REVISED WITH UPDATED TEST ITEM SPECS AND SAMPLE TEST … · 2018. 8. 8. · • Document excerpts...

OHIO’S STATE TEST HIGH SCHOOL

AMERICAN GOVERNMENT TEACHER’S GUIDE

REVISED WITH UPDATED TEST ITEM SPECS AND SAMPLE TEST ITEMS - AUGUST 2018

COLUMBUS CITY SCHOOLS SOCIAL STUDIES DEPARTMENT

www.ccsoh.us/socialstudies

Ohio’s State Test: High School American Government Teacher’s Guide

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Test Specifications: American Government 1 Introduction The American Government Test Specifications provide an overview of the structure and content of the test. This overview includes a description of the test design as well as information on the types of items that will appear on the test. A test blueprint is included that identifies the range and distribution of items and points, grouped into various categories. The specifications also provide specific guidelines for the development of all items used for the American Government test. This document is intended to be a resource not only for item writers and test designers, but for Ohio educators and other stakeholders who are interested in a deeper understanding of the test.

General Description of the American Government Test In 2010 Ohio adopted new rigorous academic content standards for American Government. A model curriculum based on these new standards was adopted in 2011. An achievement assessment that aligns to the new standards and model curriculum is mandated by Ohio Revised Code 3301.079. The assessment will be administered as a two-part test, in a computer-delivered format, to measure progress toward the standards and to provide information to teachers and administrators. Test Design The structure of the American Government Test will consist of two parts that will be given near the end of the year. There are two parts in order to provide flexibility in test administration for school districts. Both parts of the test are fixed forms that are administered in an online format. In addition to technology-enhanced items, the test will also contain constructed-response items that require the student to type a response into the computer interface. After the student has completed both parts of the test, his or her scores will be combined to yield a comprehensive view of the student’s progress. Test results are reported back to schools by June 30th. Content Limits The content to be assessed is defined by the information contained in the Content Statement from Ohio’s Learning Standards for Social Studies and by the Expectations for Learning contained in the Model Curriculum for American Government. In addition, the information contained in the Content Elaborations of the Model Curricula is to be used by item writers to comprehend the scope of the information and the instructional weight of the Content Statement and the Expectations for Learning.

1 This document is adapted from “Test Specifications: American Government” by the Ohio Department of Education. Revised December 2015. http://oh.portal.airast.org/ocba/wp-content/uploads/Test_Specifications_AmGov.pdf


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Test Blueprint The following test blueprint displays the distribution of the content standards across the two parts of the test and categories for reporting test results.

American Government

Reporting Categories Content Statements

Reporting Category Point

Range

Total Test Point

Range

Historic Documents

23-25

63-65

Basic Principles of the U.S. Constitution 6,8,9,10,11,12,13

Ohio’s State and Local Governments 18

Principles and Structure

23-25

Civic Participation and Skills 3, 4

Basic Principles of the U.S. Constitution 5, 7

Structure and Functions of the Federal Government

14, 15

Role of the People 16, 17

Ohio/Policy/Economy

15-17

Ohio’s State and Local Government 19, 20

Public Policy 22

Government and the Economy 23, 24


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Description of Stimulus and Item Types

Stimulus types associated with discrete items or tasks may include:

• Document excerpts and other texts • Photographs and illustrations • Graphs • Charts • Data tables Maps • Timelines

• An Evidence-Based Set is a group of several questions associated to one or more

common stimuli. Evidence-based sets allow students to work with primary source materials to show deep understanding of social studies topics. The questions in these sets will assess a range of skills and content in the content statements.

Item Types Item types are divided into three categories: multiple-choice, enhanced selected-response, and machine-scored constructed response. A multiple-choice item consists of the following:

• a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional). • a question. • a set of answer choices (most often four) that allows the student to select one option in

response to the question. • a multiple-choice item may be used in an evidence-based set.

• Multiple-choice items may include such distractors as erroneous conclusions, inaccurate

associations, inaccurate examples, inappropriate relationships, misinformation, and unrelated information.

An enhanced selected-response item consists of the following:

• a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional). • a question or prompt. • a set of answer choices that allow the students to select multiple options in response to

one question, matching options together to classify information, selecting evidence supporting an initial answer choice, or a very structured graphic-response interface.

• Enhanced selected-response items allow students to demonstrate deeper understanding than multiple-choice items by having multiple parts or multiple correct answers.

• an enhanced selected-response item may be used in an evidence- based set. A machine-scored constructed-response item consists of the following:

• a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional).

a prompt. • a graphic-response or text/numeric entry.

o A graphic-response interface allows the students to manipulate objects to create a response to the question. The graphic-response interface may be a map, a chart or


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graph, a picture, or a diagram on which the students must draw or position objects correctly.

• Machine-scored constructed-response items offer the students a great degree of freedom to create their own response. These items allow students to demonstrate deeper understanding than multiple- choice or enhanced selected-response items by requiring students to construct their own response instead of selecting their answer from a given set of choices. These items are scored based on an item-specific rubric.

• a machine-scored constructed-response item may be used in an evidence-based set.

A human-scored constructed-response item consists of the following: • a brief statement that orients the students to the context of the questions (optional). • one or more stimuli to which the questions refer (optional). • a question or set of questions that require a detailed written response or responses. The

responses are scored by trained scorers according to a rubric or set of rubrics that address multiple dimensions in the students’ work.

• a human-scored constructed-response item may be used in an evidence-based set

Note: Beginning with the spring 2018 test administration, there will no longer be human-scored constructed responses on the state test. All test items will be machine-scored.


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Performance Level Descriptors 2

The Performance Level Descriptors (PLDs) are the link between Ohio’s Learning Standards and performance standards. They were developed by Ohio educators and other content experts to recommend the most appropriate implementation of content and skills for Ohio’s State Tests for Science and Social Studies as part of the Standard Setting process. The American Institutes for Research (AIR) and the Ohio Department of Education assembled panels of Ohio stakeholders to review actual test questions to define what students should know or be able to do at each performance level. The feedback from the Ohio stakeholders during the standard setting process was compiled and analyzed to determine the cut scores to rank student performance. The Ohio stakeholder recommendations for cut scores were shared with the State Board of Education and approved at the September 2015 board meeting.

Limited A student performing at the Limited Level demonstrates a minimal command of Ohio’s Learning Standards for American Government. A student at this level has an emerging ability to evaluate the credibility and relevance of sources, explain the basic principles of government in the United States and understand how they have been applied and changed over time, interpret historical documents, explain the structure and function of government bodies, explain how citizens can influence government decisions and understand the government’s role in the economy. Students at the Limited Level can:

• Identify the criteria used to determine the level of credibility of a source; • Recall the main ideas or general themes of the following:

o U.S. Constitution;o The Federalist and Anti-Federalist Papers; o The Bill of Rights; o Civil War amendments;o Progressive reform amendments;o Suffrage amendments;

• Identify all three branches of state and federal government; • Identify basic civic responsibilities of all U.S. citizens (e.g., obey the law, vote, serve on

juries). Basic A student performing at the Basic Level demonstrates a partial command of Ohio’s Learning Standards for American Government. A student at this level has a general ability to evaluate the credibility and relevance of sources, explain the basic principles of government in the United States and understand how they have been applied and changed over time, interpret historical documents, explain the structure and function of government bodies, explain how citizens can influence government decisions and understand the government’s role in the economy.

