Some Help Teaching the "Underpinnings"

We the People Competitions...Another Weapon in Our Arsenals

I find AP teachers to be an interesting group of people. I doubt there exists another set of educators who are so dedicated to finding new ways of presenting material, new ways of exciting students to their topics, and new ways of insuring that come May, their students will be totally prepared for the summative exams that face them. I think that most of use who teach AP classes take the whole thing very personally. When our students succeed, we feel we succeed. When the students fail...well...we tend to blame ourselves. Is this striking a cord with you?

In the quest to be a better APGOPO teacher, I always keep the radar working for new and interesting ways to get students involved. I have shared several of these with you and today I want to focus on another: The Center for Civic Education's We the People Competitions. For us "old timers" this is not a new resource. However, if you are new to teaching APGOPO, this can be a great find in your search for ways of involving students in the learning process.

The Center for Civic Educations stated goal is "... to promote civic competence and responsibility among the nation’s elementary and secondary students...". This is accomplished by providing an educational program with very good publications available and a culminating activity in which students participate in simulated Congressional hearings.

If you are not familiar with the We the People book for high schools you should be. This book is very helpful in teaching the concepts that APGOPO expects the students to understand as far as the Underpinnings of the United States Government are concerned. In my social studies department, we have used this text in our sophomore honors US History, our AP US History, and in our regular and AP Government classes. Classroom sets are available for affordable prices for most public and private schools. Since I have encouraged most of my teachers to attend trainings put on by the Center for Civic Education we have even received classroom sets at no cost!

This week (February 1st as a matter of fact) is the Kansas State Competition in Topeka. Our school will field a team this year under the leadership of my AP History teacher and myself. Winning your state level competition allows your team to advance to nationals in Washington, D.C. Several years ago our school won this honor and the students were of course elated.

Now, having said all of this, there are a couple of caveats that must be looked at. First, the curriculum of We the People: The Citizens and the Constitution covers primarily the Underpinnings of the United States and the Civil Liberties portions of the AP Curriculum (see the table of contents for this publication). These two sections of the AP curriculum make up at the most 30% of the APGOPO exam and at the least 10% (see the Curriculum Outline in the Acorn Book page 10-12).

If you are going to attempt to incorporate the We the People publication and curriculum in your syllabus, you are going to have to carefully watch your time. I have always been a strong advocate of spending the bulk of my teaching time on the Institutions of National Government and Public Policy which can make up as much as 60% of the exam! The We the People curriculum can be a real time consumer if you don't watch out. I would never advocate sacrificing any of our precious time needed for the most significant parts of the AP curriculum for "outside" activities.

If you are like me and have the luxury of a year long class, then We the People can be inserted into your syllabus comfortably. If you teach online or for a semester only, you really need to weight the cost of time versus percentage of curriculum being covered.

A second concern with We the People is cost....especially in these hard times for public education. Beyond the cost of the materials if you must purchase them, transportation and other travel concerns might be problematic for you. Our team (totaling 15 students and sponsors) will need to travel 160 miles for the state competition. If you win state, fund raising will be necessary for the national competition. Be sure if you start on this venture you have the support of your administration, parents, and students.

An alternative to competing in the state competition is that several states have district level competitions that your team could probably compete in with little or no cost other than time. At our school we have even done a school only competition which was unofficial, but cost nothing while allowing the students to present their papers and demonstrate their understanding of the Constitution to local judges. (see the rules of competition)

If you have questions contact your local state representative. It is probably too late this year to get on board with a team, but planning for next year should start soon!

Wish my team good luck. The kids have worked very hard and are very enthusiastic. I can only see this as a great help in the final goal...understanding our government and doing well on the AP Exam!

A New Year and a Look at the Budget

Ripped from the Headlines

Last year I wrote you a blog on teaching the federal budget and budgetary process (see Dec. 14, 2008), and gave you a short class project that you could use with the students to promote the idea of cutting budgets and balancing budgets. It was a nice little project and I still like to use it with my students.

I need to be totally honest with you and say that this year I really don't have anything new to share with you on this topic, however, I do feel a sense of urgency in having you make sure that your students are really aware of these topics and issues.

