Ohio s State Tests ITEM RELEASE SPRING 2015 AMERICAN GOVERNMENT

Ohio s State Tests ITEM RELEASE SPRING 2015 AMERICAN GOVERNMENT

Table of Contents Questions 1 44: Content Summary and Answer Key...iv Question 1: Question and Scoring Guidelines...1 Question 1: Sample Responses...5 Question 2: Question and Scoring Guidelines...17 Question 2: Sample Responses...21 Question 3: Question and Scoring Guidelines...27 Question 3: Sample Responses...31 Question 4: Question and Scoring Guidelines...37 Question 4: Sample Response...39 Question 5: Question and Scoring Guidelines...41 Question 5: Sample Response...43 Question 6: Question and Scoring Guidelines...45 Question 6: Sample Response...47 Question 7: Question and Scoring Guidelines...49 Question 7: Sample Responses...53 Question 8: Question and Scoring Guidelines...59 Question 8: Sample Response...61 Question 9: Question and Scoring Guidelines...63 Question 9: Sample Response...65 Question 10: Question and Scoring Guidelines...67 Question 10: Sample Response...69 Question 11: Question and Scoring Guidelines...71 Question 11: Sample Response...73 Question 12: Question and Scoring Guidelines...75 Question 12: Sample Response...77 Question 13: Question and Scoring Guidelines...79 Question 13: Sample Responses...83 Question 14: Question and Scoring Guidelines...89 Question 14: Sample Response...91 i

Question 15: Question and Scoring Guidelines...93 Question 15: Sample Responses...97 Question 16: Question and Scoring Guidelines...103 Question 16: Sample Responses...107 Question 17: Question and Scoring Guidelines...111 Question 17: Sample Responses...115 Question 18: Question and Scoring Guidelines...119 Question 18: Sample Response...121 Question 19: Question and Scoring Guidelines...123 Question 19: Sample Responses...127 Question 20: Question and Scoring Guidelines...137 Question 20: Sample Responses...141 Question 21: Question and Scoring Guidelines...151 Question 21: Sample Response...153 Question 22: Question and Scoring Guidelines...155 Question 22: Sample Response...157 Question 23: Question and Scoring Guidelines...159 Question 23: Sample Response...161 Question 24: Question and Scoring Guidelines...163 Question 24: Sample Response...165 Question 25: Question and Scoring Guidelines...167 Question 25: Sample Responses...171 Question 26: Question and Scoring Guidelines...179 Question 26: Sample Response...181 Question 27: Question and Scoring Guidelines...183 Question 27: Sample Response...185 Question 28: Question and Scoring Guidelines...187 Question 28: Sample Response...189 Question 29: Question and Scoring Guidelines...191 Question 29: Sample Response...193 Question 30: Question and Scoring Guidelines...195 Question 30: Sample Responses...197 ii

Question 31: Question and Scoring Guidelines...205 Question 31: Sample Responses...209 Question 32: Question and Scoring Guidelines...215 Question 32: Sample Responses...217 Question 33: Question and Scoring Guidelines...221 Question 33: Sample Responses...225 Question 34: Question and Scoring Guidelines...231 Question 34: Sample Response...233 Question 35: Question and Scoring Guidelines...235 Question 35: Sample Responses...239 Question 36: Question and Scoring Guidelines...245 Question 36: Sample Response...247 Question 37: Question and Scoring Guidelines...249 Question 37: Sample Responses...253 Question 38: Question and Scoring Guidelines...259 Question 38: Sample Responses...261 Question 39: Question and Scoring Guidelines...267 Question 39: Sample Response...269 Question 40: Question and Scoring Guidelines...271 Question 40: Sample Response...273 Question 41: Question and Scoring Guidelines...275 Question 41: Sample Responses...277 Question 42: Question and Scoring Guidelines...283 Question 42: Sample Responses...287 Question 43: Question and Scoring Guidelines...293 Question 43: Sample Responses...297 Question 44: Question and Scoring Guidelines...309 Question 44: Sample Responses...313 iii

Question No. Item Type 1 Extended Response 2 3 4 5 6 7 8 Graphic Response Short Response Multiple Choice Multiple Choice Multiple Choice Graphic Response Multiple Choice American Government Spring 2015 Item Release Content Summary and Answer Key Reporting Category Historic Documents Principles and Structure Historic Documents Ohio/Policy/ Economy Ohio/Policy/ Economy Principles and Structure Historic Documents Principles and Structure Content Statement The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. (6) The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) Amendments 11, 21 and 27 have addressed unique historical circumstances. (13) As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) Amendments 16 through 19 responded to calls for reform during the Progressive Era. (10) 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. (5) Answer Key --- --- --- A C D --- B Points 4 points 2 points 2 points 1 point 1 point 1 point 2 points 1 point iv

American Government Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Reporting Category Content Statement Answer Key Points 9 Multiple Choice Historic Documents The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. (18) A 1 point 10 Multiple Choice Historic Documents Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. (12) D 1 point 11 Multiple Choice Principles and Structure 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. (7) A 1 point 12 Multiple Choice Historic Documents The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War. (9) B 1 point 13 Graphic Response Ohio/Policy/ Economy The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. (24) --- 2 points 14 Multiple Choice Principles and Structure 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. (17) B 1 point 15 Graphic Response Principles and Structure 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. (7) --- 2 points v

Question No. 16 17 18 19 20 21 22 Item Type Graphic Response Graphic Response Multiple Choice Short Response Short Response Multiple Choice Multiple Choice American Government Spring 2015 Item Release Content Summary and Answer Key Reporting Category Principles and Structure Principles and Structure Ohio/Policy/ Economy Principles and Structure Historic Documents Ohio/Policy/ Economy Ohio/Policy/ Economy Content Statement Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. (23) Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) Four amendments have provided for extensions of suffrage to disenfranchised groups. (11) Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. (20) The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. (24) Answer Key --- --- B --- --- B C Points 1 point 1 point 1 point 2 points 2 points 1 point 1 point vi

Question No. 23 24 25 26 27 28 29 Item Type Multiple Choice Multiple Choice Graphic Response Multiple Choice Multiple Choice Multiple Choice Multiple Choice American Government Spring 2015 Item Release Content Summary and Answer Key Reporting Category Principles and Structure Historic Documents Ohio/Policy/ Economy Principles and Structure Ohio/Policy/ Economy Principles and Structure Principles and Structure Content Statement Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. (14) The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. (8) As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) Answer Key Points B C --- D D B A 1 point 1 point 2 points 1 point 1 point 1 point 1 point vii

