AP U.S. GOVERNMENT & POLITICS · UNIT 1 · 2026–2027
Who Has the Power?
Work in pairs or trios. Rotate reader, evidence finder, and challenger; in a pair, share the third role. Each student writes responses in a notebook. Write before opening a hint or model explanation.
Part A · Branches, levels, and a photo scavenger hunt · 20 minutes · 8 points
Source: The Constitution assigns legislative power to Congress, executive power to the president, and judicial power to courts. The Tenth Amendment reserves powers not delegated to the United States or prohibited to states to the states or the people. Articles I–III · Tenth Amendment.
1. Warm-up · About 10 minutes
For each hypothetical, name the most directly illustrated principle and explain the mechanism. 2 points each. An example may involve more than one principle; identify the central relationship.
- Congress passes a bill. The president vetoes it. Both chambers consider an override.
- Congress writes a law, an executive agency administers it, and a federal court interprets it in a lawsuit.
- The national government coins money while a state sets requirements for its public schools, subject to constitutional limits.
Hint
Blocking another institution's action is different from performing a different job. Then ask whether the actors belong to the same government or different levels.
Check Part A · 6 points
1. Checks and balances: the veto restrains Congress; a two-thirds vote in each chamber can override it. 2. Separation of powers: legislative, executive, and judicial institutions perform distinct functions. 3. Federalism: authority exists at national and state levels. Coinage is a national power; education is principally a state responsibility, although national law and funding can affect it. Award one point for each label and one for the explanation.
2. Photo scavenger hunt: Government in everyday life · About 10 minutes
Your goal: Find everyday objects or signs that show what governments do. Your team will make one document or three slides containing at least three images with captions: one national example, one state example, and one local example.
- Gather your images. Use existing photos or find images on official government websites using your laptop. You may use the examples below or choose your own. Include the source link for each online image. You can complete this at your desk; use a phone or take new photos only with Mr. Cutler's permission. If images are unavailable, use labeled sketches.
- Write a caption for each image. In two or three sentences, identify the object or sign, name the specific government and its level, and explain the power, rule, or service it illustrates. Support your explanation with class notes, a constitutional provision, or an official government source. If more than one government is involved, explain the different roles.
- Share and save. Put your names on the document or slides and show your three images and captions to Mr. Cutler during class. Save them for Unit 2. This activity page does not collect uploads.
| Image to find | Government connection | Evidence to check |
|---|---|---|
| A U.S. quarter or other U.S. coin | National: Congress has the power to coin money; states cannot coin their own money. | Constitution, Article I, Sections 8 and 10 |
| A Massachusetts vehicle inspection sticker or inspection-station sign | State: Massachusetts runs a vehicle safety and emissions inspection program through the RMV and MassDEP. | Massachusetts Vehicle Check |
| A Newton recycling cart or a city-issued recycling sign | Local: Newton provides municipal recycling services. Check that your image represents the city's program. | City of Newton: Trash and Recycling |
Individual written check · 2 points: Use your national and state examples to explain how federalism divides government authority. How is that different from separating power among Congress, the president, and the courts? Add one sentence explaining where local government fits.
Check your explanation · 2 points
Award one point for accurately explaining the national and state responsibilities shown in your images. Award one point for explaining that federalism divides authority between governments, while separation of powers divides responsibilities among branches within a government, and recognizing that local governments exercise authority under their states. A local example shows how government reaches everyday life; it does not create a third constitutionally sovereign partner.
Part B · Follow the money · 12 minutes · 12 points
| Tool | Working definition |
|---|---|
| Revenue sharing | National funds distributed with broad recipient discretion and few restrictions on use. |
| Block grant | National funding for a broad policy area, with substantial state discretion. |
| Categorical grant | Funding restricted to a specific purpose, often with detailed conditions. |
| Mandate | A national requirement imposed on states; it may be funded or unfunded. |
Definitions paraphrase the CED, Topic 1.7. The scenarios below are invented examples.
Classify each proposal and explain its effect on state discretion. 2 points each, 8 total.
- States receive funding that can support several kinds of community health programs, with flexibility to choose among them.
- States may use a federal award only to purchase a specified kind of safety equipment and must document that spending.
- A valid national requirement directs states to follow a reporting rule regardless of whether they accept a particular grant.
- States receive national funds with few restrictions on which state services they support.
Hint
Broad policy area, narrow purpose, required action, or broadly flexible funds? A grant offers money; a mandate imposes a requirement.
Check Part B · 8 points
1. Block grant: flexibility within community health. 2. Categorical grant: a narrow use and spending conditions. 3. Mandate: a required action, not merely an incentive to accept money. 4. Revenue sharing: broad spending discretion. Award one point for the category and one for explaining discretion. This exercise assumes constitutionally valid arrangements; neither national nor state authority is unlimited.
Policy argument · 4 points: A state wants flexibility, while national officials want comparable services across states. Recommend one funding tool. Give a claim (1), explain the tool (1), describe a likely policy effect (1), and acknowledge a tradeoff (1). More than one recommendation can earn full credit.