Lesson on Wednesday, January 17, 2018

Aim: What is the role of the media in political socialization?

Bell Ringer: Discuss Journal 33 (5 min)

Objectives:

6.3 Analyze the role of the media in political socialization and the acquisition of political knowledge.

6.4 Assess the impact of the media on democratic values and politics in the United States.

Agenda: (slides 23-38)

Opener:

1. Show a chart of ownership of the mass media in the United States (you can find such a chart at (http://www.freepress.net/ownership/chart). What is the relevance of the increasing ownership of the mass media in the United States? Does this have any implications for the ability of citizens to exercise their democratic responsibilities? Are there any advantages to concentrated ownership?

FUNCTIONS:

2. Reporting the News
3. Interpreting and Presenting the News (gatekeepers, horse race journalism, media event, television hypothesis, soft news)
4. Setting the Political Agenda (Crime "crime provides good visuals", "if it bleeds, it leads", but the crime rate is actually falling, going public)
5. Socializing the Citizenry

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6.  Is reporting biased?
7. Political Communication (from gov to people, and from people to gov, how?)

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7. Concept Map presentations (rest of class)

Terms to know: attentive policy elites, blog, FCC, gatekeepers, going public, horse race journalism, infotainment, market-driven journalism, mass media, media event, newsworthiness, political agenda, soft news, television hypothesis. 

Home Learning:

1. Study for tomorrow's Chapter 6 Vocabulary Quiz

2. Weekend HW:

A. Search for bias journalism or watchdog journalism. In one paragraph, describe the topic being covered and how it is bias or how the topic represents watchdog journalism. Source must be informally cited.

B. Identify the various local mass media in your community—radio stations, television, newspapers. Have students determine who owns these sources, the size of their

audiences, the amount of news coverage they offer, and their political inclinations. Pay special attention to the editorial content of the local newspapers. The objective is to assess the quality and quantity of news coverage about local politics.

C. Ask your students to visit the home page of the Federal Communications Commission. What issues is the commission currently considering? Ask students to identify three of the five commissioners and discuss their stances on those issues.

D. Have students watch the following news broadcasts for the evening: the nightly news on one of the major U.S. networks, PBS Newshour, and a broadcast on BBC America (available on most U.S. cable and satellite systems). Ask the students to compare and contrast the news presented in each broadcast. Which stories were covered? How would they describe the news from a production standpoint? What other differences did they notice?

(A, B, C, or D due Monday, January 22, 2018)

3. Chapter 7 IDs due Monday, January 22, 2018

Lesson on Tuesday, January 16, 2018

Aim:  How was the evolution of the mass media in the United States impacted the deliverance of news? How has privately owned mass media and government regulation impacted the media?

Bell Ringer: Journal 32 - How might the content and quality of news accessed on a mobile device differ from that of news accessed in a newspaper or on television? Do you think the democratic process will suffer or be enhanced as more and more people begin to get their news on mobile devices? p. 152. (10 min)

Objectives:

6.1 Trace the evolution of the mass media in the United States and evaluate the the impact of new technologies on journalism. 

6.2 Evaluate the effect of privately owned mass media on the quality of political communication in the United States. 

6.3 Follow the evolution of government regulation of the media and identify the challenges that new media technologies present to existing regulations. 

Agenda: (slides 4-22)

1. Describe the two means of communication in the mass media.

2. Review all forms of mass media in the U.S.: newspapers, magazines, radio, television, the Internet.

3. AP Gov 5 Minute Review: The Mass Media

https://www.youtube.com/watch?v=Y-JlcZCh0TY (5 min)

4. Let's discuss: based on your experience, do you think the overall media environment in the United States is systematically biased? If so, in what ways? What is media bias? In a mass democracy such as the United States, what would we want the media’s coverage of politics to look like? (5 min)

5. Journal 33 - Give three examples of how newspapers and magazines are struggling to be profitable in an era of free news on the Internet. (10 min)

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6. Create a concept map on one of the following terms in 6.2 and 6.3: Newsworthiness, market-driven journalism, infotainment, FCC (Federal Communications Commission), Federal Radio Act of 1927, Federal Commissions Act of 1934, Telecommunications Act of 1996, Freedom of the Press, Fairness Doctrine, Equal Opportunities Rule, Reasonable Access Rule. (rest of class)

Be ready to present your concept map tomorrow.