2 Performance Level Descriptors are available online: http://oh.portal.airast.org/ocba/wp-content/uploads/2015/10/OCBA_AmericanGovernment_PLDs.pdf


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Students at the Basic Level can: • Determine how sources of information are used to support theories, ideas and policy

positions; • Identify the following:

o Basic principles of the U.S. Constitution;o Purpose of the Federalist and Anti-Federalist Papers; o Purpose of the Bill of Rights;

• Identify the importance of the following: o Civil War amendments including 13-15; o Progressive reform amendments including 16-19; o Suffrage amendments including 15, 19, 24, and 26;o Presidential amendments including 12, 20, 22, 23, and 25;

• Identify the basic responsibilities of each branch of the state and federal government; • Identify examples of constitutional rights and civic responsibilities; • Identify issues with Ohio’s original constitution that led to the creation of the 1851 Ohio

Constitution (e.g., legislative powers, selection of political leaders, powers of the governor);

• Identify methods by which citizens can address leaders at each branch of state and federal government;

• Identify how federal tax policy impacts the U.S. economy.

Proficient A student performing at the Proficient Level demonstrates an appropriate command of Ohio’s Learning Standards for American Government. A student at this level has a consistent ability to evaluate the credibility and relevance of sources, explain the basic principles of government in the United States and understand how they have been applied and changed over time, interpret historical documents, explain the structure and function of government bodies, explain how citizens can influence government decisions and understand the government’s role in the economy.

Students at the Proficient Level can: • Identify the differences in the methods by which citizens, government and political

organizations try to resolve conflict (e.g., persuasion, compromise, consensus, negotiation);

• Identify and explain the circumstances around the following: o Basic principles of the U.S. Constitution; o Positions on limited government argued by the Federalists/Anti-Federalists; o Historic changes in U.S. constitutional government; o Civil War amendments including 13-15; o Progressive reform amendments including 16-19; o Suffrage amendments including 15, 19, 24, and 26; o Presidential amendments including 12, 20, 22, 23, and 25;

• Compare the powers of each branch of the federal government as they pertain to law and public policy (e.g., Legislative-passing resolutions, Executive-issuing executive orders, Judicial-sentencing offenders of the law);

• Identify the relationship between the exercise of constitutional rights and civic


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responsibility (e.g., right to jury trial-serving on juries, right to vote-becoming informed on public issues);

• Identify several examples of how the 1851 Ohio Constitution addressed the problems of governing Ohio at the time of its adoption (e.g., election of government officials by popular vote, addition of district courts, banned poll taxes);

• Identify a public policy position and determine the most appropriate level and branch of government to address the issue;

• Identify how federal tax policy and the Federal Reserve System impact the U.S. economy.

Accelerated A student performing at the Accelerated Level demonstrates a strong command of Ohio’s Learning Standards for American Government. A student at this level has a superior ability to evaluate the credibility and relevance of sources, explain the basic principles of government in the United States and understand how they have been applied and changed over time, interpret historical documents, explain the structure and function of government bodies, explain how citizens can influence government decisions and understand the government’s role in the economy.

Students at the Accelerated Level can: • Explain how political parties, special interest groups and/or the media influence public

policy making; • Cite specific examples regarding the following:

o Checks on power amongst the three branches of government;o Anti-Federalist ideas implemented in the language of the Bill of Rights;o Changes in the Constitution resulting from evolving social/public demands for

governing; o Consequences of the ratification of Amendments 13-15;o Consequences of the ratification of Amendments 16-19;o Consequences of the ratification of Amendments 15, 19, 24, and 26;o Consequences of the ratification of Amendments 12, 20, 22, 23, and 25;o Circumstances and consequences of the ratification of Amendments 11, 21, and

27; • Identify a specific historical or contemporary issue that required interaction amongst the

branches of government and analyze the dynamics involved (e.g., circumstances

surrounding the 11th Amendment, the impeachment process, the federal government’s actions related to desegregation);

• Cite examples of civil rights being extended to minority groups; • Identify symmetry between the structure of the federal government and the state

government of Ohio; • Identify various methods by which individuals and organizations can engage

government officials and evaluate the effectiveness of each; • Explain a specific action taken by the federal government/Federal Reserve System to

manipulate the fiscal/monetary policy and determine its impact on consumer and business spending.


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Advanced A student performing at the Advanced Level demonstrates a distinguished command of Ohio’s Learning Standards for American Government. A student at this level has a sophisticated ability to evaluate the credibility and relevance of sources, explain the basic principles of government in the United States and understand how they have been applied and changed over time, interpret historical documents, explain the structure and function of government bodies, explain how citizens can influence government decisions and understand the government’s role in the economy.

Students at the Advanced Level can: • Examine a set of documents pertaining to a civic issue from at least two distinct

information types (e.g., public records, surveys, research data, etc.) and explain the relevancy and credibility of each;

• Cite specific examples regarding the following: o Federalist and Anti-Federalist ideas implemented in the language of the Bill of

Rights;o Changes in the Constitution resulting from evolving social/public demands for

governing; o Precedent and consequences of the ratification of Amendments 13-15;o Precedent and consequences of the ratification of Amendments 16-19;o Precedent and consequences of the ratification of Amendments 15, 19, 24 and

26;o Precedent and consequences of the ratification of Amendments 12, 20, 22, 23

and 25;o Precedent and consequences of the ratification of Amendments 11, 21, and 27;

• Examine and explain specific examples of checks and balances implemented between the three branches of government and how those oversight powers uphold the principles of the U.S. Constitution (e.g., presidential veto, veto override, Supreme Court rulings against executive orders or legislation);

• Analyze an issue related to the denial of civil rights to a specific minority group and explain how at least one branch of government worked to extend civil rights to that group of people (e.g., Supreme Court and the 14th Amendment, Congress and the passing of Civil Rights amendments);

• Compare the structures, powers and relationships between the Ohio and federal governments based on their respective constitutions;

• Determine the monetary action that should be taken by the Federal Reserve to respond to the forces of inflation and deflation and how such actions will meet the desired economic goal.


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Item Specifications

Topic: Civic Involvement Content Statement GOV.1 Opportunities for civic engagement with the structures of government are made possible through political and public policy processes. Expectation for Learning Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process.

The content encompassed by this Content Statement will not be assessed.

Topic: Civic Involvement Content Statement GOV.2 Political parties, interest groups and the media provide opportunities for civic involvement through various means. Expectation for Learning Select a political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue.

The content encompassed by this Content Statement will not be assessed.


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Topic: Civic Participation and Skills Content Statement GOV.3 Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. Expectation for Learning Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, and policy positions of advocacy groups); explain how each source is relevant; describe the perspective or position of each source and evaluate the credibility of each source.

