Exam Day is Fast Approaching

The Last Minute Scramble...What Did I Forget???

Reference Lessons 7, 16, 23,28, 32, 35

Saturday morning I went for a long bike ride with an AP English teacher who teaches in another building in my district. He was relating to me that he had woke that morning and the first thing on his mind was what had he failed to stress enough during the year that he could scramble this week and review just before the AP test.

I had to laugh for I am in the same boat paddling (or in my case peddling) madly upstream. With only one week left before the test there is so much I would like to review with the kids, but so little time to do it. Where did this year go?

I did have a good review plan this year. We have been in a review mode for the last week or so and I feel like we have covered some solid ground. Since I teach the year long course I have to contend with the kids forgetting the stuff I taught last August! Those of you with semester courses don't have that problem, but of course you are still struggling to get the entire syllabus finished and Government and Politics being the first AP test in the queue isn't helping much.

This last week we will be doing three things in class. First class this week we will finish the scheduled review. In my case we will review about 40 important Supreme Court cases. It is an arduous task, but should be done.

Second class the kids will take the 2002 Released AP Government multiple choice test. They haven't seen it before now, so I will let them get in groups of two or three and work through the test. I like doing this as a mini-group project for a couple of reasons. First, it doesn't intimidate them as much when they see the test with a partner. No sense creating jitters the week before the test! Second, reading the questions together and debating the answers is a great review in itself. Finally, doing this with a partner can be a confidence builder and relieve any pre-test anxiety. Some of my AP kids really put the pressure on themselves, and I find that this is a means of releasing some of that pressure prior to THE Exam.

The last day I will give the kids five or six topics that I feel they need to review for the Free Response section of the test. No, I don't have any inside information....I am as totally clueless as the next fellow on what the questions will be. However, I have had a pretty good track record of guessing some topic areas for the kids to look at and then having those areas having a Free Response questions. Just for fun (again...I absolutely don't have any idea, just uneducated guesses) here are the areas I am suggesting this year:

1. Supreme Court nomination process including vetting by the White House and the confirmation process. Timely and we haven't had one for a couple of years on this topic. (See Lesson 28)
2. Federalism...we seem to have one every other year. In the last decade we have had five or six Free Response questions on some aspect of Federalism, so why not one more. Now Federalism is a big topic, so I am advising the kids to look at mandates and federal laws that are forcing neo-nullification issues. Things like No Child Left Behind, ADA, and drunk driving laws. HMMMM!? (See Lesson 7)
3. Apportionment...hey it is the Census time and this will be a huge topic in another year. How about a little Baker v. Carr and Reynolds v Sims. One man-one vote anyone??? (See Lesson 16)
4. Free speech...it might be a bit too soon for Bong Hits for Jesus (Morse v. Fredrick), but maybe not. We haven't seen a student's rights question in forever. (See Lesson 35)
5. Incorporation...does anyone still teach Barron v. Baltimore, the Slaughterhouse Case, and Gitlow v. New York? If not they maybe sorry! I have been waiting for a good incorporation (14th Amendment) question for a couple of years. This might be the year AP makes me look like I have some idea what I am talking about. (See Lesson 32)
6. The Budget. With the huge deficits and the astronomical national debt, maybe it is time for a good ole budget chart question. We had one of these almost a decade ago, but it is such a hot button question now that I can't help but think we might see it again. This could be a Policy type questions concerning Congress and the budget or a question about the creation of the budget (OMB and CBO type stuff). (See Lesson 23)

I will give my kids this list and challenge them to study these topics for a couple of extra minutes Sunday evening. If I am wrong, they will have looked at some pretty important national issues one more time. If I am right, well....Katy bar the door!

Have a great week finishing your curriculum and getting the kids ready for May 3rd. And of course as always, the best of luck to your students.

Ripped From the Headlines: Party Dealignment in the Making

Dealignment Revisited: A Ross Perot Type Movement on Steriods???

Reference: CNN Editorial http://www.cnn.com/2010/OPINION/02/04/rollins.tea.party/index.html

Reference: Hippocampus Lesson 11 http://www.montereyinstitute.org/courses/American%20Government/course%20files/multimedia/lesson11/lessonp.html

My last post featured the Tea Parties and Mid-term elections (Sunday March 10, 2010) and once again I want to focus on the Tea Party Movement as seen in the headlines. This time, however, I would like to take a different approach to the topic and view it from Hippocampus Lesson 11 which looks at the topics of "Realignment and Dealignment" of political parties (covered specifically in Topic Two). The editorial referenced above by Ed Rollins is an example of many that I have view recently on this topic. I liked Rollin's comments particular because he has made a comparison between the 1992 Perot "grassroots movement" and the Tea Party movement of 2009-2010. His inside information on the Perot movement gives Mr. Rollins particular credibility and his editorial a unique slant.

Here is a simple class activity that I will be using with this article. This is a short activity and would be appropriate at this time of year for a review of the basic concepts of party purity, alignment, dealignment and even critical elections and realignment. I will first make a paper copy of this CNN piece and have the students do a quick 5 minute read highlighting key points of the editorial.

