Presentation on theme: "AP Government and Politics William B. Brooks. Blogging Rubric *Please note: If your comment is inappropriate for class, it is not appropriate to post."— Presentation transcript:
Blogging Rubric *Please note: If your comment is inappropriate for class, it is not appropriate to post it on the blog. Adapted from Timothy Johnson, Drake University To earn an “A” To earn a “B”To passTo choose to fail Frequency At least one post per week, plus one quality comment per week. One post OR one comment per week. Inconsistent and/or sporadic posting. Fail to post or comment Readings Student clearly demonstrates that s/he is reading the text and is incorporating context and application into posts. Student references the readings in a factual sense, but more of a book report approach; little or no application. Inconsistent or minimal references to the reading with little or not application when referenced. No references to the reading. Class Content Student references classroom discussion and exercises. Student references classroom activity but with inconsistent depth. Rare or only passing references to classroom exercises and discussions. No reference to class activity. Research application Student demonstrates an ability to integrate current research with concepts discussed in class and in readings. Some connections to current research. Some references are incomplete or lacking depth. Information presented strictly from readings or class activities, rather than current research. No research application provided; posts lack relevance to course material. Links & Other Considerations Links to other sites included. Links to other sites are inconsistent. Information is strictly text-based with no links to other sites. *Inappropriate, offensive or overly personal comments posted.
Assessing Discussion in AP Government and Politics + Marks in the discussion will earn you positive participation points. – Marks will subtract from your discussion score. Marks earned can help bring you back from negative points but they will not advance you beyond a C level on the discussion. How can I earn marks? + Make a contribution that introduces a new idea and advances the discussion. Make a contribution that challenges a previously introduces idea. Make a contribution that makes a connection to another student’s idea. Make a contribution that relates to content from a previous or future unit. Make a contribution that shows a cause effect relationship. Make a contribution that relates content to one of the APUSH themes. Make a contribution that restates a concept that has already been stated by another student. (agreeing with or restating) Make a contribution that lacks analysis or elaboration. - Make a contribution that detracts from the discussion. Make a contribution that is inappropriate for class. Make a contribution that is personally hurtful to another student. Make no contribution.
5 Hardest Topics To Learn 1. Budget Making Process -Key Topics to Include A. OMB B. CBO C. Fiscal (Ways and Means)-slower and more political v. Monetary Policy (Fed Reserve)- quicker and less political D. Entitlement/Mandatory/Nondiscretionary Spending
2. Campaign Finance Reform -Key Topics A. Hard Money v. Soft Money B. Independent Expenditures/527s/501c3s C. BCRA 2002/McCain Feingold
3. Selective Incorporation -Key Topics A. 14 th Amendment B. Due Process/Equal Protection C. Gitlow D. Slow and arduous process
4. Bureaucracy/Iron Triangle -Key Topics A. Issue Networks v. Iron Triangle B. Key Players – Diagram C. Independent Agencies D. Appointments
5. Federalism Key Topics Sharing of Powers Original Conception- Layer vs. Marble Cake Layer Cake examples from current states (i.e. Time zones, Fireworks, Speed limits) Marble Cake Examples- Mandates, Grants in aid, conditions of aid Devolution/10 th amendment reserved powers Care to not confuse with Divided Government
Multiple Choice Suggestions Remind students before the multiple choice exam portion (60 questions for 45 minutes) that they should be thinking about relationships among actors and institutions. Preparing Students to Take the Multiple Choice Section 1. Remind students to read the exam questions very carefully and analytically. They should identify topics/issues of the question and think carefully about the meaning of technical terms in the question. Once again, vocabulary will be key to succeeding in the multiple choice section. 2. Remind students that they only have 45 minutes for 60 questions. They should not dwell upon one question. If they don’t know the answer, they should move on and come back to it after they have answered all the questions. 3. Most questions, if not all questions, will have two appropriate answers. However, it is the student’s job to pick the ONE answer that is MOST applicable. Students should be leery of absolutes and also try to understand at a deeper level what the question is asking. 4. If the student has additional time at the end of the exam, he/she should carefully look over their responses. 5. There are 60 questions in the multiple-choice section. Unlike other multiple-choice tests, random guessing can hurt your final score. While you don't lose anything for leaving a question blank. Also, there is no points off for incorrect or unanswered questions. Raw scores are computed based on correct answers. So there is no penalty for guessing… New change for the 2011 year.
Understanding FRQ’s Skills vs. Content Skills Components: FRQ Writing Skills Mastering the Multiple Choice Question Building College Level Reading Skills Learning to Synthesize information Deciphering non linguistic data (political cartoons, graphs, charts) Diversity of Strategies Content Components: Essentials of the course in terms of curriculum Pacing Sequencing Hardest chapters/concepts to teach Snippets in the curriculum Primary sources to integrate