Content Elaboration and Limits Researching a civic issue involves determining which sources of information are relevant to the task, identifying the perspective or position of each source and evaluating the credibility of the sources. Public records can include sources such county tax records, a report issued by a state agency or the Congressional Record. Surveys of public opinion could be conducted by students or could come from major polling organizations. Surveys also could consist of data collections pertaining to a public issue (e.g., a survey of waterway contamination resulting from the runoff of snow removal chemicals). Research data comes in many forms and may originate with organizations ranging from universities to research institutes. Research into local issues can be conducted by students. Advocacy groups (interest groups, lobbies) produce literature and maintain websites that outline their positions on public policy issues. Considerations involved with determining the credibility of sources include:

• The qualifications/reputation of the writer and/or organization;

• The circumstances in which the source material was generated;

• Internal consistency and agreement with other credible sources;

• Use of supporting evidence and logical conclusions; and

• Evidence of bias or unstated assumptions.

Response Attributes Responses may include but are not limited to: Multiple-choice (see page 4 above) Short Answer

• Identifying a perspective provided in an information source.

• Identifying considerations used to determine the credibility of sources.

• Citing evidence in support of or opposition to stands on a provided civic issue.

Graphic-Response • Categorizing perspectives of provided

sources pertaining to a single civic issue in a comparative chart.

• Evaluating the credibility of a provided source by selecting pertinent text and associating a reason for credibility or lack thereof.

• Selecting relevant types of information for investigating a provided civic issue.

Constructed-Response

• Explaining how information is relevant to a stated position on a civic issue.

• Explaining how to determine whether certain sources are credible.

• Describing how information sources are relevant to an issue.


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Gov.3

Sample Test Items The following question has two parts. First, answer part A. Then, answer part B.

Part A

A city government is holding a vote to decide whether to construct a new airport on city land. An undecided voter has gathered several sources of information about the proposed airport to help her decide how to vote.

Which source of information about the issue is both credible and relevant?

A. a guide to identifying aircraft released by the Federal Aviation Administration B. a website where residents of the city post their opinions about the possible construction of the

airport C. a brochure published by the airport’s developers promoting the economic benefits of building the

airport D. a report on the environmental impact of the airport authored by a group of scientists and urban

planners

Part B

Select the three reasons why the source that you chose in Part A is credible and relevant.

£ It is well written. £ It can be read on the Internet. £ It presents objective facts related to the issue. £ It is written by a group of concerned residents. £ It is focused on the specific issue under consideration. £ It is written by people who have expertise on the issue. £ Its authors have a financial interest in the construction of the airport.

American Government Spring 2018 Released Items, Question 14 http://oh.portal.airast.org/users/students-and-families.stml

Citizens must choose between a plan to build a new city auditorium or a plan to restore the old one. Supporters of the new auditorium claim that building a new auditorium would be more economical than restoring the old one. In evaluating the credibility of this claim, citizens should pay particular attention to

A. the number of performances held in the auditorium each year. B. the amount of money the supporters spend on promoting their position. C. the popularity of the supporters as community leaders. D. the project cost data provided by architects and accountants.

American Government Practice Test, Question 5

http://oh.portal.airast.org/users/students-and-families.stml


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Sample Test Items In response to public concern about downtown parking availability, a city’s mayor appoints a panel of traffic engineers, transportation officials and citizens to study the issue. Six months later, the panel published a 30-page report documenting its findings. Which factor will contribute to the credibility of the report as a source on the topic?

A. the length of the report B. the cost of the report to the city C. the number of tables and charts in the report D. the qualifications of the contributors to the report

American Government Spring 2015 Released Items, Question 3

http://oh.portal.airast.org/users/students-and-families.stml People rely on public records and surveys as source materials to analyze issues. Determine whether each statement describes public records or surveys. Click on the boxes you want to select next to each of the three statements.



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Topic: Civic Participation and Skills Content Statement GOV.4 The processes of persuasion, compromise, consensus building, and negotiation contribute to the resolution of conflicts and differences. Expectations for Learning Identify a civic issue and explain how persuasion, compromise, consensus building, and/or negotiation are used to resolve opposing positions on the issue.

Content Elaborations and Limits Persuasion is a process of inducing others into accepting a point of view by means of reasoning and argumentation. Compromise is a process of making concessions to settle differences. Consensus building is a process of working toward achieving general agreement within a group. Negotiation is a process of settling differences through a discussion of issues. These processes come into play by varying degrees during activities related to governing. Additional Content Limit Use hypothetical situations to examine the processes contained in the Content Statement.

Response Attributes Responses may include but are not limited to: Multiple-choice (see page 4 above) Graphic-Response

• Categorizing methods of conflict resolution based on descriptions of conflict settings.

• Citing evidence demonstrating why persuasion, compromise, consensus building or negotiation was necessary to resolve a provided conflict or difference of opinion.

• Identifying persuasion, compromise, consensus building or negotiation in the context of civic engagement.

Constructed-Response • Exemplifying how compromise is used to

resolve opposing positions on a civic issue. • Exemplifying how negotiation is used to

resolve opposing positions on a civic issue.


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Gov.4

Sample Test Items Legislators use various methods to resolve differences of opinion when considering legislation. Identify the method used to influence legislators in the passage of a bill in each scenario. Move each method into the correct blank box.



For this item, a full-credit response includes: • “Persuasion” at “Used data to...”;

AND • “Compromise” at “Removed a line...”;

AND • “Consensus” building at “Emphasized parts...” (1 point).


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Topic: Basic Principles of the U.S. Constitution Content Statement GOV.5 As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed. Expectations for Learning Explain in context one of the basic principles that help define the government of the United States.

Content Elaborations and Limits Basic principles which help define the government of the United States include but are not limited to popular sovereignty, limited government, federalism, separation of powers, and checks and balances. Popular sovereignty is the principle that governmental authority is derived from the people. Under this principle, government governs with the consent of the governed. The principle of limited government holds that a government can only exercise the powers granted to it. Government must be conducted according to the rule of law. Federalism is a system of government in which power is divided between a central authority and constituent units. Under the U.S. Constitution, this principle is reflected in the division of powers between the national government and the states. The principle of separation of powers requires a distribution of governmental powers among independent branches. Each of the branches has a specific field of authority and unique set of responsibilities within the operation of the government. Checks and balances constitute a system for controlling government power. Under this principle, the branches of government possess the ability to restrain certain actions of other branches. Additional Content Limits: Deal with only one principle in each item.

Response Attributes Responses may include but are not limited to: Multiple-choice (see page 4 above) Short-Answer

• Given context, identifying one of the basic principles of the U.S. Constitution.

• Given a narrative, citing the applicable basic principle of the U.S. Constitution.

Graphic-Response

• Selecting a defining principle of the U.S. Constitution and diagramming how that principle affects the structure of government.

• Selecting a defining principle of the U.S. Constitution and diagramming how that principle affects the relationship between the government and the governed.


• Briefly explaining how federalism shapes the structure of the U.S. government by discussing the component parts, their powers and their relationship to each other.