American Government Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Reporting Category Content Statement Answer Key Points 30 Short Answer Principles and Structure 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. (16) --- 1 point 31 Graphic Response Principles and Structure The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) --- 2 points 32 Graphic Response Principles and Structure 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. (17) --- 1 point 33 Graphic Response Ohio/Policy/ Economy The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. (23) --- 2 points 34 Multiple Choice Historic Documents The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. (6) B 1 point 35 Graphic Response Ohio/Policy/ Economy Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) --- 2 points viii

American Government Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Reporting Category Content Statement Answer Key Points 36 37 38 39 40 41 42 43 44 Multiple Choice Graphic Response Graphic Response Multiple Choice Multiple Choice Graphic Response Graphic Response Short Response Graphic Response Ohio/Policy/ Economy Historic Documents Historic Documents Ohio/Policy/ Economy Historic Documents Historic Documents Principles and Structure Historic Documents Principles and Structure Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. (20) Amendments 11, 21 and 27 have addressed unique historical circumstances. (13) The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. (18) Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) Four amendments have provided for extensions of suffrage to disenfranchised groups. (11) Amendments 16 through 19 responded to calls for reform during the Progressive Era. (10) 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. (5) Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. (12) The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) D --- --- D B --- --- --- --- 1 point 2 points 2 points 1 point 1 point 2 points 2 points 2 points 2 points ix

American Government Spring 2015 Item Release Question 1 Question and Scoring Guidelines 1

Question 1 17031 Points Possible: 4 Reporting Category: Historic Documents Content Statement: The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. (6) 2

Scoring Guidelines Exemplar Excerpt A is from a Federalist author. Its main argument is that the people s rights are more secure in a federalist system because the national and state governments can keep each other in check. Excerpt B is from an Anti-Federalist author. Its main argument is that power should remain concentrated in the state governments in order to prevent losing the people s liberties. Other Responses Excerpt A Federalist author: The existence of two distinct governments (state and national) doubles the security of individual liberties. Each government can levy control over the other to ensure the safety of the people s rights. Divided power increases the people s safety because neither governmental power has the ability to do everything. If the two governments have to share powers, neither can be absolutely supreme, and therefore neither can take rights away from the people. Excerpt B Anti-Federalist author: Power should be kept as close to the people as possible, and therefore the state governments, which are smaller and theoretically more responsive to the people, should be more powerful than the federal government. The people s rights are safest when local control reigns supreme. The people have a greater say in state governments than in the national government, so those governments should be sovereign. Score Point Description 4 points The response includes the correct identification of the first excerpt as Federalist and of the second excerpt as Anti-Federalist. The response also includes the main argument of each excerpt. 3 points The response includes the correct identification of the first excerpt as Federalist and of the second excerpt as Anti-Federalist. The response also includes the main argument of one of the excerpts. OR 3

The response includes the correct identification of the first excerpt as Federalist. The response also includes the main argument of each excerpt. OR The response includes the correct identification of the second excerpt as Anti-Federalist. The response also includes the main argument of each excerpt. 2 points The response includes the correct identification of the first excerpt as Federalist and of the second excerpt as Anti-Federalist. OR The response includes the correct identification of the first excerpt as Federalist. The response also includes the main argument of one excerpt. OR The response includes the correct identification of the second excerpt as Anti-Federalist. The response also includes the main argument of one excerpt. 1 point The response includes the correct identification of the first excerpt as Federalist. OR The response includes the correct identification of the second excerpt as Anti-Federalist. OR The response includes the main argument of the first excerpt. OR The response includes the main argument of the second excerpt. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. 4

American Government Spring 2015 Item Release Question 1 Sample Responses 5

Sample Response: 4 points Notes on Scoring This response earns full credit (4 points). The response correctly identifies that Excerpt A was written by a Federalist author ( Excerpt A is written by a federalist ) and explains the main argument of the excerpt ( The author discusses how each part of the government is broken up and will keep itself in check because of the different departments. ) The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( Excerpt B is written by an anti-federalist ) and explains the main argument of the excerpt ( it discusses how it would be nice for a government and constitution that protected the people, but how keeping the power with the people actually gives them their rights. ). 6

Sample Response: 4 points Notes on Scoring This response earns full credit (4 points). The response correctly identifies that Excerpt A was written by a Federalist author ( The first is a Federalist view point. ) and explains the main argument of the excerpt ( Federalists believed in a strong central government and wanted the power divided between the people and the state, ). The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( The second is an Anti Federalist view point. ) and explains the main argument of the excerpt ( they preferred power lie mainly with the people and the people control the government. ). 7

Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points). The response correctly identifies that Excerpt A was written by a Federalist author ( Excerpy A is writen by a Federalist. ) and explains the main argument of the excerpt ( Federalist like the seperation of powers. They like the whole checks and balances so that no one gets to much power. ). The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( Excerpt B is writen by a Ainti Fed. ) without providing a correct explanation of the main argument of the excerpt. 8

Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points). The response correctly identifies that Excerpt A was written by a Federalist author ( Excerpt A was written by a Federalist ) and explains the main argument of the excerpt ( The point that passage A is trying to make is that the governments will keep one another in line ). The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( and Excerpt B was written by an anti federalist. ) without providing a correct explanation of the main argument of the excerpt. 9

Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points). The response correctly identifies that Excerpt A was written by a Federalist author ( Excerpt A is written by a Federalist ). The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( B is an Anti-Federalist ). The response attempts a vague explanation of the main argument but does not clearly indicate which excerpt is being discussed. 10

Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points). The response correctly identifies that Excerpt A was written by a Federalist author ( excerpt A: federalist ) without explaining the main argument of the excerpt. The response also correctly identifies that Excerpt B was written by an Anti-Federalist author ( excerpt B: anti-federalist ) but provides a vague and incomplete explanation of the main argument of the excerpt. 11

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response incorrectly identifies the authors of both Excerpts A and B but does provide a correct explanation for the main argument of Excerpt B ( Excerpt B says how the power should be in the hands of the people and that the government should not fully control us. ). 12

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response correctly identifies that Excerpt A was written by a Federalist author and incorrectly identifies the author of Excerpt B ( Each excerpt was written by a federalist. ). The attempt to provide an explanation for the main argument is also incorrect. 13

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response indicates inadequate understanding of the concept needed to answer the item. 14

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response indicates inadequate understanding of the concept needed to answer the item. 15

American Government Spring 2015 Item Release Question 2 Question and Scoring Guidelines 17

Question 2 16773 Points Possible: 2 Reporting Category: Principles and Structure Content Statement: The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) 18

Scoring Guidelines 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). For this item, a partial-credit response includes: At least two correct branches (1 point). 19

American Government Spring 2015 Item Release Question 2 Sample Responses 21

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response has correctly placed the three branches of government in all of the appropriate boxes. 22

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has correctly placed two of the three branches of government in the appropriate boxes ( but its veto can be overturned by a vote of the Legislative Branch. AND When legislation becomes law, the Judicial Branch can interpret and apply the law. ). 23

