OHIO’S STATE TEST HIGH SCHOOL AMERICAN GOVERNMENT TEACHER’S GUIDE

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

COLUMBUS CITY SCHOOLS SOCIAL STUDIES DEPARTMENT www.ccsoh.us/socialstudies

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

Test Specifications: American Government 1

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

General Description of the American Government Test In 2010 Ohio adopted new rigorous academic content standards for American Government. A model curriculum based on these new standards was adopted in 2011.

An achievement assessment that aligns to the new standards and model curriculum is mandated by Ohio Revised Code 3301.079. The assessment will be administered as a two-part test, in a computer-delivered format, to measure progress toward the standards and to provide information to teachers and administrators.

Test Design The structure of the American Government Test will consist of two parts that will be given near the end of the year. There are two parts in order to provide flexibility in test administration for school districts. Both parts of the test are fixed forms that are administered in an online format. In addition to technology-enhanced items, the test will also contain constructed-response items that require the student to type a response into the computer interface. After the student has completed both parts of the test, his or her scores will be combined to yield a comprehensive view of the student’s progress. Test results are reported back to schools by June 30th.

Content Limits The content to be assessed is defined by the information contained in the Content Statement from Ohio’s Learning Standards for Social Studies and by the Expectations for Learning contained in the Model Curriculum for American Government.

In addition, the information contained in the Content Elaborations of the Model Curricula is to be used by item writers to comprehend the scope of the information and the instructional weight of the Content Statement and the Expectations for Learning.

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

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

American Government Reporting Categories Content Reporting Total Test Statements Category Point Point Range Range

Historic Documents

Basic Principles of the U.S. Constitution 6,8,9,10,11,12,13 23-25

Ohio’s State and Local Governments 18

Principles and Structure

Civic Participation and Skills 3, 4

Basic Principles of the U.S. Constitution 5, 7 23-25 63-65 Structure and Functions of the Federal 14, 15 Government

Role of the People 16, 17

Ohio/Policy/Economy

Ohio’s State and Local Government 19, 20

15-17 Public Policy 22

Government and the Economy 23, 24

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Description of Stimulus and Item Types

Stimulus types associated with discrete items or tasks may include:

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

• An Evidence-Based Set is a group of several questions associated to one or more common stimuli. Evidence-based sets allow students to work with primary source materials to show deep understanding of social studies topics. The questions in these sets will assess a range of skills and content in the content statements.

Item Types Item types are divided into three categories: multiple-choice, enhanced selected-response, and machine-scored constructed response.

A multiple-choice item consists of the following: • a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional). • a question. • a set of answer choices (most often four) that allows the student to select one option in response to the question. • a multiple-choice item may be used in an evidence-based set.

• Multiple-choice items may include such distractors as erroneous conclusions, inaccurate associations, inaccurate examples, inappropriate relationships, misinformation, and unrelated information.

An enhanced selected-response item consists of the following: • a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional). • a question or prompt. • a set of answer choices that allow the students to select multiple options in response to one question, matching options together to classify information, selecting evidence supporting an initial answer choice, or a very structured graphic-response interface. • Enhanced selected-response items allow students to demonstrate deeper understanding than multiple-choice items by having multiple parts or multiple correct answers. • an enhanced selected-response item may be used in an evidence- based set.

A machine-scored constructed-response item consists of the following: • a brief statement that orients the students to the context of the question (optional). • a stimulus on which the question is based (optional). a prompt. • a graphic-response or text/numeric entry. o A graphic-response interface allows the students to manipulate objects to create a response to the question. The graphic-response interface may be a map, a chart or

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graph, a picture, or a diagram on which the students must draw or position objects correctly. • Machine-scored constructed-response items offer the students a great degree of freedom to create their own response. These items allow students to demonstrate deeper understanding than multiple- choice or enhanced selected-response items by requiring students to construct their own response instead of selecting their answer from a given set of choices. These items are scored based on an item-specific rubric. • a machine-scored constructed-response item may be used in an evidence-based set.