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Gov.5

Sample Test Items Select the portion of the excerpt from the Supreme Court’s majority opinion in its ruling on Oregon vs. Mitchell that reflects the principle of limited government.

Excerpt from the Supreme Court’s majority opinion in Oregon vs. Mitchell

In enacting the 18-year-old vote provisions of the Act now before the Court, Congress made no legislative findings that the 21-year-old vote requirement was used by the States to disenfranchise voters on account of race. I seriously doubt that such a finding, if made, could be supported by substantial evidence. Since Congress has attempted to invade an area preserved to the States by the Constitution without a foundation for enforcing the Civil War Amendments’ ban on racial discrimination, I would hold that Congress has exceeded its powers in attempting to lower the voting age in state and local elections. On the other hand, where Congress legislates in a domain not exclusively reserved by the Constitution to the States, its enforcement power need not be tied so closely to the goal of eliminating discrimination on account of race.


Which constitutional principle is identified with the concept of “consent of the governed?”

A. rule of law B. popular sovereignty C. checks and balances D. separation of powers




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Topic: Basic Principles of the U.S. Constitution Content Statement GOV.6 The Federalist Papers and Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. Expectation for Learning Cite arguments from the Federalist Papers and/or the Anti-Federalist Papers that supported their position on the issue of how well the Constitution upheld the principle of limited government.

Content Elaborations and Limits When the Constitution of the United States was before the states for ratification, various attempts were made to influence the ratification debates. The proponents of ratification became known as Federalists and the opponents as Anti-Federalists. Both sides prepared essays that outlined their arguments. The Federalist Papers and the Anti-Federalist Papers discussed key principles of government as they related to the circumstances of that time. One key argument during the ratification debate concerned the extent of power that should be held by the national government. Federalists argued that the powers bestowed upon the national government helped to counteract the problems encountered under the Articles of Confederation. State sovereignty would have to give way in favor of the general welfare of the nation. In any case, according to the Federalists, federal power was defined and limited, while the states still held many residual powers. The Anti-Federalists responded that the truly important powers to govern had been delegated to the national government and that the states had little role other than to oversee the selection of federal officials. In addition, argued the Anti-Federalists, the “necessary and proper” and “supremacy” clauses rendered ineffective any limitations on the powers of the national government. Federalists can be said to have won the overall debate on the basic principles of government with the ratification of the Constitution of the United States. Anti-Federalists did achieve some success with the limitations on government embraced by the Bill of Rights.


• Identifying an excerpted argument as representative of a Federalist or Anti-Federalist position on limited government.

Graphic-Response

• Connecting a given Anti-Federalist argument for limited government with the corresponding text from the U.S. Constitution.


• Describing one idea expressed in the Federalist Papers related to limited government, and then describe one counter-argument in the Anti-Federalist Papers.

• Summarizing an argument presented in the Anti-Federalist Papers supporting the idea of limited government.

• Describing a position taken by the Federalist Papers on the subject of limited government.


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Gov.6

Sample Test Items

Prior to the ratification of the U.S. Constitution, Federalists and Anti-Federalists argued over the basic principles and limits in the role of the government. The quotations shown reflect those arguments. Use your knowledge of Federalists vs. Anti-Federalists to identify which group held each of the positions shown. Click on the “Federalist” or “Anti-Federalist” heading above each quotation.

American Government Practice Test, Question 14 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes • The first quote is “Federalist.” AND • The second quote is “Anti-Federalist.” (1 point).


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Sample Test Items The Nullification CrisisThe Nullification Crisis occurred in the early 1830s in South Carolina, during the presidency of Andrew Jackson. The United States suffered an economic downturn throughout the 1820s, which especially affected South Carolina. Many South Carolina politicians blamed the economic downturn on the national tariff policy that was enacted after the War of 1812. This tariff policy was implemented to help Northern manufacturing industries better compete in domestic markets against well established European manufacturers. The Nullification Crisis occurred when the South Carolina state government refused to enforce the federal government’s tariffs, declaring them to be unconstitutional. South Carolinians thought the federal tariffs would hurt their state’s trade and exports of raw materials. In response to South Carolina’s actions, Congress passed and President Jackson signed into law the Force Bill. The Force Bill stated that when a state government obstructs the laws of the United States government, the president has the right to use all force necessary to oppose the obstruction of the federal laws by the state. This force could potentially include U.S. military action against the state of South Carolina. Following the passage of the Force Bill, South Carolina responded with the passage of a nullification ordinance of the Force Bill. An excerpt from South Carolina’s Ordinance of Nullification of the Force Bill is shown.

Excerpt From South Carolina’s Ordinance of Nullification of the Force Bill We, the people of the State of South Carolina in convention assembled, do declare and ordain that the act of the Congress of the United States, [commonly known as the Force Bill], approved the 2nd day of March, 1833, is unauthorized by the Constitution of the United States, subversive of that Constitution, and destructive of public liberty, and that the same is, and shall be deemed null and void within the limits of this State; and it shall be the duty of the Legislature, at such time as they may deem expedient, to adopt such measures and pass such acts as may be necessary to prevent the enforcement thereof, and to inflict proper penalties on any person who shall do any act in execution or enforcement of the same within the limits of this State.

Excerpt from “South Carolina’s Ordinance of Nullification.” In the public domain.

Prior to the ratification of the U.S. Constitution in 1788, Federalists and Anti-Federalists debated how well the proposed constitution upheld the principles of government that would later become important in the Nullification Crisis. Based on their arguments during the ratification debate, which statement describes what the Anti-Federalists would have thought about the Force Bill?

A. Anti-Federalists would have sided with South Carolina because they supported the principle of absolute power.

B. Anti-Federalists would have sided with South Carolina because they opposed having an overly powerful federal government.

C. Anti-Federalists would have sided with Congress and President Jackson because they opposed trading with foreign countries.

D. Anti-Federalists would have sided with Congress and President Jackson because they supported increased power for state governments.



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Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.7 Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

Expectations for Learning Select an example of how constitutional government in the United States has changed the meaning and application of any one of the basic principles that help define the government of the United States and summarize the nature of the change.

Content Elaborations and Limits The operations of government in the United States take place within a framework provided by the U.S. Constitution. However, the U.S. Constitution has been amended, interpreted, supplemented and implemented in a variety of ways.

The alternative processes for formally amending the U.S. Constitution are outlined in Article V of the document.

Constitutional amendments have added to, modified, replaced and/or made inoperable provisions of the original document and previous amendments.

The U.S. Supreme Court, in deciding cases brought before it, has frequently interpreted provisions of the U.S. Constitution to clarify and extend their meaning. With its power of judicial review, the Supreme Court has also declared actions of the political branches and of the states to be unconstitutional.

The U.S. Congress, in enacting legislation, has provided details which build upon the framework of the Constitution.

