AP U.S. Government
& Politics

In class

Introductions

Course expectations, syllabus review, introduction to AP Government

Kahoot: Introductions and anonymous quiz

In class

Review syllabus details

Discuss course expectations and learning objectives

Friday current events presentations

Begin initial exploration of democratic principles

Activity: Group discussion on government’s role in society

In class

Assessment: Summer reading comprehension test

After test: Brief introduction to Unit 1 themes

In class

Review democratic ideals from reading/homework

Comparing Locke and Hobbes and influences of founding American documents (Activity)

Extended close reading and analysis

In class

Continuing Compare Locke and Hobbes, and influences of founding Declaration of Independence and Constitution (Activity).

State of nature theories

Social contract concepts

Influence on founding documents

In class

Current Events Presentations: Democratic Ideals in Modern America

Two student presenters with focus on democratic ideals & Enlightenment philosophy today

Class discussion and Federalist No. 10 intro

In class

Madison on factions, large republic theory

Group activity: Apply to modern groups

In class

Checks and Balances

In class

Structure, weaknesses, why it failed

Parlay: What if states had more power than the federal gov’t?

Comparison Activity: Articles vs. Constitution powers

In class

Current Events Presentations: Federalism & Government Power Debates

2 student presenters on federal-state power and separation of powers today

Class discussion connects to Federalist vs. Anti-Federalist debate

In class

Great Compromise, Three-Fifths, Electoral College, commerce/slave trade

Role-play states’ interests

In class

Historical context, ratification

Freedoms and protections

Group activity: Rank amendments

Case study applications

In class

Mr. Cutler is out today writing college letters. But we can't afford to fall behind! Please watch this video, which, while in-depth, covers a ton of important information, especially about the 14th Amendment and Inclusion and Incooperation regarding the Bill of Rights. Please write down any questions you might have, and we will discuss them in class.

In class

Current Events Presentations: Constitutional Principles Today

2 student presenters on separation of powers or Bill of Rights today

Discussion: Constitution as a “living document”

In class

Parlay & practice mapping principles to real gov’t

In class

NO CLASS – Yom Kippur

In class

Categorize powers, discuss evolution

Federalism scavenger hunt

In class

See the topic above; no additional public directions are included for this date.

In class

Connect cases to modern policy (COVID, disasters, etc.)

FRQ practice and peer review

In class

See the topic above; no additional public directions are included for this date.

In class

Necessary & Proper Clause, impact on federal power

Parlay video, case analysis

In class

Comparative analysis and timeline of Commerce Clause evolution

In class

Unit 1 Review Day 1: Founding Documents

Jigsaw & gallery walk review

Practice MCQs Topics 1.1–1.5

In class

Unit 1 Review Day 2: Constitutional Principles & Federalism

Review separation of powers, federalism, and cases

FRQ timed practice with peer review

In class

Unit 1 Test (day 1)

MCQs + FRQ covering all Unit 1 topics

In class

Unit 1 Test (day 2)

MCQs + FRQ covering all Unit 1 topics

In class

Unit 1 Test - Part 1

In class

Unit 1 Test - Part 2

In class

Bell Ringer: Define core beliefs and personal values reflection

Core Values Poster Activity: Groups research individualism, equality of opportunity, free enterprise, rule of law, limited government

Gallery walk presentations with claim/thesis writing

In class

Bell Ringer: Identify influences on personal core beliefs

Political Socialization Concept Maps activity

Thomas Friedman "World is Flat" article analysis

Discussion: Globalization's impact on U.S. political culture

In class

Bell Ringer: Analyze Figure 10.4 graph (page 454)

Data Analysis Training: Chart and graph types (bar, line, pie, scatter plot, etc.)

Practice quantitative analysis skills

In class

Lesson: Life Cycle and Generational Effects

PBS Video: "Should We Get Money from the Government?" UBI Analysis

Political Compass Quiz

Discussion: Libertarian vs. Authoritarian perspectives

In class

Lesson: Life Cycle and Generational Effects.

FlintAI responses (thoughts?)

MC questions and answers

Visual Capitalist Timeline: "Key Events That Defined Gen.erations"

Gallery Walk: Online infographic sharing

In class

Bell Ringer: Calvin and Hobbes cartoon analysis (page 431)

Scientific Polling Mini-Lecture: universe, random sampling, valid questions

Pew Research sampling video: Random Sampling Explained

Poll Types Analysis: benchmark, tracking, exit, push, straw polls

Group research and presentation of poll examples

In class

PRACTICE QUIZ, MID UNIT

In class

Skittles Sample Size Experiment (hands-on statistics)

Calculate individual vs. class percentages

Discussion: Sample size impact on accuracy

Polling Problems Exit Ticket practice

In class

Pre-Test of Chapter 10 (MC) (Please Ignore Question #1, an FRQ).