Next, I will ask students to create a t-chart of similarities/differences between the Perot 1992 movement and the 2010 Tea Party movement. Similarities should include distrust of government, dislike of budget deficits, desire to see lower taxes, and discontent with political parties. Differences could include that the 1992 movement was personality based whereas the 2010 movement is issue based, the Tea Parties are more "spontaneous" and less created by a 3rd party, no true leadership is found in the 2010 movement, and any other difference the students can pull out.

Once the t-charts are done we will move to a class discussion. I will put the terms (party purity, realignment, dealignment, critical election) on the board and we will define these as a class, insuring we are all speaking the same language. I will then as several questions such as: How are the two movements alike? How are the two movements different? Did the 1992 movement cause permanent realignment or dealignment? Will the current movement cause permanent party alignment changes? How would these movements compare to major movements that resulted in critical elections and permanent party membership changes? Hopefully, we can have a fruitful discussion on these topics and we will initiate some higher level thinking by the students including synthesis, analysis, and comparing and contrasting.

Once the class discussion reaches a conclusion, I will ask the students to look at a past AP Government and Politics Free Response Questions (if you don't know where to find these click on this AP Central link) . In particular, we we look at 2003 Question 2 on Citizen Participation, 2004 Question 3 on 3rd parties and 2004 Question 4 on Trust in Government, and 2006 Question 1 on Interest Groups and Political Parties. Time permitting, I will put the students in groups and have them OUTLINE answers to each of these questions as a group, or we will divide the class into 4 parts and have groups work on one question and then present the question and their answer to the class shotgun style. I will then give the students handouts on the AP scoring guides (see link above) and allow them to self grade their efforts.

The Tea Party movement offers us a unique look at American democracy in action. If you agree with the politics of the Tea Parties or not, we should all agree that the brilliance of our form of government is that it allows free speech, free assembly, and the right to petition the government with our grievances. A closer examination of the Tea Parties can help our students perform better on the AP Exam, but more important, it can encourage them to become an active participant in our political system as they mature and discover their own place in our republic.

Ripped From the Headlines--Mid-term Elections

Mid-term Elections...Changing the Face of Congress?
Reference CNN sites: http://www.cnn.com/2010/POLITICS/02/23/congress.open.seats/index.html

http://www.cnn.com/2010/POLITICS/03/25/health.care.independents/index.html?iref=allsearch


Reference Hippocampus: Lesson 14 http://www.montereyinstitute.org/courses/American%20Government/course%20files/multimedia/lesson14/lessonp.html

The picture of Tea Party rallies around the nation has become all too common in our daily news. These Americans, tired of paying high taxes and feeling neglected by those inside the Washington beltway, have taken their protests to the streets, parks, and meeting halls calling for lower taxes, an end to health care bills, and for the major parties to listen to them. Sarah Palin has address them, Republicans have applauded their efforts, and Congress has listened. The question now is, will these dissatisfied citizens speak where it counts the most...at the polls next November.

Right now is a great time to have a class discussion on the midterm elections. I have offered you two articles from CNN to help you with this. The first article is a good ice breaker for your class. Even though it came out before the passage of the health care bill, it brings out many of the points you will want to discuss with your class.

For example, the article points out that many American express concern about single party control of Congress. It also points out that Democrats feel that the health care bill will solidify its voters while the Republican feel like it will drive Independents to the GOP candidates.

What do we know about midterm elections? First, the party in power in the White House almost always loses some seats at the midterm. Wikipedia (Midterm elections) has a nice chart on this you might want to share with the students. Mr. Obama can almost count on losing some seats. The question will be if the health care bill and the Tea Party movement will compound this enough to change the balance of power in Congress.

This is where the second CNN site can be good. This site isn't an article, rather it is an interactive graphic showing how many Republicans and Democrats are leaving Congress thus creating open seats. Since we know that incumbents win in the House at almost a 90% clip and in the Senate at just slightly less of a rate, the open seats might be the deciding factors in the election.

As the time of the year approaches when many of us will begin reviewing students for the Exam, a lively discussion on midterm elections could be very beneficial. First, you can use it as an opportunity to check your student's understanding of Congressional elections and incumbency. Second, you can review elections and campaigning using current issues for examples. Third, you can encourage your students to get out and vote their convictions next year. While many of our students (if they are seniors) have turned eighteen by now, most will not have a real voting opportunity until the November midterm election. While achieving your teaching goals, you might just make this election a salient one for them and promote their responsibility as citizens by getting them out to vote next fall.

November is eight months away...will people still be discussing health reform? Will the Tea Parties die out or will they find new issues to rally around? Will Mr. Obama maintain his majorities in Congress? Will Americans get tired of Washington politics? Wow...a plethora of topics and all timely for AP review. Enjoy!!!! RV.

