AP Gov 2020-21 7th Hour-7th Hour Assignments

STUDENTS WILL DIVIDE UP INTO BREAKOUT ROOMS, WHERE EACH STUDENT/GROUP WILL PRESENT THEIR FRQ ANSWER. USING THE PROVIDED RUBRIC KEY (OUT OF 6 POINTS) THE MEMBERS IN THE BREAKOUT ROOM WILL GRADE THEIR CLASSMATES FRQ AND GIVE IT A SCORE FROM 0 TO 6.


WHEN EVERY PERSON/GROUP HAS PRESENTED, EACH INDIVIDUAL OR ONE PER GROUP, WILL SUBMIT THEIR FRQ ANSWER ALONG WITH THE SCORE ASSIGNED TO IT HERE FOR MY REVIEW.

YOU MAY CHOOSE TO ANSWER THIS ALONE, OR AS A GROUP OF 2 OR 3. IF YOU CHOOSE THE GROUP OPTION, ALL MEMBERS WILL RECIEVE THE SAME GRADE. ONLY TURN IN ONE ESSAY FOR THE GROUP, LISTING EACH MEMBERS NAME.

DETERMINE THE POINT VALUE OF THE FRQ AND LIST IT AT THE TOP OF YOUR ESSAY.


USE YOUR TEXTS, PRESENTATIONS, NOTES AND THE PRIMARY SOURCE DOCUMENTS  TO ANSWER THE FRQ AS THOROUGLY AS POSSIBLE, ADDRESSING EACH POINT OF THE QUESTION. NOTE: YOU WILL NOT BE ALLOWED RESOURCES ON THE AP EXAM.


BE SPECIFIC! USE A SPARETIRE TO COVER YOURSELVES. IF YOU THINK YOUR ANSWER IS BORDERLINE, OR JUST EARNS YOU THE POINT, IT ALMOST CERTAINLY DOES NOT! PEER EDIT.

***THIS MUST ONLY BE TURNED IN/SUBMITTED ON THURSDAY DURING CLASS***
***ANYTHING SUBMITTED EARLY WILL NOT BE ACCEPTED***

USE THE CONSTITUTION (BILL OF RIGHTS) TO CHOOSE WHICH OF THE FIRST 10 AMENDMENTS CORRESPONDS TO EACH OF THE LETTERED STATEMENTS ON THE WORKSHEET. YOU ONLY NEED TO GIVE ME THE NUMBER OF THE AMENDMENT. AGAIN FOR THIS WORKSHEET YOU WILL CHOOSE BETWEEN AMENDMENTS 1 - 10 ONLY.

STUDENTS ARE TO VIEW THE ATTACHED ANNEBERG VIDEO: YOUNGSTOWN V. SAWYER. IT STARTS AT THE 41 MINUTE MARK AND CONCLUDES AT THE END OF THE VIDEO. YOU ONLY NEED TO VIEW SECTION 3, NOT 2 (GIDEON V. WAINWRIGHT) OR 1 (CREATING A CONSTITUTION).

AFTER WATCHING THE VIDEO, YOU ARE TO WRITE A JOHN COLLINS TYPE 1 ESSAY FOLLOWING THE DIRECTIONS FROM THE ATTACHED DOCUMENT, ASKING YOU YOUR POSITION WITH JUSTIFICATION ON PRESIDENT TRUMAN'S ACTIOINS.

***BE PREPARED TO HAVE A FISHBOWL DISCUSSION ON PRESIDENTIAL POWERS, THE ROLES OF THE PRESIDENT AND THE ANNEBERG VIDEO ON FRIDAY.***

ANSWER QUESTION NUMBER 2 ONLY (USING THE DATA PROVIDED). LIST HOW MANY POINTS YOU BELIEVE THE QUESTION IS WORTH AND ANSWER THE QUESTION AS COMPLETELY AS POSSIBLE

USE FRIDAY TO PREPARE FOR YOUR FINALS. PLEASE COMPLETE THE ASSIGNMENT BELOW, BEFORE WE MEET FOR CLASS ON TUESDAY.