In class

Topic 4.6 Chapter 4 Test (MC)

Quantitative Analysis FRQ Practice (page 470)

Campus Poll Project: Design phase

Methodology discussion and sample size calculations

Question construction workshop

In class

Campus Poll Project: Survey administration

Data collection and recording

Statistical analysis preparation

In class

NO SCHOOL – Conferences (Gr. 6-12)

In class

Campus Poll Results Presentations

Argument Essay FRQ Practice (page 471)

AP Classroom Topic Questions 4.5 and 4.6 assessment

In class

Bell Ringer: Liberal vs. Conservative review and party alignment

Online Political Quizzes: 2020 Election Quiz

ISideWith Quiz: 2024 Political Alignment

Results analysis and reflection questions

In class

60 Minutes: Big Sky, By Money

In class

Topic 4.7 Immigration Policy and Ideology

MSNBC: US Anti-Immigrant Policy

FOX News (Sean Hannity): It's Time to End the Illegal Immigratoin Crisis

PROCON.org Research: "Differences in Conservative and Liberal Brains"

Google Slides peer review of 20 studies

Scientific American discussion: "Conservative and Liberal Brains"

In class

Unit 4 MC Questions

Answers/Explanation

In class

Topic 4.9 Budget Simulation

Budget Simulation

"The Fiscal Ship" Budget Simulation: Interactive Budget Balancing

Demo and FAQ review

Individual simulation gameplay

AP Classroom Daily Video 4.9 Part 2 (data analysis focus)

In class

Bell Ringer: Define "entitlement" and social programs

AP Classroom Daily Video 4.10 (6 minutes)

Liberal vs. Conservative Social Policy T-Chart

SCOTUS Comparison FRQ Practice (page 513)

Abortion policy case study integration

In class

THANKSGIVING VACATION BEGINS (Gr. 6-12)

In class

THANKSGIVING VACATION

In class

THANKSGIVING VACATION

In class

THANKSGIVING VACATION

In class

Silent Debate on Social and Economic Issues:

National minimum wage ($15/hour)

Equal pay requirements

COVID-19 vaccine mandates

Universal health care

Marijuana legalization

Rotating written debate format

Ideological perspective identification

In class

Unit 4 Review Day

Comprehensive review: Topics 4.1–4.10

Practice MCQs with immediate feedback

FRQ practice: Concept Application, Quantitative Analysis, Source Analysis

Peer review and rubric application

Final questions and clarifications

In class

Unit 4 Test - Part 1

Multiple Choice Questions (Topics 4.1–4.10)

Free Response Questions:

Concept Application

Quantitative Analysis

In class

Unit 4 Test - Part 2

Free Response Questions:

Source Analysis

Additional assessment items

In class

Overview of linkage institutions (interest groups, elections, media); focus on interest groups.

In class

Economic, public interest, and single-issue groups. Complete Case Study: NRA. Due: Ch. 12, pp. 516–518 reading.

In class

Activity: Inside vs. outside lobbying; grassroots mobilization.

In class

How interest groups influence policy through relationships with Congress and bureaucracy.

In class

Pluralism vs. elite theory; concerns about influence.

In class

Campaign finance and corporate speech; debate — Is money speech?

In class

Discuss "one person, one vote" and redistricting. Discuss questions.

In class

Racial gerrymandering analysis and Equal Protection.

In class

Topic: Self-Assess Winter Break Consignment. Chapter 13 Review & Discussion, Part I

Review and debrief readings on elections, voting rights, and the Electoral College.

In class

Campaign strategies, campaign finance, and voting behavior.

In class

The watchdog role and agenda setting (Ch. 14, pp. 612–617).

In class

Traditional news media, new communication technologies, and social media (Ch. 14, pp. 612–617).

In class

Filtering, framing, and media literacy analysis (Ch. 14, pp. 626–628). FlintAI Activity: Media Bias

In class

Media ownership, partisan news, and credibility of sources (Ch. 14, pp. 631–636).

In class

Multiple-choice quiz and reflection.

In class

See the topic above; no additional public directions are included for this date.

In class

See the topic above; no additional public directions are included for this date.

In class

Unit 1 Test Review (MC) Extra Credit Challenge

In class

See the topic above; no additional public directions are included for this date.

In class

See the topic above; no additional public directions are included for this date.