Ripped from the Headlines--The Court and the Freedom of Speech

The Court and the Freedom of Speech

Reference NY Times: http://www.nytimes.com/2010/03/09/us/09scotus.html?scp=1&sq=supreme%20court%20cases&st=cse

Reference case site: http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/hatespeech.htm

Reference Hippocampus: Lesson 35 and Lesson 34

Here is a case that is actually near and dear to my heart. In the 1970s I lived in Topeka, Kansas about two blocks from the home/compound of the Fred Phelps family. I had several neighborhood encounters with this now infamous family that were less than pleasant. I never dreamed back then that the Phelps family of lawyers/ministers would be the center of attention in a Free Speech case that gained national notoriety. So now, 35 years later, I am watching with interest while Topeka enters center stage in a national controversy.

The case of Snyder v. Phelps won't be heard until this fall by the Supreme Court, however, it can offer you an interesting teaching opportunity this spring. Here is what I am planning on doing with this case:

1st...I am having the students read several article on the case including the one from the NY Time noted above and also one from the Topeka Capital Journal in addition to any other articles they can find.

2nd...I am placing the students in small groups of two or three. Each group will be assigned as lawyers for the Snyder family or for the Phelps family or as an interested "outside" group that would present friend of the court briefs. The task is to create a legal argument (brief) supporting their family or interest group using past Court cases. Interest groups could include conservative church groups, gay rights coalitions, veteran groups, and city/state governments. In addition, one group (of three) will be Justices. The Justices will each be asked to research the case and write their opinions.

To help with this I am referring the students to a site that actually gives information on hate crimes and fighting language that will give the students case histories and access to Court opinions. In addition to the concept of Free Speech, I will encourage the kids to consider the Free Exercise Clause and subsequent cases given in Hippocampus.

3rd...The task for the students will be to write a brief arguing their point of view. We have discussed briefs in class and will look at templates for briefs that are on-line. I am asking the students to keep their brief simple and succinct. Once these are done, we will present the briefs orally to the Justices and the Justices will render a Court opinion on the case.

While the class won't know until next November or December the decision of the real Supreme Court, this exercise will allow them to review important cases from the 1st Amendment while gaining further understanding of how the Court arrives at decisions.

Depending on your time, you can make this as complicated or simple as needed. I am getting pretty stretched for time in my classes, so I will make this a simple and quick project. You can tailor it to fit your needs. Prepare yourself, however, for some pretty brisk class discussions. This case seems to bring out knee jerk reactions in all who discuss it. RV

Ripped From the Headlines--Guns and Incorporation

Guns and Incorporation....Continued

Dear Readers....

This is just a postscript to Sunday's blog (see below) on the McDonald v. City of Chicago hand gun case now before the Supreme Court. One of my favorite news broadcasters did this nice piece on the case after the Tuesday oral arguments were heard.

http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=124243724&m=124248289

This is a nice 5 minute story including quotes from the Justices and lead attorneys during the Tuesday session of Court. If you are following this case with your class, this might be a nice addition to material you are presenting....RV

Ripped From the Headlines--Incorporation and the 2nd Amendment

The Court, Incorporation, and the 2nd Amendment

Reference CNN Page: http://www.cnn.com/2009/CRIME/09/30/scotus.state.guns/index.html?iref=allsearch

Reference Chicago Tribune: http://www.chicagotribune.com/news/local/chicago/ct-news-chicago-gun-ban-20100129,0,3152673.story

Hippocampus: Lesson 6, Lesson 28, Lesson 30, Lesson 32

Sometimes news stories can really pull together many of the concepts we try to teach. This Tuesday the Supreme Court will be hearing the case of McDonald v. the City of Chicago, a 2nd Amendment issue. McDonald is asking the Court to strike down a city gun ban that would have far reaching effects on municipalities and states. In effect, the Court has been asked to incorporate the 2nd Amendment. No fewer than 49 amicus curiae have been filed in this case. The Supreme Court last year decided on a Washington, D.C. gun ordinance. Now many are wondering if the Court will reverse 140 years of precedent and open the door to new rights in gun ownership.

For teachers of APGOPO, this case offers a unique look at not only the Court, but also the concept of incorporation. There are several things one could do with this case. In my class, I will have the students do a short Internet research on the history of gun cases in the Supreme Court starting with the Presser case and ending with the Heller case. I will then have them present the findings of the Court in class in each of the cases that they find. We will then follow this case's oral arguments and see what basis the Court will use to determine if the 2nd Amendment is to be incorporated.

Historically, the 14th Amendment has been the justification for incorporation. Will that hold true in this case? When the Court releases its findings and the opinions are brought down, we will ultimately read the opinions and glean the Constitutional issues the Court used in its decisions. This is case will most likely produce not only a majority opinion, but also concurring and minority opinions. It should be a textbook in Constitutional reasoning and justification.

We seldom have an opportunity to watch the incorporation of a right. Since the Warren Court in the 1950s and 1960s, those few provisions of the original Bill of Rights not incorporated have been off limits to the Court. McDonald v. City of Chicago offers us a rare glimpse of incorporation of a right in the making. Some have even suggested that the Court could overturn the Slaughterhouse Case (Hippocampus Lesson 32), rendering the concept of selective incorporation obsolete and radically changing American jurisprudence.

