Part II: Sample Prompts for the Argument Essay FRQ- AP government

Official Portrait of Justice Sonia Sotomayor

Official Portrait of Justice Sonia Sotomayor

Should judges serve life terms? This was a vexing question which consumed the Framers and survives today in the hearts and minds of people who follow the Supreme Court. I think the question lends itself very well to what we might see on the argument essay FRQ in AP government. Here is what this Prompt might look like.

And here are some others…

Presidency:  Do executive orders give the president too much power?  Prompt

Photo IDs and federalism:  Do states have the authority to pass photo identification laws which restrict people’s ability to vote?  Prompt

Social Media:  Is social media a healthy way for citizens to participate in our political system?  Promptvoter_id

Electoral College:  Should the electoral college be abolished?  Prompt

I have no clue at this point what might show up on this portion of the exam. At the very least, though, these can provide for good practice for students in making claims, defending them and responding to rebuttals.

Here are other sample prompts from a previous post I shared a few weeks back.


 

 

New teaching routines are hard— except this one.

abraham-lincoln-716182_1920

Good questions and conversations don’t just happen. They come from deep thinking and careful planning. The hardest part is establishing a routine to make them happen, and then sticking to it.

My brother Steve– also a high school social studies teacher with a background in philosophy– developed a routine to foster better classroom conversations.  He’s had really good success in a very challenging urban teaching environment on the west side of Chicago.

Coming from a suburban environment, I thought it would be interesting to integrate my focus on essential questions into what he is doing.

Here’s the process broken up into three specific phases:  Quote, Counterclaim, Essential Question

Continue reading

Sample Prompts for the Argument Essay FRQ- AP government

US_Congress_02

Below are 13 samples, each of which includes:

  • A sample essential question which introduces the argument essay prompt on some area of government.
  • A draft prompt including three founding documents that could help shape the students’ arguments.

Are your students bored with the founding documents?

It describes a 3-Step student engagement technique that you can use with the founding documents to make them more interesting.

I used the technique with success with Martin Luther King’s Letter From a Birmingham Jail and the Articles of Confederation.

Send an email to support@teachdifferent.com and they’ll send you 3-Step Think Alouds showing how it works.

 

AP Government Argument Essay Samples

 

Interest groups: Do interest groups hinder or promote democracy?  Prompt

Gridlock:  Is gridlock from divided government healthy or unhealthy for our system of government?  Prompt

Term limits:  Do congressional term limits violate or honor indexpopular sovereignty? Prompt

Citizen participation: Does citizen participation really matter?  Prompt

Primaries and caucuses: Is the presidential nominating process democratic? Prompt

Presidency:  Do executive orders give the president too much power?  Prompt

Photo IDs and federalism:  Do states have the authority to pass photo identification laws which restrict people’s ability to vote?  Prompt

Social Media:  Is social media a healthy way for citizens to participate in our political system?  Promptvoter_id

Electoral College:  Should the electoral college be abolished?  Prompt

Civil Rights:  Should the federal government have power over states in the shaping of civil rights policies?  Prompt

Representative versus direct democracy: Which is a better vehicle to serve citizen needs– a representative or direct democracy?  PromptThe_Kavanaugh_family_and_Donald_Trump

Independent judiciary:  Is an independent judiciary a threat to or a savior for democracy?  Prompt

Congressional oversight:  Is congressional oversight healthy or unhealthy for our system of government?  Prompt

Overall, I really like the changes to the AP government exam. Not only is the entire course framework organized by essential questions, one of the new FRQs– the argument essay– implies an essential question.

Need help with Supreme Court comparison FRQ?    I’ve posted some samples here


Nervous about an impeachment discussion? Try this…

NotMyPresident

The bad news is we live in a time when everything in politics seems to be so emotionally charged and negative that it’s a struggle to talk to one another.

The good news is that carefully crafted questions can diminish this negativity and nurture better conversations. Continue reading

Brutus No. 1 showed up in government class to answer some questions…

Robert-Yates-197x300

Anti-Federalist Robert Yates

 

I may have stumbled into a way to

1. inspire students to ask more questions

2. encourage close reading of a primary source

3. save time

The idea here is very raw. Read this and reply with your ideas.  And if you try this out, I’d love to know what happens.