A human-scored constructed-response item consists of the following: • a brief statement that orients the students to the context of the questions (optional). • one or more stimuli to which the questions refer (optional). • a question or set of questions that require a detailed written response or responses. The responses are scored by trained scorers according to a rubric or set of rubrics that address multiple dimensions in the students’ work. • a human-scored constructed-response item may be used in an evidence-based set

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

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Performance Level Descriptors 2

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

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

Students at the Limited Level can: • Identify the criteria used to determine the level of credibility of a source; • Recall the main ideas or general themes of the following: o U.S. Constitution; o The Federalist and Anti-Federalist Papers; o The Bill of Rights; o Civil War amendments; o Progressive reform amendments; o Suffrage amendments; • Identify all three branches of state and federal government; • Identify basic civic responsibilities of all U.S. citizens (e.g., obey the law, vote, serve on juries).

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

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

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Students at the Basic Level can: • Determine how sources of information are used to support theories, ideas and policy positions; • Identify the following: o Basic principles of the U.S. Constitution; o Purpose of the Federalist and Anti-Federalist Papers; o Purpose of the Bill of Rights; • Identify the importance of the following: o Civil War amendments including 13-15; o Progressive reform amendments including 16-19; o Suffrage amendments including 15, 19, 24, and 26; o Presidential amendments including 12, 20, 22, 23, and 25; • Identify the basic responsibilities of each branch of the state and federal government; • Identify examples of constitutional rights and civic responsibilities; • Identify issues with Ohio’s original constitution that led to the creation of the 1851 Ohio Constitution (e.g., legislative powers, selection of political leaders, powers of the governor); • Identify methods by which citizens can address leaders at each branch of state and federal government; • Identify how federal tax policy impacts the U.S. economy.

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

Students at the Proficient Level can: • Identify the differences in the methods by which citizens, government and political organizations try to resolve conflict (e.g., persuasion, compromise, consensus, negotiation); • Identify and explain the circumstances around the following: o Basic principles of the U.S. Constitution; o Positions on limited government argued by the Federalists/Anti-Federalists; o Historic changes in U.S. constitutional government; o Civil War amendments including 13-15; o Progressive reform amendments including 16-19; o Suffrage amendments including 15, 19, 24, and 26; o Presidential amendments including 12, 20, 22, 23, and 25; • Compare the powers of each branch of the federal government as they pertain to law and public policy (e.g., Legislative-passing resolutions, Executive-issuing executive orders, Judicial-sentencing offenders of the law); • Identify the relationship between the exercise of constitutional rights and civic

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responsibility (e.g., right to jury trial-serving on juries, right to vote-becoming informed on public issues); • Identify several examples of how the 1851 Ohio Constitution addressed the problems of governing Ohio at the time of its adoption (e.g., election of government officials by popular vote, addition of district courts, banned poll taxes); • Identify a public policy position and determine the most appropriate level and branch of government to address the issue; • Identify how federal tax policy and the Federal Reserve System impact the U.S. economy.

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

Students at the Accelerated Level can: • Explain how political parties, special interest groups and/or the media influence public policy making; • Cite specific examples regarding the following: o Checks on power amongst the three branches of government; o Anti-Federalist ideas implemented in the language of the Bill of Rights; o Changes in the Constitution resulting from evolving social/public demands for governing; o Consequences of the ratification of Amendments 13-15; o Consequences of the ratification of Amendments 16-19; o Consequences of the ratification of Amendments 15, 19, 24, and 26; o Consequences of the ratification of Amendments 12, 20, 22, 23, and 25; o Circumstances and consequences of the ratification of Amendments 11, 21, and 27; • Identify a specific historical or contemporary issue that required interaction amongst the branches of government and analyze the dynamics involved (e.g., circumstances surrounding the 11th Amendment, the impeachment process, the federal government’s actions related to desegregation); • Cite examples of civil rights being extended to minority groups; • Identify symmetry between the structure of the federal government and the state government of Ohio; • Identify various methods by which individuals and organizations can engage government officials and evaluate the effectiveness of each; • Explain a specific action taken by the federal government/Federal Reserve System to manipulate the fiscal/monetary policy and determine its impact on consumer and business spending.

