ANALYTICAL READING ACTIVITIES

Topic 1.1–Teacher Version

AP United States
Government
and Politics
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Acknowledgements
AP Curriculum, Instruction, and Assessment Team
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Amy Smallwood-Ringenberg, Director, AP Instructional Design

AP U.S. Government and Politics Instructional Design Team

Alicia Ross, Blue Ridge High School, New Milford, PA
Michael Dies, YES Prep Southeast, Houston, TX
Matt Furfaro, Concord Community High School, Elkhart, IN

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Christopher Budano

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AP U.S. Government and Politics Analytical Reading Activities

Plan Disciplinary Practice:

Source Analysis Describe
the author’s claim(s),
Analytical Reading perspective, evidence, and
reasoning.
Students will read and analyze the following: Reasoning Process:
◼ Required Reading: Excerpts from the Declaration of Independence Definition Describing
characteristics, attributes,
◼ Paired With: Excerpts from John Locke’s Second Treatise of Civil traits, and elements in
Government defining terms and concepts.

In this lesson, students will study:

Enduring Understanding LOR-1: A balance between governmental
power and individual rights has been a hallmark of American political
development. Developing the Disciplinary
Practices
This early required document can
To be able to:
set the stage for future readings.
Learning Objective LOR- I.A: Explain how democratic ideals are reflected To ensure that your students can
in the Declaration of Independence and the U.S. Constitution. identify claims and supporting
evidence in these readings,
these activities provide many
Building Understanding
opportunities for students to
In this early lesson, both documents provide students with the opportunity practice these skills and for you to
to read arguments. Political scientists work to identify the perspective assess their progress.
of the author and how that perspective influences the argument. These Consider the merits of a mini-
documents also provide practice in identifying multiple claims and the lesson that can surface and
supporting evidence the author uses to substantiate those claims. refine what students already
know about the structure of an
In these closely related documents, students are tasked with uncovering
argument and how the reader
the reasoning processes of an Enlightenment philosopher and a Founding can identify claim(s), evidence,
Father. The importance of these texts in helping the political scientist and the reasoning employed by
understand how terms and ideas like natural rights and social contract the author. A discussion of how
theory were understood by Jefferson and others supports a deeper perspective influences the point
understanding of those ideas today. of view and resultant argument
made by the author can also be
valuable. Carefully assessing
student responses to the questions
provided both in margins and at
the end of each document can
provide information about your
students’ needs and abilities.

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AP U.S. Government and Politics Analytical Reading Activities

Topic 1.1: Ideals of Democracy

Required Document: Excerpts
Source Analysis from The Declaration of
Independence by Thomas
Jefferson (for a committee)
Before You Read
Paired with: Excerpts from
Political scientists analyze founding documents for ways that they relate to Second Treatise of Civil
our government today. They focus less on the historical situation and more Government by John Locke
on how the principles established in the documents were used to create our
governmental structures.
As you prepare to read the Declaration of Independence from a political Related Concepts:
science perspective, take a moment and think about what some of the ◼ Purpose of Government
main themes in the Declaration mean to you. When you think about our
government, how do you think these principles relate?
◼ Natural Rights
◼ Social Contract Theory
What individual
rights should
◼ Balance Between Liberty
a government and Order
protect for its
people?
Definition
Describe characteristics,
What should attributes, traits, and
a government
elements in defining terms
provide for its
and concepts.
people?

Source Analysis
How can people
hold their Describe the author’s
government claim(s), perspective,
accountable? evidence, and reasoning.

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AP U.S. Government and Politics Analytical Reading Activities

The Declaration of Independence

As you read the text, consider how the author develops an argument for
independence that reflects his perspective on the nature and purpose of
government. Try to identify the evidence he uses to support his argument.
Think about how Jefferson defines rights and how government relates to
those rights.
The questions you see in the margin will guide your note-taking and help
you see the evidence and reasoning Jefferson uses. Definitions for some
non-academic vocabulary words and phrases can be found at the bottom of
the page.

Second Continental Congress, July 4, 1776

Check Your Understanding

In Congress, July 4, 1776. Use the space below the first
paragraph to rewrite what Jefferson
The unanimous Declaration of the thirteen united States of America, is saying in your own words.
When in the Course of human events, it becomes necessary for one people
to dissolve the political bands which have connected them with another, Academic Vocabulary
and to assume among the powers of the earth, the separate and equal Find the phrase “Laws of Nature
station to which the Laws of Nature and of Nature’s God entitle them, and of Nature’s God” in this
a decent respect to the opinions of mankind requires that they should paragraph. Use context clues within
declare the causes which impel them to the separation. the text to determine what Jefferson
means.