This case can be used in several places within the Hippocampus curriculum. Early on in the year it can be used with Underpinnings Unit in Lesson 6. In Lesson 28 on the Court you could use this case to demonstrate how the Court finds and accepts cases as well as looking at the process of making decisions and rendering the opinions. Lesson 30 concerning judicial review could also benefit from using this case. In addition (and possibly most importantly), it can be used along with Lesson 32 on the concept of selective incorporation.

Depending on how the Court finds following the March 2nd oral arguments, McDonald v City of Chicago might become as important of a case as Mapp v. Ohio, Gideon v. Wainwright, or Miranda v. Arizona to those of us teaching APGOPO. Its probably a good time now to add it to your curriculum.

Ripped from the Headlines--Justice Stevens

Justice Stevens and the selection of a New Justice

Reference: CNN page: http://www.cnn.com/2010/POLITICS/02/12/scotus.possible.vacancy/index.html

Hippocampus Connection: Lesson 31

I want to take just a bit of your time this week and call your attention to this article that appeared on CNN on February 12th. I believe this to be a very solid article to use with classes for several reasons. First, it is extremely timely. The article which is speculating on who President Obama might favor the next Supreme Court seat, falls at a time when many of you who are teaching year long classes will be addressing the Judiciary unit. For those of you with 2nd semester classes, this unit should be right around the corner. So when I saw this article the other day I jumped on the chance of sharing it with you.

Second, when you do begin the Judiciary Unit, this article will really reinforce many of the terms and concepts found in Hippocampus. For example, the article discussing the vetting process that Mr. Obama's staff is already engaged in. This reinforces much of what your students will be viewing in Lesson 31. Again, it talks about the concept of "seats" ("One source said if Stevens were to retire, there would be less political pressure on Obama to name another woman to the court. Souter's exit led to universal agreement inside the White House that a woman should join Justice Ruth Bader Ginsburg, then the lone female on the court, the sources said.") While the term "seat" is not directly used, the idea that the nation has expectations for a certain demographic make-up on the Court is clearly indicated.

The article also discusses what exactly the President is looking for as far a judicial experience and qualities (leadership, court experience, and political ideology). For example, "Judge Diane Wood, 59, of the Chicago-based 7th U.S. Circuit Court of Appeals. Many administration insiders believe she would be a strong intellectual force on the high court, where the newly emboldened conservative justices have achieved recent victories on campaign finance and gun rights, the sources said." The article discusses several of the key persons of interest to the White House and why they are a possible appointee.

Third, this article touches on the idea of activism and activist judges as seen in the following clip, "Liberal activists have generally applauded Sotomayor's history-making elevation to the high court, her inspiring story and reliable progressive votes so far on the bench." This would fit into the ideas presented in Lesson 30 in Hippocampus.

Here is how I will use this article in my class. I will print this article off (or have the students view it directly on line) and then give them a list of vocabulary terms used in Judiciary Unit making sure that these terms are found (in some way) in the article. I will then ask the students to match the quote from the article that alludes or refers to the term. My examples above for activism and "seats" would be examples of what the students should produce. This would be a way for the students to check themselves on the vocabulary and be sure they understand what is meant by a term or phrase.

I would make some of the terms difficult to locate. For example, if the term I gave the students was Confirmation Process I would expect them to use the following quote from the article, "And allies on the right seem confident that in an election year filled with legislative challenges, Obama could have a much harder time choosing a high court nominee with a clear liberal portfolio." This would clearly demonstrate to me that the student would understand the process and it's potential pitfalls for the executive branch.

A second way this article could be used is to ask students to imagine that they were President Obama and then decide which of the people in the article they would decide to nominate and explain why. This could be a short essay, a free response type answer, or even a short power point presentation.

I was reminded of the Harry Truman quote, "once you put a man on the Supreme Court he ceases to be your friend" upon seeing that Cass Sunstein, and old friend of Mr. Obama, is being considered. I wonder if Mr. Obama has ever seen that quote?

Ripped from the Headlines--The State of the Union Address 2010

The State of the Union Address 2010

Reference: CNN page: http://www.cnn.com/2010/POLITICS/01/28/state.of.union.highlights/index.html

Hippocampus connections: Lesson 5, Lesson 20

This year's State of the Union address brought several raised eyebrows and a good deal of morning quarterbacks with varying opinions of the president's speech before Congress. Mr. Obama concentrated on the topics of the budget, the economy, education, energy, health care, "don't ask, don't tell", and national security.

There are many ways you could use the State of the Union Address in class. I would avoid showing the students the entire speech. Class time is far to precious for this, especially when the speech runs over an hour as it did this year. I do believe you can encourage students to watch it or listen to it (as extra credit or a class assignment is great), but I find using selected clips from YouTube a much better use of the class time.

I also love what CNN did the next day with a nice combination of summary, key themes, reactions, and poll results. I really think that a solid lesson plan could be devised using the CNN site (hyperlinked above). In addition, CNN added Highlights of past SOTU Addresses and a fun interactive on-line quiz on what we know about the history or SOTU Addresses.