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

Students at the Advanced Level can: • Examine a set of documents pertaining to a civic issue from at least two distinct information types (e.g., public records, surveys, research data, etc.) and explain the relevancy and credibility of each; • Cite specific examples regarding the following: o Federalist and Anti-Federalist ideas implemented in the language of the Bill of Rights; o Changes in the Constitution resulting from evolving social/public demands for governing; o Precedent and consequences of the ratification of Amendments 13-15; o Precedent and consequences of the ratification of Amendments 16-19; o Precedent and consequences of the ratification of Amendments 15, 19, 24 and 26; o Precedent and consequences of the ratification of Amendments 12, 20, 22, 23 and 25; o Precedent and consequences of the ratification of Amendments 11, 21, and 27; • Examine and explain specific examples of checks and balances implemented between the three branches of government and how those oversight powers uphold the principles of the U.S. Constitution (e.g., presidential veto, veto override, Supreme Court rulings against executive orders or legislation); • Analyze an issue related to the denial of civil rights to a specific minority group and explain how at least one branch of government worked to extend civil rights to that group of people (e.g., Supreme Court and the 14th Amendment, Congress and the passing of Civil Rights amendments); • Compare the structures, powers and relationships between the Ohio and federal governments based on their respective constitutions; • Determine the monetary action that should be taken by the Federal Reserve to respond to the forces of inflation and deflation and how such actions will meet the desired economic goal.

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Item Specifications

Topic: Civic Involvement

Content Statement GOV.1 Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.

Expectation for Learning Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process.

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

Topic: Civic Involvement

Content Statement GOV.2 Political parties, interest groups and the media provide opportunities for civic involvement through various means.

Expectation for Learning Select a political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue.

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

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

Topic: Civic Participation and Skills

Content Statement GOV.3 Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups.

Expectation for Learning Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, and policy positions of advocacy groups); explain how each source is relevant; describe the perspective or position of each source and evaluate the credibility of each source.

Content Elaboration and Limits Response Attributes Researching a civic issue involves determining Responses may include but are not limited to: which sources of information are relevant to the task, identifying the perspective or position of each Multiple-choice (see page 4 above) source and evaluating the credibility of the sources. Short Answer Public records can include sources such county tax • Identifying a perspective provided in an records, a report issued by a state agency or the information source. Congressional Record. • Identifying considerations used to determine the credibility of sources. Surveys of public opinion could be conducted by • Citing evidence in support of or opposition students or could come from major polling to stands on a provided civic issue. organizations. Surveys also could consist of data collections pertaining to a public issue (e.g., a Graphic-Response survey of waterway contamination resulting from • Categorizing perspectives of provided the runoff of snow removal chemicals). sources pertaining to a single civic issue in a comparative chart. Research data comes in many forms and may • Evaluating the credibility of a provided originate with organizations ranging from universities source by selecting pertinent text and to research institutes. associating a reason for credibility or lack thereof. Research into local issues can be conducted by • Selecting relevant types of information for students. investigating a provided civic issue. Advocacy groups (interest groups, lobbies) produce literature and maintain websites that Constructed-Response outline their positions on public policy issues. • Explaining how information is relevant to a stated position on a civic issue. Considerations involved with determining the • Explaining how to determine whether credibility of certain sources are credible. sources include: • Describing how information sources are • The qualifications/reputation of the writer relevant to an issue. and/or organization; • The circumstances in which the source material was generated; • Internal consistency and agreement with other credible sources; • Use of supporting evidence and logical conclusions; and • Evidence of bias or unstated assumptions.

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Sample Test Items

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

Part A

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

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

A. a guide to identifying aircraft released by the Federal Aviation Administration B. a website where residents of the city post their opinions about the possible construction of the airport C. a brochure published by the airport’s developers promoting the economic benefits of building the airport D. a report on the environmental impact of the airport authored by a group of scientists and urban planners

Part B

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

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

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

Citizens must choose between a plan to build a new city auditorium or a plan to restore the old one. Supporters of the new auditorium claim that building a new auditorium would be more economical than restoring the old one.

In evaluating the credibility of this claim, citizens should pay particular attention to A. the number of performances held in the auditorium each year. B. the amount of money the supporters spend on promoting their position. C. the popularity of the supporters as community leaders. D. the project cost data provided by architects and accountants.