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has correctly placed two of the three branches of government in the appropriate boxes ( The Legislative Branch is responsible for passing legislation. AND The Executive Branch has a right to veto legislation... ). 24

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has placed none of the three branches of government in the appropriate boxes. 25

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has placed only one of the three branches of government in the appropriate box. ( The Legislative Branch is responsible for passing legislation. ) 26

American Government Spring 2015 Item Release Question 3 Question and Scoring Guidelines 27

Question 3 17034 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Amendments 11, 21 and 27 have addressed unique historical circumstances. (13) 28

Scoring Guidelines Exemplar The 11th Amendment was passed in response to concern with the Supreme Court s ruling in Chisholm v. Georgia. The 21st Amendment was passed in the wake of a successful 1932 Democratic campaign against prohibition. Other Responses 11th Amendment: The 11th Amendment was ratified due to concerns over the extent of the power the federal government held. The 11th Amendment was ratified in response to concerns about when the federal government might have jurisdiction to hear a court case. The 11th Amendment was ratified because a citizen sued a state where he did not live. 21st Amendment: The 21st Amendment was ratified in response to a successful 1932 Democratic Party campaign against Prohibition. The 21st Amendment was ratified due to difficulties in enforcing Prohibition (the 18th Amendment). The 21st Amendment was ratified due to popular opposition to Prohibition. 27th Amendment: The 27th Amendment was ratified to address a conflict of interest regarding Congressional pay. The 27th Amendment was ratified to address Congress being able to raise their pay during their term. The 27th Amendment was ratified to address the process linked with Congressional pay increases. Score Point Description 2 points Response includes the correct identification of the circumstances surrounding two Amendments. 1 point Response includes the correct identification of the circumstances surrounding one Amendment. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. 29

American Government Spring 2015 Item Release Question 3 Sample Responses 31

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response identifies correct circumstances leading to the passage of the 21st Amendment ( the 21st amendment was brought into ratification because of the severe distaste of the 18th amendment...the citizens of America did not take the 18th amendment well at all, and therefore the 21st amendment had to be enforced and alcohol had to be made legal once more ). The response also identifies the correct circumstances leading to the passage of the 27th Amendment ( The 27th amendment Americans were infuriated that at a time of economic crises, the members of congress were giving themselves more money ). 32

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response identifies correct circumstances leading to the passage of only one of the amendments ( The 21st Amendment repealed a previous Amendment that banned the sale of alcohol to reduce societal problems. Though the sale of alcohol was illegal, all across the country people were still making, selling, and consuming alcohol; in fact, the alcohol consumption increased during Prohibition. Seeing that Prohibition was causing more problems than it was solving, 21st Amendment was passed to end Prohibition. ). 33

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response identifies correct circumstances leading to the passage of only one of the amendments ( The 27th amendment was most likely created due to congresspeople changing their government salary and approving it while they were still in office ). 34

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response indicates inadequate understanding of the concept needed to answer the item. 35

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response indicates inadequate understanding of the concept needed to answer the item. 36

American Government Spring 2015 Item Release Question 4 Question and Scoring Guidelines 37

Question 4 16293 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) Scoring Guidelines Rationale for Option A: Key Both Ohio and the federal government have the constitutional power to raise taxes. Rationale for Option B: Only the federal government can declare war. Rationale for Option C: Only the U.S. government can print money. Rationale for Option D: Only the federal government has the constitutional power to form treaties with foreign nations. 38

Sample Response: 1 point 39

American Government Spring 2015 Item Release Question 5 Question and Scoring Guidelines 41

Question 5 16343 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) Scoring Guidelines Rationale for Option A: The governor is a state official, not a city official, and will not be part of the decision-making process. Rationale for Option B: U.S. Senators will not be making this decision. Rationale for Option C: Key The city council will make the decision on this local issue, so their meeting would be the correct venue to present your position. Rationale for Option D: The park is a local issue affecting the city; writing to members of the General Assembly would serve no practical purpose. 42

Sample Response: 1 point 43

American Government Spring 2015 Item Release Question 6 Question and Scoring Guidelines 45

Question 6 17291 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) Scoring Guidelines Rationale for Option A: The length of the report has no bearing on its credibility. Rationale for Option B: The cost of the report to the city has no bearing on its credibility. Rationale for Option C: The tables and charts in the report to the city have no bearing on its credibility. Rationale for Option D: Key The qualifications of the contributors do contribute to the credibility of the report. 46

Sample Response: 1 point 47

American Government Spring 2015 Item Release Question 7 Question and Scoring Guidelines 49

Question 7 14714 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Amendments 16 through 19 responded to calls for reform during the Progressive Era. (10) 50

Scoring Guidelines 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). For this item, a partial-credit response includes: At least two rows correctly matched (1 point). 51

American Government Spring 2015 Item Release Question 7 Sample Responses 53

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response has correctly placed the two amendments under Amendment, next to their related reforms, and it has placed the two reforms under Intended Reform, next to their related amendments. 54

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has two correct matches ( 18th Amendment and Banning the sale of alcoholic beverages to reduce societal problems AND 16th Amendment and Creating a federal income tax to address the need for revenue ). 55

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has two correct matches ( 17th Amendment and Establishing direct election of senators by the people to avoid corruption AND 19th Amendment and Extending suffrage to women to make voting rights more equal ). 56

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has no correct matches. 57

American Government Spring 2015 Item Release Question 8 Question and Scoring Guidelines 59

Question 8 15952 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: 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. (5) Scoring Guidelines Rationale for Option A: Consent of the governed is not identified with the concept of the rule of law. Rationale for Option B: Key Consent of the governed is synonymous with popular sovereignty, which means governmental power is based on the support of the people. Rationale for Option C: Consent of the governed is not identified with the constitutional concept of checks and balances. Rationale for Option D: Consent of the governed is not identified with the constitutional concept of separation of powers. 60

Sample Response: 1 point 61

American Government Spring 2015 Item Release Question 9 Question and Scoring Guidelines 63

Question 9 16269 Points Possible: 1 Reporting Category: Historic Documents Content Statement: The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. (18) Scoring Guidelines Rationale for Option A: Key The 1851 Ohio Constitution instituted debt limits to prevent situations like this. Rationale for Option B: Although this would have addressed this problem, this was not a step taken by the 1851 Ohio Constitution. Rationale for Option C: Although this would have addressed this problem, this was not a step taken by the 1851 Ohio Constitution. Rationale for Option D: Although this would have addressed this problem, this was not a step taken by the 1851 Ohio Constitution. 64

Sample Response: 1 point 65

American Government Spring 2015 Item Release Question 10 Question and Scoring Guidelines 67

