Name: ______AP Government & PoliticsMr. W.B. Brooks
Summer Assignment
THE DUE DATE FOR THIS ASSIGNMENT IS:
BY THE 3RD DAY OF YOUR AP GOVERNMENT COURSE.
The Summer Assignment will count as 1/3 of your Mid-Term Grade for 1st Semester.
Part I: Reading
Directions:
- Using the “AP Summer Advice” (You can use either or both editions, 2014 or 2015),”
“Dear Incoming Student for AP Government,
“What you WILL need to know to SURVIVE this course for the year:”
- After reading, cite the source about that topic to answer the following statements below.
Topic #1: Tests, FRQ’s, and/or the AP ExamSelect 3 Sources that address how to succeed with these.
(Thus, you need to find 3 different letters from 3 different students who mentioned tests, FRQ’s and/or the AP
Exam and write a response on how their advice can help you.)
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Topic #2: Homework, Assignments, and Chapter readings Select 3 Sources that address how to succeed with these.
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Topic #3: Topics, Key Terms, Concepts, Ideas, etc.Select 3 Sources that address how to succeed with these.
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Topic #4: “Classroom Outside” (i.e. Study Sessions, Blog Site and Twitter). Select 3 Sources that address how to succeed with these.
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Topic #5: Work load, work ethic, and course expectationsSelect 3 Sources that address how to succeed with these.
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Topic #5: Select 2 sources that you read and comment on why their letter was the most insightful to you!
Name of Source (person who wrote the advice) / Your Response(summarize what you read about the topic AND why it is meaningful or useful)
Part II: Court Cases
Directions:
- Using the packet, “AP American Government Historic Landmark Cases,” research the cases that have been blacken out by using the clues.
- For each case that has been blackened out, write above the blackened box the Supreme Court case.
- Now create flash cards for each of these cases (3 by 5 size).
- One side will have the case and date; the other side will have useful information about the case (this doesn’t have to be in complete sentences).
- Make sure you focus (and note) the precedent of the court case.
e. This is to be done in BLACK ink or pencil only.
Part III: Flash Cards
Directions:
- Creating Flash Cards (3 by 5 size)
- THEY ARE TO BE COLOR CODED!
- For example: Unit 2 vocab to be done in Orange lettering, Unit 3 in Purple letter, etc.
- The definitions can be done in black ink or pencil. You may want to use colored pencils for this.
- From the word bank below, create flash cards for each one.
- One side is to have the word or term and the other side is to have the definition, concept, idea, example of, etc.(this doesn’t have to be in complete sentences). Just so you can remember it.
- Make sure the definitions are related to presidents, Supreme Court, law, voting, media, political parties, or other government topics.
- Textbooks are in the High School Office for summer check out to facilitate in making these cards.
Unit 1: Black Ink
Chapter 2
Anti-Federalist
Bill of Rights
Consent of the governed
Equal Rights Amendment
Factions
Federalist Papers
Federalists
Judicial review
Limited government
Marbury v. Madison
Natural rights
Republic
Shay’s Rebellion
Writ of habeas corpus
Chapter 4
Civil Liberties
Commercial Speech
Eighth Amendment
Establishment clause
Exclusionary rule
Fifth Amendment
Fourteenth Amendment
Free exercise clause
Incorporation Doctrine
Libel
Prior restraint
Self-incrimination
Sixth Amendment
Symbolic Speech
Chapter 5
Affirmative action
Civil rights
Civil Rights Act of 1964
Equal protection of the laws
Fifteenth Amendment
Fourteenth Amendment
Nineteenth Amendment
Suffrage
Thirteenth Amendment
Voting Rights Act of 1965
Unit 2: Orange Ink
Chapter 3
Block grants
Categorical grants
Cooperative federalism
Devolution
Dual federalism
Elastic clause
Enumerated powers
Federalism
Formula grants
Full faith and credit
Gibbons v. Ogden
Implied powers
McCulloch v. Maryland
Privileges and immunities
Project grant
Supremacy clauses
Tenth Amendment
Unit 3: Purple Ink
Chapter 6
Census
Demography
Exit poll
Minority majority