American Government Practice Test, Question 5 http://oh.portal.airast.org/users/students-and-families.stml

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Sample Test Items

In response to public concern about downtown parking availability, a city’s mayor appoints a panel of traffic engineers, transportation officials and citizens to study the issue. Six months later, the panel published a 30-page report documenting its findings.

Which factor will contribute to the credibility of the report as a source on the topic?

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

American Government Spring 2015 Released Items, Question 3 http://oh.portal.airast.org/users/students-and-families.stml

People rely on public records and surveys as source materials to analyze issues.

Determine whether each statement describes public records or surveys.

Click on the boxes you want to select next to each of the three statements.

American Government Spring 2015 Released Items, Question 13 http://oh.portal.airast.org/users/students-and-families.stml

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Topic: Civic Participation and Skills

Content Statement GOV.4 The processes of persuasion, compromise, consensus building, and negotiation contribute to the resolution of conflicts and differences.

Expectations for Learning Identify a civic issue and explain how persuasion, compromise, consensus building, and/or negotiation are used to resolve opposing positions on the issue.

Content Elaborations and Limits Response Attributes Persuasion is a process of inducing others into Responses may include but are not limited to: accepting a point of view by means of reasoning and argumentation. Multiple-choice (see page 4 above)

Compromise is a process of making concessions to Graphic-Response settle differences. • Categorizing methods of conflict resolution based on descriptions of conflict settings. Consensus building is a process of working toward • Citing evidence demonstrating why achieving general agreement within a group. persuasion, compromise, consensus building or negotiation was necessary to resolve a Negotiation is a process of settling differences provided conflict or difference of opinion. through a discussion of issues. • Identifying persuasion, compromise, consensus building or negotiation in the These processes come into play by varying degrees context of civic engagement. during activities related to governing. Constructed-Response Additional Content Limit • Exemplifying how compromise is used to Use hypothetical situations to examine the resolve opposing positions on a civic issue. processes contained in the Content Statement. • Exemplifying how negotiation is used to resolve opposing positions on a civic issue.

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Sample Test Items

Legislators use various methods to resolve differences of opinion when considering legislation.

Identify the method used to influence legislators in the passage of a bill in each scenario.

Move each method into the correct blank box.

American Government Spring 2015 Released Items, Question 14 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes: • “Persuasion” at “Used data to...”; AND • “Compromise” at “Removed a line...”; AND • “Consensus” building at “Emphasized parts...” (1 point).

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Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.5 As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

Expectations for Learning Explain in context one of the basic principles that help define the government of the United States.

Content Elaborations and Limits Response Attributes Basic principles which help define the government Responses may include but are not limited to: of the United States include but are not limited to popular sovereignty, limited government, Multiple-choice (see page 4 above) federalism, separation of powers, and checks and balances. Short-Answer • Given context, identifying one of the basic Popular sovereignty is the principle that principles of the U.S. Constitution. governmental authority is derived from the people. • Given a narrative, citing the applicable Under this principle, government governs with the basic principle of the U.S. Constitution. consent of the governed. Graphic-Response The principle of limited government holds that a • Selecting a defining principle of the U.S. government can only exercise the powers granted Constitution and diagramming how that to it. Government must be conducted according to principle affects the structure of the rule of law. government. • Selecting a defining principle of the U.S. Federalism is a system of government in which Constitution and diagramming how that power is divided between a central authority and principle affects the relationship between constituent units. the government and the governed. Under the U.S. Constitution, this principle is reflected in the division of powers between the national Constructed-Response government and the states. • Briefly explaining how federalism shapes the structure of the U.S. government by The principle of separation of powers requires a discussing the component parts, their distribution of governmental powers among powers and their relationship to each other. independent branches. Each of the branches has a specific field of authority and unique set of responsibilities within the operation of the government.

Checks and balances constitute a system for controlling government power. Under this principle, the branches of government possess the ability to restrain certain actions of other branches.

Additional Content Limits: Deal with only one principle in each item.

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Sample Test Items

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

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

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

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

Which constitutional principle is identified with the concept of “consent of the governed?” A. rule of law B. popular sovereignty C. checks and balances D. separation of powers

American Government Spring 2015 Released Items, Question 5 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.6 The Federalist Papers and Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.

