AP Gov FRQ part 2

The First Amendment includes two clauses relating to the freedom of religion. (a) Select one of the following cases and identify the First Amendment clause upon which the United States Supreme Court based its decision. • Engel v. Vitale (school prayer) • Lemon v. Kurtzman (state funding for private religious schools) (b) Describe the Supreme Court's decision in the case that you selected in (a). (c) Select one of the following cases and identify the First Amendment clause upon which the Supreme Court based its decision. • Reynolds v. United States (polygamy) • Oregon v. Smith (drug use in religious ceremonies) (d) Describe the Supreme Court's decision in the case that you selected in (c). (e) Many of these decisions have caused controversy in the United States. Describe two ways in which other political institutions might limit the impact of Supreme Court decisions.

One point is earned for correctly identifying the establishment clause as the First Amendment clause upon which the United States Supreme Court based its decision for either the Engel or Lemon case. One point is earned for a correct description of the Supreme Court's decision in the case that was selected in part (a). Acceptable explanations of Engel v. Vitale: • Must say that the decision struck down state-sponsored prayer in school. • MUST mention state-sponsored or state-organized prayer to get credit. • MUST indicate that the prayer had some type of official government backing/sponsorship/sanction. • Do not have to specify "public schools" to get credit. No point is given if the answer states only that the decision "banned prayer in school." Acceptable explanations of Lemon v. Kurtzman: • Must say that the decision struck down state funding for private religious schools. (More specifically, it struck down state funding to pay parochial teachers to give instruction in secular subjects.) • Will receive credit for statements recognizing that there are certain conditions or criteria that are used in determining if a government practice does not violate the establishment clause. Conditions/criteria may include: o Secular purpose. o Neither enhances nor inhibits religion. o No excessive entanglement between government and religion. One point is earned for identifying the free exercise clause as the First Amendment clause upon which the Supreme Court based its decision for either Reynolds v. United States or Oregon v. Smith. One point is earned for describing the Supreme Court's decision in the case that was selected in part (c). An acceptable explanation of Reynolds v. United States is: • The decision restricted/banned/disallowed polygamy. No point is earned for saying that the "Supreme Court declared polygamy to be unconstitutional." Polygamy is a personal action that is illegal but not a governmental action that is unconstitutional. An acceptable explanation of Oregon v. Smith is: • The decision restricted/banned drug use in religious ceremonies. No point is earned for saying that the "Supreme Court declared drug use in religious ceremonies to be unconstitutional." Drug use is a personal action that is illegal but not a governmental action that is unconstitutional. One point is earned for each correct description of ways in which other political institutions might limit the impact of Supreme Court decisions. Acceptable descriptions may include: • Congressional/state/local legislation. • Executive branch/state government refusal to enforce a Supreme Court decision; ignoring a Supreme Court decision. • Judicial appointments. • Constitutional amendment. • Change in appellate jurisdiction. Other political institutions do not have to be identified by name; for example, "Constitutional amendments can be passed to overturn Supreme Court decisions" is acceptable. In part (e), students do not have to confine their answers to freedom of religion. An acceptable answer, for example, might cite state legislation designed to get around the provisions of Roe v. Wade even though the latter obviously does not involve freedom of religion.

The framers of the United States Constitution created a federal system. (a) Define federalism. (b) Select two of the following and explain how each has been used to increase the power of the federal government relative to the states. • Categorical grants • Federal mandates • Selective incorporation (c) Select two of the following and explain how each has been used to increase the power of the states relative to the federal government. • Welfare Reform Act of 1996 • Block grants • Tenth Amendment

One point is earned for defining federalism. A common definition is: a constitutional division of power between levels (national and state) of government. One point is earned for each explanation of how a categorical grant, federal mandate, or selective incorporation has been used to increase federal power relative to the states. An acceptable explanation of a categorical grant: • A grant designed for a specific purpose. • States must spend money in accord with national government's wishes. An acceptable explanation of a federal mandate: • A federal government tells states what policies to implement. An acceptable explanation of selective incorporation: • Federal courts can overturn state and local practices. Part (c): 2 points One point is earned for each explanation (maximum 2 points) of how the Welfare Reform Act of 1996, block grants, or the Tenth Amendment has been used to increase the power of the states relative to the federal government. Acceptable explanations of the Welfare Reform Act of 1996 include: • States were given the power and money to run their own welfare program. • States were given discretion to determine how to implement the federal goal of transferring people from welfare to work. Acceptable explanations of block grants include: • It is targeted money. • Block grants to states have few strings attached, so states can make decisions about the details of where the money goes. Acceptable explanations of the Tenth Amendment include: • It reserves power to the states and to the people • It is being used to argue that power be returned to states.

Initially, the United States Constitution did little to protect citizens from actions of the states. In the twentieth century, the Supreme Court interpreted the Constitution to protect the rights of citizens from state governments in a process referred to as incorporation. (a) Define selective incorporation. (b) For two of the following, explain how each has been incorporated. Each of your explanations must be based on a specific and relevant Supreme Court decision. • Rights of criminal defendants • First Amendment • Privacy rights

One point is earned for defining selective, and 1 point is earned for defining incorporation. • The response must define what is meant by selective—the fact that the process has been piecemeal and not a sudden change. • The response must define incorporation—the fact that some liberties listed in the Bill of Rights have been applied to the states using the Fourteenth Amendment/due process clause. • The response can earn one point for defining selectiveness without having earned the definition point for defining incorporation in terms of the Fourteenth Amendment/due process clause. Part (b): 4 points One point is earned for describing each of two appropriate cases, and 1 point is earned for explaining how each of the specific provisions of the Bill of Rights was incorporated. • The response must describe the facts and the right that is incorporated in two relevant cases. • The response must also explain how the Supreme Court used the Fourteenth Amendment to incorporate the specific provision of the Bill of Rights in each of the two cases described. • A response may earn points without being able to name an appropriate case, as long as the description and explanation demonstrate that the student knows the relevant aspects of the case even though the name is not included. • Abbreviated case names and informal names are also acceptable (e.g., "Scottsboro Boys" case instead of Powell v. Alabama; Mapp instead of Mapp v. Ohio). • The student does not need to discuss the case that originally incorporated the right, only a case that demonstrates that the right has been incorporated. • The Fourteenth Amendment does not need to be explicitly mentioned in the explanation of the case(s) if the definition of incorporation demonstrates a complete understanding of the role of the Fourteenth Amendment in selective incorporation.

The concept of "divided government" in the United States means that one political party can control the executive branch while another controls the legislative branch. This poses problems for the President in making appointments to federal offices. (a) Describe two problems that divided government poses for the President in making federal appointments. (b) Identify and explain two ways Presidents try to overcome the problems described in (a).