VIEW THE 5 CAMPAIGN ADVERTISEMENTS FROM THE LIVINGROOM CANDIDATE BELOW AND 5 OF YOUR OWN PERSONAL CHOICE.

BE PREPARED TO DISCUSS THEM IN CLASS TUESDAY. RECORD THE FOLLOWING INFORMATION FOR EACH OF THE 5 ADVERTISEMENTS YOU CHOOSE (YOU ONLY NEED TO WRITE OUT THE 5 YOU PICK, NOT THE 5 I ASSIGNED):
- YEAR
- NAME OF CANDIDATE
- PARTY
- DESCRIPTION OF THE ADVERTISEMENT
- NEGATIVE OR POSITIVE CAMPAIGNING?
- WAS IT EFFECTIVE? WHY/NOT?

THE 5 ASSIGNED ADVERTISEMENTS (BE PREPARED TO DISCUSS THESE):
1) 1952, REPUBLICAN EISENHOWER: IKE FOR PRESIDENT CARTOON
2) 1964 DEMOCRAT JOHNSON: DAISY GIRL (PICKING THE FLOWERS)
3) 1984 REPUBLICAN REAGAN: THERE IS A BEAR IN THE WOODS
4) 2004 REPUBLICAN BUSH: SAILBOAT ANY WAY THE WIND BLOWS (YOU HAVE TO LOOK FOR THIS)
5) 2012 DEMOCRAT OBAMA: JOE SOPTIC/BAIL CAPITAL/WIFE GOT SICK

THIS SHOULD BE SUBMITTED TO ME IN GOOGLE DOCS, OR GOOGLE SLIDES, FOLLOWING ALL THE CRITERIA ON THE DIRECTION SHEET. YOUR MIDTERM IS 15% OF YOUR SEMESTER GRADE.

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------TOPIC 4.8 IDEOLOGY AND POLICY MAKING
TOPIC 4.9 IDEOLOGY AND ECONOMIC POLICY
TOPIC 4.10 IDEOLOGY AND SOCILA POLICY

Content: Student will assess the structure, functions, roles and effectiveness of interest groups by engaging in a Fishbowl/Socratic Circle dialogue discussion.

Language: Students will orally assess the structure, functions, roles and effectiveness of interest groups during a Socratic Fishbowl, using online norms to discuss the following specific material:
1) General information on interest groups (class discussion and presentation slides)
2) Iron Triangles (class discussion and presentation slides)
3) Issue Networks (class discussion and presentation slides)
4) These 5 specific special interest groups: NRA, NOW, NAACP, AARP, AMA
5) The posted USAToday article of interest groups from Thursday 12/10

_______________________________________________________________________________________________________________________________Topic 4.2 Political Socialization Methods of Political Analysis (MPA-1)

Content: Students will analyze the impact of mass media on the public (socialization) by identifying models and using Socratic Dialogue to assess their impact.

Language: Students will write to assess the impact of mass media models on the public using a John Collins Type 1 write on the following:

In 3 or more lines, of the models, tactics and tricks the mass media uses to influence the public, which do you believe is the most effective and why? Discuss in detail.

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Topic 1.5 Ratification of the US Constitution; Constitutionalism (CON-1.C)

Content: Students will assess their comprehension of a critical aspect of Unit 1 by evaluating a Free Response Question (FRQ).

Language: Students within their groups, will provide oral feedback and grade the Unit 1 FRQs using the provided rubric to evaluate their own FRQ, as well as one other groups.

ASYNCHRONOUS ASSIGNMENT: View Crash Course Government and Politics videos 1, 3, 5 & 23 – 26; Fishbowl Friday

4 points each question, 28 total.

For tomorrow, Read Federalist 10 (found on p. 618 in your text, Appendix C) and answer the following John COllins Type 1 essay, IN YOUR OWN WORDS!!!!!!!!!! Please complete and submit before class.

Federalist 10 Type 1: (IN YOUR OWN WORDS) Provide 3 to 5 lines on what you determined is the most important point(s) the writing is making. Summarize the meaning and significance of your assertion.