Expectation for Learning Cite arguments from the Federalist Papers and/or the Anti-Federalist Papers that supported their position on the issue of how well the Constitution upheld the principle of limited government.

Content Elaborations and Limits Response Attributes When the Constitution of the United States was Responses may include but are not limited to: before the states for ratification, various attempts were made to influence the ratification debates. Multiple-choice (see page 4 above) The proponents of ratification became known as Federalists and the opponents as Anti-Federalists. Short-Answer Both sides prepared essays that outlined their • Identifying an excerpted argument as arguments. The Federalist Papers and the Anti- representative of a Federalist or Anti- Federalist Papers discussed key principles of Federalist position on limited government. government as they related to the circumstances of that time. Graphic-Response • Connecting a given Anti-Federalist One key argument during the ratification debate argument for limited government with the concerned the extent of power that should be held corresponding text from the U.S. by the national government. Federalists argued that Constitution. the powers bestowed upon the national government helped to counteract the problems Constructed-Response encountered under the Articles of Confederation. • Describing one idea expressed in the State sovereignty would have to give way in favor Federalist Papers related to limited of the general welfare of the nation. In any case, government, and then describe one according to the Federalists, federal power was counter-argument in the Anti-Federalist defined and limited, while the states still held many Papers. residual powers. The Anti-Federalists responded that • Summarizing an argument presented in the the truly important powers to govern had been Anti-Federalist Papers supporting the idea of delegated to the national government and that the limited government. states had little role other than to oversee the • Describing a position taken by the Federalist selection of federal officials. In addition, argued the Papers on the subject of limited Anti-Federalists, the “necessary and proper” and government. “supremacy” clauses rendered ineffective any limitations on the powers of the national government.

Federalists can be said to have won the overall debate on the basic principles of government with the ratification of the Constitution of the United States. Anti-Federalists did achieve some success with the limitations on government embraced by the Bill of Rights.

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Sample Test Items

Prior to the ratification of the U.S. Constitution, Federalists and Anti-Federalists argued over the basic principles and limits in the role of the government. The quotations shown reflect those arguments.

Use your knowledge of Federalists vs. Anti-Federalists to identify which group held each of the positions shown.

Click on the “Federalist” or “Anti-Federalist” heading above each quotation.

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

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

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Sample Test Items

The Nullification Crisis The Nullification Crisis occurred in the early 1830s in South Carolina, during the presidency of Andrew Jackson. The United States suffered an economic downturn throughout the 1820s, which especially affected South Carolina. Many South Carolina politicians blamed the economic downturn on the national tariff policy that was enacted after the War of 1812. This tariff policy was implemented to help Northern manufacturing industries better compete in domestic markets against well established European manufacturers.

The Nullification Crisis occurred when the South Carolina state government refused to enforce the federal government’s tariffs, declaring them to be unconstitutional. South Carolinians thought the federal tariffs would hurt their state’s trade and exports of raw materials.

In response to South Carolina’s actions, Congress passed and President Jackson signed into law the Force Bill. The Force Bill stated that when a state government obstructs the laws of the United States government, the president has the right to use all force necessary to oppose the obstruction of the federal laws by the state. This force could potentially include U.S. military action against the state of South Carolina.

Following the passage of the Force Bill, South Carolina responded with the passage of a nullification ordinance of the Force Bill. An excerpt from South Carolina’s Ordinance of Nullification of the Force Bill is shown.

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

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

Prior to the ratification of the U.S. Constitution in 1788, Federalists and Anti-Federalists debated how well the proposed constitution upheld the principles of government that would later become important in the Nullification Crisis.

Based on their arguments during the ratification debate, which statement describes what the Anti- Federalists would have thought about the Force Bill? A. Anti-Federalists would have sided with South Carolina because they supported the principle of absolute power. B. Anti-Federalists would have sided with South Carolina because they opposed having an overly powerful federal government. C. Anti-Federalists would have sided with Congress and President Jackson because they opposed trading with foreign countries. D. Anti-Federalists would have sided with Congress and President Jackson because they supported increased power for state governments.

