Teaching Adam Smith in AP® U.S. Government and Politics

With the revised AP U.S. Government and Politics Course and Exam Description, teachers will notice the addition of the core principles from the writings of Adam Smith among the required foundational documents. At first glance, this may seem surprising. Adam Smith is often introduced in economics courses, not government classes. However, his inclusion reflects an important reality: many of the enduring debates in American government center on competing views about the relationship between government and the economy.

The challenge for AP Government teachers is not simply finding time for another foundational document. It is determining where Smith belongs in the curriculum and how his ideas can enhance students' understanding of constitutional principles, public policy, and political ideologies. Fortunately, Smith is one of the easiest new additions to integrate because his ideas naturally connect to multiple units throughout the course.

Start in Unit 1, but Don't End There

The most logical introduction to Adam Smith comes during Unit 1: Foundations of American Democracy alongside other Enlightenment thinkers and foundational documents. Students already examine John Locke's theories of natural rights, Montesquieu's separation of powers, and the social contract tradition. Smith expands that intellectual landscape by addressing a different question:

What is the proper role of government in economic life?

Rather than teaching Smith as an economist, frame him as a political philosopher whose ideas continue to shape American policymaking. Students should understand that Smith argued governments have important responsibilities, protecting property, enforcing contracts, providing national defense, and supporting certain public works, but generally believed economic prosperity is best achieved when individuals are free to pursue their own interests within competitive markets.

One effective strategy is an Enlightenment Thinkers Matrix. Rather than teaching each thinker independently, ask students to compare how each answered a central question about government.

Thinker	Central Question	Enduring Influence
Locke	Why do governments exist?	Natural rights and consent
Montesquieu	How should power be organized?	Separation of powers and Limited Government
Adam Smith	What economic responsibilities should government have?	Free enterprise and limited government intervention

Students immediately recognize that the Founders were influenced by ideas extending beyond political structure alone. This also allows for a discussion between the competing values in American government, a frequent question on the AP exam.

Connect Smith to Political Ideologies

The strongest curricular connection appears in Unit 4: American Political Ideologies and Beliefs. Students are expected to compare liberal and conservative approaches to public policy, particularly regarding taxation, regulation, welfare, healthcare, environmental policy, and the economy.

Adam Smith provides an ideal historical foundation for these conversations.

Rather than presenting ideological differences as modern political disagreements, students can trace one influential tradition back to Smith's arguments regarding competition, voluntary exchange, and skepticism toward unnecessary government regulation.

An engaging classroom strategy is to create an Ideological Spectrum Activity. Provide students with several contemporary policy proposals such as:

• Increasing the federal minimum wage
• Expanding environmental regulations
• Raising tariffs on imported goods
• Breaking up large technology companies
• Expanding government-funded healthcare

Working in groups, students determine how Adam Smith might respond to each proposal using evidence from his writings. The objective is not to produce a "correct" answer but to support claims with textual evidence while recognizing that public policy often involves balancing competing values.

Preparing Students for the AP Exam

The addition of Adam Smith is unlikely to result in questions asking students to memorize quotations or identify obscure economic theories. Instead, students will likely be expected to apply his principles when evaluating governmental action, political ideologies, or competing public policies.

For that reason, classroom instruction should prioritize analysis over recall.

Ask students to answer questions such as:

• Which constitutional powers would Adam Smith likely support using most frequently?
• Which modern policy debates best reflect Smith's philosophy?
• Where does the American government depart from Smith's vision?
• Can limited government and effective government exist simultaneously?

These types of questions mirror the analytical thinking students must demonstrate throughout the AP Government exam.

A Document That Lives Throughout the Course

The biggest mistake teachers can make is treating Adam Smith as a one-day document lesson in September. His ideas are most valuable when revisited throughout the year as students encounter debates over taxation, regulation, economic liberty, government spending, and public policy.

Rather than adding another isolated reading to an already crowded curriculum, Adam Smith can become one of the course's recurring intellectual anchors. When students repeatedly apply his ideas to constitutional principles and modern policy debates, they begin to see what AP Government is ultimately designed to teach—that the most important political questions rarely have simple answers, but they almost always have deep historical roots.

 

Pat Sprinkle is a 18th year history teacher at the NYC Lab School for Collaborative Studies, teaching AP® U.S. History and AP U.S. Government and Politics. Pat is a graduate of The Ohio State University and Columbia University. Pat has served as a member of the Teacher Advisory Council for the Bill and Melinda Gates Foundation, National Humanities Center, and the National Constitution Center. In addition, Pat was a 2013 James Madison Fellow along with a 2021 C-SPAN Fellow. Pat lives in Jersey City, New Jersey, with his wife, son (Franklin), and dog (Lyndon).