In class

Class Activity #1 — Congress: House vs. Senate

Analyze “What Do the Facts Say?” graphs (p. 133)

Complete House vs. Senate comparison chart

Discuss Great Compromise and representation

U.S. Constitution, Article I

CrashCourse: Congressional Structure

In class

Enumerated & Implied Powers of Congress

Article I, Section 8 scenario matching

Elastic Clause demonstration

Review McCulloch v. Maryland

Article I, Section 8

CrashCourse: Congressional Powers

In class

Class Activity #2 — How a Bill Becomes a Law

I’m Just a Bill

Compare “How It Works: In Theory vs. Practice”

Begin Civil Rights Act of 1964 law-tracking poster

Schoolhouse Rock: I’m Just a Bill

In class

Why Bills Fail

Committees, filibusters, holds

Continue CRA posters

Vox: Why Congress Can’t Pass Laws

In class

Class Activity #3 — Rules, Committees & FRQ Skills

House vs. Senate rules

FRQ task-verb practice (describe vs. explain)

Reflection questions from pacing guide

In class

Class Activity #4 — Redistricting & Gerrymandering

PBS gerrymandering video

SCOTUS case comparisons:

Baker v. Carr

Shaw v. Reno

PBS: Is Geometry Silencing Your Vote?

In class

SCOTUS & Congressional Behavior

Documentary

In class

Congress Review Day

Review Topics 2.1–2.3

MC practice

In class

Congress MC Quiz

Multiple-choice quiz on Congress

In class

Continue Chapter 5 reading

Schenck v. United States

SCOTUS Activity

In class

Class Activity #6 — Checks on the Presidency

Flint AI overview of Executive Powers

Identify congressional & judicial checks

Activity: Tinker v. Des Moines

In class

Class Activity #7 — Expansion of Presidential Power

Read Federalist No. 70

Watch Imperial Presidency video

Argue for or against modern executive power

Federalist No. 70

In class

Presidential Communication

Going public and agenda setting

In class

No School — Presidents Day

In class

Class Activity #8 — Judicial Review & Federalist No. 78

Article III bell ringer

Analytical Reading Activity on Federalist No. 78

Introduce Brown v. Board of Education

Federalist No. 78

In class

Class Activity #9 — Precedent & Judicial Reasoning

McDonald v. Chicago

Introduce Tinker v. Des Moines

In class

Class Activity #10 — The Court in Action

Flowchart how a case reaches SCOTUS

Deep dive: New York Times v. United States

In class

Class Activity #12 — The Federal Bureaucracy

“How It Works: In Theory vs. Practice”

Define discretionary authority

A Day in the Life of Federal Regulations

In class

Class Activity #13 — Holding the Bureaucracy Accountable

Take-a-Stand activity

Congressional oversight examples

In class

Class Activity #14 — Policy and the Branches

Seven stages of policymaking

Policy flowcharts and gallery walk

In class

Unit 2 Review

In class

Unit 2 Test — MC & FRQ

In class

Quiz (20 min): Essential Amendments for AP Exam

1st Amendment (religion, speech, press, assembly, petition)

2nd Amendment (bear arms)

4th Amendment (search and seizure)

5th Amendment (due process, self-incrimination, double jeopardy, eminent domain)

6th Amendment (right to counsel, speedy trial)

8th Amendment (cruel and unusual punishment)

14th Amendment (equal protection, due process clause)

Mini-lecture: Selective incorporation + 14th Amendment Due Process Clause

In class

Bell Ringer: Discuss reading (20 min)

Venn diagram: Tinker v. Des Moines (1969) - student speech

Watch Mahanoy Area School District v. B.L. (2021) video + Jigsaw opinions

Complete second half of Venn diagram with Mahanoy case

Take-a-Stand activity on student speech issues + Cases

Venn diagram: Schenck v. United States (1919) vs. Brandenburg v. Ohio (1969)

Venn diagram: New York Times v. United States (1971) - Pentagon Papers/prior restraint

In class

Bell Ringer: KWL Chart on Second Amendment (5 min)

Watch Khan Academy video "The Second Amendment" (10 min)

Discuss McDonald v. Chicago (2010) - 2nd Amendment incorporation

Review Table 8.1 "Selective Incorporation" (textbook p. 323)

Answer SCOTUS Comparison FRQ (AP Study Guide p. 369)

In class

Take a position on the balance between liberty and order and explain the reasoning.

In groups, connect a constitutional amendment with a Supreme Court case. Prepare an infographic explaining the case, decision, and real-world impact.