Part A: 2 points possible (1 point per description) Part B: 4 points possible (1 point for each of 2 identifications, 1 point for each of 2 explanations) Part A (problems posed for Presidents): Simple, declarative statements acceptable for description • greater policy conflict likely/ideological conflict • narrows the field of potential candidates • offices go unfilled • tougher committee scrutiny • harder to get congressional/Senate/legislature approval/confirmation/ratification of appointments (House not acceptable) • more frequent character attacks on nominees Senatorial courtesy does not apply Part B (ways Presidents overcome problems) One point for identification; second point for explanation only available after adequate identification. Explanation must answer how Presidents' efforts work to overcome problems. Reference to approval/ratification/confirmation must include reference to Senate/Congress. Reference to congress or legislature is acceptable; House is NOT) • generate public support (including use of media) • compromise on choices (ideological compromise) • building coalitions in Congress • making deals (e.g., veto as threat) • building coalitions with interest groups • making interim recess appointments • more intense background screening of nominees (looking for "bulletproof" candidates) • selecting more minority nominees (i.e., "diversification") • increased reliance on White House staff (when forced to appoint officials not in line with President's position)

The Supreme Court is commonly thought to be "above politics." However, one can argue that the appointment of Supreme Court justices is political. (a) IdentifythreecharacteristicsofSupremeCourtnomineesanddiscusshoweachcharacteristichasbeen politically relevant during the appointment process. (b) Identify two methods that have been used by interest groups to influence the appointment process. Explain how each of these methods has been used to influence that process.

***Note: "appointment process" includes nomination and confirmation Part A : 4 points total: Nominees' CHARACTERISTICS 1 point for identifying ALL THREE characteristics (1 point total) 1 point for EACH discussion (3 points total) Accepted characteristics may include: § Acceptability (NOT to House OR Congress) § Age § Competence/qualifications (e.g. ABA rating) § Gender § Ideology § Issue orientation (litmus test) § Judicial experience § Partisan identification § Patronage § Race/Ethnicity § Region § Religion § Reputation (e.g. prestigious education, ethics, character) § Role (activist vs. restraint) Not necessary to use specific examples of nominees. If example is incorrect, but discussion is correct, student still gets credit. The discussion for each must show that they are three distinct characteristics - (e.g., acceptability must be discussed differently than ideology - no double-dipping) Part B: 3 points total: METHODS Used by Interest Groups to Influence Process 1 point for identifying BOTH methods (1 point total) 1 point for EACH explanation that provides linkage (2 points total) --two explanations must be distinct (no double-dipping) --explanation must answer question of how the method has been used to influence the process METHODS must be relevant to the appointment process and may include: § Advertisement(anymedia) § CampaigncontributionstoWhiteHouse orSenate § Mailings/e-mail § Protests/demonstrations § Ratings § Talkshows(TVandradio) § Testifyingafternomination § Writingtointerestgroupmembers § Op/edpieces § Pressconferences § LobbyingEITHERWhiteHousestaff/PresidentORlobbyingthejudicialcommittee (NOT lobbying Congress in general; can say "lobbying Senate;" can say "lobbying White House to influence the President's selection") § "Useofmedia"(doesnotcountwithanotherformofmediaassecondpoint)

The Constitution was an attempt to address problems of decentralization that were experienced under the Articles of Confederation. (a) List three problems of decentralized power that existed under the Articles of Confederation.For each problem you listed, identify one solution that the Constitution provided to address the problem. (b) Some have argued that the tensions between decentralized and centralized power continue to exist. Support this argument by explaining how one of the following illustrates the continuing tension. • Environmental policy • Gun control • Disability access

1 point for each problem clearly linked to a solution If only problem OR solution is given, no credit No credit if problem is only implicit, not clearly listed Possible examples of A: Amendment process Creation of a dominant national legislature Creation of an executive Interstate commerce National court system Power to coin money Power to raise a military force Power to tax/raise revenue Settle disputes between states Supermajority "Supremacy Clause" Treaties Reference to other enumerated powers of Article 1, Section 8 1 point for general description of specific continuing tensions between centralization and decentralization (federal/state; federal/local governments) with at least implicit linkage to one of the three policy areas. 2 points for a specific explanation of the continuing tensions between centralization and decentralization (federal/state; federal/local governments) with explicit linkage to one of the three policy areas. Explanation has to say how, why, etc.

Explain how each of the political factors listed below makes it difficult for the federal government to enact public policy. Provide one example for each explanation. • Divided government • Weak party discipline • Growth in the number of interest groups and political action committees (PAC's)

2 points: Divided government: (must include reference to party) Explanation (1 point) (How/why difficult to enact) • President/Congress controlled by different parties • Chambers of Congress controlled by different parties Example (1point) 2 points: Weak party discipline: Explanation (1point) (How/why difficult to enact) • Crossover voting • Diminished party ties • Difficulty predicting party support • Leadership has a more difficult time getting the votes • Individual members of Congress can defect without serious consequences Example (1point) 2 points: Growth in number of interest groups and PACs Explanation (1point) (How/why difficult to enact) • Competing interests • Interest groups can oppose policy initiatives. • Interest groups are ìveto groupsî Example (1point)

Different interest groups will choose different techniques to achieve their objectives based on their resources, characteristics, and goals. (a) Describe each of the following techniques and explain why an interest group would choose each technique. • Litigation • Campaigncontributions • Grassrootslobbying/massmobilization (b) Select one of the following groups and identify the primary technique it uses from the list in part (a). Explain why the group you selected would employ that technique over the other two techniques. • American Medical Association (AMA) • Sierra Club • National Rifle Association (NRA) • National Association for the Advancement of Colored People (NAACP)

Acceptable explanations include: Litigation • lack broad popular support (numbers or pub opinion) and/or lack influence over legislation/policy • rights issues involved • success establishes firm precedent Campaign contributions • financial resources • groups that need access • narrow or focused issue • buy candidate loyalty/support Grassroots lobbying (not lobbying in general) //Mass mobilization • popular support but lack of funds • popular support is strength • requires less other resources ($, access) • democratic concerns (philosophical approach). Needs to go beyond influencing public opinion to include involvement/activity for first point; must include how the involvement/activity affects decision makers for second point. Part b: (2 points) 1 point for correct association of a group with a strategy, 1 point for linkage to the other strategies Acceptable associations include: • AMA: campaign contributions • SC: grassroots OR litigation • NRA : grassroots OR campaign contributions • NAACP: litigation OR grassroots IF they do not correctly identify an acceptable association then they CANNOT get the second point.

Presidents are generally thought to have advantages over Congress in conducting foreign policy because of the formal and informal powers of the presidency. (a) Identify two formal constitutional powers of the President in making foreign policy. (b) Identify two formal constitutional powers of Congress in making foreign policy. (c) Identify two informal powers of the President that contribute to the President's advantage over Congress in conducting foreign policy. (d) Explain how each of the informal powers identified in (c) contributes to the President's advantage over Congress in conducting foreign policy.

