1. AP ® Comparative Government and Politics: The Use of Data in Making Comparisons Among Nation States with Suzanne Bailey 2/16/10 www.collegeboard.com

2. Today’s Presenter Suzanne Bailey AP ® Government and Politics Teacher Member of the Development Committee for Government and Politics: Comparative Question Leader for the Exam Reading 2006 recipient of the Presidential Scholar Teacher Recognition Award.

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8. www.collegeboard.com Learning Objectives At the close of this workshop participants will: have identified those concepts in the AP ® Comparative Government and Politics Course Outline are measurable by data. know how to locate recent data that measure core concepts and country traits. know how to develop strategies for teaching students to analyze and interpret data relevant to the study of comparative politics.

9. www.collegeboard.com Learning Objectives At the close of this workshop participants will: know how to aid students in interpreting the implications of data. be able to apply data analysis techniques to recent AP ® Comparative Government and Politics exam questions.

10. www.collegeboard.com Session Topics Why is the use of data so important in AP ® Comparative Government and Politics? What concepts from AP ® Comparative Government and Politics can be analyzed using data? What do students need to do with the data? Examples from the Curriculum Outline. Strategies for teaching students how to analyze and interpret data.

11. www.collegeboard.com Session Topics How will students be assessed on their data knowledge on the AP exam? AP ® Data Challenges The application of a data analysis technique to recent AP Comparative Government and Politics exam questions.

12. www.collegeboard.com Why is the use of data in AP ® Comparative Government and Politics so important? According to the Course Outline, it is a major goal of the course. “Students successfully completing this course will be able to analyze and interpret data relevant to comparative government and politics.”

13. www.collegeboard.com In addition, it is impossible to accomplish the other goals of the course without data. Students successfully completing this course will: understand major comparative political concepts, themes, and generalizations. have knowledge of important facts pertaining to the governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia. be able to compare and contrast political institutions and processes across countries and to derive generalizations. Why is the use of data in AP ® Comparative Government and Politics so important?

14. www.collegeboard.com It is the best way to help students meet the challenge of thinking like a political scientist, especially one interested in comparative politics. Political Science is divided into many subfields. Three common introductory ones are: American Government and Politics: The study of the political system in the U.S. International Relations: The study of interactions between international states. Comparative Government and Politics: The study of conceptual differences between and similarities among types of political systems. Why is the use of data in AP ® Comparative Government and Politics so important?

15. www.collegeboard.com As Chief Reader Jean Robinson states in the “AP Comparative Government and Politics Teachers Guide “ (p.3): “We do need to help students master knowledge about the particulars of countries and nations, but we also need to help them develop the analytical skills to make comparisons and generalize from these discrete sets of facts and observations.” Why is the use of data in AP ® Comparative Government and Politics so important?

16. www.collegeboard.com Data study allows students the opportunity to analyze measurable concepts and evaluate patterns and trends of political behavior, both higher order thinking skills. This process is more engaging than memorizing facts and encourages students to apply scientific methods of inquiry to challenging problems facing the global community. Why is the use of data in AP ® Comparative Government and Politics so important?

17. www.collegeboard.com To determine which data sets my students need to study, start with the Course Description outline. Identify which concepts are measurable. The key is to look at quantifiable outcomes of a clearly defined concept. What concepts can be analyzed using data?

18. www.collegeboard.com For example: Legitimacy is the popularly accepted use of power by a government. It is a difficult concept to measure. Lack of legitimacy is probably easier to identify but still hard to quantify. On the other hand, development refers to the level of well- being of a state. It is often measured by Gross Domestic Product (GDP), a common indicator of the wealth of an economy. What concepts can be analyzed using data?

19. www.collegeboard.com Actively search for comparative data in textbooks, journals, news articles, and websites. Look for empirical (quantitative, factual) data from reliable sources. Enhance with qualitative examples. Challenge your students with normative (involving value judgments and ethics) questions. What concepts can be analyzed using data?

20. www.collegeboard.com They need to be able to: Identify which comparative concept can be measured with the data. Analyze the type of data given: source, quantity, direction, classification. Assess the relationships between the variables: direct or indirect correlation, causal. Marshall evidence to document and support generalizations. What do students need to do with the data?