Question 10 15954 Points Possible: 1 Reporting Category: Historic Documents Content Statement: Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. (12) Scoring Guidelines Rationale for Option A: The 12th Amendment did not change how electoral voters were chosen. Rationale for Option B: The 12th Amendment did not address the issue of whether the Electoral College was a fair representation of the popular vote. Rationale for Option C: There was no Electoral College scandal that called into question the validity of an election. Rationale for Option D: Key The Constitution did not require separate ballots in the Electoral College for president and vice-president, and, as a result, the 1800 election appeared as a tie, which was then decided by the House of Representatives. 68

Sample Response: 1 point 69

American Government Spring 2015 Item Release Question 11 Question and Scoring Guidelines 71

Question 11 16056 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: 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. (7) Scoring Guidelines Rationale for Option A: Key The Constitution empowers the judicial branch to declare actions of the other political branches and of the states to be unconstitutional, thereby voiding, or canceling, such actions/laws. Rationale for Option B: Although there are appeals courts at the federal level, the scenario illustrates judicial review by focusing on the results of federal appeal, and not the appeal process itself. Rationale for Option C: The scenario does not illustrate the concept of limited government. Rationale for Option D: The scenario does not illustrate the concept of popular sovereignty. 72

Sample Response: 1 point 73

American Government Spring 2015 Item Release Question 12 Question and Scoring Guidelines 75

Question 12 16090 Points Possible: 1 Reporting Category: Historic Documents Content Statement: The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War. (9) Scoring Guidelines Rationale for Option A: The excerpt does not address voting rights directly. The 15th Amendment explicitly addressed the right to vote. Rationale for Option B: Key The freed African-Americans of the South were being denied fundamental rights of other American citizens, including due process guaranteed to them under the 5th Amendment. In addition, the same laws that protected other citizens were not applied to them. Rationale for Option C: African-Americans in the South were being exploited during Reconstruction, but were not re-enslaved. Rationale for Option D: Once states were readmitted into the Union, the Bill of Rights and all the provisions of the Constitution applied. 76

Sample Response: 1 point 77

American Government Spring 2015 Item Release Question 13 Question and Scoring Guidelines 79

Question 13 16865 Points Possible: 2 Reporting Category: Ohio/Policy/Economy Content Statement: The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. (24) 80

Scoring Guidelines For this item, a full-credit response includes: Reduce reserve requirement in any box in the Encourages economic growth arrow; AND Lower discount rate in any box in the Encourages economic growth arrow; AND Raise reserve requirement in any box in the Slows economic growth arrow; AND Raise discount rate in any box in the Slows economic growth arrow (2 points). For this item, a partial-credit response includes: Two or three policies in the correct section of the diagram (1 point). 81

American Government Spring 2015 Item Release Question 13 Sample Responses 83

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response has correctly placed all four of the policies that the Federal Reserve uses under the correct scenarios. 84

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has correctly placed two of the policies that the Federal Reserve uses under the correct scenarios ( Reduce reserve requirement under Encourages economic growth AND Raise reserve requirement under Slows economic growth ). 85

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has correctly placed two of the policies that the Federal Reserve uses under the correct scenarios ( Lower discount rate under Encourages economic growth AND Raise reserve requirement under Slows economic growth ). 86

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has placed none of the policies that the Federal Reserve uses under the correct scenarios. 87

American Government Spring 2015 Item Release Question 14 Question and Scoring Guidelines 89

Question 14 17288 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: 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. (17) Scoring Guidelines Rationale for Option A: Amendment 26 was not related to the protection of the rights of African-Americans to own property. Rationale for Option B: Key Amendment 26 extended suffrage to 18-year-olds. Rationale for Option C: Amendment 19 extended voting rights to women. Rationale for Option D: Amendment 26 was not related to the prohibition of practices of racial segregation. 90

Sample Response: 1 point 91

American Government Spring 2015 Item Release Question 15 Question and Scoring Guidelines 93

Question 15 16798 Points Possible: 2 Reporting Category: Principles and Structure Content Statement: 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. (7) 94

Scoring Guidelines 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). For this item, a partial-credit response includes: Two boxes correctly selected (1 point). 95

American Government Spring 2015 Item Release Question 15 Sample Responses 97

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response has correctly identified the Method that was used to determine that Congress has the power to regulate interstate commerce ( Judicial review ), it has correctly determined the key Principle of government that was involved ( Federalism ) and it has correctly identified the Result for our system of government ( Power of Congress upheld ). 98

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has two correct selections ( Judicial review under Method AND Power of Congress upheld under Result ). 99

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response has two correct selections ( Federalism under Principle AND Power of Congress upheld under Result ). 100

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has no correct selections. 101

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has only one correct selection ( Federalism under Principle ). 102

American Government Spring 2015 Item Release Question 16 Question and Scoring Guidelines 103

Question 16 15571 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) 104

Scoring Guidelines For this item, a full-credit response includes: Surveys selected for Statement One; AND Public Records selected for Statement Two; AND Surveys selected for Statement Three (1 point). 105

American Government Spring 2015 Item Release Question 16 Sample Responses 107

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point). The response has correctly matched the three statements with their respective descriptions ( Public Records or Surveys ). 108

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has correctly matched only one of the three statements with its respective description (Statement Two with Public Records ). 109

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has correctly matched only two of the three statements with their respective descriptions (Statement One with Surveys and Statement Three with Surveys ). 110

American Government Spring 2015 Item Release Question 17 Question and Scoring Guidelines 111

Question 17 15276 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) 112

Scoring Guidelines 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). 113

American Government Spring 2015 Item Release Question 17 Sample Responses 115

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point). The response correctly identifies all three methods used to influence legislators in the passage of a bill in the appropriate box beside each scenario. 116

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has placed only one of the methods used to influence legislators in the passage of a bill in the box beside the appropriate scenario ( Consensus building in the box beside Emphasized parts of the bill that opposing members agreed upon during debate ). 117

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The response has placed only one of the methods used to influence legislators in the passage of a bill in the box beside the appropriate scenario ( Compromise in the box beside Removed a line from the bill that was an impediment to a legislator s support ). 118

American Government Spring 2015 Item Release Question 18 Question and Scoring Guidelines 119

Question 18 16845 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. (23) Scoring Guidelines Rationale for Option A: Wages and services are not the government s biggest expenses. Rationale for Option B: Key Most of the government s spending is for fixed expenses such as Medicare and Social Security and cannot be easily altered. Rationale for Option C: Discretionary spending for purposes such as these represents only a small percentage of government spending, so even large cuts will have limited overall consequences. Rationale for Option D: There is no amendment limiting cuts in spending. 120

Sample Response: 1 point 121

American Government Spring 2015 Item Release Question 19 Question and Scoring Guidelines 123

