AP U.S. Government Syllabus

Resources For Summer Enrichment

• Discovery Education’s Social Studies Techbook offers instruction on the structure and processes of the U.S. government through an inquiry-based learning process. It provides teachers with primary source documents, exclusive videos, and other dynamic digital content. New online-entry features check students’ understanding, allowing them to apply their learning to new situations, and contribute to classroom conversations. Discovery Education Social Studies Techbook also includes interactive features in which students practice civic discourse with debates and role-playing.
• iCivics is a set of free online educational games developed by a nonprofit organization founded by former U.S. Supreme Court Justice Sandra Day O’Connor. Last November, the game was played roughly 3 million times, according to Education Week.
• Newseum, a Washington-based museum about current events, provides free learning tools on media literacy and the First Amendment.
• C-SPAN Classroom offers extensive classroom lesson plans and free videos developed by teachers and the C-SPAN staff.
• The Center for Civic Education is an independent, nonprofit organization whose mission is to promote an enlightened and responsible citizenry that is committed to democratic principles and actively engaged in the practice of democracy. It offers a variety of lesson plans related to elections on topics such as voting requirements, the power of the senior vote, and amendments. Handouts include a chart of political slogans. Did you know that Herbert Hoover’s slogan was “a chicken in every pot (and a car in every garage)”?
• PBS NewsHour Extra has a variety of videos and lesson plans for Grades 7–12 civics teachers. Civic Engagement and Ways for Students to Get Involved is a three-day lesson plan that guides students through the various ways that citizens can participate in the political process.
• The American Bar Association has lessons plans on a variety of topics, including antitrust laws, the Second Amendment, and the environment. One lesson plan involves a discussion of the use of censorship in Ray Bradbury’s book Fahrenheit 451.
• The Campaign for the Civic Mission of Schools is an advocacy group that promotes civics education at the state and national level. Its website provides links to over 90 organizations and schools that provide teachers with free lesson plans and inspiration, including EarthForce.org and the Constitutional Rights Foundation.
• SLPS Summer Reading Program St. Louis Public Schools, provides all students access to high-quality literature that covers a wide range of topics. 

Please visit: www.slps.org/keeponlearning and complete the daily assignments. 

AP Govt Unit Plan 8-25-25

Got it — you want a two-week lesson plan for high school Social Studies / Government based on your provided curriculum and standards.

I’ll design this with:

• Daily objectives aligned to the 9–12.G.1.CC standards
• The gradual release model (“I do / We do / You do”) from your template
• A blend of primary/secondary sources, literacy skills, and inquiry activities
• SPED/ELL supports embedded
• A logical flow from Foundations of Government → Origins of American Government

Two-Week Lesson Plan (10 Days)

Unit Focus:

Foundations and Origins of American Government
Unit EQ: What is power?
Content EQs:

• Should the government reflect the will of the people?
• How does the Declaration of Independence reflect the philosophy of natural rights?
• How do competing interests influence how power is distributed and exercised?

Week 1: Foundations of Government

Day 1 – Introduction to Government & Power

• Objective: Define "power" and explain different types of government (9–12.G.1.CC.A).
• I Do: Lecture with visual slides on monarchy, democracy, authoritarianism, etc.
• We Do: Class discussion: “Where do governments get their power?”
• You Do: QuickWrite: “Which type of government best ensures citizen well-being?”
• Primary Source: Excerpts from John Locke’s Two Treatises.
• Formative Assessment: Exit ticket — define two types of government and give examples.

Day 2 – Purposes of Government

• Objective: Identify key functions of government and their impact on society.
• I Do: Present the 6 purposes of government (from the Preamble).
• We Do: SOAPStone analysis of the Preamble.
• You Do: Think-Pair-Share — examples of each purpose in modern life.
• SPED/ELL Support: Visual aids + word bank for key vocabulary.

Day 3 – Role of Citizens in a Democratic Republic

• Objective: Explain rights and responsibilities of citizens.
• I Do: Mini-lecture on civic duties vs. civic responsibilities.
• We Do: Small group scenario analysis — what should a responsible citizen do?
• You Do: Create a T-chart of rights vs. responsibilities.
• Primary Source: Bill of Rights excerpts.

Day 4 – Philosophical Foundations of Government

• Objective: Explain Enlightenment ideas that influenced American government (9–12.G.1.CC.B).
• I Do: Explain natural rights, separation of powers, consent of the governed.
• We Do: Partner work — match Enlightenment thinkers to their ideas.
• You Do: Create a concept map linking philosophers to U.S. founding documents.

Day 5 – Review & Formative Assessment

• Objective: Summarize key concepts from Foundations of Government.
• Activity: Kahoot quiz + group creation of “Top 5 Most Important Ideas in Government” poster.
• Formative Assessment: Short written reflection — “What is power, and how should it be used?”

Week 2: Origins of American Government

Day 6 – Early Colonial Government

• Objective: Describe colonial government structures and influences.
• I Do: Lecture on Mayflower Compact, colonial assemblies.
• We Do: Analyze the Mayflower Compact (SOAPStone).
• You Do: Write a short paragraph — how did colonial self-government influence U.S. democracy?

Day 7 – British Influences on American Government

• Objective: Explain how British documents shaped U.S. governance (Magna Carta, English Bill of Rights).
• I Do: Explain context + key rights from each document.
• We Do: Source comparison chart — British docs vs. U.S. founding documents.
• You Do: Exit ticket — name one principle borrowed from British history.

Day 8 – Road to Independence

• Objective: Explain causes of the American Revolution (9–12.G.1.CC.E).
• I Do: Timeline presentation — taxes, protests, key events.
• We Do: Group analysis of Thomas Paine’s Common Sense.
• You Do: Write a persuasive paragraph — should colonies declare independence?

Day 9 – Declaration of Independence

• Objective: Analyze how the Declaration reflects natural rights philosophy.
• I Do: Read excerpts aloud, modeling annotation strategies.
• We Do: Socratic Seminar — Is the Declaration still relevant today?
• You Do: Write 3–2–1 response (3 ideas, 2 questions, 1 connection).

Day 10 – Articles of Confederation & Constitutional Beginnings

• Objective: Identify weaknesses of the Articles and the need for the Constitution.
• I Do: Explain key weaknesses (no tax power, no army).
• We Do: Small group — rewrite 3 Articles weaknesses into stronger policies.
• You Do: Exit ticket — Which weakness had the biggest impact, and why?