For example, civil rights acts and voting rights acts have provided specific directions in furtherance of constitutional principles. Informal practices also have changed how constitutional government has been implemented in the United States. These practices are related to provisions in the Constitution, but venture into areas not specifically addressed in the Constitution. For example, legislative oversight of the executive branch grew in part out of Congress’ need for information to help draft new legislation. Additional Content Limits Students will be provided with contextual background on the U.S. Constitution, Supreme Court decisions, legislation and informal practices contained in the Content Statement.


• Listing two ways that constitutional government in the United States can be changed.

Graphic-Response

• Categorizing specific changes to the constitutional government, citing the basic principle of the U.S. Constitution that was altered, and how its meaning or application changed as a result.

• Given a Supreme Court case or Amendment to the Constitution, a student will adjust a model of the government to demonstrate how the interpretation or Amendment has changed the application of a basic constitutional principle (e.g., Amendments 1 and 11 concerning limited government).


• Summarizing how the amendment process can change the meaning or application of one of the basic principles of the U.S. Constitution.

• Summarizing how a specific Supreme Court interpretation changed the application of one of the basic principles of the U.S. Constitution, given a précis of the applicable case and decision.


22

Gov.7

Sample Test Items The Supreme Court takes on a case about the constitutional merits of a law. After hearing arguments for and against the law, they issue a verdict that the law goes against certain provisions of the U.S. Constitution. Once determined unconstitutional, the law is struck down, or voided. What kind of practice is exemplified in the situation described?

A. judicial review B. federal appeal C. limited government D. popular sovereignty


http://oh.portal.airast.org/users/students-and-families.stml The United States government is based on several key principles. The U.S. Constitution has been amended to incorporate these principles to protect the rights of the people. Identify the principles of government that relate to the amendment excerpts shown in the chart. Move the three principles of government into the boxes next to the amendments they relate to.


“Limited Government” next to “Congress shall make no law...”; AND “Popular Sovereignty” next to “Representatives shall be apportioned among...”; AND “Separation of Powers” next to “Congress may by law provide for the case...” (2 points)


23

Sample Test Items In the case Gibbons v. Ogden, the Supreme Court was asked to resolve a dispute over which part of government has the power to regulate navigation rights in rivers between states. The Court ruled that Congress had the power to regulate interstate commerce.

A. Identify the method was used to determine that Congress has the power to regulate interstate commerce.

B. Determine the key principle of government that was involved. C. Identify the result for our system of government.

Click on the box you want to select in each column.


For this item, a full-credit response includes: • “Judicial review” selected in the “Method” box; AND • “Federalism” selected in the “Principle” box; AND • “Power of Congress upheld” selected in the “Result” box (2 points).


24

Topic: Basic Principles of the U.S. Constitution Content Statement GOV.8 The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. Expectation for Learning Relate one of the arguments over the need for a bill of rights to the wording of one of the first 10 Amendments to the Constitution of the United States.

Content Elaborations and Limits A key argument during the course of the debate over the ratification of the U.S. Constitution concerned the need for a bill of rights. Federalists pointed to protections included in the original document but Anti-Federalists argued that those protections were inadequate. To secure sufficient votes in the state ratifying conventions, Federalists pledged to offer a bill of rights once the new government was established. Massachusetts and Virginia, in accord with Anti-Federalist sentiments, went so far as to propose amendments to the Constitution, including amendments to protect the rights of citizens. The amendments which were ratified in 1791 and became known as the Bill of Rights addressed protections for individual rights (Amendments 1 – 9). These amendments reflect the principle of limited government. The 10th Amendment also addressed the principle of limited government as well as federalism.


• Identifying one example of limited government found in the Bill of Rights.

Graphic-Response • Drawing a connection between an

amendment from the Bill of Rights and the arguments in the early 1790s over the principle of “limited government.”


• Explaining the Anti-Federalist argument for individual freedoms being added to the Constitution.

• Describing how limited government is addressed in the Bill of Rights.


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Gov.8

Sample Test Items The following question has two parts. First, answer part A. Then, answer part B. Part A

The Bill of Rights to the U.S. Constitution was drafted in response to the debate between Federalists and Anti-Federalists over the powers of the national government. The 6th Amendment is shown.

In all criminal prosecutions, [citizens] shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Which issue is addressed by the 6th Amendment?

A. powers of taxation B. rights of the accused C. protection of property D. protection from torture

Part B Select all of the Anti-Federalist quotes that express concerns over the issue that you identified in Part A.

£ “In the bills of rights of the States it is declared, that a well regulated militia is the proper and natural defense of a free government.”

£ “There is the same reason, therefore, that the exercise of power… should be restrained within

proper limits, as in that of the State governments.”

£ “What security is there, that a man shall be furnished with a full and plain description of the charges against him? That he shall be allowed to produce all proof he can in his favor?”

£ “No man is secure of a trial in the county where he is charged to have committed a crime; he

may be brought from Niagara to New York, or carried from Kentucky to Richmond for trial for an offense supposed to be committed.”



What are the first ten amendments to the U.S. Constitution called? A. Article I B. the Preamble C. the Bill of Rights D. the Federalist Papers



26

Topic: Basic Principles of the U.S. Constitution Content Statement GOV.9 The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War. Expectation for Learning Summarize how the 13th through 15th Amendments addressed the aftermath of slavery and the Civil War.

Content Elaborations and Limits The conflict over slavery was a primary cause of the American Civil War. As the war came to a close, plans to “reconstruct” the rebellious states were instituted. The 13thAmendment, which abolished slavery, was not part of President Lincoln’s original plan to readmit former Confederate states to Congress. Ratification of the 13thAmendment became a requirement under President Johnson’s Reconstruction plan. Once Southern state efforts to curtail the rights of freedmen became known, two further amendments were proposed. Ratification of these amendments became a requirement under the congressional plan of Reconstruction. The 14th Amendment defined what persons were citizens of the United States and offered protection from state infringements on citizens’ rights. It also revised the means for determining representation in the House of Representatives and included punishments for former Confederates and their states. The 15th Amendment extended the right to vote to citizens regardless of race, color or previous condition of servitude.


• Identifying Amendment 13, 14 or 15 by its respective provisions.

Graphic-Response

• Establishing a connection between Amendments 13‒15, and the extension of rights that were provided.

• Connecting a given historical scenario to the 13th, 14th, or 15th Amendment.


• Explaining how discrimination influenced ratification of the 14th Amendment.

• Describing how the 13th, 14th and 15th Amendments helped to promote equality for former slaves.


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Gov.9

Sample Test Items The following question has two parts. First, answer part A. Then, answer part B. Part A After the Civil War, which goal did the federal government hope to accomplish during Reconstruction?

A. extending rights to southern women B. establishing freedoms for former slaves C. ensuring political power for Southern Democrats D. guaranteeing southern white control over the social and economic condition of African-

Americans Part B Select all of the ways the federal government attempted to accomplish the goal you selected in part A.

abolishment of slavery

establishment of Jim Crow laws

ratification of the 14th Amendment

ratification of 19th Amendment

guaranteeing African Americans the right to vote


Read the text from Section 1 of the 14th Amendment.

Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Which statement describes one of the conditions this Reconstruction era amendment was designed to correct?