It has been several years since we have had a pure budget question appear on the AP Exam. A budget question of sorts appeared in 2002 concerning distribution of federal funds. That question demanded that students have knowledge of the important issues of entitlement payments.

The last real pure budget question dates back to 1999 in which pie charts similar to the one above were used demanding interpretation for students to answer the questions. The question tested to see if the students understood the "barriers" to new policy initiatives. Frankly, it was a tough question. Students had to not only understand the categories of spending but also "walls" in congress that kept spending concerns from manifesting into actual policy decisions. Have you taught that yet this year???

Now, I sure don't have an "in" with College Board or the test writing committees, but any AP teacher who has been in the business for a number of years knows to start anticipating questions from certain topics. Especially when we haven't seen a question from that topic in a number of years we should get a bit nervous about an upcoming appearance. When that topic is front page and "above the fold" on a daily basis in papers all across the nation we better be on the ball and reviewing possible questions with our students. I am not one who likes to play the "guess the question" game, but this year I just have that feeling!

The budget problems we are seeing now in the country are not just federal. States have entered into a serious and contentious set of budget problems. With a recession still affecting many parts of the nation, states as well as the federal government are contending with taxpayer cries of "no new taxes" while the government bodies are experiencing dwindling revenues and increased expenditures. Most states have balanced budgets provisions in their constitutions, leaving a dilemma of daunting proportion.

The AP exams seem to love to hit on timely current event questions that are ripped from the headlines of the daily news. This year, I am spending a couple of extra days on the budget and will surely give it more time in my pre-test review sessions. I just have that feeling!!!

I still like to share the National Debt Clock with the students and we took a look at the Cost of War site. My students this year, like all years, were dumbfounded with the gargantuan numbers and the rapidly ticking off of dollars. One student this asked, "can we even print the money that fast?" Good question...I had never thought of it that way.

The President's budget will be coming out in the next couple of weeks...watch for the headlines and analysis and spend some extra time with the topic...I don't think you will be sorry.

Presidential Approval Ratings Revisited

How Mr. Obama is Faring

If you are like me the closing of 1st semester usually finds my classes on the topic of the Presidency. For some reason this year I am a tad behind schedule, and will need to finish the Executive branch when I return after the holidays. And that is just fine with me! I believe this is a unique opportunity to analyze the presidency. As Mr. Obama finishes his first year in office, we can look at several aspects of his administration and then apply it to the lessons in Hippocampus.

Last year I blogged on the idea of Presidential approval rating (see December 7, 2008) by directing you to look at a Wikipedia site on the topic. I would like to send you there again this year to see the (Obama) updates. As is apparent by the current polls, Mr. Obama is now at or below the 50% approval rating. Having entered office with a 70% approval rating, we have to ask why the 20% drop in his first year of office. The year has not been a disaster for the new President. The recession according to economists has lessened, the bail-outs to banks are being repaid, the war in Iraq has quieted, and the Nobel committee saw fit to award the President it's Peace Prize. On the other hand federal spending is out of control, the health reform bill is dragging through Congress, the situation in Afghanistan is now demanding a troop buildup, and a right wing backlash led by television pundits and Sarah Palin is vocally attacking the White House relentlessly. So why the drop?

Here is a lesson plan I intend on using in class when the semester resumes that will address this issue. My students have already looked at Rossiter, Neustadt, Burns, and Barber in the Hippocampus lessons and in the Lineberry textbook and we have had an opportunity to digest these in class. We have also discussed as a class the process of polling (see Hippocampus). I will now put the kids in small groups of 3-4 and have them develop a plan for the President to improve his approval ratings by developing policy statement in the areas of a) domestic policy, b) international policy, and c) economic policy. I will give them a class period to define statements from each area. They can use the Internet to develop ideas and as they work in groups I will circulate and give them suggestions and ideas. This most likely will result in some out of the classroom work. Students can so easily communicate today via email, texting, and vehicles such as Google Docs that this can be finished in the day I don't see them.

