Thursday 4/30: Scenario Practice

Scenario Practice

Remember back to our discussion about the new format for the AP Test; an argumentative essay, and the scenario essay.  We have already practiced the argumentative essay, and we will one more time next week.  Today, we are going to practice the second essay which is the Scenario Question. 

We are going to do this by furthering the scenario that we talked about last week involving that "virus" that spread to the United States from East Asia.  The situation has evolved now.  A company has a cure, but there is a problem...

Activity #1: Scenario Practice

Answer the following prompt in your notebooks...

Consumers complained after vaccine maker Gilead Pharmaceuticals “hiked the price of the emergency vaccine for COVID-19 by $100 in recent months for no obvious reason. The price has increased 450 percent since 2008, when a dose cost $100 in today’s dollars, to its current price of more than $600. . . . The medication itself isn’t expensive. Analysts calculate that the dosage contained in a single vaccination is worth about $1.”

-Washington Post, April 23, 2020 

After reading the scenario, respond to A, B, and C below: 

(A) Describe a power the Bureaucracy could use to address the comments outlined in the scenario. 

(B) In the context of the scenario, explain how the use of Bureaucratic power described in Part A can be affected by its interaction with the Judiciary (Federal Courts including the Supreme Court). 

(C) In the context of the scenario, explain how the interaction between the Bureaucracy and the Judiciary can be affected by linkage institutions.  (Remember: Linkage institutions are the things that connect people to the government, interest groups, media, political parties, voting etc...)

Read More

Tuesday 4/28: Bureaucracy Review`

Bureaucracy and Scenario Question Practice

Today, we are going to split our lesson into two parts.  First we will review the Bureaucracy and the Iron Triangle (or Sub-Government or Issue Network).  Then, we will use that information to practice another Scenario FRQ on Thursday!...

Activity #1: Bureaucracy and Iron-Triangle

First, let's review what the Bureaucracy is and answer a few questions in your notebooks.

1. What is the job of the Bureaucracy, and what do they issue (Think R and R) to get their job done...
2. Where do the heads of the agencies generally come from? (Make sure to explain "patronage")
3. Where do the rest of the employees come from? (Make sure to explain "merit")

Activity #2: The Iron-Triangle (or sub-government or issue network)

Take a look at the following website.  Scroll down to the section titled "Iron Triangle."  Once there, complete the following tasks...

1. Diagram the Iron Triangle in your notebooks...
2. Discuss the advantages and disadvantages to the iron triangle (or issue network).  

On Thursday, we will use this information to work on the second FRQ, the scenario...

Read More

Thursday 4/23: Executive Branch

Activity #1 Expanding Presidential Power

An argument, going all the way back to the constitutional convention, says that in the end, most people want a single leader (king, dictator, emperor, etc.) even if they are not willing to admit it, or even aware that they wanted it. Since the convention in 1787, there is no doubt that the power and scope of the president has grown. Watch the video (embedded above), and then answer this question:

To what extent have presidents used past and/or current crises, to expand executive authority? How so?

Activity #2: What did the founder originally intend?

Below are excerpts from Article II of the US Constitution that describe the office of the president as the framers saw it in 1787, as well as a couple of amendments that we have since added that affect the executive branch.

For each line, identify what you believe to be the intended purpose of this clause and how it has shaped the office of the president (its effect). The first one has been completed for you as an example... (Feel free to copy and paste the prompts to your notebook)

• The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term

Purpose: To allow presidents time to implement policies, but still hold them accountable by requiring election/reelection every 4 years.

Effect: Presidents have used executive orders and executive agreements when they feel that there is no other way to "leave their mark" and change policy in such a short period of time.

• No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President; neither shall any person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States.

Purpose:

Effect:

• The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States; he shall have Power to Grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment.

Purpose:

Effect:

• He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States

Purpose:

Effect:

• He shall from time to time give to the Congress Information on the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient; he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper.

Purpose:

Effect:

• No person shall be elected to the office of the President more than twice (22nd Amendment)

Purpose:

Effect:

• Whenever the Vice President and a majority of either the principal officers of the executive departments or Congress that the President is unable to discharge the powers and duties of his office, the Vice President shall immediately assume the powers and duties of the office as Acting President (25th Amendment)

Purpose:

Effect:

Read More

Tuesday 4/21: Executive Branch

Information: 

Just in case you haven't heard about the grading yet..