Political culture
Political ideology
Political participation
Political socialization
Public opinion
Random sampling
Reapportionment
Sampling error
Unit 4: Red Ink
Chapter 8
Blanket primaries
Closed primaries
Open primaries
Linkage institutions
Party dealignment
Party eras
Party identification
Party machine
Party realignment
Patronage
Political party
Rational-Choice theory
Responsible Party model
Third parties
Ticket splitting
Winner-Take-All system
Chapter 9
Campaign strategy
Caucus
Federal Election Commission (FEC)
Frontloading
National Primary
Nominations
Party platform
Political Action Committee (PAC)
Presidential primaries
Soft money
Hard money
Superdelegates
527 Groups
Chapter 10
Electoral college
Mandate-Theory of Elections
Motor-Voter Act
Policy voting
Referendum
Suffrage
Voter registration
Unit 5: Brown Ink
Chapter 16
Courts of Appeals
Judicial Activism
Judicial Restraint
Judicial Implementation
Judicial Review
Marbury v. Madison
Opinion
Original intent
Original jurisdiction
Precedent
Senatorial courtesy
Solicitor general
Standing to sue
Stare decisis
Unit 6: Blue Ink
Chapter 7
Beats
Broadcast media
Chains
Investigative journalism
Mass media
Media event
Narrowcasting
Policy agenda
Press conferences
Print media
Sound bites
Talking head
Trial balloons
Unit 6: Blue Ink (Continued)
Chapter 13
Cabinet
Impeachment
Legislative veto
National Security Council (NSC)
Office Management and Budget (OMB)
Pocket veto
Presidential coattails
25th Amendment
22nd Amendment
Veto
War Powers Resolution
Watergate
Vietnam
Unit 7: Yellow Ink
Chapter 15
Administrative Discretion
Discretionary authority
Burearucracy
Civil Service
Command and Control theory
Deregulation
Executive orders
Government corporations
Hatch Act
Incentive system
Independent executive agencies
Independent regulatory commission
Iron Triangles
Merit principle
Unit 7: Yellow Ink (Continued)
Patronage
Pendleton Civil Service Act
Policy implementation
Regulation
Unit 8: Green Ink
Chapter 11
Amicus curiae briefs
Class Action lawsuits
Electioneering
Elite theory
Free-Rider problem
Hyperpluralist theory
Interest groups
Lobbyin
Olson’s law of large groups
Pluralist’s theory
Single-Issue groups
Subgovernments
Chapter 12
Caucus
Committee chairs
Filibuster
House Rules Committee
Incumbents
Legislative oversight
Majority leaders
Minority leaders
Pork barrels
Seniority system
Speaker of the House
Standing committees
Whip
Part IV: Critical Thinking, Politically, That Is!
Directions:
1. Answer the following questions below.
2. You MUST state a rational reason for your decision.
3. Your argument must include if this is a right, privilege or freedom that we should have or is there a reasonable means to have it taken away from us.
Example:
Should the government be allowed to drug test people who receive monetary aid for assistance (i.e. welfare or unemployment)? Possible answers (but not limited to) could include:
“Yes, since the money belongs to the taxpayers, they should be able to validate or question how their
taxes are being distributed to the citizens.” Or……
“No, drug testing is a privacy issue and unless they give consent, the government should not interfere
with what people do in their own homes.”
Name: ______AP Government – Mr. W.B. Brooks
What is the role of Government?
- Should the government legalizes all undocumented citizens?
Why or Why not?
- Should the government do its best to make sure that drivers wear seatbelts?
Why or Why not?
- Should the government force private businesses to pay a minimum wage to workers?
Why or Why not?
- Should the government force schools to serve healthier food?
Why or Why not?
- Should the government ensure that private businesses maintain a smoke free environment?
Why or Why not?
- Should the government use its resources to make sure that we stay safe from foreign attacks?
Why or Why not?
- Should the government make sure that ALL citizens have health insurance?
Why or Why not?
- Should the government force states and citizens to allow for gay marriages?
Why or Why not?
- Should the government be allowed to “extract information” (torture) from prisoners who threatenour national security?
Why or Why not?
- Should the government negotiate with terrorist or have a non-negotiating policy
(This is recently known as the “MB-UC” approach)?
Why or Why not?