21. www.collegeboard.com Introduction to Comparative Politics Identify the concept: State The AP ® Comparative Government and Politics “Six”: Define the concept: Organization with monopoly of force over a given territory. Examples from the Curriculum Outline ChinaGreat Britain IranMexico NigeriaRussia

22. www.collegeboard.com Introduction to Comparative Politics Find factual data on the territory: It is helpful to include geographical bounding http://www.worldmapper.org/ https://www.cia.gov/library/publications/the-world- factbook/https://www.cia.gov/library/publications/the-world- factbook/ http://www.nationmaster.com/index.php Examples from the Curriculum Outline

23. www.collegeboard.com Introduction to Comparative Politics Marshall evidence to document and support generalizations: What geographic challenges does the state face? What links can the student make between geography and historical challenges faced by the state? Examples from the Curriculum Outline

24. www.collegeboard.com Sovereignty, Authority, and Power Identify concept: Political Culture Define concept: Shared attitudes about government Find factual data on political attitudes: Need to look at survey data. http://pewglobal.org/ http://www.worldvaluessurvey.org/ Examples from the Curriculum Outline

25. www.collegeboard.com Sovereignty, Authority, and Power Marshall evidence to document and support generalizations: What survey evidence could be used to measure legitimacy? Examples from the Curriculum Outline.

26. www.collegeboard.com Political Institutions Identify concept: Election systems Define concept: A set of rules for translating votes into political office positions. Find factual data on social capital: http://www.electionguide.org/ http://www.idea.int/ Examples from the Curriculum Outline

27. www.collegeboard.com Political Institutions Marshall evidence to document and support generalizations: What connections can be made between political culture and types of election systems? Examples from the Curriculum Outline

28. www.collegeboard.com Citizens, Society, and the State Identify concept: Social capital Define concept: The value of connections between individuals in a society. Find factual data on social capital: http://www.hks.harvard.edu/saguaro/ Examples from the Curriculum Outline

29. www.collegeboard.com Citizens, Society, and the State Marshall evidence to document and support generalizations: Why is social capital being measured primarily in postindustrial democracies? Examples from the Curriculum Outline

30. www.collegeboard.com Political and Economic Change Identify concept: Development Define concept: The level of well-being of a state. Find factual data on social capital: Wealth: http://www.worldbank.org/http://www.worldbank.org/ Standard of living: http://www.undp.org/http://www.undp.org/ Examples from the Curriculum Outline

31. www.collegeboard.com Political and Economic Change Development Marshall evidence to document and support generalizations: What are the best indicators to use to assess a state’s level of development? Examples from the Curriculum Outline

32. www.collegeboard.com Political and Economic Change Identify concept: Democracy Define concept: Government by the people. Find factual data on social capital: http://www.systemicpeace.org/polity/polity4.htm http://www.freedomhouse.org/template.cfm?page=1 http://www.transparency.org/policy_research/surveys_i ndices/cpi/2009http://www.transparency.org/policy_research/surveys_i ndices/cpi/2009 Examples from the Curriculum Outline

33. www.collegeboard.com Political and Economic Change Democracy Marshall evidence to document and support generalizations: What are the best indicators to use to assess a state’s level of democracy? Examples from the Curriculum Outline

34. www.collegeboard.com Public Policy Discussion of public policy allows for evaluation of the relationships between concepts. For example: “One of the most interesting debates in comparative political economy pertains to the impact of political regime types on development.” Laurence Saez and Julia Gallaher, “Authoritarianism and Development in the Third World,” The Brown Journal of World Affairs, Spring/Summer 2009, Volume XV, Issue II. Examples from the Curriculum Outline

35. www.collegeboard.com Public Policy Question: “What do you think is the role of economic growth in democratization? Do you think economic growth promotes democracy, democracy promotes economic growth, or some mixture thereof?” From an interview with The Brown Journal of World Affairs and Larry Diamond, Senior Fellow, Hoover Institution, Stanford University, Spring/Summer 2009, Volume XV, Issue II. Examples from the Curriculum Outline

36. www.collegeboard.com Why should I use these debates and questions in an introductory classroom? It is essential to use these types of questions to engage student interest and to have them think like political scientists. Debating and discussing real life issues require students to employ their knowledge of comparative concepts and to utilize data to substantiate their findings on patterns of political behavior. Strategies for teaching students how to analyze and interpret data.

37. www.collegeboard.com Students should precisely define the concept. Students should identify a concrete measure for that concept. Students should explain how that measure is computed. Students should analyze the strengths and limitations of the measure. Students should use data to support generalizations about the concept. Strategies for teaching students how to analyze and interpret data. What strategies can I use to help my students understand the data/conceptual relationships? Students should analyze and manipulate concepts individually first.