When a group of people find it necessary to break away from another group Answers may vary. Students may

that they have been connected to politically, they should explain to the world respond that “Laws of Nature”

the reasons they are doing this. refer to the kind of rules that

everyone, including governments,

have had to follow throughout

human history. Students may

explain that by referring to

“Nature’s God” that Jefferson

is stating that some rights are

given by God.

dissolve: bring to an end Source Analysis

Highlight or underline the phrase
entitle: establish a right to in this paragraph that explains why
impel: force or urge Jefferson wrote this document.

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AP U.S. Government and Politics Analytical Reading Activities

We hold these truths to be self-evident, that all men are created equal, that Check Your Understanding
they are endowed by their Creator with certain unalienable Rights, that Circle the specific rights that
among these are Life, Liberty and the pursuit of Happiness. Jefferson outlines in this section.

Connect to Content
Describe one way in which
Jefferson’s description of rights
relates to your understanding of the
American governmental system.
Answers may vary but might
include the idea that we are
born or entitled to certain rights.
Students might discuss rights
and/or limitations. Be sure
that they are connecting their
responses to what is in the text.

Academic Vocabulary
What does Jefferson mean by
liberty in this context?
Answers may vary but students
should equate liberty with
freedom. Students may expand on
what freedom means to Jefferson
– free speech (especially to speak
out against one’s government,
freedom of religion, …)

self-evident: evident without proof or reasoning

unalienable: incapable of being given up

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AP U.S. Government and Politics Analytical Reading Activities

—That to secure these rights, Governments are instituted among Men, Check Your Understanding
deriving their just powers from the consent of the governed, —That Describe one characteristic
whenever any Form of Government becomes destructive of these ends, of government that Jefferson
it is the Right of the People to alter or to abolish it, and to institute new mentions.
Government, laying its foundation on such principles and organizing Answers may vary but could include
its powers in such form, as to them shall seem most likely to effect their
the idea that government gets its
Safety and Happiness. Prudence, indeed, will dictate that Governments
long established should not be changed for light and transient causes; and powers from the people or by
accordingly all experience hath shewn, that mankind are more disposed to the “consent of the governed.”
suffer, while evils are sufferable, than to right themselves by abolishing the
forms to which they are accustomed. This introduces the idea of popular
sovereignty as an underlying
principle of our government.

Source Analysis
Explain one claim Jefferson makes
about the purpose of government.
Claim should include the idea that
government’s purpose is to protect
the natural rights (life, liberty,
and the pursuit of happiness) of
the people. Another claim might
be that the people have the right
of rebellion when the government
fails to protect their natural rights
and to form a new government.

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AP U.S. Government and Politics Analytical Reading Activities

But when a long train of abuses and usurpations, pursuing invariably the Source Analysis
same Object evinces a design to reduce them under absolute Despotism, According to Jefferson, under what
it is their right, it is their duty, to throw off such Government, and to conditions are the people justified
provide new Guards for their future security. —Such has been the patient in throwing off a government?
sufferance of these Colonies; and such is now the necessity which When a government abuses the
constrains them to alter their former Systems of Government.
rights of people or seeks to
oppress them (“reduce them under
The history of the present King of Great Britain is a history of repeated absolute Despotism”), the people
injuries and usurpations, all having in direct object the establishment of an
absolute Tyranny over these States. To prove this, let Facts be submitted to have a duty or responsibility to
a candid world. revolt and form a new government.

Source Analysis
What does the text on this page tell
us about Jefferson’s perspective on
government?
Answers may vary but look for the
development of Jefferson’s idea
of popular sovereignty -- people
create governments by their
consent and can withdraw their
consent when a government abuses
their natural rights.

evinces: reveals or shows clearly

usurpations: to take or make use of without right

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AP U.S. Government and Politics Analytical Reading Activities

He has refused his Assent to Laws, the most wholesome and necessary for Check Your Understanding
the public good. Here, Jefferson names a series of
grievances or complaints against
He has forbidden his Governors to pass Laws of immediate and pressing
the King. How does this list relate
importance, unless suspended in their operation till his Assent should be to Jefferson’s earlier assertions
obtained; and when so suspended, he has utterly neglected to attend to about the nature and purpose of
them…. government?
… Look for students to make the