Question 19 17776 Points Possible: 2 Reporting Category: Principles and Structure Content Statement: Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. (3) 124

Scoring Guidelines Exemplar Response Kara Weintraub, the City Economic Development Director, would be the least biased on this issue. As the City Economic Development Director, she would not benefit financially from the project. Other Responses She has no personal stake in the project. As a public official she is prohibited by ethics laws from acquiring personal gain as a result of her position or advice. She does not own the property and so wouldn t benefit from the bridge. Score Point Description 2 points The response identifies Weintraub as the least biased source and states why. 1 point The response identifies Weintraub as the least biased source, but does not provide an appropriate statement as to why the source is the least biased. OR The response does not identify by proper name, title or pronoun which speaker is the least biased, but provides an appropriate statement as to the lack of bias (e.g., The speaker would have nothing to gain if the bridge is built. ) 0 points The response does not meet any of the above criteria. The response indicates inadequate or no understanding of the idea or concept needed to answer the item. It may only repeat information given in the item. The response may be incorrect. 125

American Government Spring 2015 Item Release Question 19 Sample Responses 127

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies Kara Weintraub as the least biased speaker and provides an appropriate explanation for why ( she is not trying to promote anything ). 128

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies Kara Weintraub as the least biased speaker and provides an appropriate explanation for why ( She has nothing to gain nor anything to lose ). 129

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies Kara Weintraub as the least biased speaker and provides an appropriate explanation for why ( she is not looking out for the bridge to just better her life trying to protect the economy of the city, which is to help everyone ). 130

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies Kara Weintraub as the least biased speaker; however, the response does not provide an appropriate explanation for why. 131

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies Kara Weintraub as the least biased speaker; however, the response only paraphrases the argument and does not explain why Kara Weintraub is not biased. 132

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies Kara Weintraub as the least biased speaker ( the city economic development directors speech is not bias ); however, the response does not provide an appropriate explanation for why. 133

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies Kara Weintraub as the most biased speaker and provides an incorrect explanation for why ( she could lose money she has nothing to gain but a lot to lose ). 134

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not identify the least biased speaker and does not provide an appropriate explanation for why. 135

American Government Spring 2015 Item Release Question 20 Question and Scoring Guidelines 137

Question 20 17032 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Four amendments have provided for extensions of suffrage to disenfranchised groups. (11) Scoring Guidelines Exemplar Response The 26th Amendment granted the right to vote to citizens who are 18 or older. Citizens and politicians worked to ensure the passage of the 26th Amendment in 1971 because they believed that the young American men who were drafted to fight in the Vietnam War should be able to contribute to the country s decisionmaking process by voting. 138

Other Responses Identification: The 26th Amendment gave the right to vote to Americans aged 18 and up. The 26th Amendment gave the right to vote to Americans aged 18 to 21. The 26th Amendment gave the right to vote to Americans old enough to serve in the military. Reason: If a person serves in the military, he should have the right to vote. Other accurate responses for reasoning will also be awarded credit. These may include: To engage youth in the political process To increase voter turnout People 18 and above pay taxes and therefore should be able to vote Score Point Description 2 points The response includes one correct identification of the group that was granted voting rights by the 26th Amendment. The response includes one correct explanation of the reasons that caused the amendment to be brought up and ratified. 1 point The response includes one correct identification of the group that was granted voting rights by the 26th Amendment. OR The response includes one correct explanation of why/what caused the amendment to be brought up and ratified. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. 139

American Government Spring 2015 Item Release Question 20 Sample Responses 141

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the group that was granted voting rights by the 26th Amendment ( The 26th amendment granted suffrage to citizen 18 and older ). It also provides a correct explanation of a reason that caused the amendment to be brought up and ratified ( This is because during the late 1960 s and early 1970 s the United States was at war with Vietnam and young men ages 18 and older were drafted at high rates. Many people posed the argument that these young people were being sent fight for their country but had no say in what it was doing. Thus this age group was given the right to vote. ). 142

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the group that was granted voting rights by the 26th Amendment ( The 26th amendment in our U.S. Constitution gives United States citizens that are 18 years of age the ability to vote. ). It also provides a correct explanation of a reason that caused the amendment to be brought up and ratified ( because the 18 year olds that are going to fight for our country should be allowed to vote for the President of the country they are going to be fighting for ). 143

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the group that was granted voting rights by the 26th Amendment ( 18 year olds ). It also provides a correct explanation of a reason that caused the amendment to be brought up and ratified ( it was unfair for people 18 and up to be drafted to war, if they could not also vote ). 144

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies the group that was granted voting rights by the 26th Amendment ( People that are 18 years old and abover were granted suffrage. ); however, it does not provide an accurate explanation of a reason for the amendment s ratification. 145

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the group that was granted voting rights by the 26th Amendment ( they lowered the voting age to 18 years old ); however, it does not provide an explanation of a reason for the amendment s ratification. 146

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it incorrectly identifies the group that was granted voting rights by the 26th Amendment ( allowed people of 21 years of age to vote ); however, it provides a correct explanation of a reason that caused the amendment to be brought up and ratified ( it was ratified due to the fact that 18 year old boys had started to be brought into the military ). 147

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it indicates inadequate understanding of the concept needed to answer the item. 148

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it indicates inadequate understanding of the concept needed to answer the item. 149

American Government Spring 2015 Item Release Question 21 Question and Scoring Guidelines 151

Question 21 16466 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. (20) Scoring Guidelines Rationale for Option A: This is incorrect. This describes forms of civic responsibility at the national level. Rationale for Option B: Key Actively participating in the administration of local or regional institutions, such as the school system or neighborhood watch programs associated with helping local police departments, are examples of local civic responsibility. Rationale for Option C: This is incorrect. This describes a form of civic responsibility at the state level. Rationale for Option D: This is incorrect. This describes a right, not a responsibility. 152

Sample Response: 1 point 153

American Government Spring 2015 Item Release Question 22 Question and Scoring Guidelines 155

Question 22 17312 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. (24) Scoring Guidelines Rationale for Option A: This is incorrect. Tariff rates are set by and controlled by Congress, not the Federal Reserve System. Rationale for Option B: This is incorrect. Regulation of consumer goods is controlled by Congress, not the Federal Reserve System. Rationale for Option C: Key This is a function of the Federal Reserve System. Rationale for Option D: This is incorrect. Federal spending is controlled by Congress, not the Federal Reserve System. 156

Sample Response: 1 point 157

American Government Spring 2015 Item Release Question 23 Question and Scoring Guidelines 159