Acceptable identifications of explicit, formal constitutional powers of the President may include: • Commander-in-chief; power to commit troops • Appointment of ambassadors and foreign policy officials • Negotiate/make treaties • Recognition of nations • Receive ambassadors and other public ministers Part b: (2 points) 1 point for each of two identifications Acceptable identifications of explicit, formal constitutional powers of Congress may include: • Confirm ambassadors • Power of purse in military/foreign policy matters • Declare war • Pass laws/resolutions re: foreign policy issues • Regulate foreign commerce (including trade agreements) • Ratify treaties Part c: (2 points) 1 point for each of two identifications Acceptable identifications of informal powers may include: • Executive agreements • Access to media/bully pulpit/morale building • Agenda setting • Meet with world leaders • Crisis manager • International coalition building • President has access to more information, knowledge, or expertise than does Congress • Recognized as global leader Part d: (2 points Response must show how or why the identified power gives the President advantages over Congress. Acceptable explanations of the President's advantage over Congress may include: • Persuade Congress: negotiate, offer support, threats, etc. • Persuade public: (various means of persuasion) on foreign policy process/issues (e.g., apply pressure to Congress) • Ability to circumvent the formal process

Using the data in the graph above and your knowledge of United States politics, perform the following tasks. (a) Identify two trends shown in the graph. (b) Explain how each of the following contributes to the difference between the federal and the state and local lines in the graph. • Block grants • Federal mandates

Acceptable trends include: • Federal level stays constant • State/local indicates general increase • Widening gap between the two lines • State and local decline after 1990 • Federal level dropped until 1947 • Identified trend must span more than one data point. • Trends may be identified anywhere in the essay. Part B: (4 points) 2 points for each of two explanations Block grants: First point: States able to get more resources from the federal government (shift of resources) OR Explicit definition of block grants Second point: Must earn point 1 to get point 2 Must connect to differences in hiring. Federal mandates: Question 3 Note: First point: Must include understanding of compulsion Shift of responsibility to states OR Federal government requiring states to do more OR State levels higher and Fed lower because Feds achieved policy goals through mandates OR Explicit definition of federal mandates Second point: Must earn point 1 to get point 2 Must connect to differences in hiring.

Both party leadership and committees in Congress play key roles in the legislative process. (a) Define two of the following elements of the congressional committee system and explain how each influences the legislative process. • Specialization • Reciprocity/logrolling • Party representation on committees (b) Identify two ways party leadership in Congress can influence the legislative process, and explain how each way influences the process.

Committees: Explanations must go beyond merely linking to definition. All explanations must be clearly in context of defined element to get credit. • Specialization [members of Congress develop policy expertise] - development of expertise; independence from executive branch; more attention paid to legislation; division of labor; better legislation accepted only if fully explain HOW. • Reciprocity/logrolling [vote trading/exchanges, bargaining] - speeds process, government more expansive (do more). Explanations related to electoral success NOT accepted. More porkbarrel ok only if clearly in context of reciprocity. • Party representation on committees [representation is reflective of the chamber as a whole] - party pushes own agenda, determines leadership on committees. Part b: Party leadership: Acceptable identifications may include: • Assignment of members to committees • Assignment of committee chairs • Scheduling • Agenda-setting (rules committee) • Party discipline • Leadership use of media • Recognition on floor • Leadership control of electoral support Explanation must specifically indicate HOW the party leadership influences the legislative process.

Using the information in the pie charts above, identify two budgetary barriers that hinder the creation of new policy initiatives. Explain why each of the barriers you identified persists. Using your knowledge of United States politics, identify one nonbudgetary barrier AND explain how this barrier hinders the creation of new policy initiatives.

First barrier: identification = 1 point • Budgetary barriers are • Entitlements • Interest payments • Limited discretionary spending available • Mandatory spending • Explanation of why barrier persists (2 points maximum) • 1 point if explanation includes only a general discussion of the barrier • 2 points if explanation is complete about WHY the barrier persists Second barrier: identification = 1 point • Budgetary barriers are • Entitlements • Interest payments • Limited discretionary spending available • Mandatory spending • Explanation of why barrier persists (2 points maximum) • 1 point if explanation includes only a general discussion of the barrier • 2 points if explanation is complete about WHY the barrier persists NONBUDGETARY BARRIER Identification of barrier = 1 point • Some possible examples of non-budgetary barriers are • "Not my programs" orientation toward budget cuts or siphoning money to new programs • Interest group influence/competition that maintains status quo • Lack of strong party system • Incremental spending • Budgetary "walls" • Partisanship • Multiple access points for hindering new programs (legislative "process" limitation) • Explanation of how this barrier hinders creation of new policy initiatives (2 points maximum) • 1 point if explanation is only a general discussion of the barrier • 2 points if explanation is complete about HOW this barrier hinders creation of new policy initiatives NOTE: This question does NOT ask for treatment of change over time; therefore, the identification of barriers does NOT require recognition of growth in entitlements or debt service over time.

The figure below displays voting patterns by state in the 1992 and 1996 presidential elections. Using the information in the figure and your knowledge of United States voting behavior, perform the following tasks. (a) Using the map below, identify one of the numbered regions with strong support for the Democratic presidential candidate and identify and explain two factors that contribute to that support. (b) Using the map below, identify one of the numbered regions with strong support for the Republican presidential candidate and identify and explain two factors that contribute to that support.

Note that this map deals with the PRESIDENTIAL election - and A and B ask for explain of support for presidential candidate, not Congress, governor, etc. 1 point for correctly identifying BOTH a Democratic region and a Republican region. For strong Democratic support: regions 1, 4, 6 only For strong Republican support: region 3 only Part A: 4 points total Support for Democratic candidate: Identify first factor that contributes to Democratic support (1 point) Explain first factor -- student must answer the question "why?" or "how?"(1 point) Identify second factor that contributes to Democratic support (1 point) Explain second factor -- student must answer the question "why?" or "how?" (1 point) Possible Democratic factors include: § Unions/labor § Race/ethnicity § Urban areas § Tradition of Democratic support (does not apply to Region 1) § Liberal § Environmental concerns Part B: 4 points total Support for Republican candidate: Identify first factor that contributes to Republican support (1 point) Explain first factor -- student must answer the question "why?" or "how?" (1 point) Identify second factor that contributes to Republican support (1 point) Explain second factor -- student must answer the question "why?" or "how?" (1 point) Possible Republican factors include: § Non-union § Rural/lessurban § TraditionofRepublicansupport § Conservative § StrongChristian/Protestant/Fundamentalist Region 3: just saying that Dole is from Kansas or Bush is from Texas is not enough for ID unless explained in terms of the region

The three obstacles listed below have made it difficult for Congress to enact significant campaign finance reform. • Buckley v. Valeo (1976) • Soft money • Incumbency Select two of the obstacles. For each obstacle, provide both of the following. (a) Abriefdescriptionoftheobstacle (b) An explanation of how the obstacle has made it difficult for Congress to enact significant campaign finance reform

