Released FRQ questions from the past ten years (and the answers to them!) on the College Board website:
http://www.collegeboard.com/student/testing/ap/usgov/samp.html?usgovpol
Still have questions about specific topics? Try this website (it's a while AP Gov course created by the University of California):
http://www.ucopenaccess.org/course/view.php?id=81
If you'd prefer to learn/review by watching videos, try Hippocampus:
http://government.hippocampus.org/
Here's a site with close to 300 digital flashcards you can use to review for the exam:
http://quizlet.com/2227445/ap-government-exam-flash-cards/
If you find other good sites, send me an e-mail with a link and I'll post it here.
-Micah
Thursday, May 5, 2011
Tuesday, April 26, 2011
AP Gov. Grade Breakdown for Quarter 4
There will be very few grades included in students' AP Gov. grades for quarter 4. The following is a complete list of the assignments that will be included in the 4th quarter grade as well as each assignment's overall contribution to the grade:
Scottsboro video viewing guide: 3% (already in the grade book)
Practice AP exam #1: 6%
Supreme Court debate assignment: 19%
Supreme Court test: 19% (already in the grade book)
Practice AP exam #2: 7%
Practice AP exam #3: 6%
Final Exam (on Saturday, May 7th): 30%
Sitting for the AP exam and putting forth good effort: 10%
Scottsboro video viewing guide: 3% (already in the grade book)
Practice AP exam #1: 6%
Supreme Court debate assignment: 19%
Supreme Court test: 19% (already in the grade book)
Practice AP exam #2: 7%
Practice AP exam #3: 6%
Final Exam (on Saturday, May 7th): 30%
Sitting for the AP exam and putting forth good effort: 10%
It's AP Bootcamp Time!
Between now and May 10th, we will spend all of our class time preparing for the AP exam.
Here's our schedule:
Thursday, 4/21: practice FRQ #1
Friday, 4/22: practice M/C #1
Monday, 4/25: grade M/C #1
Tuesday, 4/26: practice FRQ #2
Thursday (afternoon), 4/28: table grading activity with FRQ #1
Friday, 4/29: full practice exam (#3)
Tuesday, 5/3: table grading activity with FRQ #2 (M/C #2 for HW)
Thursday, 5/5: grading of M/C #2 and M/C #3
Friday, 5/6: table grading activity with FRQ #3
Saturday, 5/7: FINAL EXAM (9:30am-12:30pm)
Here's our schedule:
Thursday, 4/21: practice FRQ #1
Friday, 4/22: practice M/C #1
Monday, 4/25: grade M/C #1
Tuesday, 4/26: practice FRQ #2
Thursday (afternoon), 4/28: table grading activity with FRQ #1
Friday, 4/29: full practice exam (#3)
Tuesday, 5/3: table grading activity with FRQ #2 (M/C #2 for HW)
Thursday, 5/5: grading of M/C #2 and M/C #3
Friday, 5/6: table grading activity with FRQ #3
Saturday, 5/7: FINAL EXAM (9:30am-12:30pm)
Friday, April 15, 2011
Lesson 98-100: Thursday, April 14th - Monday, April 18th
During these three days, students will participate in rounds 1 and 2 of the Supreme Court Tournament, a March Madness-style, single-elimination debate tournament. Congratulations to the following students who won their first round debates and are moving on to round 2:
Period 3:
Cipi
Marques B.
Alex C.
Chrissy
George S. (x2!)
Thomas M.
Madilyn S.
Julie Gr.
Jasmine H.
There are also two first round debates that still need to happen in Period 3 -- these debates will start class on Monday.
Period 4:
Roxana
Mike D.
Tera A. (x2!)
Jordan L.
Alyssa L.
Jackselyn M.
Marsal H.
Nick R.
Britney D.
John M.
Michelle B.
Period 5:
Martin V. (x2!)
Vero S.
Alexis V.
Zsanae G.
Blaine R.
Reanna B.
Vittorio N.
Julie Gal.
Karen P.
Elizabeth M.
Period 3:
Cipi
Marques B.
Alex C.
Chrissy
George S. (x2!)
Thomas M.
Madilyn S.
Julie Gr.
Jasmine H.
There are also two first round debates that still need to happen in Period 3 -- these debates will start class on Monday.
Period 4:
Roxana
Mike D.
Tera A. (x2!)
Jordan L.
Alyssa L.
Jackselyn M.
Marsal H.
Nick R.
Britney D.
John M.
Michelle B.
Period 5:
Martin V. (x2!)
Vero S.
Alexis V.
Zsanae G.
Blaine R.
Reanna B.
Vittorio N.
Julie Gal.
Karen P.
Elizabeth M.