A. Freed African-American men in the South were still being denied the right to vote. B. Freed African-American men continued to be denied their rights as American citizens in some

states. C. Arguing that African-American men were not citizens, some southern states tried to reestablish

slavery. D. African-American men in the former Confederacy were permanently denied rights under the

Constitution.



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Topic: Basic Principles of the U.S. Constitution Content Statement GOV.10 Amendments 16 through 19 responded to calls for reform during the Progressive Era. Expectation for Learning Summarize how the 16th through 19th Amendments addressed the calls for reform during the Progressive Era.

Content Elaborations and Limits The Progressive Era was a time of political, economic, and social reform in response to problems which emerged throughout the United States in the late 1800s. Progressive reforms began at the local level and gradually spread to the national level, including four constitutional amendments. These amendments addressed issues related to taxation, representation in Congress, alcohol use and suffrage. Concerns over the usage of tariffs by the federal government and distribution of wealth in the country had been raised by the Populist Party. Progressives took up the call for reform and the 16th Amendment was passed to allow for a federal income tax. Critics of state politics viewed political party bosses and business leaders as having too much influence on state legislatures and their selection of senators. Amendment 17 provides for the direct election of senators by the people. Proponents of prohibition had for decades linked alcohol use to problems such as poverty and the destruction of family life. Efforts to ban the use of alcoholic beverages led to passage of the 18th Amendment. Another longstanding reform effort was focused on obtaining the right to vote for women. The 19th Amendment ended the denial of suffrage based upon the sex of a citizen. Additional Content Limits Items referring to the amendments collectively will only be in the multiple-choice format. Items referring to individual amendments may be in any item format.


• Identifying Amendment 16, 17, 18 or 19 by its respective provisions.

Graphic-Response • Connecting a given historical scenario to

the 16th, 17th, 18th or 19th Amendment. Constructed-Response

• Describe how the 16th, 17th, 18th or 19th Amendment addressed calls for reform during the Progressive Era.


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Gov.10

Sample Test Items The 17th Amendment established the direction election of U.S. senators.

Select the boxes to identify whether each group supported or opposed the ratification of the 17th Amendment.

Supported Opposed Wealthy business leaders X State political party bosses X Members of the Populist Party X Critics of powerful state legislatures X


The chart describes how Amendments 16 through 19 to the U.S. Constitution addressed calls for reform during the Progressive Era. Select the information that would complete both columns of this chart.

A. Move the two amendments into the blank boxes under “Amendment,” next to their related reforms.

B. Then move two reforms into the blank boxes under “Intended Reform,” next to their related amendments.


For this item, a full-credit response includes: • “17th Amendment” next to “Establishing direct election of senators...”; AND • “19th Amendment” next to “Extending suffrage to women...”; AND • “Banning the sale of alcoholic beverages...” next to “18th Amendment”; AND

• “Creating a federal income tax...” next to “16th Amendment” (2 points).


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Topic: Basic Principles of the U.S. Constitution Content Statement GOV.11 Four Amendments have provided for extensions of suffrage to disenfranchised groups. Expectation for Learning Cite evidence to show that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups.

Content Elaborations and Limits A recurring theme in amending the Constitution of the United States has been the extension of voting rights to more citizens. Over time, the fundamental democratic practice of voting has been made possible for different groups of people. Amendment 15 prohibits the denial of suffrage to people because of race, color or previous condition of servitude. Amendment 19 prohibits the denial of suffrage on account of sex. Poll taxes disenfranchised the poor and were also used as Jim Crow legislation to deny the right to vote to African Americans. Amendment 24 prohibits the use of poll taxes in federal elections. Finally, as a result of many young men being drafted to fight in the Vietnam War, but not being able to vote, Amendment 26 extends the right to vote to citizens who are 18 years of age or older.


• Identifying two amendments that expanded suffrage.

• Describing how Amendment 15, 19, 24 or 26 worked to extend suffrage in the United States.

• Identify the common theme of Amendments 15, 19, 24 and 26.

Graphic-Response • Connecting a given historical scenario to

the 15th, 19th, 24th or 26th Amendment. • Connecting the specific group that

benefited from suffrage extensions to the applicable Amendment.

• Identifying the groups that benefitted from Amendments 15, 19, 24 and/or 26.

Constructed-Response • Identifying an amendment that extended

suffrage and describing how it impacted the electorate.

• Citing evidence that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups.


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Gov.11

Sample Test Items Amendments to the U.S. Constitution have been made to extend voting rights to disenfranchised groups.

Identify which group was extended voting rights by each amendment.

Move each group into the blank box next to the amendment that extended voting rights to that group.

• You do not need to use all of the groups.

American Government 11 Practice Test, Question 13

http://oh.portal.airast.org/users/students-and-families.stml For this item, a full-credit response includes: • “17th Amendment” next to “Establishing direct election of senators...”; AND • “19th Amendment” next to “Extending suffrage to women...”; AND • “Banning the sale of alcoholic beverages...” next to “18th Amendment”; AND • “Creating a federal income tax...” next to “16th Amendment” (2 points). The 24th Amendment to the U.S. Constitution outlawed the use of poll taxes to prevent citizens from voting for federal office holders. This 1964 change continued what evolutionary development of the U.S. Constitution?

A. permitting women to run for public office B. extending basic rights to more Americans C. increasing the number of elected public officials D. strengthening the role of political parties in choosing candidates




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Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.12 Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances.

Expectation for Learning Explain the historical circumstances surrounding the adoption of constitutional amendments pertaining to presidential election, terms and succession.

Content Elaborations and Limits Constitutional provisions related to the executive branch of the federal government have been frequent subjects for amendment. The amendments have responded to events impacting presidential elections, terms and succession.

Amendment 12 altered the procedures of the Electoral College. The change allowed separate balloting for president and vice president to avoid a tie in electoral votes, as happened in the election of 1800.

The main provisions of Amendment 20 shortened the time between elections and when presidents and members of Congress take office. These changes reflected the improvements in transportation which allowed for easier travel to Washington and also reflected the desire to avoid “lame duck” periods in the transition from one administration or session to another.

Amendment 22 imposed a two-term limit on presidential terms. This amendment was passed following the four-term presidency of Franklin Roosevelt to institutionalize the two-term tradition established by George Washington.

Amendment 23 provided electors for the District of Columbia. The Electoral College was originally based upon electors representing states. As the population of the District of Columbia grew, it was decided that the residents there deserved to have the opportunity to vote for electors in presidential elections.

Presidential succession and disability were addressed by Amendment 25. Lyndon B. Johnson, who had a history of heart problems, took office following the assassination of John F. Kennedy. As with other presidential successions, this left the office of the vice president vacant. The 25th Amendment clarified that a successor to the presidency was designated as President of the United States and included provisions for filling the office of Vice President. It also outlined procedures to be used in case of presidential disability.


• Identify the issues leading to the adoption of the 12th, 20th, 22nd, 23rd and/or 25th Amendments.

Graphic-Response • Connect the specific problems that led to

the creation of a particular Amendment with the 12th, 20th, 22nd, 23rd or 25th Amendment.