I would break my class into small groups and assign each group to read one of the themes (the budget, education, energy and so on) and then come back to the class and not only report on what the speech said, but also have the group give their opinion on this topic and how it would effect the state in which they live and their lives. They could spend 20-30 minutes doing a quick Internet search on the topic and make 5-10 minute presentations/discussions. This would be a great higher level thinking activity (on Bloom's taxonomy it would rate as evaluation and/or synthesis) and very appropriate for AP level students.

For example, if President Obama said he would like to give families tax credits for college expenses as well as increasing Pell Grant funds how would this effect your students? If the students come from wealthy families, this may not be as salient of an issue as it would be for students coming from lower income areas. And how would this education money be financed? Increased taxes? More national debt? Would Republicans and Democrats support such measures? If not, why?

The State of Union Address can fit into the Hippocampus curriculum in several places. The two most natural would be at the beginning of the year during Lesson 5 on the Constitution if you wanted to discuss enumerated duties of the president at this time. Better yet, during Lesson 20 this would fit nicely in the discussion of the president as Chief Legislator (page 10 of the text section on Expressed Roles). CNN keeps these pages up for a long time, so you don't have to use the State of the Union Address the week it actually takes place. This page should be available to you next year if you teach a year long class or later this semester if you teach a semester class and are now just coming to the executive branch unit.

As always, we must balance the time we spend on any one individual topic. With the institutions of government being up to 60 percent of the AP Exam, time spent on the State of the Union Address is probably justifiable. In the process of creating good citizens, it is very important. I would recommend squeezing this into your curriculum and considering it time well spent.

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"!

Teaching the House of Representatives

A Daunting Task Involving Much More Than a List of Terms

This week I will begin to start the teaching of the institutions of our national government to my AP class. This is always a daunting task knowing that a large percentage of the AP Exam will be centered on these institutions. The multiple choice questions don't worry me so much. Based on released exams from the past, many of the questions on the multiple choice section dealing with the institutions of government seem to be definition in nature...that is to say, if the kids know what a sub-committee is, they will be able to figure out the answer to the question. This isn't true of the Free Response portion of the exam, however.

If you look at the questions on the Free Response portion of the AP Exam, these often involve so much more than just knowing the vocabulary. The folks at AP don't expect the kids just to understand the structure of the House or Senate, or the roles of the Congressmen in committees, or the influence of interest groups in the legislative process. The questions posed to the students will often involve the juxtaposition of their understanding of Congress with one of the other branches of government.

This means that our job in preparing the students for the exam (and indeed for a life long understanding of the government) involves making sure that they understand the links between the House and Senate and the White House, the Federal Bureaucracy, and the Courts. This means that topics such as Committee and Sub-Committee interaction with the White House staff and Executive Offices need to be discussed. It means that the Iron Triangle needs to be thoroughly understood. And it also means that the tailoring of legislation to withstand judicial scrutiny must be become a topic of inquiry. These and many, many topics need to be touched upon.

It has taken me the better part of 40 years to get a good handle on Congress and its interaction. I don't find it surprising that they say it takes a freshman Representative his/her entire first term just to understand their jobs. And yet, we are pushing our students to get a solid insight on this complex issue in just the two or three weeks we have to dedicate to the topic. Daunting!!!

I do not believe that the textbooks or even Hippocampus can fully do the job of making the connections for the kids. That is why I believe the most important thing we can do for them is to get them following the news and really getting connected with all stories dealing with Congress. Right now we have the Health Care bills that are getting great press. The news stories in the weekly magazines and the newspapers are a tremendous source of real world examples of the inner workings of Congress. As the press is following Committee hearings, interest groups both pro and con on health reform, and the debates within the chambers of the House and Senate we can find many real world examples to help the students really get a grasp on the complexity of our legislative process. At the moment in history, the controversy of health care reform has given the congressional process a transparency seldom afforded. Take advantage of this wonderful teaching tool and bring the real world into your lesson plans.

Elections Can Be Confusing!!

Helping Our Students Make Sense of Elections

As adults who have watched countless election cycles come and go, we have a pretty good idea about the processes and mechanics of the campaign cycles. We also are able to differentiate between the elections that are simultaneously occurring. What I have discovered in my quarter of a century of working with kids is that this whole political circus that we call elections is a very confusing mess to them!!! We never should forget we are working with 17 and 18 year olds who maybe paid a little attention to the last election, but who completely ignored any previous election that happened in their lifetime. Remember, these guys were only 13 during the Bush/Kerry election and 9 years old during Bush/Gore contest. They don't have a lot of experience to work with here.

To make this worse, many of our textbooks approach the topic of elections in a very unified way. That is to say, the texts lump together the process of presidential and congressional elections and present the topics of finance, polling, campaigning, voter behavior and so on together. When the students finish reading the chapters they have a pretty fair picture, but it is blurred on the edges.

For example, in an essay on Presidential financing, I always have students want to enter into a protracted discussion on PACs. Fine, but PACs should really be discussed in congressional elections since their influence in presidential elections is less vital. On the other hand, in essays on congressional elections I will have students discuss targeting messages to certain groups which can be very relevant in Presidential politics, but much less relevant in House elections, especially in geographically small districts that are somewhat homogeneous. While these mistakes are minor in our our classrooms, on an AP Exam, they can become disastrous leading to low scores on Free Response Questions or incorrectly answered Multiple Choice Questions.