The Executive Branch: The Many Roles of the President

Today, we are going to begin our review of Article II of the Constitution, The Executive Branch.  Over the year, we studied how the Executive Branch has substantially grown in power over the last 200 years.  Let's review what Article II is all about!

Activity #1: What is Article II all about?

Check out the following website, look at Section 1 and answer the following questions in your notebook...

1. Who does the Constitution vest, or give, executive power?
2. What is the term of office for the president?
3. How does one get elected president?
4. What are the qualifications to be president?

Activity #2: Powers of the President:

Read and watch the video about the jobs of the president at the following website.  Once you finish, complete the following sentences in your notebooks by describing what the president does in each one of these roles...

1. As the Chief Executive, the President...
2. As Guardian of the Economy, the President...
3. As Chief of Party, the President...
4. As Commander in Chief, the President can...
5. As Chief of State, the President...
6. As Chief Legislator, the President...
7. As Chief Diplomat, the President...

Activity #3: Scenario Claim:

As we begin to focus on the second question for you AP Exam, we need to look at how we would respond to the following prompt.  In your notebooks, answer the following question...

Over several weeks in March, a new virus, which originated in East Asia, slowly spread across the European continent.  The virus demonstrated "pneumonia-like" symptoms but seemed to be a little more deadly and difficult to contain than typical pneumonia.  The virus finally reached American cities on the East and West Coast of the United States.  Many US citizens began panic and shortages of medical and food supplies began to appear as the virus slowly spread across the United States...

1.  Describe an action that the president could take in response to the scenario listed above.


Review Materials & Videos:

Article II Constitution Video

Formal & Informal Powers of the President Video

Executive Orders Video

Read More

Thursday 4/16: Congress Review FRQ AP Classroom

Good Morning Everyone,


I attached a video from Mr. Edinger bc he did a great job explaining what is going on for the writing portion of the AP Exam.

Activity #1: 

Non-Legislative (non law-making) Powers of Congress
Watch the following video over Legislative Oversight and answer the questions in your notebooks...

1)What are Congressional Committees and what do they do (This not in the video)?
2)What is Legislative Oversight?
3)How does Congress exercise oversight on the Executive Branch? In other words, what can Congress actually do to the Executive Branch after investigating the President and the Bureaucracy's actions?



Activity #2:  AP Classroom.  Log into AP Classroom and submit the prompt.

Argumentative Essay

Ok let's talk about what we will be asked to do on May 11th (Please make sure to watch video from Edinger for a detail overview)...





Ok, so really there is only one change and they are cutting your time for the Argumentative essay by 15 minutes... Makes sense right?!? Not really, but thats what we are working with.

Read More

Tuesday 4/14: Congress Review

Hey all you cool cats & kittens.. Here are the items for today. I will post another on Thursday.

Click for the Review Sheet. There is nothing you need to complete on this, however, for those of you planning taking the exam, you may print this out and use during the test. 

Activity One: Congress Review: A Bicameral Congress

Review the following video and complete the assignment that follows...

Create a T-Chart in your notebook for activity #1 that compares the House and the Senate...  I am not worried about formatting.  I know that it can be tough to format this in your google notebook.  In your T-Chart, make sure to compare the House and the Senate in this way...

                                House of Representatives                   X                    Senate

1. Size
2. Terms
3. Qualifications       
4. Unique Responsibilities

Activity #2: Law-Making Process:

Order the following events in the process of how a bill becomes a law...

The bill is signed or vetoed by the President

The bill is referred to a committee

The bill is debated by the committee

The bill is written by anyone

The bill is debated on the floor of the house or senate

The bill is sent to a conference committee to eliminate differences

The bill is sent to the President

The bill is passed by the committee (or it fails)

The bill is sent to the other house to repeat the process

The whole House or Senate votes on the bill

The bill is introduced to the House or Senate by a member of Congress

If you need some help, you can read this document...