In every stage of these Oppressions We have Petitioned for Redress in connection by expressing that the
the most humble terms: Our repeated Petitions have been answered only purpose and nature of government
by repeated injury. A Prince whose character is thus marked by every act
is that it governs by the consent
which may define a Tyrant, is unfit to be the ruler of a free people….
of the people and is charged
We, therefore, the Representatives of the united States of America, in
General Congress, Assembled, appealing to the Supreme Judge of with protecting natural rights. This
the World for the Rectitude of our Intentions, do, in the Name, and by list provides evidence that Great
Authority of the good People of these Colonies, solemnly Publish and
Britain is violating those rights.
Declare, That these United Colonies are, and of Right ought to be Free and
Independent States; that they are absolved from all Allegiance to the
British Crown, and that all political Connection between them and the Source Analysis
State of Great Britain, is and ought to be totally dissolved . . . How does Jefferson use these
grievances as evidence to support
his claim?
Answers may vary but in reading
the Declaration as an argument for
independence, look for students
to identify in some way the
grievances as supporting evidence
that Great Britain has violated
the colonists’ natural rights. This
supports the claim that the people
have a duty to “throw off” such a
government.

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AP U.S. History Analytical Reading Activities

After You Read

Thinking Like a Political Scientist

Reasoning Process: Describe

Based on the reading, describe two characteristics Jefferson applies to a

government.
Students may include the characteristic of popular sovereignty or the idea that

the government gets its consent to govern from the people.

Students may also describe the idea that the chief role of government is to

protect natural rights of the people. If the government fails, the people have

the right, even duty, to rebel.

What traits does Jefferson use to describe bad government?

Jefferson uses the terms tyranny, repeated injuries and usurpations – he names

traits of repeated oppression of the people (denial of natural rights).

Political Science Disciplinary Practices

Source Analysis

What was Jefferson’s claim?

Answers may vary somewhat. Look for the claim that the Americans are

justified in declaring independence from the British because the natural rights

of the American people have been violated by the King.

What evidence did he use to support his claim?

Answers may vary but look for Jefferson’s defining legitimate government as

derived from the consent of the people (popular sovereignty) and charged

with protecting natural rights. He then uses a list of grievances as evidence to

support the claim that the Americans are justified in declaring independence.

What line of reasoning is Jefferson using to structure his argument -

causation or comparison? How do you know?
Causation. Students may cite the idea that the cause of the separation was

Great Britain’s violation of the natural rights of the colonists. Students may

say that the government of Great Britain was no longer legitimate due to its

violation of the social contract (the use of the term social contract might be

invoked if students did prior reading from a textbook or other source before

reading the Declaration).

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AP U.S. Government and Politics Analytical Reading Activities

How does the evidence used by Jefferson relate to and support the claim?
Jefferson’s claim that the colonists were compelled to separate from Great

Britain (declare independence because the Americans’ natural rights were

violated) is supported by the list of grievances against the king. Those

grievances support the violation of the rights of Americans.

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AP U.S. Government and Politics Analytical Reading Activities

Second Treatise of
Civil Government

In John Locke’s Second Treatise, the Enlightenment philosopher explains

his theory of natural rights and the social contract. Aspects of Locke’s
work can be found in the Declaration of Independence. A political scientist
reads and analyzes the Second Treatise in an effort to deepen his or her
understanding of our founding principles.
This text, like the Declaration of Independence, is a primary source
document. It is a challenging read. As a reader, consider what this may
mean in terms of your pacing and stamina.
As you read the text, consider how the author develops an argument about
people’s rights and government. Make notes in the margin of the text where
you see evidence being used to advance the argument.
As you respond to the questions both in the margins and those that follow
the reading, it is often useful to cite the specific text that formed the basis
on your response.

Source Information: The Second Treatise of Government (1690), by John

Locke

Of the State of Nature.

Sec. 4. To understand political power right, and derive it from its original, Check Your Understanding
we must consider, what state all men are naturally in, and that is, a state of According to Locke, what is the
perfect freedom to order their actions, and dispose of their possessions and natural state of men?
persons, as they think fit, within the bounds of the law of nature, without
Answers may vary but students
asking leave, or depending upon the will of any other man.
should indicate that this condition

is one of absolute freedom, in

which people can do what they

want within the limits of the law

of nature. Another way of putting

this idea is that this was the

state people were in prior to

the development of government.