My point here is simple. We need to separate presidential and congressional elections and create lessons, essays, and assignments that will focus on each topic individually. In my classes I intentionally and specifically tell the students, "this week we are working on congressional elections!" Everything for that week to totally focused only on House and Senate elections. We have class discussions, look at the Hippocampus lecture on Congressional Elections, watch Robert Redford's The Candidate, and write essays only on congressional elections. The next week I proclaim Presidential election week and we follow suit. During discussions I always am very careful to delineate congressional vs. presidential politics. (See the blog I use with my own students on this topic: Vix's APGOPO Heights High School)

Now, the experienced viewers are saying to themselves "ah, duh!"; and rightfully so. Most of us who have been around for a while have realized just how confusing the whole election process really is for kids. We have answered student questions time and again that should seem obvious, but in fact really are not. So for you who are just getting into the teaching of government and elections, take heed from us old timers. Never assume the kids understand a thing about the process. Explain every teaching point in fine detail. For while us older, more experienced adults have watched, participated, and voted in many election cycles, for the youngsters in our class, we are awakening them to a whole new and confusing world.

Political Parties...Teaching Controversy

A Funny Thing Happened in Class This Year...

Teaching the Political Party unit in APGOPO is usually a great deal of fun. By the time students are seniors they have become aware of the political environment in the nation and many of them watch the pundits on Fox or CNN or Comedy Central and have entered the earliest stages of forming a political philosophy. This can make for a very fun class discussion on political parties...but it can also lead to controversy that can be fraught with land mines for a teacher.

With this in mind, I try to always begin a unit on political parties with a couple of class rules firmly entrenched. First, we are discussing politics and all discussion should be done as the Founding Fathers intended..with civil discourse as the basic rule. I like to relate the story of Jefferson/Adams to the students. While these two towers of the early republic differed on almost all subjects of government, their respect and admiration for each other resulted in civility that should become the model for all Americans.

Second, all statements of political philosophy must be backed up with factual evidence...we are after all Political Scientist. The science aspect has its traditions back to Francis Bacon who would argue that observation and experimentation are necessary to understand a theory. Thus in my classes if students want to expound a theory they must produce the facts. Mindlessly repeating babble from televised "experts" is not allowed.

OK, with these rules I have an activity I like to do in class. I divide the class into two groups (after giving a very brief explanation of the political continuum) based on party affiliation. Typically my classes break 50/50 Republican and Democrat, or at least near enough to do the activity. Once we are split, I ask each group to produce a large poster (I give them a 3 foot by 3 foot sheet of butcher block paper) with their concept of what their Party stands for (a) socially, (b) politically, (c) economically, and (d) Constitutionally. They are not allowed to use books or Internet...this is just an activity to see how accurate they understand their Party's core beliefs.

Once this is done each group presents to the other and then the posters are hung in the room. during the presentations I allow questioning and a free flow of ideas to happen. Step two involves some real work. Each group is then charged to view the most current (2008) platform of their Party and to tear that platform down, summarize it, and present the summary to the other group. In the process of the presentations, we compare the assumptions of the group on the Parties core beliefs to the reality of the Party's Platform. (Republican Platform Democratic Platform)

On any given year I find that intuitively the students' perceptions are fairly accurate and that while there are always a few surprises in the discrepancy between assumed Party issue positions and the reality of these positions, these tend to be minor. What happens, however, is that in the process of relating Party lines to each other, the students come to understand that while the means to achieving the end may differ somewhat, both Parties have common goals. In other words, the students are able to understand that the Parties gravitate toward moderation and that the extreme views often shouted the loudest in the media are not the core values of their respective Party.

Several things happen in this exercise. First, students learn to discuss political ideologies and philosophies with civility. Second, students better understand the Party that they believe best reflects their own budding ideologies. The former is a valuable lesson for not only the class, but also for entering life. The latter can either entrench a student in their early ideology and party identification or it can challenge them to reevaluate the values they thought they held.

This year I did have a problem that never occurred before. In one of my classes I ended up with 95% of the class claiming to be of one party, leaving only a couple of students to shoulder the work in the other party. What was interesting was that after the first day, several of the student in the major party came to me and asked it they could switch groups. While one issue drove them initially to one party, the more careful study of the platform demonstrated to them that the other party's umbrella was more inviting.

Here is a fun twist on this project...make the groups look at the Platform of the opposing party and then make the presentations. The results end up very similar, but it puts a new light on the process. The bottom line in teaching the political parties is to embrace the controversy while encouraging the civility.