Home Learning:

1. AP Gov: Everything to Know About the Mass Media: https://www.youtube.com/watch?v=u92WELhWkoE (12 min)

2. FCC & Net Neutrality: https://www.youtube.com/watch?v=Ayl7g3ZyEAs (7 min)

3. Journal 34 - Discuss the FCC in terms of its composition, the appointment process for its members, and its purpose.

4. Complete 6.2 and 6.3 concept map. 

Lesson on Friday, January 12, 2018

Aim: What is the concept of ideology, and the liberal-conservative continuum?

Bell Ringer: Journal 30 - Are you a liberal, moderate, or conservative? How do you know this? (10 min)

Objectives:

5.5  Define the concept of ideology, describe the liberal-conservative continuum, and assess the influence of ideology on public opinion.

5.6  Assess the impact of knowledge, self-interest, and leadership on political opinions.

Agenda: (slides 27-35)

1. Liberals vs Conservatives: https://www.youtube.com/watch?v=cbh64LX6-HY (10 min)

2. Did you forget Chapter 1? (slide 29) At this time, write a second paragraph in Journal 30 editing your self-classification. Please explain why you have classified yourself as such. (5 min)

3. Complete PPT, slides 30-35

4. Chapter 5 Vocabulary Quiz / grade Journals 11-30 (2 grades)

5. Political Beliefs and Opinions Concept Maps presentations (rest of class)

6. During presentations, complete Journal 31 - Which social grouping - education, income, region, race, ethnicity, religion, or gender - has the strongest systematic effect on attitudes toward government's role in maintaining order, such as outlawing abortions?

Home Learning:

1.Chapter 6 IDs, due Tuesday, January 16, 2018 C

2. A Liberal and a Conservative Get Handcuffed for 24 Hours https://www.youtube.com/watch?v=iOpEqoKAf9k (7 min)

3. How Are Conservative And Liberal Brains Different? https://www.youtube.com/watch?v=V4nMzD1OmDE (3 min)

Think About it: 

Lesson on Thursday, January 11, 2018

Aim: What are the agents of early socialization? 

Bell Ringer: Share Journal 29 (5 min)

Objectives:

5.3 Explain the influence of the agents of early socialization - family, school, community, and peers - on political learning. 

5.4 Compare and contrast the effects of education, income, region, race, ethnicity, religion, and gender on public opinion. 

Agenda: (slides 13-26)

1. Political Socialization:

*Politically involved parents create politically involved children.
*Party identification learned from parents.

*Describe two of the earliest sources of political socialization and another source that grows in importance as Americans reach adulthood.

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2. Abortion & Government guaranteeing employment (Figure 5.4)

3. Education, Income, Region, Ethnicity & Race, Religion, Gender (10 min)

4. Political Socialization: https://www.youtube.com/watch?v=lm5P0LFpZGo (7 min)

CLASS ASSIGNMENT: (rest of class) 

Gather into groups and choose a question to research and present to the class. Create a concept map that describes what your textbook/internet say about your chosen question.  

A. How is education related to attitudes toward social order and economic freedom?

B. How is geographic region related to Americans’ political beliefs?

C. How are race and ethnicity related to political beliefs and opinion?

D. How is gender related to political beliefs and opinion?

E. How is religion related to political beliefs and opinion? 

F. How is income related to political beliefs and opinion? 

Terms to know: Public opinion, skewed distribution, bimodal distribution, normal distribution, stable distribution, political socialization, socioeconomic status, self-interest principle, issue framing. 

*Chapter 5 Vocabulary Quiz: tomorrow, Friday, January 12, 2018

Home Learning: 

1. Political Socialization and the Media: https://www.youtube.com/watch?v=-8ub5guTs8k (15 min)

2. Study for tomorrow's vocabulary quiz.

3. Chapter 6 IDs due Tuesday, January 16, 2018

Lesson on Wednesday, January 10, 2018

Aim: What are the various roles played by public opinion in majoritarian and pluralist democracy?