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AP U.S. Government and Politics Analytical Reading Activities

A state also of equality, wherein all the power and jurisdiction is reciprocal, Check Your Understanding
no one having more than another; there being nothing more evident, than Paraphrase in the space below the
that creatures of the same species and rank, promiscuously born to all the first paragraph on this page what
same advantages of nature, and the use of the same faculties, should also Locke says about equality.
be equal one amongst another without subordination or subjection unless
the lord and master of them all should, by any manifest declaration of his Check Your Understanding
will, set one above another, and confer on him, by an evident and clear According to Locke, what could set
appointment, an undoubted right to dominion and sovereignty. . . . one man above another?
Answers may vary but might arrive at an idea of equality as each man is born Answers may vary but include the
with more or less have the same features and/or abilities. Locke references idea that it may be the will of
that idea that we are more or less the same because we belong to the same God that sets one person apart
species. -—something that speaks to a

“manifest declaration” of God’s

will. This idea is revisited as

Locke has already argued against

the divine right of kings theory in

his First Treatise.

reciprocal: shared or felt by both sides

faculties: inherent functions; natural ability

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AP U.S. Government and Politics Analytical Reading Activities

Sec. 6. . . . The state of Nature has a law of Nature to govern it, which Source Analysis
obliges every one, and reason, which is that law, teaches all mankind . . . What is Locke’s claim regarding
that being all equal and independent, no one ought to harm another in his the “state of Nature” in this
life, health, liberty, or possessions.... Every one, as he is bound to preserve paragraph?
himself, and not to quit his station wilfully [sic], so by the like reason, when The “state of Nature” is not
his own preservation comes not in competition, ought he, as much as he
can, to preserve the rest of mankind, and not unless it be to do justice on an without any laws as there is a
offender, take away or impair the life, or what tends to the preservation of Law of Nature to govern the
the life, the liberty, health, limb, or goods of another.
behavior of men in this condition.

Academic Vocabulary
Underline the text in Sec. 6 that
explains what Locke means by the
“law of Nature.”

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AP U.S. Government and Politics Analytical Reading Activities

Of the Beginning of Political Societies. Source Analysis

Highlight or underline the reasons
Locke gives for why people agree
Sec. 95. MEN being, as has been said, by nature, all free, equal, and
to give up living in a state of nature
independent, no one can be put out of this estate, and subjected to the and to form a political society.
political power of another, without his own consent.
The only way whereby any one divests himself of his natural liberty, and Check Your Understanding
puts on the bonds of civil society, is by agreeing with other men to join and According to Locke, what do men
unite into a community for their comfortable, safe, and peaceable living one give up in leaving a state of nature
amongst another, in a secure enjoyment of their properties, and a greater when they consent to be governed?
security against any, that are not of it. . . . When any number of men have What do they gain by entering into
so consented to make one community or government, they are thereby society (social contract)?
presently incorporated, and make one body politic, wherein the majority Men give up the kind of freedom
have a right to act and conclude the rest….
to do as they wish without having

to live under the “bonds of civil

Sec. 131. But though men, when they enter into society, give up the
society,” or in other words, not
equality, liberty, and executive power they had in the state of Nature, into
the hands of the society, to be so far disposed of by the legislative as the having to live under a government.
good of the society shall require, yet it being only with an intention in every
They gain greater security
one the better to preserve himself, his liberty and property (for no rational
creature can be supposed to change his condition with an intention to be (safety) for their most important
worse),
rights – life, liberty, and property.
the power of the society, or legislative constituted by them, can never be
supposed to extend farther, than the common good,
but is obliged to secure every one’s property, by providing against those Connect to Content
three defects above mentioned, that made the state of Nature so unsafe
According to Locke, what are the
and uneasy. … by indifferent and upright judges, who are to decide limits of governmental power?
controversies by those laws; and to employ the force of the community at How are these limits reflected in
home only in the execution of such laws, or abroad to prevent or redress the U.S. Government?
foreign injuries and secure the community from inroads and invasion. And
Government is primarily created
all this to be directed to no other end but the peace, safety, and public good
of the people. by people (through the social

contract) to protect the people’s

property and to protect them

against domestic (within the

society) and foreign threats. The

power of the government is

limited to pursuing the “common

good” or the public interest.

Source Analysis
Circle the details Locke provides
about the responsibility a
government has to the people.