Tuesday, April 12, 2011
Lesson 96 and 97: Monday, April 11th and Tuesday, April 12th
Today's objectives:
By the end of class on Monday, students will know how the Supreme Court Tournament debates are being assessed, how the debates will work, and what they need to do to be prepared for their debate. By the end of class on Tuesday, students should be ready for their debate or know exactly what they need to do for homework in order to be prepared.
Agenda:
1) Go over debate rubric as a class.
2) Go over debate agenda as a class.
3) Begin preparing for debates:
By the end of class on Monday, students will know how the Supreme Court Tournament debates are being assessed, how the debates will work, and what they need to do to be prepared for their debate. By the end of class on Tuesday, students should be ready for their debate or know exactly what they need to do for homework in order to be prepared.
Agenda:
1) Go over debate rubric as a class.
2) Go over debate agenda as a class.
3) Begin preparing for debates:
- Write opening statement (~ 1 page): explain your case to the audience; lay out an overview of the arguments you're going to make (basically, your thesis)
- Write argument statement: a detailed, logical, and persuasive explanation of why your case has had a greater impact than your opponent's case AND logical and persuasive reasons why your opponent's case is weak or unimportant.
- Begin thinking about your closing statement: You can try to plan for this in advance, but you will mostly have to do it during the debate itself. The purpose of the closing statement is to address the arguments that your opponent made in his/her argument statement and to reinforce your thesis.
Thursday, April 7, 2011
Lesson 94 and 95: Thursday, April 7th and Friday, April 8th
Today's objectives:
By the end of class today, students should know what case they will be arguing for in the debates next week and who they will be arguing against. They should also be able to identify, interpret, and evaluate the basic data, historical context, Constitutional question, precedence, and significance of their assigned case.
Agenda:
1) Introduction to project
2) Research time
Some helpful links:
streetlaw.org
Oyez.org
SCOTUSblog.com
important case summaries
Cornell law school case site organized by topic
USCourts.gov
HW: You should be DONE researching your own case and ready to move on to researching your opponent's case by the time you walk into class tomorrow.
By the end of class today, students should know what case they will be arguing for in the debates next week and who they will be arguing against. They should also be able to identify, interpret, and evaluate the basic data, historical context, Constitutional question, precedence, and significance of their assigned case.
Agenda:
1) Introduction to project
2) Research time
Some helpful links:
streetlaw.org
Oyez.org
SCOTUSblog.com
important case summaries
Cornell law school case site organized by topic
USCourts.gov
HW: You should be DONE researching your own case and ready to move on to researching your opponent's case by the time you walk into class tomorrow.
Monday, April 4, 2011
Lesson 92 and 93: Monday, April 4th and Tuesday, April 5th
Today's objectives:
By the end of today's lesson, students will demonstrate their knowledge of the Constitutional questions answered by various Supreme Court cases. In addition, students will begin learning about the events in the Scottsboro trials and the two associated Supreme Court cases.
Agenda:
1) Supreme Court case quiz #1
2) Preview of Scottsboro issues: Langston Hughes on Scottsboro
3) Watch Scottsboro: An American Tragedy with video viewing guide
4) Class discussion on Powell v. Alabama and Norris v. Alabama and role of the Supreme Court in protecting civil rights and civil liberties.
HW: video viewing guide due on Thursday, April 7th
By the end of today's lesson, students will demonstrate their knowledge of the Constitutional questions answered by various Supreme Court cases. In addition, students will begin learning about the events in the Scottsboro trials and the two associated Supreme Court cases.
Agenda:
1) Supreme Court case quiz #1
2) Preview of Scottsboro issues: Langston Hughes on Scottsboro
3) Watch Scottsboro: An American Tragedy with video viewing guide
4) Class discussion on Powell v. Alabama and Norris v. Alabama and role of the Supreme Court in protecting civil rights and civil liberties.
HW: video viewing guide due on Thursday, April 7th
Friday, March 25, 2011
Lesson 91: Friday, March 25
Today's objectives:
By the end of today's lesson, students will know what they need to do over spring break in order to stay on track with AP Gov and will be able to apply the decision in Mapp v. Ohio to exceptional cases involving the exclusionary clause.
Agenda:
1) Go over spring break HW assignment
2) Mapp v. Ohio activity in small groups
3) Whole class discussion on Mapp v. Ohio
HW (for spring break):
1) Research the following cases on the pink sheet you received on Thursday: #4, #8, #14, #15, #17, #21, #22, #23, #28, #30, #31, #33, #34, #38.
2) Complete the back sides of your flashcards for all of the cases listed above. You also need to make sure you have filled in the cards for #2, #9, #13, and #26 --> these are the four that we have gone over heavily in class.
3) Study these cases like crazy. You will have a quiz on them the day we return from break and it will count in your 3rd quarter grade.
4) Read and create an outline for Ch. 5 in your textbook (or take extensive notes on Ch. 5)... something that will prove to me that you read and really tried to understand the entire chapter.