How a Bill becomes a Law

Activity # 3: 

AP Review Video 2.2 - Structures, Powers & Functions of the Government

AP Review Video 2.3 - Congressional Behavior

Read More

Thursday 4/9: Writing Practice & Review Videos

Activity # 1: 

Watch the following short Video - All the info on the New AP Test

Watch the following Video - How to Write the Argument Essay

Watch the following Video - Understanding Task Verbs

Activity # 2: 

Watch the Review Video (this is another AP Teacher who works for College Board) - 1.7 Relationship between State & Federal Power

Read More

Tuesday 4/7: *NEW* AP Info & AP EXAM REVIEW

Hello everyone,

Let me begin by saying what an amazing job you have done with this transition to E-Learning process. By now you have heard about the new grading policy moving forward, however I want to assure you that I will do everything I can to make sure as you continue to turn in work / assignments, your grade will reflect your hard work.

Now with that being said, lets talk about the news from College Board

AP TEST DATE - May 11th

HOW? - Online through AP Classroom.

RULES - From College Board..

Exam Security



Like many college-level exams, this year's AP Exams will be open book/open note. The exam format and questions are being designed specifically for an at-home administration, so points will not be earned from content that can be found in textbooks or online. However, students taking the exams may not consult with any other individuals during the testing period. We'll take the necessary steps to protect the integrity of each exam administration, as we do every year.

We're confident that the vast majority of AP students will follow the rules for taking the exams. For the small number of students who may try to gain an unfair advantage, we have a comprehensive and strict set of protocols in place to prevent and detect cheating. While some of these practices are confidential to maximize their effectiveness, students and education professionals can learn more about our security measures.

At a minimum, test takers should understand that those attempting to gain an unfair advantage will either be blocked from testing or their AP scores will be canceled, and their high school will be notified as will colleges or other organizations to which the student has already sent any College Board scores (including SAT® scores). And they may be prohibited from taking a future Advanced Placement® Exam as well as the SAT, SAT Subject Tests™, or CLEP® assessments.






























Activity # 1:


Watch the following two videos and answer the corresponding questions in your online notebooks.

The purpose of the first video is to talk to you about the process of amending the Constitution...





Diagram or explain the process for how an amendment can be added to the Constitution...
What is the constitution not clear about when it comes to the gap between proposal and ratification of amendments?
What does Hip Hughes think the 28th amendment should be, do you agree or do you have a better idea?

Activity # 2:

The purpose of the second video is to discuss why it is so hard to amend the constitution in the United States, and how other branches of government have "changed" the Constitution without amendments...





Why is the Constitution Hard to Amend video
Explain why amending the constitution is hard?
If we can't change by adding an amendments how does our Constitution change still?


Activity # 3:

Each of you have been assigned a NEW practice FRQs in AP Classroom.


Once you can get logged in, look for Amending the Constitution

Read More

Monday 4/6: Collaboration Day

Today is the new district "Catch Up" Day and Professional Development for teachers.  This means that we will not have a lesson on Mondays.  Lessons will always be on Tuesday and Thursday from this point forward!  See you Tuesday!

Read More

Wednesday 4/1 & Thursday 4/2: E-Learning

Debrief E.1

Answer the following question in your notebooks...

If states had been left "sovereign"or independent, as they were in the Articles of Confederation, how might national crises be handled differently than they are today?  Would this be good or bad?

Activity #1 -ASAP

Below are a collection of excerpts from our original government system (Articles of Confederation). Conduct a detailed ASAP of the excerpts below. Here the "Setting" and "Purpose" are the important components.  For the Author, Setting, and Audience, Article 1 2 and three will be the same.  But for the Purpose, create three separate Purposes, one for each article.

Article I. The Stile of this Confederacy shall be “The United States of America”. 

Article II. Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right, which is not by this Confederation expressly delegated to the United States, in Congress assembled. 

Article III. The said States hereby severally enter into a firm league of friendship with each other, for their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretense whatever. . . .

Activity #2 - Scenario Creation

If the US had continued under the Articles of Confederation (without an executive, national court system, and each state behaving as an independent nation), which our states today would have...

- Prospered and been powerful nations?
- Invaded and overtaken other states?
- Rejoined with England?
- Formed alliances with other states?

Activity #3: You're own Federalist Papers

Looking back at both life under British rule, and the Articles of Confederation, how would you defend the US Constitution as the solution for a national government system?

Create an argument for why the federal system under the US Constitution (looking back at the branches, checks and balances, Bill of Rights) was the only real solution to governing the many diverse states of the United States.  This should be 3-5 sentences.

Read More