During the next class each group will present their statements to the class. As they do so, these statements will be recorded on the board. Then as a class, I will ask for a critique of each of the statements as far as how would it be received by the public, by the media, by the Congress, and by the President's party and the opposition party. I anticipate that this activity will take the remainder of the second class.

Following this, I will ask that each student write a page to two page reaction paper based on the activity speculating on how President Obama could raise his approval rating while meeting the needs of the nation and his party. I will also ask them to comment on what they have learned from the lesson concerning the chief executive and his job.

This is a messy assignment. It does not have neat boxes to fill in or specific instructions for the students to follow. It is extremely open ended, and the results of the groups and the content of the reaction papers vary greatly, which is exactly what I want to see. A wide variety of results can come from such an assignment. I first hope students really understand what an impossible job the President has trying to fulfill his many roles while pleasing his multitude of constituents. This usually comes to light as we critique the policy statements of the groups. Second, I hope the students fully understand Neustadt's idea of the President as a Clerk. As the students create policies and as we critique those policies in class it becomes apparent how dependent the President is on his Cabinet and bureaucracy as well as Congress in carrying out his wishes. Finally, I want to revisit the expressed goals of the President as a candidate and see if those goals were achievable in the political climate. This is the Burn's idea on presidential greatness. I always like to ask the students if a modern president can ever be great given the political realities of our time.

I tend to like this type of class project. It forces the students to apply their reading and Hippocampus lessons to the current political climate and analyze and predict outcomes. It is definitely an assignment on the top side of Bloom's Taxonomy. I am fortunate to have students who will take the assignment seriously and will give a reasonable effort in the groups. Since right and wrong answers don't exist for the group portion, the participation in the group is the key issue in establishing a grade for the activity. The response paper can be customize to meet your personal teaching style and student expectations.

In the end, I believe the time we spend with the students discussing policy development and the many snags that policies can create for our leaders is time well spent. Opening dialogue with the kids and encouraging civil discourse can only have positive results.

This is my last blog of 2009. Thanks for your readership this year. I hope your holiday season is happy and that your homes are blessed with the laughter of friends and family. I look forward to sharing my thoughts and ideas with you in 2010. Until then....

Those Pesky Founding Fathers

Who Were Those Guys Anyway???


For the last couple of years, I have found more frequently that students are entering my class with some pretty heavy preconceived notions concerning government and politics. These opinions seem to be on the extreme ends of the political continuum...that is to say the kids have an unusually conservative or liberal bent prior to walking into my door. Have you also noticed this?

Class discussions that once were based on readings and lectures now become tainted with partisan politics. It seems that the confrontational banter of the more extreme televised pundits has worked itself down to the level of teen audiences and is creating a red/blue divide in the classroom. I feel like Rip Van Winkle; I fell asleep one day and when I awoke the world was a strange new political place.

The advent of President Obama's election and the rise of Sarah Palin as the populist icon of conservative America seems to be the fuel for this fire. I suppose it is only natural that as the nation moves towards moderate liberalism on one hand and grassroots conservativism on the other that the kids will be pulled into the fray. What is interesting in my classroom discussion when we deviate into these ideological detours is that the students all claim that they have the Founding Fathers on their side. Those pesky Founders!

What is precipitating this blog is that for the last couple of years I have felt compelled to interrupt my scheduled lesson plans to return to the very first unit on underpinnings and have a further discussion on the Founding Fathers. There seems to be a great deal of confusion on who these people were and what were their intentions. The deeper into the course I travel with the students the more the Founders seem to intervene. Why is this? I have a theory.

Most American like to believe that our nation was founded by a marvelous group of like minded individual. Some how we have glorified the Founders as intellectual giants, courageous in their opposition to tyranny and self sacrificing in their march toward a democratic government. While this may or may not be true, what was true was the Founders were a factious lot representing many diverse elements of the former 13 colonies. The wealthy landed, the indentured, the small shopkeepers and the yeoman farmer all had their representatives as did the western settlers, the southern plantation owners, and the urban shipping commercial interests.