Back story:

Around 10 years ago I watched my student teacher try a strategy in US history which she learned about in her methods class. She played a short video showing a wild party at a speakeasy during the 1920s. At the party were scantily dressed men and women dancing around. After two minutes or so– during which students were noticeably confused– she stopped the video to show one of the women close up. She stood in front of the projector screen and gave a simple command:1024px-Violet_Romer_in_flapper_dress,_LC-DIG-ggbain-12393_crop

“Hi!  I’m a flapper. Interview me”. 

Without delay the students started firing questions at her, ranging from “What is a flapper?”, “Why are you dressed like that?”, “How are you getting away with drinking alcohol?” to “Who was invited to the party?”   I remember thinking to myself– ‘what an innovative way to get students to start asking questions‘.

Yet I never tried the strategy myself…until this week.

I was in a time crunch teaching the founding period in AP government–feeling a little overwhelmed with all of the primary sources required from the College Board.  I’ve  already had classroom discussions on Federalist 10, 51 and 70. Students are a little burned out.  I needed a quick, imaginative idea for teaching Brutus 1— the seminal work which lays out the philosophy of the Anti-Federalists.

My mind raced back 10 years to that experience with my student teacher. What if I came up with a way to use the ‘Interview Me’ technique to inspire student questions on a primary source?  Why not give it a shot?   It’s not a Socratic seminar but who cares?  As long as the students did a close reading of the document, and developed some cogent questions, my objectives would be met.  And it might actually be fun.

So here’s what happened–Brutus-I-revised-font-300x300

1. Students read excerpts from Brutus No. 1 in groups of three (document courtesy of the Bill of Rights Institute).  I told them beforehand to formulate questions about the meaning of the reading

2. Before setting them off to read it, I said they would have a chance to interview Brutus I (played by me) with 15 minutes left in the period. He would clear up their misunderstandings.

3. With 15 minutes left I sat in front of the room and said

“Hi!  I’m Brutus I. Interview me”

I fielded their questions and students took notes based on my responses. We went right to the bell. (I screwed up here. I should have allowed at least 30 minutes for the interview.)

I haven’t assessed them yet but in terms of student interest in the activity and the quality of their questions, I was pleasantly surprised.  They were amused with my performance. I didn’t dress up at all. I just made sure that I assumed the character of somebody who was afraid of centralized political power, large republics and a national Congress which would abuse its authority through its power to tax. It actually wasn’t hard to pull off from my end.  It ended up being like a bizarre 15 minute co-presentation with my students as assistants.

There was something about the interview format which motivated students to ask questions. It brought a different energy to the room. Because they were interviewing me, they didn’t seem embarrassed at all about their confusions. They went along with it.

I see some adaptations for next time:

1. Tell a student to study the primary source beforehand and run the interview for the class.

2. Find two primary sources; divide the class; give one source to each section; have each section stage an interview.  Maybe they could plan out questions beforehand so the interviewee knew what was coming and they made sure to cover salient points. Sounds like a mini-class project waiting to happen.

Has anybody ever tried this technique before with primary sources?  If so, what did you do and were you successful?

Any ideas for improving this?   The input would be great!  Thanks.

Big Questions in Action

An AP government student asked a really Big Question and here’s what happened…

KING

Students come up with stunningly good questions.

Sometimes those questions take over the class.

I just experienced this first hand during a discussion on Plato’s Crito and Martin Luther King’s Letter From a Birmingham Jail  (one of the required documents in the redesigned AP government course.) Continue reading

The Kavanaugh Hearings: Let Questions Turn Chaos into Opportunity

The_Kavanaugh_family_and_Donald_Trump

The Kavanaugh hearings have rocked the country.  The Supreme Court, that one place where politics is supposed to be off limits, has succumbed to partisanship. We are a government flirting with chaos.

In these times it’s useful to take a step back and remember some age-old wisdom by the great Chinese philosopher and military strategist Sun Tzu:

“In the midst of chaos, there is also opportunity.”  Sun Tzu

Continue reading