Obstacle 1 One point for description One point for elaborating the obstacle One point for explicit linkage to how/why obstacle restricts enactment of finance reform TOTAL POSSIBLE POINTS FOR OBSTACLE 1: Three (3) Obstacle 2 One point for description One point for elaborating the obstacle One point for explicit linkage to how/why obstacle restricts enactment of finance reform TOTAL POSSIBLE POINTS FOR OBSTACLE 2: Three (3) Attempts to answer question but earns no points: scored as zero (0) Blank or off-task: scored as a dash (- ) OBSTACLES PERMITTED: • Buckleyv.Valeo(1976) Description: Supreme Court struck down certain campaign donation limits and spending limits as violation of free expression provisions of 1st Amendment Explanation: § Contributing to one's own campaign, contributing to parties for party building, and spending money independently of a campaign are forms of protected free expression. § A constitutional amendment is required to limit free expression, not a more easily enacted statute. • SoftMoney Description: unregulated donations to political parties for party activities/party building; usually spent in the states to aid candidates indirectly in various ways Explanation: § Both parties benefit from soft money, so partisan members of Congress and presidents have little incentive to regulate this resource; there is no critical policy-making mass for reform § Interest groups are often the contributors of these funds, perceive benefits from their use, and have no incentive to urge office seekers or incumbents with whom they have a relationship to regulate these monies. • Incumbency Description: an office holder who is pursuing reelection Explanation: § Incumbents benefit most from existing campaign finance laws § Incumbents have a high probability of re-election and thus attract more donations than challengers, which gives them a desirable advantage in re-election contests. § Incumbents know the consequences of current policy, find them favorable, and realize that changes may created unanticipated negative consequences for themselves. NOTES: (1) This discussion is necessarily set in the context of federal elections (presidency and Congress). (2) One or both points may be earned for the explanation without earning the description point, although earning one such point will likely be unusual, and two points rare. (3) Independent expenditures are NOT considered soft money

Conflicts between Congress and the President over war powers have their origin in the United States Constitution. In 1973 Congress passed the War Powers Resolution in an attempt to clarify the balance of powers between the two branches of government. (a) Describe the primary constitutional conflict between Congress and the President over the decision to go to war. (b) Describe two provisions of the War Powers Resolution that were designed to limit the President's power over war making. (c) The War Powers Resolution has received mixed reviews, but Congress has other powers over war making. Other than the constitutional power that you described in (a), identify and explain two other formal powers Congress has over war making.

One point is earned for a correct description of the primary conflict over the decision to go to war: the President is commander-in-chief and Congress has power to declare war. One point is earned for each correct description of a provision of the War Powers Resolution designed to limit the President's power over war making. Acceptable descriptions include: • President must notify Congress within 48 hours of sending troops into combat. • President must consult with Congress whenever feasible. • Conflicts are limited to 60 days unless Congress takes action, • Congress can extend time from the initial 60 days or can withdraw troops after 60 days with adequate notification to the President. One point is earned for correctly identifying two other formal powers Congress has over war making (maximum 2 points). One point is earned for each explanation of the formal powers identified in part (c) (maximum 2 points). Acceptable answers include: • Passing laws. • Appropriations (any mention of "funding"). • Confirmation of nominees. • Impeachment. • Treaty ratification. • Congressional oversight (hearings or investigations). To earn a point, the explanation must tell how or why these are formal Congressional powers over war making.

In recent decades, entitlement programs have constituted a substantial portion of the United States federal budget. Social Security is the largest entitlement program in the United States. From the information in the chart above and your knowledge of United States government and politics, perform the following tasks. (a) Define entitlement program. (b) What is the primary source of revenue for the Social Security program? (c) Identify one threat to the future of the Social Security program should the trends depicted in the chart above continue. (d) Describe one demographic trend that threatens the future of the Social Security program AND explain how it is responsible for the threat that you identified in (c). (e) Explain how any one of the trends in the chart above would change if the age of eligibility for Social Security were raised.

One point is earned for a definition: Entitlement programs are government-sponsored programs providing mandated/guaranteed/required benefits to those who meet eligibility requirements/qualifications. One point is earned for identifying the primary source of revenue for Social Security. Acceptable responses may include: • Payroll taxes. • Wages from existing wage earners. • Tax based on earned income. • Targeted/earmarked taxes. Note: The response must indicate that the tax is related to work/jobs in order to receive the point One point is earned for identifying a threat to the future of Social Security based on the trends indicated in the chart. Acceptable responses may include: • Run out of money. • Outputs exceed inputs. • Declining reserve One point is earned for describing one demographic trend that threatens the future of Social Security. One point is earned for explaining how the demographic trend is responsible for the threat identified in (c). Acceptable descriptions may include: • More older people/"baby boom" generation. • People living longer/greater life expectancy. • Declining birth rates. Acceptable explanations may include: • The number of workers who fund Social Security is decreasing, but the number of people eligible for Social Security is increasing. • The number of working people cannot support the large population who will soon reach the age of eligibility to receive Social Security. • The ratio of workers to retirees is becoming more unequal. With fewer workers, less money is being paid in, and with more retirees, more money is being paid out. Notes: • Response cannot get the explanation point without a valid description of the demographic trend. • The explanation must address the number of younger people in comparison to the number of older people in order to earn the point. One point is earned for explaining how, if people were to work longer, less money would be paid out/more money would be paid in/the reserve would not decline as rapidly or as much.

. A significant feature of the electoral college is that most states have a winner-take-all system. (a) Describe the winner-take-all feature of the electoral college. (b) Explain one way in which the winner-take-all feature of the electoral college affects how presidential candidates from the two major political parties run their campaigns. (c) Explain one way in which the winner-take-all feature of the electoral college hinders third-party candidates. (d) Explain two reasons why the electoral college has not been abolished.

One point is earned for a description of the winner-take-all feature of the electoral college. A correct description is: the candidate who gets the most votes (or a majority, a plurality, more than any other candidate) wins all of a state's electoral votes. One point is earned for an explanation of how the winner-take-all feature of the electoral college affects how presidential candidates from the two major parties run their campaigns. The explanation must include a specific campaign management or campaign strategy, and it must clearly be tied to the winner-take-all feature at the state level. Acceptable explanations include: • Resource allocation or focus on competitive states, swing states, and large states where candidates spend their time or money or buy media. • Issues (an issue may swing a bloc of voters in a state). • Choice of Vice-President (regional balance). One point is earned for an explanation of how or why the winner-take-all system hinders third parties at the state level. Acceptable explanations include: • Third-party candidates may get a lot of popular votes but no electoral votes unless they carry a state. • The difficulty of winning electoral votes hampers the ability to raise funds and gain other campaign resources. One point is earned for each correct explanation of why the electoral college has not been abolished. The explanation must be tied to the national perspective. Acceptable explanations include: • Helps to ensure that a majority of electoral votes are earned by one candidate. • History/tradition. • Would require constitutional amendment. • No clear consensus on an alternative. • Collectively benefits small states. • Racial minorities (and interest groups) in some states like the electoral college because it protects their votes. • Collectively benefits large states. • Competitive states like it. • Favors two-party syste

The power of the federal government relative to the power of the states has increased since the ratification of the Constitution. (a) Describe two of the following provisions of the Constitution and explain how each has been used over time to expand federal power. • The power to tax and spend • The "necessary and proper" or "elastic" clause • The commerce clause (b) Explain how one of the following has increased the power of the federal government relative to the power of state governments. • Americans with Disabilities Act • Civil Rights Act of 1964 • Clean Air Act

One point is earned for each of the two descriptions, and 1 point is earned for each of the two explanations. The explanation must go beyond merely saying that the clause/power has been used more or interpreted more broadly, and it must explicitly indicate that change over time has occurred. Acceptable descriptions may include: • Tax and spend power The response must indicate who exercises this power. (Congress/national government) The response must describe both the power to tax and the power to spend. • The "necessary and proper" or "elastic" clause The response must indicate who exercises this power. (Congress/national government) The response must include the power to pass laws. • The commerce clause The response must indicate who exercises this power. (Congress/national government) The response must refer to the regulation of interstate commerce, foreign commerce/trade, or commerce with Native American tribes One point is earned for identifying a provision of one of the laws, and 1 point is earned for explaining how the provision increased federal power over the states. If the response does not correctly identify a provision of one of the laws, it cannot get the second point. If the response only discusses the provision's effect on individuals or businesses, it will not earn an explanation point.