Question 23 16237 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. (14) Scoring Guidelines Rationale for Option A: This is incorrect. The judicial branch does not enforce laws. Rationale for Option B: Key The executive branch, as led by the president, is designated with the constitutional authority to enforce laws. Rationale for Option C: This is incorrect. Neither branch enforces laws. Rationale for Option D: This is incorrect. Only one of these branches enforces laws. 160

Sample Response: 1 point 161

American Government Spring 2015 Item Release Question 24 Question and Scoring Guidelines 163

Question 24 16083 Points Possible: 1 Reporting Category: Historic Documents Content Statement: The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. (8) Scoring Guidelines Rationale for Option A: This is incorrect. This does not describe the first ten amendments of the Constitution. Rationale for Option B: This is incorrect. The Preamble does not contain any amendments; rather, it is a brief introduction to the Constitution. Rationale for Option C: Key The first ten amendments comprise the Bill of Rights. Rationale for Option D: This is incorrect. These essays were written to persuade Americans to ratify the Constitution and are not part of the document. 164

Sample Response: 1 point 165

American Government Spring 2015 Item Release Question 25 Question and Scoring Guidelines 167

Question 25 14604 Points Possible: 2 Reporting Category: Ohio/Policy/Economy Content Statement: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) 168

Scoring Guidelines For this item, a full-credit response includes: Regulate foreign trade in Federal Government ; AND Declare war in Federal Government ; AND Print money in Federal Government ; AND Raise sales tax in State Government ; AND Conduct elections in State Government ; AND Ratify constitutional amendments in State Government (2 points). For this item, a partial-credit response includes: Four or five powers correctly identified (1 point). 169

American Government Spring 2015 Item Release Question 25 Sample Responses 171

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it has all six of the government powers correctly placed under the appropriate level of government. 172

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it has four of the government powers correctly placed under the appropriate level of government. Ratify constitutional amendments is placed incorrectly because it describes a power of state government, not the federal government. Declare war is also placed incorrectly because it describes a power of the federal government, not state government. 173

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it has four of the government powers correctly placed under the appropriate level of government. Ratify constitutional amendments is placed incorrectly because it describes a power of state government, not the federal government. Declare war was also not correctly placed. It describes a power of the federal government. 174

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it has five of the government powers correctly placed under the appropriate level of government. Ratify constitutional amendments is placed incorrectly because it describes a power of state government, not the federal government. 175

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it has only two of the government powers correctly placed under the appropriate level of government ( Conduct elections under State Government, and Declare war under Federal Government). 176

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it has only three of the government powers correctly placed under the appropriate level of government ( Conduct elections under State Government, Declare war under Federal Government and Print money under Federal Government). 177

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it has only two of the government powers correctly placed under the appropriate level of government ( Declare war under Federal Government and Ratify constitutional amendments under State Government). 178

American Government Spring 2015 Item Release Question 26 Question and Scoring Guidelines 179

Question 26 15883 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) Scoring Guidelines Rationale for Option A: This is incorrect. This answer choice describes compromise. Rationale for Option B: This is incorrect. This answer choice describes negotiation. Rationale for Option C: This is incorrect. This answer choice describes persuasion. Rationale for Option D: Key Building consensus requires actively seeking out what opposing parties have in common and using that as a basis for further negotiation. 180

Sample Response: 1 point 181

American Government Spring 2015 Item Release Question 27 Question and Scoring Guidelines 183

Question 27 16295 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. (19) Scoring Guidelines Rationale for Option A: This is incorrect. The Ohio Supreme Court does not make the decision, and state law must conform to federal law. Rationale for Option B: This is incorrect. The U.S. Constitution states that federal law takes precedence over state law. Rationale for Option C: This is incorrect. The U.S. Congress makes the laws with the knowledge that they will apply in all states. Individual states do not make their own decisions on whether or not to follow laws. Rationale for Option D: Key Article VI of the U.S. Constitution states that the "Constitution, and the laws of the United States... shall be the supreme Law of the Land" so the U.S. Constitution is followed. 184

Sample Response: 1 point 185

American Government Spring 2015 Item Release Question 28 Question and Scoring Guidelines 187

Question 28 16291 Points Possible: 1 Reporting Category: Principles and Structure Content Statement: The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) Scoring Guidelines Rationale for Option A: This is incorrect. This falsely characterizes the role of the Speaker of the House he or she does not have any role presiding over the Supreme Court. Rationale for Option B: Key The Supreme Court supervises the Congress during an impeachment trial of the president. In this case, the president was not removed from office. Rationale for Option C: This is incorrect. This case does not meet the criteria for the question because it does not involve the executive branch. Rationale for Option D: This is incorrect. This case does not meet the criteria for the question because it does not involve the legislative branch. 188

Sample Response: 1 point 189

American Government Spring 2015 Item Release Question 29 Question and Scoring Guidelines 191

Question 29???? Points Possible: 1 Reporting Category: Principles and Structure Content Statement: The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) Scoring Guidelines Rationale for Option A: Key Each is a different tool opposing parties can use to solve disagreements peacefully. Rationale for Option B: This is incorrect. Only compromise and, often, negotiations, require this. Rationale for Option C: This is incorrect. This statement is false. It is possible for opposing parties to reach a balanced resolution by using these methods. Rationale for Option D: This is incorrect. The process of these methods may mean that some positions are amended or given up. 192

Sample Response: 1 point 193

194

American Government Spring 2015 Item Release Question 30 Question and Scoring Guidelines 195

Question 30????? Points Possible: 1 Reporting Category: Principles and Structure Content Statement: 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. (16) Scoring Guidelines Score Point Description 1 point The response includes one of the following: Citizens must complete jury duty. Citizens are responsible for serving on juries. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. 196

American Government Spring 2015 Item Release Question 30 Sample Responses 197

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the responsibility. 198

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the responsibility. 199

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the responsibility. 200

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the responsibility. 201

Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it incorrectly identifies the responsibility. Paying taxes does not ensure a right to a jury trial. 202

Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it incorrectly identifies the responsibility. Serving in the military does not ensure a right to a jury trial. 203

Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it incorrectly identifies the responsibility. Due process does not ensure a right to a jury trial. 204

American Government Spring 2015 Item Release Question 31 Question and Scoring Guidelines 205

Question 31 16780 Points Possible: 2 Reporting Category: Prinicples and Structure Content Statement: The political process creates a dynamic interaction among the three branches of government in addressing current issues. (15) 206

Scoring Guidelines For this item, a full-credit response includes: 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). For this item, a partial credit response includes: Any two correct branches in the correct boxes (1 point). 207

American Government Spring 2015 Item Release Question 31 Sample Responses 209

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because the branches of government are identified correctly in all four of the interactions. 210

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because only two of the branches of government are identified correctly in the interactions: Legislative is placed correctly in the top interaction, and Executive is placed correctly in the second interaction. 211