I don't reject the idea that the Founders were a unique collection of men unmatched in history. I do reject the notion that they had much in common with each other ideologically, economically, or politically. Madison had good reason to fear factions...they were everywhere particularly among the nation's leaders.

On the other hand, which group of Founders do we want to point to? Only four of those who signed the Declaration of Independence also signed the Articles of Confederation and the Constitution. Are the grass root revolutionaries such as Sam Adams and Patrick Henry to be put in the same category with later politicos such as John Jay and James Madison? Some how I doubt Sarah Palin looks to Alexander Hamilton, the father of big government, as her role model.

The practical side of today's conversation is that maybe I need to take more time at the start of the year and clarify some of these issues. I have always spent considerable time on ideologies and political beliefs; however, in the highly charged political society we now find ourselves in it might be beneficial and save time in the long run if more time is spent initially on topics like the Founders and their philosophies. I am sure thinking that will be the case on my next go around in APGOPO.

The Iron Triangle

Teaching the Triangle

I forget the year, but I remember the deafening groan heard nationwide when the Iron Triangle appeared on the Free Response section of the APGOPO Exam. Students and teachers alike were first amazed this was on the test and then dismayed that so little time had been collectively spent teaching and learning the concept. In fact, students who were using the John Q. Wilson book had never heard of the Iron Triangle unless it was a topic of their their teachers lectures. The concept is covered in a different manner with different nomenclature by Wilson.

I have always been big on teaching the Iron Triangle concept. I understand that many college professors will argue that it is over simplistic (true), demonstrates a Pollyanna approach to law making (true), and can be even misleading if not taught correctly (also true). Yet I cling to this model of law making for high school students for several simple reasons. First, it does graphically demonstrate the necessity of all three entities needed in creating good legislation. The simplicity of the Triangle is its strength. Students can relate the inter-governmental relationship between sub-committees, the departments of the bureaucracy, and the clients for whom laws are crafted. While over simplified, it is something they will remember for years.

Second, I strongly believe the Iron Triangle is a perfect way for us to bring some relevancy to the topic by incorporating current events into this topic. Since I am in Kansas, I always first demonstrate the Triangle to the students using an Agricultural scenario. The Congressional Committee is the Agricultural Committee, the bureaucracy is obviously the Department of Agriculture, and the client/interest group is the farmer across the street from our school as well as the Kansas Wheat Grower, the Farm Bureau, giant end users such as General Mills. My bill usually concerns wheat subsidies which allow us to discuss the fact that Kansas receives more government grants and aid than it actually pays in taxes. The kids can understand these concepts even though none of them actually live on a farm.

For the last couple of years my second example has been the highly controversial Air Force Tanker program. Since Wichita's economy is highly tied into Boeing Military Aircraft the tanker program is salient for the students. Many of my kids have unemployed aircraft builders in their family or neighborhood. Discussing current (and recent past) events on this issue and tying it to the Iron Triangle makes tons of sense to everyone. It sure brings the level of interest in a rather dull topic up in a hurry. It also gives us a chance to explore as a class what happens when the Iron Triangle goes wrong.

Finally, using the Iron Triangle model does allow us to ask the question: "What could possibility be wrong with this system?" (See the 2003 AP question) It seldom takes long for my kids to look at the triangle on the board and understand that PAC money could "buy" votes for committee members, that the Bureaucracy and the Interest Groups might not see eye to eye and cause conflict on the information Congress received as feedback, and that Committee oversight might cause a conflict of interest when the Bureaucracy was supplying information to the committee. I seldom have to pull these concepts out of the kids...as they look at the board they become rather obvious.

While I seriously doubt the Free Response portion of the test will ever have an Iron Triangle question again, I still maintain this is an important concept to work on. I encourage you to seek out good local examples for your presentation on the Iron Triangle. Or, as the nation follows the Health Care Reform bills as they pass through House and Senate these can become the focus of your lecture.

It was once said that two thing you don't want to watch being made are laws and sausage. As a born and bread Wisconsin boy I saw a lot of sausage made as a kid, and it wasn't all that bad. Watching laws being made can be down right exciting. You can call me "old school," but that doesn't necessarily mean "bad school"!