The judicial branch is designed to be more independent of public opinion than are the legislature or the executive. Yet, the United States Supreme Court rarely deviates too far for too long from prevalent public opinion. (a) Describe two ways in which the United States Supreme Court is insulated from public opinion. (b) Explain how two factors work to keep the United States Supreme Court from deviating too far from public opinion.

One point is earned for each of the two descriptions. The response must correctly describe two features of the Supreme Court that insulate it from public opinion. The description must identify each feature and add an additional clause or sentence that is factually correct and relevant to the identification. This may be an example or illustration. The response must also link each feature to public opinion. Congress may be used as a surrogate for public opinion, but the President cannot be used unless explicitly linked to public opinion. Acceptable descriptions may include: • "Appointed" or "not elected." • Serve life terms. • Court's ability to control its own docket/set its own agenda. • Salaries cannot be reduced. • Limited access to Court proceedings. Descriptions that are not acceptable include: • The Court's role as interpreter of laws/Constitution. • The fact that the Court accepts only legitimate controversies. Two points are earned for each of the two explanations. The response must explain how or why each identified factor keeps the Supreme Court from deviating too far from public opinion. Acceptable explanations may include: • The appointment and/or confirmation process (no point is given if the response says that the House confirms, but if the response says Congress confirms, this is acceptable). If the appointment and confirmation processes are fully discussed as two SEPARATE processes, the response may earn points for both. • Reliance on other public officials to execute decisions. • The fact that the Supreme Court can be overruled with new laws or constitutional amendments. ("New laws" do not include Congress's general power to write legislation.) • The concern for reputation—individual reputation and/or that of the Supreme Court. Concern for credibility/legitimacy of the institution falls into this category. • The potential for the impeachment of justices. • Congressional control of the Supreme Court's appellate jurisdiction and/or changing the number of justices on the Court.

The framers of the United States Constitution created a legislative system that is bicameral. However, it is not just bicameral; the framers also established two houses of distinctly different character and authority. (a) Discuss two reasons why the framers created a bicameral legislature. (b) Identify one power unique to the House of Representatives and explain why the framers gave the House that power. (c) Identify one power unique to the Senate and explain why the framers gave the Senate that power.

One point is earned for each of two reasons discussed. Acceptable reasons for discussion may include: • Compromise at Constitutional Convention (representation of large vs. small population states). • Compromise among competing interests/protect minority interests. • Slow the process. • Different types of representation/federalism. • An intrabranch check/prevent majority tyranny. Part (b): 2 points One point is earned for a correct identification of a power unique to the House of Representatives, and 1 point is earned for a correct explanation that is linked to the character of the House of Representatives. Acceptable identifications may include: • Initiate revenue bills. • Choose the President when the electoral college is deadlocked. • Impeachment. Acceptable explanations may include: • Closer to the people. • More representative of and responsive to the public/direct election to two-year terms. Part (c): 2 points One point is earned for a correct identification of a power unique to the Senate, and 1 point is earned for a correct explanation that is linked to the character of the Senate. Acceptable identifications may include: • Treaty ratification. • Confirmation of judicial and executive appointments. • Try impeachments/conviction/removal from office. Acceptable explanations may include: • More mature/"august" body. • More insulated from public opinion/indirectly elected (originally). • Longer and/or staggered terms. • Reflects state interests. Note: The unique power must be one that is included in the Constitution (e.g., "filibuster" does not get credit because it is a Senate rule, not a constitutional power).

The United States Congress and the President together have the power to enact federal law. Federal bureaucratic agencies have the responsibility to execute federal law. However, in the carrying out of these laws, federal agencies have policy-making discretion. (a) Explain two reasons why Congress gives federal agencies policy-making discretion in executing federal laws. (b) Choose one of the bureaucratic agencies listed below. Identify the policy area over which it exercises policy-making discretion AND give one specific example of how it exercises that discretion. Environmental Protection Agency (EPA) Federal Communications Commission (FCC) Federal Reserve Board (c) Describe two ways in which Congress ensures that federal agencies follow legislative intent.

One point is earned for explaining each of two reasons why Congress gives federal agencies policy-making discretion in executing federal laws. • Congress lacks expertise/agencies have expertise. • Congress does not want to be blamed for bad policy. • Time-consuming. • Easier to come to agreement. • More efficient. One point is earned for correctly identifying the policy area identified with the agency. One point is earned for providing an example. The response must include a correct, specific example of how the agency exercises policy-making discretion in order to earn the point. One point is earned for each of two descriptions of ways Congress ensures that agencies follow legislative intent. Acceptable descriptions may include: • Oversight. • Budget/appropriations. • Hearings. • Investigations. • Government Accountability Office (GAO). • Change law. • Legislative veto. • Casework. • Sunset laws/reauthorization/dissolve agencies/create new agencies. Note: If one of the above is only mentioned as an example of oversight, the response gets only 1 point.

The United States Congress has debated a variety of campaign finance reforms over the last decade. The proposals debated have included the following: Eliminating soft money Limiting independent expenditures Raising limits on individual contributions (a) Select one of the listed proposals and do all of the following: • Define the proposal. • Describe an argument that proponents make in favor of the proposal. • Describe an argument that opponents make against the proposal. (b) Select a different listed proposal and do all of the following: • Define the proposal. • Describe an argument that proponents make in favor of the proposal. • Describe an argument that opponents make against the proposal.