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because only two of the branches of government are identified correctly in the interactions: Executive is placed correctly in the second interaction and Judicial is placed correctly in the third interaction. 212

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because none of the branches of government are identified correctly in the interactions. 213

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because only one of the branches of government is identified correctly in the interactions: Legislative is placed correctly in the top interaction. 214

American Government Spring 2015 Item Release Question 32 Question and Scoring Guidelines 215

Question 32 16781 Points Possible: 1 Reporting Category: Prinicples and Structure Content Statement: 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. (17) Scoring Guidelines For this item, a full-credit response includes: Executive Branch in top box; AND Legislative Branch in bottom box (1 point). 216

American Government Spring 2015 Item Release Question 32 Sample Responses 217

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly matches the branch of government to the appropriate action to extend civil rights. 218

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly matches the branch of government to the appropriate action to extend civil rights. 219

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it correctly matches only one branch of government to the appropriate action to extend civil rights: Executive Branch for the first action. 220

American Government Spring 2015 Item Release Question 33 Question and Scoring Guidelines 221

Question 33 16783 Points Possible: 2 Reporting Category: Ohio/Policy/Economy Content Statement: The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. (23) 222

Scoring Guidelines For this item, a full-credit response includes: Expand in the End a recession row; AND Contract in the Increase tax revenue row; AND Contract in the Lower inflation row; AND Contract in the Lower federal spending row; AND Expand in the Raise total demand for goods row; AND Expand in the Reduce tax rates row (2 points). For this item, a partial credit response includes: Three to five policies in the correct blank boxes (1 point). 223

American Government Spring 2015 Item Release Question 33 Sample Responses 225

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because the appropriate policy is correctly identified for each of the goals. 226

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the appropriate policy is correctly identified for three of the goals: the first, second and fifth goals. 227

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the appropriate policy is correctly identified for four of the goals: the second, third, fourth and fifth goals. 228

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the appropriate policy is correctly identified for only two of the goals: the first and fifth goals. 229

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not correctly identify the appropriate policies for any of the goals. 230

American Government Spring 2015 Item Release Question 34 Question and Scoring Guidelines 231

Question 34 16783 Points Possible: 1 Reporting Category: Historic Documents Content Statement: The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. (6) Scoring Guidelines Rationale for Option A: This is incorrect. This issue was not up for debate between the two parties. Rationale for Option B: Key The Anti-Federalists believed the powers of the national government should be limited in favor of greater powers for the states. Rationale for Option C: This is incorrect. This issue was not up for debate between the two parties. Rationale for Option D: This is incorrect. The Anti-Federalists believed that there should not be a strong central government, but rather there should be greater power for the states. 232

Sample Response: 1 point 233

American Government Spring 2015 Item Release Question 35 Question and Scoring Guidelines 235

Question 35 16784 Points Possible: 2 Reporting Category: Ohio/Policy/Economy Content Statement: Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) 236

Scoring Guidelines For this item, a full-credit (2 point) response includes: Attend a demonstration at the White House at Action Leslie; AND Federal at Level of Government Leslie (1 point); AND Offer comments... at Action Tim; AND Local at Level of Government Tim (1 point). For this item, a partial-credit (1 point) response includes: One action correctly placed and matched to the corresponding level of government. 237

American Government Spring 2015 Item Release Question 35 Sample Responses 239

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the Action each student could take to offer their opinions and correctly identifies the Level of Government each student should target for their actions. 240

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the Action and Level of Government that one student (Leslie) could take to offer her opinion. 241

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the Action and Level of Government that one student (Tim) could take to offer his opinion. 242

Sample Response: 0 points Notes on Scoring This response receives no credit (0 points) because the identifications for the Action and Level of Government are not matched correctly for either student. 243

Sample Response: 0 points Notes on Scoring This response receives no credit (0 points) because while it correctly identifies the Actions each student could take to offer their opinions, the Level of Government that each should target are both incorrect. 244

American Government Spring 2015 Item Release Question 36 Question and Scoring Guidelines 245

Question 36 16785 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. (20) Scoring Guidelines Rationale for Option A: This is incorrect. This describes a form of civic engagement/responsibility at the local or municipal level. Rationale for Option B: This is incorrect. This describes a form of civic engagement/responsibility at the national level. Rationale for Option C: This is incorrect. This describes a form of civic engagement/responsibility at the national/regional level. Rationale for Option D: Key Signing a petition to place an issue on the ballot of a state election is a form of civic engagement at the state level. 246

Sample Response: 1 point 247

American Government Spring 2015 Item Release Question 37 Question and Scoring Guidelines 249

Question 37 16786 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Amendments 11, 21 and 27 have addressed unique historical circumstances. (13) 250

Scoring Guidelines For this item, a full-credit response includes: Selection of Crime rates increased under Prohibition ; AND Selection of Difficulties enforcing the 18th Amendment arose ; AND Selection of The Democratic Party successfully campaigned against Prohibition in 1932 (2 points). For this item, a partial-credit response includes: Selection of two correct responses as designated by the full-credit response rubric and no incorrect options selected (1 point); OR Selection of three correct responses as designated by the full-credit response rubric and one incorrect option selected (1 point). 251

American Government Spring 2015 Item Release Question 37 Sample Responses 253

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it selects all three events that led to the adoption of the 21st Amendment. 254

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it selects only two of the three events that led to the adoption of the 21st Amendment. 255

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because even though it selects the three correct events that led to the adoption of the 21st Amendment, a fourth, incorrect option was selected. ( The women s suffrage ). 256

Sample Response: 0 points Notes on Scoring This response earns partial credit (1 point) because even though it selects the three correct events that led to the adoption of the 21st Amendment, two incorrect options ( The women s suffrage and Federal income taxes ) were also selected. 257

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it selects only two of the events that led to the adoption of the 21st Amendment. The third selection ( Federal income taxes ) is incorrect. 258

American Government Spring 2015 Item Release Question 38 Question and Scoring Guidelines 259

Question 38 16787 Points Possible: 2 Reporting Category: Historic Documents Content Statement: The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. (18) Scoring Guidelines For this item, a full-credit response includes: Major executive...vote at the top box; AND District courts...burdens at the middle box; AND Debt limitations...purpose at the bottom box (2 points). For this item, a partial-credit response includes: Two solutions matched the correct problems (1 point). 260

American Government Spring 2015 Item Release Question 38 Sample Responses 261

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies all of the Solutions to the Problems caused by Ohio s original constitution. 262

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies only two Solutions to the Problems caused by Ohio s original constitution. Major executive officials and all judges were chosen through referendums. is incorrect. 263

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies only two Solutions to the Problems caused by Ohio s original constitution. The federal government purchased Ohio state bonds to assume a portion of the debt. is incorrect. 264