38. www.collegeboard.com Economic Development: level of well-being of the economy of a state Most used measures: GDP, GDP per capita (PPP), % of labor in agriculture GDP: Gross Domestic Product is the total market value of goods and services produced within a country over a period of 1 year, usually computed by economic institutions within a country. Strategies for teaching students how to analyze and interpret data. What strategies can I use to help my students understand the data/conceptual relationships? Strategies Example:

39. www.collegeboard.com GDP is the measure of the overall wealth of a country. It is, however, only a measure of reported market transactions of finished goods and services. It doesn’t take into account black market transactions, economic growth, social development indicators, or the cost of negative externalities. But when adjusted per person (capita) and compared to other countries buying power (PPP), it is a helpful indicator of development. On the other hand, what GDP does not indicate is how the wealth is distributed among the population. For that information, it is best to use the GINI index as an indicator. Strategies for teaching students how to analyze and interpret data. What strategies can I use to help my students understand the data/conceptual relationships? Strategies Example:

40. www.collegeboard.com One of the most extraordinary tools that students can use to manipulate data is located at the website: www.gapminder.org www.gapminder.org Strategies for teaching students how to analyze and interpret data. How can students visualize this data to enhance understanding?

41. www.collegeboard.com What examples can students give that higher GDP measures equate with greater development? Strategies for teaching students how to analyze and interpret data. What strategies can I use to help my students understand the data/conceptual relationships? Strategies Example:

42. www.collegeboard.com Example: Africa Measures used: Low Freedom House score = Low Development Polity IV = 1980s Thirty-three to thirty-five African countries were autocracies. With increased electoral democracies, the states have not seen significant development changes. “Key is state strength.” Strategies for teaching students how to analyze and interpret data. What is the relationship between economic development and democracy? (It depends!) “Specific political regime does not guarantee specific types of developmental outcomes.” Lawrence Saez and Julia Gallaher, “Authoritarianism and Development in the Third World,” The Brown Journal of World Affairs, Spring/Summer 2009, Volume XV, Issue II.

43. www.collegeboard.com Governance consists of the traditions and institutions by which authority in a country is exercised. This includes the process by which governments are selected, monitored and replaced; the capacity of the government to effectively formulate and implement sound policies; and the respect of citizens and the state for the institutions that govern economic and social interactions among them. See World Governance Indicators: http://info.worldbank.org/governance/wgi/index.asp http://info.worldbank.org/governance/wgi/index.asp Strategies for teaching students how to analyze and interpret data. International consensus on economic development and democracy = governance. What is Governance?

44. www.collegeboard.com United Nations Development Programme Millennium Development Goals http://www.undp.org/mdg/basics.shtml Strategies for teaching students how to analyze and interpret data.. International consensus on economic development and democracy = Millennium Development Goals

45. www.collegeboard.com In each case, students who know their concepts and what measurements can be used to analyze those concepts will be successful especially if they understand the challenges of gathering data and the limitations in generating conclusions. The key to data analysis is precision. For example, a student cannot classify the economic development level of a state using the GINI Index. The GINI Index measures distribution of wealth in a society. Both Sweden and the United States are highly developed postindustrial states, yet they have very different GINI Index scores. Their economic development level is better explained using GDP data. How will students be assessed on their data knowledge on the AP ® Exam? Students will use their data analysis skills on both the multiple choice and essay portions of the AP Comparative Government and Politics Exam.

46. www.collegeboard.com For example: Students may be asked to: Define the purpose of a specific measure. Distinguish between empirical data and a normative statement. Identify a direct or inverse correlation between variables. Explain the relationship between two concepts. Assess voter opinion from survey data. Distinguish between correlation and causation. Read a table, chart or graph and convey its results. AP ® Data Challenges Any level of analysis using data requires a student to follow certain steps to come to a correct conclusion. Students must carefully take note of the data offered and the task that is required.

47. www.collegeboard.com THIS REQUIRES PRACTICE!! AP ® Data Challenges The key for all of these is for the student to be precise in following the prompt and in analysis of the data.

48. www.collegeboard.com One important concept for students to understand is the difference between population and population growth. Both have an impact on the state in that each poses different challenges for a government to deal with effectively. Population size and composition affect current allocation of resources, while population growth offers future societal challenges, in addition to being a useful indicator of development. AP ® Data Challenges Example: Population v. Population Growth

49. www.collegeboard.com Step One: Identify and define the concept from the Curriculum Outline. Population is the number of people living in a state. Population growth is the rate at which a state’s population changes in a given year. Step Two: Identify how the concept is measured and find the data: Census data and statistical modeling are used to determine this information. See: http://www.census.gov/ipc/www/idb/http://www.census.gov/ipc/www/idb/ AP ® Data Challenges Example: Population v. Population Growth

50. www.collegeboard.com Step Three: What are the pre-test student expectations? Generate data: population #’s, population growth #’s population pyramids Have students manipulate the data—either put in another form, combine information, particularly with development data (GDP per capita (PPP)). AP ® Data Challenges Example: Population and Population Growth