• Connect a given historical scenario to the adoption of the 12th, 20th, 22nd, 23rd or 25th Amendment.

Constructed Response

• Explaining the influence of the Franklin D. Roosevelt presidency on the adoption of the 22nd Amendment.

• Describing the historical reasoning behind establishing presidential term limits.

• Describing the need to revise the constitutional provisions regarding presidential and/or vice presidential succession.

• Describing the reasoning behind the change to the Electoral College, requiring separate balloting for the president and vice president.


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Gov.12

Sample Test Items What event brought about the adoption of the 25th Amendment?

A. President Woodrow Wilson became seriously ill while in office, leaving his ability to perform the duties of president uncertain.

B. President John F. Kennedy was assassinated and was succeeded by Vice President Johnson, who had heart problems himself.

C. When President Franklin Roosevelt died in office, he was succeeded by Vice President Truman, leaving the office of the vice president vacant.

D. President Ronald Reagan was injured in an assassination attempt and was incapacitated for a day, leaving presidential leadership uncertain.


http://oh.portal.airast.org/users/students-and-families.stml The 20th Amendment, ratified in 1933, shortens the period between Election Day and the time when the president and members of Congress office. What situation made the 20th Amendment a practical improvement?

A. The Electoral College needed more time to certify the results of the election. B. The public demanded more results from newly elected administrations and wanted the president

and Congress to begin serving sooner. C. Better and faster transportation made the long delay between the election of a new president and

the inauguration unnecessary. D. After the election, the outgoing president was eager to step down and hand over the heavy

responsibility of the office to another leader.


Which situation brought about the adoption of the 12th Amendment to the U.S. Constitution?

A. Electoral College voters’ values and interests did not match those of the general population. B. The Electoral College vote did not correspond to the popular vote in early presidential elections. C. A scandal in the Electoral College called into question the validity of the presidential election of

1796. D. The Electoral College did not have the separate ballots for president and vice president, resulting

in a tie in 1800.



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Topic: Basic Principles of the U.S. Constitution Content Statement GOV.13 Amendments 11, 21 and 27 have addressed unique historical circumstances. Expectation for Learning Describe the unique circumstances surrounding the adoption of Amendments 11, 21 and 27.

Content Elaborations and Limits Three amendments to the United States Constitution have come about due to particularly unique circumstances. One amendment addresses judicial power and another repeals a previous amendment. The most recent amendment took more than 200 years to be ratified. The 11th Amendment was proposed in 1794, one year after the Supreme Court ruled in Chisholm v. Georgia (1793) that a lawsuit involving a state being sued by a citizen from another state could be heard in a federal court. Concerns over the extent of federal power led to the passage of this amendment, which limits the jurisdiction of the federal courts in cases of this type. The amendment repeals a portion of Article III, section 2, clause 1 of the Constitution. Congress enacted the Volstead Act to implement the provisions of the 18th Amendment. Difficulties in enforcing the law led to widespread disregard for Prohibition and increased criminal activities during the 1920’s. A successful 1932 Democratic Party campaign against Prohibition led to the proposal and ratification of the 21st Amendment, which repealed the 18th Amendment. Originally proposed in 1789 to limit conflicts of interest among members of Congress in determining their own compensation, the 27th Amendment was not ratified with the 10 amendments known today as the Bill of Rights. Popular opposition to congressional pay raises in the 1980’s renewed interest in the amendment and it was ratified in 1992.


• Identifying the effect of the 21st Amendment on the 18th Amendment.

• Given historical circumstances, identifying the related amendment.

Graphic-Response

• Diagramming how the provisions of the 11th, 21st and/or 27th Amendments have addressed unique historical circumstances.

• Connecting specific problems leading to adoption of the 11th, 21st or 27th Amendments with its corresponding Amendment.

• Connecting a given historical scenario to the adoption of the 11th, 21st or 27th Amendment.

Constructed Response

• Explaining the circumstances surrounding the adoption of the 27th Amendment.

• Explaining the circumstances leading to the adoption of the 11th Amendment.

• Describing the historical reasoning for wanting to limit pay increases for Congress.

• Identifying the problems associated with enforcing the 18th Amendment and the reasons for its repeal with the 21st Amendment.


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Gov.13

Sample Test Items Identify the perceived conflict of interest that led to the ratification of the 27th Amendment. Type your answer in the space provided.


1 point - Response includes at least one of the following

• Congressmen could increase their own salaries during the same term. • Congressmen set their own pay during the same term. • Congressmen had the power to set their own salaries during the same term. • Concern that congressmen would misuse their authority in setting congressional pay.

A list of events in the early 1900s is shown. Identify which events led to the adoption of the 21st Amendment of the U.S. Constitution. Click on the boxes you wish to select.

Content Statement 13, American Government Spring 2017 Released Items, Question 7 http://oh.portal.airast.org/users/students-and-families.stml


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Topic: Structures and Functions of the Federal Government Content Statement GOV.14 Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. Expectation for Learning Compare the powers and responsibilities of each branch of government as they pertain to law and public policy.

Content Limits/Elaborations Laws are rules recognized as binding and enforced by a government. Public policy consists of institutional actions and procedures pursued by a government in carrying out its functions. The U.S. Constitution establishes roles for each of the three branches of government related to law and public policy. It assigns each branch special powers and responsibilities. Laws are made by the legislative branch. Laws are enforced by the executive branch. Laws are interpreted by the judicial branch as it resolves disputes under the laws. The actions and procedures of all three branches establish public policy. These include:

• Legislative – conducting oversight investigations, instituting impeachment proceedings, approving treaties, passing resolutions;

• Executive – making rules and regulations, proposing the federal budget, recognizing foreign nations, issuing executive orders; and

• Judicial – issuing writs of certiorari, establishing judicial procedures, sentencing offenders, accepting amicus curiae briefs.


• Identifying a branch that exercises a particular power or responsibility of the federal government.

Graphic-Response

• Diagramming the powers of the branches of government in a graphic organizer.

• Categorizing powers and responsibilities according to the branch of government that wields them.


• Describing the powers or responsibilities of one or more branches of the federal government.

• Comparing the powers and/or responsibilities assigned between two branches of government.


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Gov.14

Sample Test Items Identify the responsibilities of each branch of government.

Place a branch in the blank box next to each action or responsibility.

• You may use each branch more than once.



For this item, a full-credit response includes • “Executive Branch” in the box next to “Proposes the federal budget” AND • “Judicial Branch” in the box next to “Sentences those who break the law” AND • “Legislative Branch” in the box next to “Institutes impeachment proceedings” AND • “Judicial Branch” in the box next to “Interprets the laws” AND • “Legislative Branch” in the box next to “Approves treaties with foreign nations” AND • “Executive Branch” in the box next to “Recognizes foreign nations” (2 points).

The legislative, executive and judicial branches of the federal government each have specific powers. Which power belongs to the judicial branch?