By the end of today's lesson, students will know what they need to do over spring break in order to stay on track with AP Gov and will be able to apply the decision in Mapp v. Ohio to exceptional cases involving the exclusionary clause.
Agenda:
1) Go over spring break HW assignment
2) Mapp v. Ohio activity in small groups
3) Whole class discussion on Mapp v. Ohio
HW (for spring break):
1) Research the following cases on the pink sheet you received on Thursday: #4, #8, #14, #15, #17, #21, #22, #23, #28, #30, #31, #33, #34, #38.
2) Complete the back sides of your flashcards for all of the cases listed above. You also need to make sure you have filled in the cards for #2, #9, #13, and #26 --> these are the four that we have gone over heavily in class.
3) Study these cases like crazy. You will have a quiz on them the day we return from break and it will count in your 3rd quarter grade.
4) Read and create an outline for Ch. 5 in your textbook (or take extensive notes on Ch. 5)... something that will prove to me that you read and really tried to understand the entire chapter.
Thursday, March 24, 2011
Lesson 90: Thursday, March 24th
Today's objective:
By the end of today's lesson, students will interpret Regents of UC v. Bakke and the 14th Amendment to test the constitutionality of AZ HB 2881. Additionally, students should be able to explain selective incorporation and its connection to Barron v. Baltimore and Gitlow v. New York.
Agenda:
1) Do-now on ethnic studies and the 14th Amendment.
2) Video on Arizona ethnic studies ban and text of the law.
3) Finish intro to selective incorporation
4) Set up notecards for post-break competition
5) Begin reading/discussion questions for Mapp v. Ohio
HW: Finish answering discussion questions on Mapp v. Ohio
By the end of today's lesson, students will interpret Regents of UC v. Bakke and the 14th Amendment to test the constitutionality of AZ HB 2881. Additionally, students should be able to explain selective incorporation and its connection to Barron v. Baltimore and Gitlow v. New York.
Agenda:
1) Do-now on ethnic studies and the 14th Amendment.
2) Video on Arizona ethnic studies ban and text of the law.
3) Finish intro to selective incorporation
4) Set up notecards for post-break competition
5) Begin reading/discussion questions for Mapp v. Ohio
HW: Finish answering discussion questions on Mapp v. Ohio
Lesson 89: Tuesday, March 22nd
Today's objectives:
By the end of today's lesson, students will be able to apply Regents of the UC v. Bakke (1978) as a precedent case and should be able to explain selective incorporation.
Agenda:
1) Discussion on Regents v. Bakke
2) Regents v. Bakke activity
3) Lecture on selective incorporation
HW: Bring blank notecards for Thursday.
By the end of today's lesson, students will be able to apply Regents of the UC v. Bakke (1978) as a precedent case and should be able to explain selective incorporation.
Agenda:
1) Discussion on Regents v. Bakke
2) Regents v. Bakke activity
3) Lecture on selective incorporation
HW: Bring blank notecards for Thursday.
Monday, March 21, 2011
Lesson 88: Monday, March 21st
Today's objectives:
By the end of today's lesson, students will be able to apply McCullough v. Maryland as a precedent case to the process of legislation and the powers of the federal government.
Agenda:
1) Do-now: U of W feedback on 112th Congress unit
2) Review of McCullough v. Maryland discussion questions from Thursday
3) McCullough v. Maryland activity in small groups and student-led class discussion
4) Read Regents of the University of California v. Bakke (1978) in preparation for discussion and activity tomorrow.
HW: Finish reading Bakke if you didn't finish in class and either annotate the text or respond, in writing, to the discussion questions.
By the end of today's lesson, students will be able to apply McCullough v. Maryland as a precedent case to the process of legislation and the powers of the federal government.
Agenda:
1) Do-now: U of W feedback on 112th Congress unit
2) Review of McCullough v. Maryland discussion questions from Thursday
3) McCullough v. Maryland activity in small groups and student-led class discussion
4) Read Regents of the University of California v. Bakke (1978) in preparation for discussion and activity tomorrow.
HW: Finish reading Bakke if you didn't finish in class and either annotate the text or respond, in writing, to the discussion questions.
Lesson 87 (in AP Gov): Thursday, March 17th
Today's objectives:
By the end of today's lesson, students will be able to explain the process that the Supreme Court goes through to choose cases to hear and will be able to accurately apply the criteria for granting certiorari to sample cases.
Agenda:
1) Barack-etology and what's coming up in this unit
2) Review of homework reading on granting certiorari
3) Granting certiorari activity in small groups
4) McCullough v. Maryland reading and discussion (in preparation for activity on Monday)
HW: If you did not finish answering the McCullough v. Maryland questions today, you must finish it for HW over the weekend.
