AP Gov Student Engage with Community

Juniors and seniors in AP United States Government & Politics and AP Comparative Government are currently completing their Civic Action project, designed to connect classroom concepts with real world politics. Grounded in the idea that democracy is founded on participation, this project encourages students to get involved in politics by actively volunteering and acquiring real-world experience. As the AP US Gov curriculum outlines, “The United States, its history, its politics, and its culture, has been constructed by people who decided to take action, take a stand, and become involved. The essence of democracy, either direct or representative, is the participation of the people.” 

This project, a large part of both AP Government courses, requires students to engage in political processes firsthand. Quoting directly from the instructions for the project, this assignment is “a major project for the term” which is “going to allow [students] to engage in some thinking about, some writing on, and some participating in the political process.” For AP US Gov students, everyone must fulfill “a minimum of 10 hours of volunteer service” by the national election on November 5th. The rubric also defines that at least 10 of those hours must involve “volunteering for a campaign,” though other options include “working as a poll worker on Election Day,” “campaigning for a candidate or ballot initiative,” or “working on a voter registration drive.” The requirements are almost identical for AP Comparative Gov students, except they receive the whole semester and are given more flexibility on volunteering options. 

The goal of this project isn’t about merely logging hours and calling it a day. AP United States Government & Politics teacher Mr. Smock shared his perspective: “My hope is… to create… lifelong politically engaged citizens.” This project allows students to experience politics beyond textbooks and lectures by “engaging with political activities, with real campaigns, real candidates.” Additionally, Smock said that “what I really like is people working with candidates, doing things… to go out and talk to other citizens… to persuade and convince people to support one candidate versus the other,” giving students valuable knowledge they can’t simply learn in the classroom. 

From meeting candidates to advocating for issues, students are exploring civic engagement and gaining incredible insight into the democratic process. Further, as Smock points out, these experiences push students to face personal challenges, such as engaging with voters or advocating for candidates. “There’s a personal challenge that everybody… faces,” he explains, highlighting how these activities, though difficult, are essential for developing confidence and critical communication skills.

Through the project, students not only learn about the intricacies of campaigning and elections but also gain a deeper understanding of what it takes to influence others and make a difference. “What does it look like to win a campaign or win an election?” Smock asks, encouraging students to consider the strategy, teamwork, and dedication required to succeed. By engaging in these tasks, they gain a practical understanding of how democracy works on the ground level.

Ultimately, the project helps students appreciate the significance of civic participation and the impact it can have on shaping society. As Smock notes, “Invariably, and not everybody, but I think a pretty strong majority…  see the virtue” in their efforts once they’ve experienced it themselves. The Civic Action project not only teaches students about politics, but it also fosters a sense of responsibility and connection to the democratic process, ensuring they are prepared to remain active, informed citizens for years to come.