51. www.collegeboard.com Step Four: Use inquiry based questions to facilitate discussion(whole class or small group) on generalizations that can be made from population and population growth data. For example: Countries with low economic development tend to have younger populations with higher population growth. This challenges the state to deal with issues of overpopulation, educational opportunities, job creation, emigration and unrest. On the other hand, developed countries tend to have older populations with lower population growth resulting from increased job opportunities and education for women. This challenges the state to deal with issues of an aging population, retirement benefits, and economic growth potential. AP ® Data Challenges Example: Population and Population Growth

52. www.collegeboard.com Step Five: Use AP GOPO countries as case studies to bring qualitative analysis to the quantitative data discussion. For example: How has China been able to bring its population growth rate down? What future challenges does the state face? How has Iran been able to bring its population growth rate down? What future challenges does the state face? Why is Russia experiencing negative population growth? What challenges does the state face? AP ® Data Challenges Example: Population and Population Growth

53. www.collegeboard.com See these articles: China’s Break Dancing Grandma: http://news.bbc.co.uk/2/hi/asia-pacific/4424789.stm Russia’s Vodka Habit: http://www.nytimes.com/2009/11/03/world/europe/03alcohol.html?_r=1 http://www.nytimes.com/2009/11/03/world/europe/03alcohol.html?_r=1 See these videos: Russian Nashi Weddings: http://www.pbs.org/frontlineworld/stories/russia703/video/video_index.html http://www.pbs.org/frontlineworld/stories/russia703/video/video_index.html Iranian Condom Factories: http://www.youtube.com/results?search_query=iranian+condom+factories&search_type=&aq=f http://www.youtube.com/results?search_query=iranian+condom+factories&search_type=&aq=f AP ® Data Challenges Example: Population and Population Growth

54. www.collegeboard.com Multiple Choice Example: (from the Course Description) 1)In the developed and developing worlds, respectively, the greatest demographic pressures on policy come from which of the following? AP ® Data Challenges Example: Population and Population Growth DevelopedDeveloping Gender ImbalancesAging Overpopulation EmigrationImmigration OverpopulationHigh Death Rates High Birth RatesEmigration

55. www.collegeboard.com Multiple Choice Example: (from the 2006 Released Exam) 2) The most common strategy adopted by developing countries to deal with the problem of population growth is: a)Establishing policies that seek to reduce fertility rates b)Closing their borders c)Encouraging students studying abroad not to return home d)Reducing the size of their urban areas e)Redistributing economic resources to produce equality AP ® Data Challenges Example: Population and Population Growth

56. www.collegeboard.com Essay Question Example: (2009 FRQ 2) Reference the graph below. AP ® Data Challenges Example: Population and Population Growth

57. www.collegeboard.com Essay Question Example: (2009 FRQ 2) AP ® Data Challenges Example: Population and Population Growth Population growth rate is defined as the average annual percent change in the population resulting from a surplus or deficit of births over deaths. A. Describe one trend shown in the graph for Iran and describe one trend shown in the graph for China. B. Explain one policy Iran has used to address population growth issues. Explain one policy China has used to address population growth issues. C. Explain why both Iran and China pursued population growth policies. D. Describe one social or economic consequence of manipulating population growth rates.

58. www.collegeboard.com Essay Question Example: (2009 FRQ 2) AP ® Data Challenges Example: Population and Population Growth AP Central Scoring Guideline and Sample FRQs for #8 2009: http://apcentral.collegeboard.com/apc/public/repository/ap09_comp_gopo_q8.pdf

59. www.collegeboard.com Learning Objectives Participants now: have identified those concepts in the AP ® Comparative Government and Politics Course Outline are measurable by data. know how to locate recent data that measure core concepts and country traits. know how to develop strategies for teaching students to analyze and interpret data relevant to the study of comparative politics.

60. www.collegeboard.com Learning Objectives Participants now: know how to aid students in interpreting the implications of data. be able to apply data analysis techniques to recent AP ® Comparative Government and Politics exam questions.

61. www.collegeboard.com Question and Answer Please raise your hand and then type your question in the Chat box.

62. www.collegeboard.com Thanks to Our Presenter Suzanne Bailey sbailey@hsv.k12.al.us

63. www.collegeboard.com Evaluation Please complete the session evaluation by going to this link: http://www.surveymonkey.com/s.aspx?sm=fGxCriynQ1x7QUZ3 Ot1vjg_3d_3d Your feedback helps us in our efforts to continually reflect on and improve our professional development events. Thank you!