One point is earned for the definition of the proposal, 1 point is earned for the description of the argument in favor of the proposal, and 1 point is earned for the description of the argument against the proposal. The response may get description points without the definition point, but the descriptions must reference the particular proposal. One point is earned for the definition of the proposal, 1 point is earned for the description of the argument in favor of the proposal, and 1 point is earned for the description of the argument against the proposal. The response may get description points without the definition point, but the descriptions must reference the particular proposal. Eliminating soft money Definition: Prohibiting or regulating campaign contributions to political parties and/or contributions for party building activities Acceptable arguments in favor include: • Soft money is often used to circumvent limits on hard money. • Levels the playing field. • Lessens concern about undue influence of "fat cats"/buying of influence. • Provides more disclosure and transparency. • Decreases overall costs of campaigns. Acceptable arguments against include: • First Amendment. • Contrary to ruling in Buckley v. Valeo. • Party money is one step removed between contributor and decision-maker. • Weakens political parties. • Might lessen grassroots participation. Limiting independent expenditures Definition: Limiting money spent by individuals and groups not directly affiliated with the candidate or the party Acceptable arguments in favor include: • Can be used to circumvent limits on hard money. • Levels the playing field. • Possibly reduces negative issue ads. • Candidates want to control their own campaigns. • Lessens concern about undue influence of "fat cats"/buying of influence. Acceptable arguments against include: • First Amendment. • Contrary to ruling in Buckley v. Valeo. • Might lessen grassroots participation. Raising limits on individual contributions Definition: Increasing the dollar amount individuals may give to a campaign, parties, or PACs Acceptable arguments in favor include: • Limits are not indexed to inflation. • Candidates can spend less time fundraising. • Decreases influence of PACs. • Decreases restrictions on First Amendment rights. • Decreases reliance on less-regulated forms of campaign funds. Acceptable arguments against include: • Allows the rich to have/buy more influence. • Too much money in the process already. • Drives up the cost of campaigns.

The United States Constitution has endured for more than two centuries as the framework of government. However, the meaning of the Constitution has been changed both by formal and informal methods. a. Identify two formal methods for adding amendments to the Constitution. b. Describe two informal methods that have been used to change the meaning of the Constitution. Provide one specific example for each informal method you described. c. Explain why informal methods are used more often than the formal amendment process.

Part (a): (1 point for each method identification; 2 points total) Formal methods: Methods of amendment must include one method of proposal and one method of ratification. Methods of proposal: • By two-thirds vote in both houses of Congress • By national constitutional convention called by Congress at the request of two- thirds of the state legislatures (never been used) Methods of Ratification: • By legislatures in three-fourths of the states • By conventions in three-fourths of the states Students do not have to give the exact fractions, as long as they understand that it is an extraordinary majority and that it involves federalism. Simple majority is not adequate. Do not have to use exact terms (propose, ratify, supermajority, federalism). Part (b): (1 point for each description of informal methods; 1 point for each example; 4 points total) Informal methods may include: • Courts (judicial review/judicial interpretation/application) • Elastic clause • Development of political customs/traditions • The example chosen must be linked to the method described. Part (c): (1 point for basic explanation; 1 point for elaboration; 2 points total) Can get one point for a basic explanation. (i.e., ìitís harder to amend formallyî) Second point requires further elaboration

Many scholars and observers have argued that the ratification of the Fourteenth Amendment to the Constitution has become the single most important act in all of United States politics. a. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For the case you select, explain the significance of the decision in United States politics. • Brown v. Board of Education of Topeka, Kansas (1954) • Baker v. Carr (1962) • Regents of the University of California v. Bakke (1978) b. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For the case you select, explain the significance of the decision in United States politics. • Mapp v. Ohio (1961) • Gideon v. Wainwright (1963) • Miranda v. Arizona (1966)

Part (a): 3 points APÆ UNITED STATES GOVERNMENT AND POLITICS 2001 SCORING GUIDELINES Question 3 Identification: (1 point) Identification of the ìprovision.î Must use ìequal protection.î Explanation: (1 point) Factual statement about the holding. (1 point) Explanation of the significance or impact of the case in United States politics Must go beyond the holding of the case • For example: ìled to Civil Rights movementî • NOT credited: ìBrown led to desegregation of public schoolsî Part (b): 3 points Identification: (1 point) Identification of the ìprovision.î Must use ìdue process.î Explanation: (1 point) Factual statement about the holding. (1 point) Explanation of the significance or impact of the case in United States politics Must go beyond holding of the case • NOT credited ìAll police must read Miranda rightsî

Political institutions can present both obstacles and opportunities to racial minority groups in their efforts to gain political influence. (a) Identify one feature of one of the following and explain how that feature has presented obstacles to racial minority groups in their efforts to achieve political goals. • Federalism • The United States political party system • The United States electoral system (b) Identify one feature of one of the following and explain how that feature might present opportunities to racial minority groups in their efforts to achieve political goals. • Federalism • The United States political party system • The United States electoral system

Part A: 1 point for identification of feature; 2 points for explanation of feature as an obstacle Part B: 1 point for identification of feature; 2 points for explanation of feature as an opportunity • 1-point explanation is a simple statement that indicates understanding that the identified feature is an obstacle/opportunity. • 2-point explanation states "how" the identified feature is an obstacle/opportunity, and is clearly linked to the feature identified. Notes: Part A: "Obstacles" may include: Federalism: • Enabled states to prevent minority group members from voting • two-tier court system; state courts hostile, regional bias • State control over voter registration and elections • State control over legislation (e.g., Jim Crow laws can be discussed, but must be placed in context of federalism for full credit) United States political party system: • Taking minority votes for granted • Closed membership (e.g., "white" primary) • Less opportunity for representation of minority views • Lack of choice of candidates (only two) • Bias against third or minority parties • Lack of party discipline in enforcing adherence to policies favorable to minority groups United States' electoral system: • Winner take all/ plurality vote • At-large vs. single-member districts • Redistricting; racial gerrymandering • Runoff elections Part B: "Opportunities" may include: Federalism: • Appeal to the federal government (e.g., judicial review) • Civil liberties under federal constitution that provide protection at the state level (incorporation of the Bill of Rights) • Geographic concentration allows for greater influence United States political party system: • Become a valued constituency in one of the major parties • Proportional representation of delegates to the Democratic Party convention • Recruitment of minorities as party workers • Ideological slant of primary voters • Open membership United States electoral system: • Voting blocs; being the margin of difference in a given election • Single-member districts • Greater number of seats • Voting system • Minority redistricting, gerrymandering

Using the information in the figure above and your knowledge of United States politics, complete the following tasks. (a) Describe what the figure above demonstrates about the distribution of government benefits over time. (b) Identify two politically relevant factors that have affected the changing distribution of government benefits between children and the elderly. (c) Explain how each of the two factors identified in (b) has affected the changing distribution of government benefits.

Part A: 1 point possible (1 point for description) Part B: 2 points possible (1 point for identification of each of two factors) Part C: 2 points possible (1 point for each of two explanations) Part A: 1 point Description must make reference to movement over depicted period • Elderly proportion of spending has gone up or • Children proportion of spending has gone down or • Proportions have moved in opposite directions Part B: 2 points total - 1 point per factor (Factors must be politically relevant): • Rising elderly population • Shrinking birth rates • Increased life expectancy • Voting numbers/rates • More effective elderly interest groups (e.g., AARP) • Public awareness of issues for the elderly (no double dipping) • Children cannot vote and/or generally are not politically organized No points for mentioning benefit programs in isolation (e.g., "social security has gone up") Part C: 2 points total; 1 point per explanation • Requires linkage to political factor showing how the factor affected changing distribution. Example: Rising elderly population à increasing number of elderly receiving benefits who exert pressure or fund interest groups • Must make political connection to factor identified in Part B • Must go beyond merely stating that there are large numbers of beneficiaries; must link to political factors (pressure, votes, $) Example: Declining number of child beneficiaries okay for ID, but explanation must go beyond restating identification (e.g., voters exert less pressure to fund care for children)

. In the last half of the twentieth century, voter turnout in federal elections has declined. During the same period, voter turnout has been higher in presidential elections than in midterm elections. (a) Identify two factors that have contributed to the overall decline in turnout in federal elections and explain how each factor has contributed to the overall decline. (b) Identify and explain two reasons why voter turnout has been higher in presidential elections than in midterm elections.