By the end of today's lesson, students will be able to explain the process that the Supreme Court goes through to choose cases to hear and will be able to accurately apply the criteria for granting certiorari to sample cases.
Agenda:
1) Barack-etology and what's coming up in this unit
2) Review of homework reading on granting certiorari
3) Granting certiorari activity in small groups
4) McCullough v. Maryland reading and discussion (in preparation for activity on Monday)
HW: If you did not finish answering the McCullough v. Maryland questions today, you must finish it for HW over the weekend.
Lesson 86 (in Adv. DMA): Wednesday/Thursday, March 16th/17th
Today's objectives:
By the end of this lesson, students will be able to visually depict the various components of the US justice system and will be able to explain how our federalist system is represented in the design of the court system.
Agenda:
Work time to complete TCI activity on the US Court System in pairs
HW: If you did not finish this activity in class, it must be finished for HW before your AP Gov period on Monday.
By the end of this lesson, students will be able to visually depict the various components of the US justice system and will be able to explain how our federalist system is represented in the design of the court system.
Agenda:
Work time to complete TCI activity on the US Court System in pairs
HW: If you did not finish this activity in class, it must be finished for HW before your AP Gov period on Monday.
Lesson 85 (in AP Gov): Tuesday, March 15th
Today's objectives:
By the end of this lesson, students will be able to differentiate between justice and fairness and between equality and equity and apply these concepts to our justice system. They will also be able to explain the principles of our justice system as established in the Constitution.
Agenda:
1) Do-now: journal on justice and fairness (followed by class discussion)
2) What does the Constitution say makes for a fair trial? Why? (primary source activity with Constitution)
HW: Read “Choosing Which Cases to Decide” and prepare for granting certiorari activity
By the end of this lesson, students will be able to differentiate between justice and fairness and between equality and equity and apply these concepts to our justice system. They will also be able to explain the principles of our justice system as established in the Constitution.
Agenda:
1) Do-now: journal on justice and fairness (followed by class discussion)
2) What does the Constitution say makes for a fair trial? Why? (primary source activity with Constitution)
HW: Read “Choosing Which Cases to Decide” and prepare for granting certiorari activity
Lesson 83 and 84 (in Adv. DMA): Monday and Tuesday, March 14th and 15th
Students will be watching and discussing 12 Angry Men (dir. Sidney Lumet, 1957) in order to explore the workings of a criminal (i.e., jury) trial, the due process requirements established by the Constitution, and the philosophical underpinnings of our justice system.
HW: none
HW: none
Lesson 82 (in AP Gov): Monday, March 14th
Today's objective: By the end of today's lesson, students will be able to explain the role that the judicial branch plays within our government, the process that cases go through to get to the Supreme Court, and who our current Justice are.
Agenda:
1) Watch Part III of Constitutional Concepts video (20 min.) with class discussion
2) Watch ACLU Supreme Court video on Board of Education v. Earls case with class discussion
HW: none
Agenda:
1) Watch Part III of Constitutional Concepts video (20 min.) with class discussion
2) Watch ACLU Supreme Court video on Board of Education v. Earls case with class discussion
HW: none
Lesson 80 and 81: Thursday and Friday, March 10th and 11th
Multiple Choice section of Unit 4 Exam: Thursday, March 10th
Free Response section of Unit 4 Exam: Friday, March 11th
The M/C section will include 35 AP-style multiple choice questions based on the vocabulary terms listed on the review sheet. The FRQ section will include four of the seven free-response questions listed on the review sheet.
HW: Come ready to start the judicial branch on Monday!
Free Response section of Unit 4 Exam: Friday, March 11th
The M/C section will include 35 AP-style multiple choice questions based on the vocabulary terms listed on the review sheet. The FRQ section will include four of the seven free-response questions listed on the review sheet.
HW: Come ready to start the judicial branch on Monday!
Tuesday, March 8, 2011
Lesson 79: Tuesday, March 8th
Study time for Unit 4 Exam! Students will take the multiple-choice portion of the exam this Thursday and the free-response portion of the exam this Friday.
Lesson 78: Monday, March 7th
Today's objective:
Students will demonstrate and reinforce their knowledge of the legislative branch of government -- in preparation for the Unit 4 exam -- by playing each other's Congress board games.
Agenda:
Game time!
HW: Study for the exam on Thursday/Friday
Students will demonstrate and reinforce their knowledge of the legislative branch of government -- in preparation for the Unit 4 exam -- by playing each other's Congress board games.
Agenda:
Game time!
HW: Study for the exam on Thursday/Friday
Monday, March 7, 2011
Lesson 76 and 77: Thursday and Friday, March 3rd and 4th
During these two lessons, students will have project work time for their Legislative Branch Board Game Project. Games are due at the beginning of class on Monday, March 7th and are worth 1/3 of each student's exam grade for Unit 4 (Congress).
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