American Government Spring 2018 Released Items, Question 11 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

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

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

Content Elaborations and Limits Response Attributes The operations of government in the United States Responses may include but are not limited to: take place within a framework provided by the U.S. Constitution. However, the U.S. Constitution has Multiple-choice (see page 4 above) been amended, interpreted, supplemented and implemented in a variety of ways. Short-Answer • Listing two ways that constitutional The alternative processes for formally amending the government in the United States can be U.S. Constitution are outlined in Article V of the changed. document.

Graphic-Response Constitutional amendments have added to, • Categorizing specific changes to the modified, replaced and/or made inoperable constitutional government, citing the basic provisions of the original document and previous principle of the U.S. Constitution that was amendments. altered, and how its meaning or application The U.S. Supreme Court, in deciding cases brought changed as a result. before it, has frequently interpreted provisions of the • Given a Supreme Court case or U.S. Constitution to clarify and extend their Amendment to the Constitution, a student meaning. With its power of judicial review, the will adjust a model of the government to Supreme Court has also declared actions of the demonstrate how the interpretation or political branches and of the states to be Amendment has changed the application unconstitutional. of a basic constitutional principle (e.g., Amendments 1 and 11 concerning limited The U.S. Congress, in enacting legislation, has government). provided details which build upon the framework of the Constitution. Constructed-Response • Summarizing how the amendment process For example, civil rights acts and voting rights acts can change the meaning or application of have provided specific directions in furtherance of one of the basic principles of the U.S. constitutional principles. Constitution. • Summarizing how a specific Supreme Court Informal practices also have changed how interpretation changed the application of constitutional government has been implemented one of the basic principles of the U.S. in the United States. These practices are related to Constitution, given a précis of the provisions in the Constitution, but venture into areas applicable case and decision. not specifically addressed in the Constitution. For example, legislative oversight of the executive branch grew in part out of Congress’ need for information to help draft new legislation.

Additional Content Limits

Students will be provided with contextual background on the U.S. Constitution, Supreme Court decisions, legislation and informal practices contained in the Content Statement. 21 Ohio’s State Test: High School American Government Teacher’s Guide

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Sample Test Items

The Supreme Court takes on a case about the constitutional merits of a law. After hearing arguments for and against the law, they issue a verdict that the law goes against certain provisions of the U.S. Constitution. Once determined unconstitutional, the law is struck down, or voided.

What kind of practice is exemplified in the situation described? A. judicial review B. federal appeal C. limited government D. popular sovereignty

American Government Spring 2015 Released Items, Question 8 http://oh.portal.airast.org/users/students-and-families.stml

The United States government is based on several key principles. The U.S. Constitution has been amended to incorporate these principles to protect the rights of the people.

Identify the principles of government that relate to the amendment excerpts shown in the chart.

Move the three principles of government into the boxes next to the amendments they relate to.

American Government Spring 2016 Released Items, Question 3 http://oh.portal.airast.org/users/students-and-families.stml

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

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

Sample Test Items

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

A. Identify the method was used to determine that Congress has the power to regulate interstate commerce. B. Determine the key principle of government that was involved. C. Identify the result for our system of government.

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

American Government Spring 2015 Released Items, Question 12 http://oh.portal.airast.org/users/students-and-families.stml

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).

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.8 The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.

Expectation for Learning Relate one of the arguments over the need for a bill of rights to the wording of one of the first 10 Amendments to the Constitution of the United States.

Content Elaborations and Limits Response Attributes A key argument during the course of the debate Responses may include but are not limited to: over the ratification of the U.S. Constitution concerned the need for a bill of rights. Federalists Multiple-choice (see page 4 above) pointed to protections included in the original document but Anti-Federalists argued that those Short-Answer protections were inadequate. To secure sufficient • Identifying one example of limited votes in the state ratifying conventions, Federalists government found in the Bill of Rights. pledged to offer a bill of rights once the new government was established. Massachusetts and Graphic-Response Virginia, in accord with Anti-Federalist sentiments, • Drawing a connection between an went so far as to propose amendments to the amendment from the Bill of Rights and the Constitution, including amendments to protect the arguments in the early 1790s over the rights of citizens. principle of “limited government.”