Teaching Federalism

A Tough Topic in both the Classroom and American Political Life
Every year as I begin to think about teaching the concept of federalism I cringe. Do you? This is just a tough topic to get the point through to the students. I can't think of any topic in American history or American current events that has had a greater impact. Yet the concept of federalism is just hard to get across. Later in the year as we start to look at important Court cases, federalism creeps into many of them. Obviously Brown v. BOE was central to the federalism problem...can the Court order states to desegregate schools? Wasn't education a state power neither given to the national government nor denied to the states. Yet the Fourteenth Amendment clearly forbade the states from denying the civil rights of its people. Again, in the Gideon v. Wainwright case Florida's case was simply that it did not have to appoint lawyers in non-capital cases. It came down to the issue of federalism in the end.

In the newspapers today we see federalism challenged by states that wish to ignore the full faith and credit clause in the case of gay marriage. And last week in Kentucky a federal census worker was brutally murdered and "fed" inked on his body. There seems to be a renewed call to state's rights in every corner of the nation. So in short, federalism matters. This isn't an irrelevant issue of philosophy to be bantered about. This is a topic the students need to understand and understand well. But how do we do that?

This year I am taking a strong vocabulary approach to the subject. Hippocampus and my textbook do a good job covering the topic, so I am hammering on the vocabulary of the topic and making sure that the understanding is not superficial. To that end, here is the list of words I have generated to focus on during class time. I started this exercise by having the kids list on the board every term they could think of that had to do with federalism. I then linked those terms together and helped them clarify their definitions.

• Supremacy Clause
• Elastic Clause
• implied powers
• enumerated powers
• shared powers
• concurrent powers
• delegated powers
• Commerce Clause
• 10th Amendment
• 14th Amendment
• full faith and credit clause
• privileges and immunities clause
• dual federalism
• layer cake federalism
• Federalist Papers #16, 17
• cooperative federalism
• fiscal federalism
• marble cake federalism
• carrot and stick policies
• grants in aid
• block grants
• categorical grants
• revenue sharing
• formula grants
• mandates
• unfunded mandates
• nullification
• McCulloch v. Maryland
• Gibbons v. Ogden

What makes the teaching of federalism so difficult is that all of these terms are quite vital. The above list is not just a scattered group of sort of connected thoughts...they are are totally relevant to understanding the concept. I really believe that if the list is not mastered by the students, then they will be missing huge chunks of the concept in their minds.

The trick is to drill these terms and concepts into the students without totally losing them in the process. In today's world, not an easy job. Yet I am convinced that it is the job at hand.

I may have missed something on the list, I did it from my memory which at my age is a dangerous thing to do. Let me know if I need to add something. In the mean time, start hammering away at these. It seems to me it has been a while since we have had a pure federalism question in the free response section of the AP test....is this the year????

Blog Number 1 for the New School Year

Welcome Back To the HippoCampus Blog

A hearty hello to all of the faithful readers from last year and any new members of the HippoCampus Teacher Blog. I am excited to be back in the saddle and shooting out ideas, lesson plans, and topics for you to consider and use in your classroom. As a veteran AP Government and Politics teacher, an experience AP Grader, and a life long learner, my intention again is to share ideas that you are welcome to adapt to your teaching situation. I also encourage you to utilize the comment section of this blog and add any ideas of your own to the discussion. I never pretend to have all the answers and I look forward to learning from your ideas over the course of the year as I share mine.

This year the blog is scheduled to be updated bi-weekly, but I may slip in some ideas and comments between the scheduled posting dates. So stay tuned!! I also encourage new readers to check out topics that are archived from last year's blog. While I may make some references to ideas given out last year, I am going to make every attempt not to simply repeat those past thoughts. The archive has some great ideas in it you may want to view and use.

That being said, I want to venture into this week's topic...reading the Constitution. As you follow the HippoCampus curriculum we start the year with a good discussion on the underpinnings of our government's traditions. This, I believe, is essential background information for the students to acquire so that once they begin examining the major documents of our government they can have a reasonable understanding (and hopefully discussion) on the original intent of the Framers and the ramifications of that intent today. Without some cursory knowledge of Hobbes, Locke, Rousseau, and Paine the students will simply not get the work of Jefferson, Madison, and the cast of characters present in the convention of 1787.

This said, I believe we can move through the Underpinnings fairly rapidly until we reach the Constitution, at which point we need to apply the brakes. A few years ago I read a survey by a major US newspaper (and I admit I don't have this with me right now so please trust my memory) but when asked how many people had actually read the Constitution the number was shockingly low. If memory serves, the percentage was quite a ways below twenty percent. When further questioned, most of those surveyed actually did not know the difference between the Constitution, the Bill of Rights, and the Declaration of Independence.

With our AP students we can not let this happen. I strongly suggest that if you are not having the students do a thorough reading of the Constitution you amend your lesson plans (excuse the pun). I like to take an Article by Article look at the document by breaking the class into groups and using the Jigsaw method. The students are not only asked to report back what the document says, but what was their interpretation of the original intent of the individual clauses they read, keeping always in mind the historical content. Thus when the students are reporting their sections to the class, I attempt to draw out the intention and ramification of the sections.

For example, when in Article 1 the students tell me that the House members serve for a two year period and I will ask why two years? Depending on their response I will ask whom did the Framers assume would be the Representatives. In 1787 would it have been reasonable to assume a Representative would run more than once? Was it possible then for the House to see a 100% turnover in an election? Was that a good or bad thing? Is a two year term reasonable in the 21st century? What has changed?