Bell Ringer: Journal 27 - Do you think a random sample of individuals can really portray a representation of public opinion? (10 min)

Objectives:

5.1 Identify the various roles played by public opinion in majoritarian and pluralist democracy. 

5.2 Analyze the effect of skewed, bimodal, and normal distributions of opinion on public policy. 

Agenda: (slides 4-12)

1. Public Opinion on Death Penalty: https://www.youtube.com/watch?v=ka1B59ir1mI (5 min)

2. Brainstorming exercise: have students answer the following questions: (a) What is their first memory of a U.S. President? (b) What is the first time they remember disagreeing with someone about a political issue? (c) What have been the biggest influences on the development of their personal political beliefs? Use their responses as a way to enter into discussion of the major influences on political socialization. (10 min)

3. Pros and cons of public opinion polls: https://www.youtube.com/watch?v=ubR8rEgSZSU (5 min)

4. Journal 28 - When no one really knows what the people want, how can the national government be responsive to public opinion? (10 min)

5. Public Opinion Crash Course: https://www.youtube.com/watch?v=WJLDgb8m3K0 (10 min)

6. note: You must be able to describe the differences between the majoritarian and pluralist views on public opinion and polling. 

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7. note: Know the differences between skewed, bimodal, and normal distribution. 

Home Learning: 

1. Analyze page 118 and answer the Critical Thinking question at the bottom as Journal 29 - Should the U.S. be concerned about the company it keeps concerning capital punishment? What American values underlie public support for the death penalty in the United States? 

2. 12 Things You Should Know About Public Opinion: https://www.youtube.com/watch?v=m46BLkiTmB0 (17 min)

Lesson on Tuesday, January 9, 2018

UNIT 2 EXAM

GOOD LUCK!

Lesson on Monday, January 8, 2018

Aim: What are the two theories of federalism used to describe the American system of government?

Bell Ringer: Review Journals 19-26 with a partner / Grade Chapter 4 IDs (10 min)

Agenda:

1. Timed-Pair-Share: Reviewing Chapter 4 using Journals 19-26 (15 min)
2. Grade and review "The Constitution Worksheet" (7 min)
3. Review Unit 1 Exam using study guide in the blog
4. Collect Chapter 5 IDs
5. Chapter 4 Vocabulary Quiz (rest of class)

Home Learning:

1. Use the video link below to review Chapter 4 on Federalism
  https://www.youtube.com/watch?v=t1hIzfQOIKk (25 min)

2. Read your Chapter 3 IDs to review Chapter 3 on the Constitution.

Unit 2 Exam Review

Hello AP GOV,

Below is a list of topics covered in the exam on Tuesday. Please remember that the exam is not limited to the topics below. There will be questions that will cover content that is in the reading so READING IS IMPERATIVE .

Chapter 3

Reasons why British taxed the colonists

Social Contract Theory

Articles of Confederation: weaknesses, etc. 

Significance of Shays’ Rebellion

Virginia and New Jersey Plans, and Great Compromise

Difference between Republicanism and Federalism

Separation of Powers

Checks & Balances

Types of Federal power (enumerated, implied) 

Powers of the three branches 

Federalists vs. Anti-Federalists

Federalist Papers (No. 10 and No. 51)

Know the following Amendments: 1, 2, 8, 10, 14, 18, 19, 

Know the following cases: Marbury v. Madison, United States vs. Lopez, McCulloch v. Maryland, 

Chapter 4

Definition and functions of Federalism

Definition and functions of Dual Federalism and Cooperative Federalism (layer vs marble cake)

Enumerated Powers

Implied Powers

New Deal Politics 

ALL types of grant-in-aids. 

Preemptions 

Definition and functions of Redistricting 

All types of governments mentioned in this chapter

Home Rule

Chapter 4 Journals

Hello AP GOV,

Below are the journals to be completed for Chapter 4.

Journal 19 - Describe Federalism in your own words.

Journal 20 - Describe the four elements of Dual Federalism.

Journal 21 - How does Cooperative Federalism differ from Dual Federalism?

Journal 22 - How did the Great Depression increase the power of the Federal government? p. 90

Journal 23 - How has the Federal government used financial incentives to influence state governments?

Journal 24 - Draw a diagram that shows the types of grant-in-aids.

Journal 25 - If you were a policy entrepreneur, what policy ideas would you take part in?

Journal 26 - Describe redistricting in your own words.

*Please make sure that these journals are completed by Monday, January 8th. We will do an activity that will require you to have these answers at hand.

*By now you should be done reading and working on IDs for Chapters 4 and 5. Saturday morning I will post the Unit 2 Exam review (chapters 3 and 4).