A. enforcing laws B. interpreting laws C. passing resolutions D. recognizing foreign nations



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Topic: Structure and Functions of the Federal Government Content Statement GOV.15 The political process creates a dynamic interaction among the three branches of government in addressing current issues. Expectation for Learning Use historical or contemporary examples of interactions among two or three branches of the federal government to analyze the political dynamics involved.

Content Elaborations and Limits Current issues are addressed by all three branches of the government as they make public policy. The interactions among the branches range from instances where they work in concert to instances involving the exercise of checks and balances. In this context, the political process becomes one of the branches exercising their powers to influence public policy. The U.S. Constitution addresses the interaction among the branches of government with a system of checks and balances. Checks and balances include:

• Legislative on executive – veto override, impeachment of civil officers, Senate approval of appointments and treaties, raise and govern military forces;

• Legislative on judicial – creation of lower courts, determination of appellate jurisdiction of the Supreme Court, impeachment of judges;

• Executive on legislative – convene either or both houses of Congress, veto legislation;

• Executive on judicial – appoint judges, issue pardons and reprieves;

• Judicial on legislative – Chief Justice of the Supreme Court presides over impeachment trials for the president, interpret and apply laws; and

• judicial on executive – judges not subject to removal by president, interpret and apply laws.

The interaction among the three branches of government is impacted by factors such as:

• Interest group involvement (e.g., proposing legislation, advocating rules, filing briefs);

• Political party control of the executive and legislative branches;

• Amount of public interest and nature of media

• coverage/commentary; and • Informal relationships among the members

of each branch.

Response Attributes Responses may include but are not limited to: Multiple-choice (see page 4 above) Short Answer

• Identifying an example of a check of the legislative branch by the judicial branch of government.

• Explaining how the influence of a single political party’s control of the legislative branch of government has influenced the interactions between that branch and the executive branch of government.

Graphic-Response

• Completing a diagram of the relationship among the branches of government in a provided situation, then selecting the check(s) and balance(s) that arose given that situation.


• Illustrating examples of checks and balances as derived from the U.S. Constitution.

• Using documentation related to a historical episode to describe how the media, interest groups or political party control has influenced the interaction among the branches of government.

• Identifying examples of the checks and balances that the other two branches of government have to limit the power of the remaining branch.

• Using appropriate documentation to analyze how informal relationships among members of Congress have helped or hindered the ability of the executive branch to advance its legislative agenda.


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Gov.15

Sample Test Items The chart shows examples of how checks and balances in the U.S. government affect the passage of legislation. Complete the chart by placing branch labels in each box.

• You may use each label more than once. • You do not need to use every label.


For this item, a full-credit response includes: • “Legislative Branch” in Box 1; AND • “Executive Branch” in Box 2; AND • “Legislative Branch” in Box 3; AND • “Judicial Branch” in Box 4 (2 points).


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Sample Test Items The U.S. Constitution created a system of dynamic interaction among the three branches of the federal government. Move the branches of government into the boxes on the left side of the chart to identify which branch performs the checks and balances shown on the right side of the chart.

• You may use each branch more than once.


“Legislative” in top box in left column; AND “Executive” in second box in left column; AND “Judicial” in third box in left column; AND “Executive” in bottom box in left column (2 points).


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Topic: Role of the People

Content Statement GOV.16 In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others.

Expectation for Learning Explain how the fulfillment of civic responsibilities is related to the exercise of rights in the United States.

Content Elaborations and Limits People in the United States have claims to protection from government intrusion in certain aspects of their lives. These claims are called rights.

During the American Revolution, various state bills of rights were drafted. The original U.S. Constitution outlined many rights held by the people (see Art. I, sec. 9 and 10, Art. III, sec. 2, Art. IV, sec. 2). The federal Bill of Rights not only enumerates many rights, but other unstated rights are alluded to under the Ninth Amendment. The U.S. Supreme Court, in its interpretation of the 14th Amendment’s due-process clause, has instituted the doctrine of incorporation meaning that most of the guarantees in the Bill of Rights also apply to state and local governments.

Many of the rights held by American citizens protect the ability to participate in the political process (e.g., speech, press, assembly, petition, suffrage, hold public office).

There are general responsibilities of citizenship (e.g., respecting the rule of law, paying taxes and fees, accepting responsibility for one’s actions). There also are responsibilities associated with the exercise of particular rights. Examples include: • Entitlement to privileges and immunities –

respecting the rights of others; • Right of free speech–engaging in civil discourse • Right to bear arms–receiving firearms training; • Right to jury trial–serving on juries; and • Right to vote–becoming informed on public

issues.

Citizenship also entails service to the nation which guarantees the rights of the people. This may include military service, community service and serving in public office.

Individual rights are relative, not absolute. The exercise of rights must be balanced by the rights of others and by the common good.

Additional Content Limits Students will be provided with contextual background in items referencing historical episodes.


• Briefly explaining how failure to fulfill a civic responsibility (e.g., registering to vote) can lead to the denial of a right of citizenship, such as the franchise.

Graphic-Response

• Diagramming the relationship between the exercise of various civic responsibilities and various rights of citizenship.

• Given a scenario, highlighting text referring to rights and indicate which rights need to be balanced.


• Explaining how a fulfillment or failure to fulfill a civic responsibility affects the exercise of a stated right.


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Sample Test Items The United States Supreme Court has used the doctrine of incorporation to extend most of the rights included in the Bill of Rights to state and local governments. Select the boxes to identify whether each Supreme Court decision extended freedom of assembly, press or religion.

Freedom of Assembly

Freedom of the Press

Freedom of Religion

De Jonge v. Oregon (1937)—Overturned a conviction for organizing a meeting of the Communist Party

x

Cantwell v. Connecticut (1940)—Struck down a state law that required state licenses in order to solicit on behalf of a faith-based organization

x

Near v. Minnesota (1931)—Struck down a state law that permitted censorship of “malicious, scandalous and defamatory” newspapers and magazines

x


The following question has two parts. First, answer part A. Then, answer part B. Part A In the United States, rights carry responsibilities. Which is a civic responsibility of citizens? A. serving on a jury B. attending college C. donating money to charity D. being active in a political party

Part B Which right of U.S. citizens does the civic responsibility that you selected in Part A safeguard? A. right to an education B. right to an impartial jury C. right to be mayor of a city D. right to read the newspaper



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Topic: Role of the People Content Statement GOV.17 Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. Expectation for Learning Identify an issue related to the denial of civil rights to a particular minority group and explain how at least one branch of the federal government helped to extend civil rights or opportunities for participation to that group of people.

Content Elaborations and Limits The U.S. Constitution guarantees rights to the people of the United States. Historically, despite those guarantees, certain groups of people have not been able to fully exercise their rights. Over time, the U.S. government has taken actions to ensure the free exercise of rights by all people and to protect their ability to participate in the processes of governing. For instance, the ratification of the 19th Amendment guaranteed suffrage to all women and the ratification of the 24th Amendment eliminated the failure to pay taxes as a reason to deny participation in voting for federal officeholders. The executive branch used National Guard troops to help integrate schools and used the Department of Justice to bring charges against violators of open housing legislation. The legislative branch enacted a series of civil ri

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