I had some very stimulating, thought provoking conversations come from this type of in depth examination of the document. But here is the rub...it takes time and time is not always available. You need to pick and choice your topics to discuss very carefully and be sure to not squander too much time on interesting subjects that fall off of the AP radar. This is the tough part. I also want to add that I spend most of my time on Article 1 and Article 2 and then move much more quickly through the remainder of the Constitution. Section 8 and Section 9 get a great deal of attention during the time with Article 1.

The bottom line is simple...however you do it, make the kids read the Constitution with a careful eye to the details and intent. This will make the rest of your year so much smoother and so much easier when you are all speaking the same language in class and have a common starting point.

In two weeks I intend on discussing Federalism. This is a tough topic for the kids and is often a tripping point on the AP Exam. Until then, have a great start to the school year....RV

AP Reading is Completed

Sorry for the Glitch...

Sorry that I did not live up to my blogging promise from the reading this year. I had a glitch with my laptop that was not repairable until I returned home. I didn't mean to leave you hanging...sorry!!!! The picture to the left is one of the incredible sunrises on Daytona Beach. The majesty of these events seemed to be outdone with each and every new day.

The reading went very well this year. We finished the entire project about 1/2 day early! Now that is smooth work. The thousands and thousands of essays were completely graded and we had an afternoon to enjoy the beach and the local shops and restaurants.

Monday was a bit of a sad day for me. My schedule for the next couple of years will not allow me to return to the reading, so I had to spend some time saying good bye to friends I have enjoyed for the last 8 years. I must say that life long friendships are developed at the AP Readings. I continually communicate with three or four people in particular that I have graded with over the years. Even this year, in my last year, I met some very interesting people that I really regret not getting to know over the years.

Again this year, as every year, the informal sharing with some of the best teachers in the nation was a real privilege. You would think that after 25 years of teaching I would know it all (ha ha) but again this year I picked up several great ideas for teaching AP from conversations in the evening. I would really like to try some of these ideas next year, and I will give you some specifics on them at the start of the year in my early blogs and then let you know how they work out as time goes by.

I did meet several Hippocampus Government users at the reading this year. I enjoyed hearing their feedback, both good and bad, and intend on passing the information on to MITE. One user in particular was an old friend from the Colorado grading who wasn't aware I was involved with Hippocampus and had not been a reader of my blog (HMMM!) She was telling me how great Hippocampus was and shocked to hear I was involved with it.

In general, the food was great this year. Grading AP can be a bit like being on a cruise...they really feed you and if you aren't careful you can gain a ton during the reading. On Monday night to celebrate the completion of the reading we had a Prime Rib dinner complete with all the trimmings including incredible cheesecake for dessert. The travel arrangements this year were the smoothest since I have been doing AP Reading...all arrangements were made online and the travel service really outdid themselves on getting the best flights for us.

Rumor has it that we will be in Daytona Beach for one more year. Next year the Comparative Government Reading, which has traditionally been with US Politics, is moving to Kansas City. Rumor also spread that in two years APGOPO will join them there...this is totally unofficial so don't bank on it, but many readers would like to try a new local just for the change of scenery. KC is a great town with tons to do in the evening! We will have to see. Again, this is speculation, nothing official on APGOPO was said by ETS.

I hope you all enjoy your summers. I expect to begin this blog back up in August, so look for new entries then. I intend on doing a great deal of bike riding, camping, fishing, reading, and relaxing and getting my reserves filled for another great year of teaching. Until then.......

Thursday In Daytona

OK my friends...

If you look at the picture you might notice it is a bit different than that of the other day. Storms are rolling in off the ocean, the beach is empty, rain is coming down, and another day of reading APGOPO is finished. Those are not blue skies in the pix, those are dark dark gray skies!!!

In the dead quiet of the reading room inside the Ocean Center we could hear the rain beating on the roof as the squalls moved inland this morning. As a land lover from Midwest the ominous skies and rough seas looked pretty bad. The locals, however, said this was nothing. I will take them at their word, but it looks pretty scary to me!

I had a great day reading today. Everyone is saying that the reading is going extremely smooth, which is great news. As a reader today I really felt confident in the job and was able to enjoy reading the students' answers. All in all, the day seemed to fly by and now I am ready for the evening. While the weather outside isn't the best, tonight is Professional night and as I mentioned earlier, D'Andra Orey (PHD) is giving an address on race and elections. I have know D'Andra since I first read on a table with him at the University of Nebraska. He has done some outstanding work in this area and I am anxious to hear his address.

First, however, I am headed down to the workout room and put a little time in the gym followed by a little dinner. Speaking of which, we get fed pretty darn good here! We get the three squares plus morning and afternoon snacks at break. I have to get into the gym just to keep the pounds off. This isn't a bad gig...great food, a room with an ocean view in the Hilton, great friends, opportunities to get intellectual stimulation....what's not to like?

Hard to believe tomorrow is Friday already. Another day of reading is in store; I'll let you know how it goes. Until then...