Share the infographics in a gallery walk, then revisit the original position using case evidence.

In class

Bell Ringer: Review homework questions together (5 min)

Three-station rotation (15 min each):

Station 1:4th Amendment timeline - plot cases, answer reflection questions on exclusionary rule

Station 2:5th Amendment - define each part (grand jury, double jeopardy, self-incrimination, due process, eminent domain) + Miranda v. Arizona case + public safety exception

Station 3:6th Amendment & 7th Amendments - identify pretrial rights + complete Venn diagram on Gideon v. Wainwright (1963)

In class

Bell Ringer: Review maps + AP Study Guide questions 9-10, p. 367 (5 min)

Read Justice Brandeis dissent in Olmstead v. U.S. (1928) on privacy

Jigsaw activity (5 groups):

Group 1: Substantive due process (Ballotpedia website)

Group 2: Griswold v. Connecticut (1965)

Group 3: Roe v. Wade (1973)

Group 4: Planned Parenthood v. Casey (1992)

Group 5: Dobbs v. Jackson Women's Health Organization (2022)

Create timeline of abortion cases + answer reflection questions on substantive due process

In class

Bell Ringer: AP Study Guide question 1, p. 424 (5 min)

Complete Analytical Reading Activity for Topic 3.10: "Social Movements and Equal Protection"

Read "Letter from Birmingham Jail" excerpt

Read about Standing Rock protests

Apply Dr. King's process to current social movements

In class

Bell Ringer: Discuss reading (5 min)

Complete Venn diagram: Brown v. Board of Education (1954) vs. Hernandez v. Texas (1954)

Answer 2019 Exam SCOTUS FRQ parts A & B (AP Study Guide)

Partner research (in class, 20 min):

Partner 1: Title IX (1972)

Partner 2: Voting Rights Act (1965)

Create visual together: How government responds to social movements (use Brown, Civil Rights Act of 1964, Title IX, VRA)

In class

(COMPLETE AT HOME VIA ZOOM)

Bell Ringer: Gallery Walk of visuals from yesterday (5 min)

Write thesis/claim: "Which branch of government best provides civil rights protections for individuals or groups?"

Small groups (3 students): Match foundational documents to each branch's role:

Article I of U.S. Constitution

Amendments to U.S. Constitution

"Letter from Birmingham Jail"

Individually answer Argument Essay FRQ (AP Study Guide p. 427) - 20 min

Review Scoring Guidelines together

In class

PARENT/TEACHER CONFERENCES, NO CLASS:

Bell Ringer: Watch PBS video "Affirmative Action: Should Race Be a Factor in College Admissions?" (10 min)

Small group debate activity (groups of 5, 20 min):

Person 1: Choose side + provide evidence

Person 2: Provide second piece of evidence for same side

Person 3: Choose alternative perspective + provide evidence

Person 4: Provide second piece of evidence for alternative side

Person 5: Final judge - "I have heard evidence from both sides. My final ruling is _____ because _____."

Partner discussion: Identify foundational documents that match potential claims for Argument Essay (AP Study Guide p. 427)

In class

Bell Ringer: Q&A on confusing topics (5 min)

Review stations (students rotate, 12 min each):

Station 1: 9 required SCOTUS cases - match case to holding + constitutional issue

Station 2:Civil liberties vs. civil rights - categorize 15 scenarios

Station 3: Selective incorporation - analyze Table 8.1, answer questions on 14th Amendment

Station 4: Foundational documents - match quotes to documents (Constitution, Bill of Rights, 14th Amendment, "Letter from Birmingham Jail")

Final Q&A (10 min)

In class

Open Q&A session (20 min) - students ask questions on any topic

Kahoot or Quizizz review game (20 min) - all Unit 3 content

Individual study time (15 min) - students review notes, flashcards, Venn diagrams

In class

Format:

35 multiple-choice questions (full class period)

Content Coverage:

Topics 3.1-3.13: Civil Liberties & Civil Rights (Chapters 8 & 9)

All 9 required SCOTUS cases

Foundational documents: Constitution, Bill of Rights, 14th Amendment, "Letter from Birmingham Jail"

Selective incorporation

Civil liberties vs. civil rights distinction

In class

Format:

2 Free-Response Essays (FRQs) (full class period)

FRQ #1: SCOTUS Comparison (25 min)

FRQ #2: Argument Essay (25 min)

Content Coverage:

Same as Day 1 - focus on applying knowledge through written analysis

SCOTUS Comparison: Compare/contrast two required cases

Argument Essay: Develop claim about civil liberties or civil rights with evidence from foundational documents