Part A: 4 points possible Part B: 4 points possible AP® UNITED STATES GOVERNMENT AND POLITICS 2002 SCORING GUIDELINES Question 4 Part A: 4 points possible: • 1 point for each of 2 factors identified • 1 point for each of 2 factors explained (explanation must address the "how") Contributing factors: • larger electorate (increasing voter base - drop in voting age, minorities enfranchised, population increase) • less party mobilization • more mobile population • demographic changes; as minority groups/young people increase proportionally in the population, voting turnout declines • de-alignment (less party identification) • rising cynicism - people don't vote because, e.g., they don't see a difference between candidates/ declining trust in government • apathy ("too busy" comes under apathy) • loss of efficacy (sense that vote doesn't matter) [cynicism, efficacy, apathy not counted separately unless made clearly distinct in explanation - higher threshold] • 1 point for each of 2 reasons identified • 1 point for each of 2 reasons explained (explanation must address the "why") Reasons for difference between presidential and midterm elections: • media interest greater in presidential elections • greater information available about presidential candidates and issues • national party conventions as infomercials • mobilization (organized turnout drives) • more money spent on presidential elections / less money spent on midterm elections • higher visibility of the presidential office • incumbency advantage in congressional races/ large number of uncontested congressional seats • perception of greater importance of presidential elections No explanation points earned without acceptable identification.

Minor parties (third parties) have been a common feature of United States politics. (a) Describe the point of view expressed about minor parties in the political cartoon above. (b) Identify and explain how two rules of the United States electoral system act as obstacles to minor-party candidates winning elections. (c) Minor parties make important contributions to the United States political system in spite of the institutional obstacles to their candidates' success. Describe two of these contributions

Part a: (1 point) 1 point for description Accurate description of cartoon's point of view (e.g., voting for a third party is throwing away a vote) Part b: (4 points) 1 point for each of two identifications, 1 point for each of two explanations Accepted answers may include: • Winner-take-all aspect of electoral college • Ballot access • Campaign financing (rules/limits, not effects) • Federal funding of presidential elections • Exclusion from presidential debates • Single-member plurality districts Part c: (2 points) 1 point for each of two descriptions Acceptable answers may include: • New or different ideas or issues • Voice for fringe • Safety valve for discontent • Enhanced participation • Room for critical voices • Pushes major parties to include otherwise underrepresented concerns/groups • Clarify major-party candidates' positions

Trust and confidence in government have declined in recent decades. (a) Explain how divided government has contributed to the decline in trust and confidence in government. Be sure to include a definition of divided government in your response. (b) Explain how the increased cost of election campaigns has contributed to the decline in trust and confidence in government. (c) Explain two specific consequences of the decline in trust and confidence in government for individual political behavior.

Part a: (2 points) 1 point definition, 1 point explanation Definition of divided government required for first point. (Essay must earn first point to be eligible for explanation point, below.) Explanation point requires linkage between divided government and decline in trust/confidence. Acceptable responses may include linkage to: • Heightened partisanship • Decline of the middle (moderates frozen out, extremes driving legislation) • Frustration with the governmental process • Confirmation process slowed, stopped, or circumvented, increasing frustration/disgust • Gridlock Part b: (2 points) 2 point explanation For the first point, acceptable explanations include: • Candidates must spend more time raising money • Role of interest groups (PACs), corporations and connections to wealthy donors • Keeps good people from running for office • Small contributions don't matter • Perception that there is wasteful spending To receive the second point, must provide linkage to cynicism or distrust. Part c: (2 points) 1 point for each of two explanations Acceptable behavioral consequences include: • Protest • Decline in voting • Increase in independents or third-party identifiers • Indications of less conventional participation, more non-conventional participation, or limitation to local nonpartisan or community action

The graph above shows reelection rates for incumbents in the House and Senate. From this information and your knowledge of United States politics, perform the following tasks. a. Identify two patterns displayed in the graph. b. Identify two factors that contribute to incumbency advantage. Explain how each factor contributes to incumbency advantage. c. Discuss one consequence of incumbency advantage for the United States political process.

Requires two factual statements about patterns that can be drawn from the graph. Each pattern must address a spread of at least four years on the graph. Must identify a pattern. Identification of a single point on the graph is not credited. • Incumbency rates are high in the House • Incumbency rates are high in the Senate • House typically has higher incumbency rates than Senate • House incumbency rates have increased over time • Senate incumbency rates have increased over time • House incumbency has generally been above 80%; Senate has been above 50% • Rates of incumbency are more stable in the House than in the Senate Part (b): 4 points (1 point for each identification, 1 point for each explanation) Some acceptable factors that contribute to incumbency advantage include: • Sophomore surge • Campaign finance • Constituency service • Access to media • Experience (must go beyond the single word to be more than restatement of ìincumbenc • Franking • Name recognition • Pork barrel • Redistricting Must be an explicit statement of how or why the factors contribute to incumbency advantage. Consequences can be positive or negative. Some acceptable consequences include: • Continuity over time • Less radical change/more incremental change • More experienced political leaders • More established relations with interest groups Discourages challengers • Policy specialization • Fewer women and minorities • Lack of responsiveness Discussion must have an explicit link to the larger political process.

While interest groups and political parties each play a significant role in the United States political system, they differ in their fundamental goals. (a) Identify the fundamental goal of interest groups in the political process. (b) Identify the fundamental goal of major political parties in the political process. (c) Describe two different ways by which interest groups support the fundamental goal of political parties in the political process. (d) For one of the forms of support you described in (c), explain two different ways in which that form of support helps interest groups to achieve their fundamental goal in the political process.

The response must identify a fundamental goal of interest groups in the political process. Acceptable responses may include: • Influence public policy. • Influence Congress/government. • Change laws. • Responses can list tactics as long as they specifically connect them to the fundamental goal of influencing public policy. • No point is earned if the response lists a series of goals, even if one goal is "influence policy" (unless it is specifically listed as the fundamental goal) The response must identify a fundamental goal of political parties in the political process. Acceptable responses may include: • Elect people to office. • Gain control of government. (Responses can earn a point for saying "influence policy" as long as they connect it to winning control of government/electing people to office. One point is earned for each of two descriptions. The response must describe activities that support the electoral goals of parties; for example, the response "lobbying" does not earn a point. Acceptable descriptions may include: • Monetary contributions/political action committee (PAC) donations. (If these two are clearly differentiated, then the response earns both points.) • Organization/mobilization of people. • Media campaigns. • Information. • Independent committees/527s. • Independent expenditures. • Endorsement/recruitment of candidate One point is earned for each of two explanations. Acceptable explanations may include: • Access/influence policymakers. • Have like-minded people/policy advocates in office. • Legislation that helps interest groups. Note: Responses cannot earn points in (d) if they do not earn points in (c).