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AP U.S. Government and Politics Analytical Reading Activities

Of Tyranny. Check Your Understanding

In Sec. 199, Locke gives examples
of tyranny. Use the space below
Sec. 199. As usurpation is the exercise of power which another hath a right
the text to summarize his position
to, so tyranny is the exercise of power beyond right, which nobody can have in your own words.
a right to; and this is making use of the power any one has in his hands,
not for the good of those who are under it, but for his own private separate
Source Analysis
advantage.
How does Locke’s argument about
Tyranny is exercising unauthorized power that only serves the interest of the
tyranny compare to Jefferson’s
ruler(s) exercising it, not in the interest of the people. argument?
Students should note the similarities

of the two men’s arguments. Both

When the governor, however intitled, makes not the law, but his will, the
rule; and his commands and actions are not directed to the preservation define tyranny as exercising power
of the properties of his people, but the satisfaction of his own ambition, in a way that is not legitimate, or
revenge, covetousness, or any other irregular passion.
that does not serve the public

good. Both men see the purpose

of government as protecting the

natural rights of the people.

Of the Dissolution of Government. Source Analysis

Circle the text in Sec. 222 where
Locke explains why men enter into
Sec. 222. The reason why men enter into society, is the preservation of society.
their property; and the end while they choose and authorise a legislative
is that there may be laws made, and rules set, as guards and fences to
the properties of all the members of the society, to limit the power, and
moderate the dominion of every part and member of the society. …

covetousness: desire for wealth; greed

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AP U.S. Government and Politics Analytical Reading Activities

...whenever the legislators endeavour to take away and destroy the property Source Analysis
of the people, or to reduce them to slavery under arbitrary power, they put What does Locke argue is the
themselves into a state of war with the people, who are thereupon absolved consequence when government
from any farther obedience, and are left to the common refuge, which God threatens the rights of the people?
hath provided for all men, against force and violence. ... by this breach of They forfeit, or give up, the
trust they forfeit the power the people had put into their hands for quite
contrary ends, and it devolves to the people, who have a right to resume power the people granted them
their original liberty, and by the establishment of a new legislative (such as and that power returns to the
they shall think fit) provide for their own safety and security, which is the
end for which they are in society. people who may then form

a new government to better

preserve their rights to safety

and property.

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AP U.S. Government and Politics Analytical Reading Activities

After You Read

Thinking Like a Political Scientist

Reasoning Process: Describe

How did John Locke define equality? What rights were all men entitled to
in his state of nature?
Locke defined equality as something men were born into – the state in which

no one is set above another. The rights people were entitled to in a state of

nature consist of life, liberty, and property.

What, according to Locke, are the elements of the social contract?

People enter into civil society, or form a government, and give up the kind of

freedom they had in a state of nature in order to have greater security for

themselves and their property.

Political Science Disciplinary Practices

Source Analysis
In the Second Treatise, how did Locke come to the conclusion that men are
equal in a state of nature?
Answers might include the idea that all men belong to the same species and are

roughly equal to one another in their abilities.

Describe Locke’s reasoning regarding how governments were formed from

a state of nature. Do you find his argument compelling? Explain.
Answers may vary -- the description should include the idea that natural rights

were better secured in a state of nature against those who would not follow

nature’s law. People were willing to exchange the absolute freedom they had

in a state of nature for the kind of security of their rights they might better

enjoy under a government.

Students should explain why they agree or disagree with Locke’s ideas.

What evidence was most useful to the author in supporting this claim?
Answers will vary but evidence should be drawn from the text. For example,

student might cite the evidence from Sec. 95, “agreeing with other men to

join and unite into a community for their comfortable, safe, and peaceable living

one amongst another, in a secure enjoyment of their properties, and a greater

security against any, that are not of it. . . .”

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AP U.S. Government and Politics Analytical Reading Activities

Making Connections Student entries in the Venn

Diagram should reflect how

Let’s now analyze the two readings in this lesson. closely related the words and
Use the graphic organizer below to identify and describe similar ideas of the Declaration are
characteristics, traits, or elements between Jefferson’s argument about the
purpose of government in the Declaration of Independence and Locke’s to some of the excerpts here.
argument in the Second Treatise. Answers should include the ideas

of equality of man, natural rights,

purpose of government, popular

sovereignty, and the social

contract.

Some differences might include

Jefferson’s use of “pursuit of

happiness” where Locke uses

“property.”

According to what you read in Jefferson and Locke, how are liberty and
order balanced in the social contract?
Answers may vary but student responses should reflect the idea that people,

according to the social contract theory, gave up some of their freedoms in

exchange for having greater security of both their lives and their property.

The people’s most important rights are more secure and a government that

exceeds its powers breaks the social contract.

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