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it correctly identifies only one of the Solutions to the Problems caused by Ohio s original constitution ( Debt limitations were instituted and tax funds could only be used for their stated purpose. ). 265

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it correctly identies only one of the Solutions to the Problems caused by Ohio s original constitution ( Major executive officials and all judges were to be elected by popular vote. ). 266

American Government Spring 2015 Item Release Question 39 Question and Scoring Guidelines 267

Question 39 16788 Points Possible: 1 Reporting Category: Ohio/Policy/Economy Content Statement: Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. (22) Scoring Guidelines Rationale for Option A: This is incorrect. The city council has no input into national pollution standards. Rationale for Option B: This is incorrect. The Ohio General Assembly can only affect state pollution standards. Rationale for Option C: This is incorrect. The U.S. Supreme Court would not be able to change national pollution standards. Rationale for Option D: Key The U.S. Congress has the power to enact new, tougher national pollution standards. 268

Sample Response: 1 point 269

American Government Spring 2015 Item Release Question 40 Question and Scoring Guidelines 271

Question 40 16789 Points Possible: 1 Reporting Category: Historic Documents Content Statement: Four amendments have provided for extensions of suffrage to disenfranchised groups. (11) Scoring Guidelines Rationale for Option A: This is incorrect. The 24th Amendment continued the trend of extending basic rights to disenfranchised groups. This amendment was unrelated to the ability of women to run for public office. Rationale for Option B: Key The 24th Amendment, which outlawed the use of poll taxes, continued the trend of extending basic rights to groups of people in the United States who had been historically disenfranchised. Rationale for Option C: This is incorrect. The 24th Amendment was unrelated to the number of public officials elected into office. Rationale for Option D: This is incorrect. Neither the 24th Amendment nor any other constitutional amendment directly strengthened the role of political parties in choosing candidates that run for public office. 272

Sample Response: 1 point 273

American Government Spring 2015 Item Release Question 41 Question and Scoring Guidelines 275

Question 41 16790 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Amendments 16 through 19 responded to calls for reform during the Progressive Era. (10) Scoring Guidelines For this item, a full-credit response includes: Concerns over federal tariffs in the chart; AND Concerns over the distribution of wealth in the chart; AND Concerns over taxation in the chart (2 points). For this item, a partial-credit response includes: Two correct scenarios in the chart (1 point). 276

American Government Spring 2015 Item Release Question 41 Sample Responses 277

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it identifies the three correct concerns that led to the passage of the 16th Amendment. 278

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies only two correct concerns that led to the passage of the 16th Amendment ( Concerns over taxation and Concerns over the distribution of wealth ). 279

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies only two correct concerns that led to the passage of the 16th Amendment ( Concerns over the distribution of wealth and Concerns over federal tariffs ). 280

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it identifies only one correct concern that led to the passage of the 16th Amendment ( Concerns over the distribution of wealth ). 281

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it identifies only one correct concern that led to the passage of the 16th Amendment ( Concerns over taxation ). 282

American Government Spring 2015 Item Release Question 42 Question and Scoring Guidelines 283

Question 42 19791 Points Possible: 2 Reporting Category: Principles and Structure Content Statement: 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. (5) 284

Scoring Guidelines For this item, a full-credit response includes: Federalism is selected (1 point) AND The division of power between state and federal government is selected (1 point). 285

American Government Spring 2015 Item Release Question 42 Sample Responses 287

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly selects both the basic principle ( Federalism ) and the main function ( The division of power ). 288

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it incorrectly selects the basic principle ( Separation of powers ), but the main function selected ( The division of power ) is correct. 289

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly selects the basic principle ( Federalism ), but the function selected ( The exercise or granting ) is incorrect. 290

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly selects both the basic principle and the main function. 291

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly selects both the basic principle and the main function. 292

American Government Spring 2015 Item Release Question 43 Question and Scoring Guidelines 293

Question 43 16792 Points Possible: 2 Reporting Category: Historic Documents Content Statement: Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances. (12) 294

Scoring Guidelines Score Point Description 2 points The student correctly identifies the 22nd Amendment and correctly describes the two-term limit it created. 1 point The student identifies the 22nd Amendment. OR The student describes the two-term limit. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. 295

American Government Spring 2015 Item Release Question 43 Sample Responses 297

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the 22nd Amendment ( Roosevelt s presidency led to the 22nd amendment ) and correctly describes the two-term limit it created ( It limited the amount of terms a president could serve to two ). 298

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the 22nd Amendment ( The 22nd amendment was established after Franklin D Roosevelt s presidency ) and correctly describes the two-term limit it created ( It changed it so that the president can only serve 2 terms total ). 299

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the 22nd Amendment ( He caused an amendment to be made where the presidential term has a limit ) and correctly describes the two-term limit it created ( Now no president can be in office for more than two terms ). This response identifies the amendment without noting its number. 300

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly describes the two-term limit the 22nd Amendment created ( The amendment made it so that a president can only serve a maximum of two terms ) without identifying the correct amendment. 301

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly describes the two-term limit the 22nd Amendment created ( which set the number of four year terms the president can serve to two ) without identifying the correct amendment. 302

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly describes the two-term limit the 22nd Amendment created ( stating that a President could not exceed a term pf two terms of 4 years each ) without identifying the correct amendment. 303

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the amendment ( The 22nd Amendment ) but incorrectly describes how the amendment changed the rules of the executive branch. 304

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the amendment and incorrectly describes how the amendment changed the rules of the executive branch. 305

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the amendment and incorrectly describes how the amendment changed the rules of the executive branch. 306

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the amendment and incorrectly describes how the amendment changed the rules of the executive branch. 307

American Government Spring 2015 Item Release Question 44 Question and Scoring Guidelines 309

Question 44 16793 Points Possible: 2 Reporting Category: Principles and Structure Content Statement: The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences. (4) 310

Scoring Guidelines For this item, a full-credit response includes: Make a concession to their opponents by offering to build the airport in a different location in the city. selected; AND Hold neighborhood meetings to discuss how to address the concerns residents have about the new airport. selected; AND Run commercials explaining how the cost of the airport will be offset by the economic benefits that it will bring. selected; AND Bring people on both sides of the issue together to try to settle their differences through discussion. selected (2 points). For this item, a partial-credit response includes: Two or three correct approaches selected (1 point). 311

American Government Spring 2015 Item Release Question 44 Sample Responses 313

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies all four approaches. 314

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies only two of the correct approaches. 315

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies only three of the correct approaches. 316

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it identifies only one of the correct approaches ( Hold neighborhood meetings ). 317

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it identifies only one of the correct approaches ( Bring people on both sides of the issue together ). 318