National interest groups often target national-level policymaking institutions to achieve their policy objectives. Select one of the following national interest groups. • American Association of Retired Persons (AARP) • American Medical Association (AMA) • National Association for the Advancement of Colored People (NAACP) • National Association of Manufacturers (NAM) For the group you selected do each of the following. a. Identify one major national-level policymaking institution that this group targets. b. Describe one resource or characteristic of the group you have chosen AND explain how it influences the choice of the target you have identified in (a). c. Describe another resource or characteristic of the group you have chosen AND explain how it influences the choice of the target you have identified in (a).

The student must identify the national interest group he/she is discussing. a. 1 point total for a correct identification of a national policymaking institution that the selected group would target • The President • The Legislature (give credit for identifying either the House or the Senate) • The Judiciary • The Bureaucracy or a specific agency If student identifies a specific agency it should be clearly and substantively connected to the interest group, e.g., AARP focuses on Social Security Administration, Medicare portion of HHS, FDA and specific health remedy. AMA might focus on the FDA or the Dept of HHS. NAACP might focus on the Dept. of Justice Civil Rights Division or the EEOC. NAM focuses on FTC, Dept of Commerce, Transportation, Labor (OSHA) Note: Incorrect answer is a non-national institution or non-policymaking institution. b. 3 points total • 1 point for identifying a characteristic or resource of the selected group. All that is required here is an identification of a relevant characteristic or resource of the group. Note: Candidate may receive one point here without earning the point in (a). • 2 points (maximum) for explaining how the characteristic or resource identified influences the choice of the policymaking institution targeted. No points are awarded if a student did not earn the point in (a) for identifying the targeted institution. 1 point for only a general explanation that provides some linkage of the characteristic or resource to the choice of target institution. 2 points for a specific or full explanation that describes HOW the characteristic or resource influences the choice of target. c. 3 points total • 1 point for identifying a second characteristic or resource of the selected group. All that is required here is an identification of a relevant characteristic or resource of the group. Note: Candidate may receive one point here without earning the point in (a). • 2 points (maximum) for explaining how the second characteristic or resource identified influences the choice of the policymaking institution targeted. No points are awarded if a student did not earn the point in (a) for identifying the targeted institution. 1 point for only a general explanation that provides some linkage of the characteristic or resource to the choice of target institution. 2 points for a specific or full explanation that describes HOW the characteristic or resource influences the choice of target.

In the 1990's presidential election campaigns have become more candidate centered and less focused on issues and party labels. This change has been attributed both to how the media cover presidential campaigns and to how candidates use the media. Identify and explain two ways in which the media have contributed to candidate-centered presidential campaigns. Identify and explain two ways in which presidential candidates' use of the media has contributed to candidate-centered campaigns. Your answer should NOT include a discussion of presidential primary elections.

Two ways MEDIA have contributed to candidate-centered presidential campaigns: 1 point — each identification of a way in which the media have contributed to candidate-centered presidential campaigns (maximum of 2 points) Note: Must be some linkage to candidate-centered campaigns 1 point — explanation of each way in which the media have contributed to candidate-centered presidential campaigns (maximum of 2 points) The following are some acceptable ways that the MEDIA contribute to candidate-centered campaigns: • Coverage of background of candidate • Image-centered coverage/ personality • Talk shows, TV debates • Horserace, reporting polls • Candidate sound bites • De-emphasizing party • Feeding frenzy • Coverage of convention • Investigative reporting/ scandals • Focus on candidate gaffes Two ways presidential CANDIDATES' use of the media has contributed to candidate-centered campaigns: 1 point — each identification of a way in which the candidates'use of the media has contributed to candidate-centered campaigns (maximum of 2 points) NOTE: Must be some linkage to candidate-centered campaigns 1 point — explanation of each way in which the candidates'use of the media has contributed to candidate-centered campaigns (maximum of 2 points) The following are some acceptable ways that CANDIDATES' use of the media has contributed to candidate-centered campaigns: • Negative commercials/mudslinging • Attention-getting: public appearances to enhance public attention to individual qualities; timing of candidate activities to make free news coverage • Seeking contributions • Leaking information • Image building : positive ads; hiring consultants; TV debates that focus on individual appearance/qualities; getting on talk shows • Candidate creating choreographed opportunities • Use of Internet to disseminate information • Sound bites

Is Congress effective in exercising legislative oversight of the federal bureaucracy? Support your answer by doing ONE of the following. • Explain two specific methods Congress uses to exercise effective oversight of the federal bureaucracy. OR • Give two specific explanations for the failure of Congress to exercise effective oversight of the federal bureaucracy.

• 1 point for taking an explicit position: "Yes, Congress is effective," or "No, Congress is not effective," in providing oversight of the bureaucracy. If the writer takes the affirmative (Congress exercises effective oversight): • 2 points (maximum) for a complete explanation of first specific method Congress uses to exercise effective oversight. Award 1 point for a statement showing general understanding of method of oversight. Award 2 points for a specific explanation showing HOW/WHY the method is effective. Methods of effective oversight may include • Budget control • Reauthorization/Jurisdiction of agencies • Setting guidelines for new agencies • Hearings, committee investigations • Power to organize/reorganize agency • "Sunset" legislation • Congressional support agencies-GAO, CBO • Iron triangles as a source of information • Casework as a source of information • Influence over selection of leadership • Program evaluation • 2 points (maximum) for a complete explanation of a second specific method Congress uses to exercise effective oversight. Use the guidelines above for the first method in awarding one or two points for the explanation of the method. If the writer takes the negative (Congress fails to exercise effective oversight): • 2 points (maximum) for a complete explanation of the first reason for this failure. Award 1 point for a statement showing general understanding of why failure occurs. Award 2 points for a specific explanation of how/why the oversight method is not effective. Reasons for the failure may include • No electoral payoff / Political ramifications • Oversight is labor intensive/ hard work • Lack of technical expertise • Logrolling • Lack of budget control • Enabling legislation is vague • Interest groups/ PACs encourage members to overlook effective administration • Failure to "use" available powers or ineffective use of them • Iron triangles/cozy relationship with agencies • Bureaucratic pathologies (for example, Congress creates opportunities for casework through red tape; firing administrators is difficult) • 2 points (maximum) for complete explanation of the second reason congressional oversight fails. Use the guidelines above for the first reason in awarding one or two points for the explanation of the reason. Notes: • A general discussion of checks and balances is not acceptable and does not receive credit. • If the thesis contradicts the discussion or reasons or explanations, score for the answer that gives the student the most points.