The amendments which were ratified in 1791 and Constructed-Response became known as the Bill of Rights addressed • Explaining the Anti-Federalist argument for protections for individual rights (Amendments 1 – 9). individual freedoms being added to the These amendments reflect the principle of limited Constitution. government. The 10th Amendment also addressed • Describing how limited government is the principle of limited government as well as addressed in the Bill of Rights. federalism.

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

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

Part A

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

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

Which issue is addressed by the 6th Amendment? A. powers of taxation B. rights of the accused C. protection of property D. protection from torture

Part B

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

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

£ “There is the same reason, therefore, that the exercise of power… should be restrained within proper limits, as in that of the State governments.”

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

£ “No man is secure of a trial in the county where he is charged to have committed a crime; he may be brought from Niagara to New York, or carried from Kentucky to Richmond for trial for an offense supposed to be committed.”

American Government Spring 2016 Released Items, Question 2 http://oh.portal.airast.org/users/students-and-families.stml

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

American Government Spring 2015 Released Items, Question 24 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.9 The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.

Expectation for Learning Summarize how the 13th through 15th Amendments addressed the aftermath of slavery and the Civil War.

Content Elaborations and Limits Response Attributes The conflict over slavery was a primary cause of the Responses may include but are not limited to: American Civil War. As the war came to a close, plans to “reconstruct” the rebellious states were Multiple-choice (see page 4 above) instituted. The 13thAmendment, which abolished slavery, was not part of President Lincoln’s original Short-Answer plan to readmit former • Identifying Amendment 13, 14 or 15 by its Confederate states to Congress. Ratification of the respective provisions. 13thAmendment became a requirement under President Johnson’s Reconstruction plan. Graphic-Response • Establishing a connection between Once Southern state efforts to curtail the rights of Amendments 13‒15, and the extension of freedmen became known, two further rights that were provided. amendments were proposed. Ratification of these • Connecting a given historical scenario to amendments became a requirement under the the 13th, 14th, or 15th Amendment. congressional plan of Reconstruction. Constructed-Response The 14th Amendment defined what persons were • Explaining how discrimination influenced citizens of the United States and offered protection ratification of the 14th Amendment. from state infringements on citizens’ rights. It also • Describing how the 13th, 14th and 15th revised the means for determining representation in Amendments helped to promote equality the House of Representatives and included for former slaves. punishments for former Confederates and their states. The 15th Amendment extended the right to vote to citizens regardless of race, color or previous condition of servitude.

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

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

Part A

After the Civil War, which goal did the federal government hope to accomplish during Reconstruction?

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

Part B

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

abolishment of slavery

establishment of Jim Crow laws

ratification of the 14th Amendment

ratification of 19th Amendment

guaranteeing African Americans the right to vote

American Government Practice Test, Question 12 http://oh.portal.airast.org/users/students-and-families.stml

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

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

Which statement describes one of the conditions this Reconstruction era amendment was designed to correct? A. Freed African-American men in the South were still being denied the right to vote. B. Freed African-American men continued to be denied their rights as American citizens in some states. C. Arguing that African-American men were not citizens, some southern states tried to reestablish slavery. D. African-American men in the former Confederacy were permanently denied rights under the Constitution.

American Government Spring 2015 Released Items, Question 9 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.10 Amendments 16 through 19 responded to calls for reform during the Progressive Era.

Expectation for Learning Summarize how the 16th through 19th Amendments addressed the calls for reform during the Progressive Era.

Content Elaborations and Limits Response Attributes The Progressive Era was a time of political, Responses may include but are not limited to: economic, and social reform in response to problems which emerged throughout the United Multiple-choice (see page 4 above) States in the late 1800s. Progressive reforms began at the local level and gradually spread to the Short-Answer national level, including four constitutional • Identifying Amendment 16, 17, 18 or 19 by its amendments. These amendments addressed issues respective provisions. related to taxation, representation in Congress, alcohol use and suffrage. Graphic-Response • Connecting a given historical scenario to Concerns over the usage of tariffs by the federal the 16th, 17th, 18th or 19th Amendment. government and distribution of wealth in the country had been raised by the Populist Party. Constructed-Response Progressives took up the call for reform and the 16th • Describe how the 16th, 17th, 18th or 19th Amendment was passed to allow for a federal Amendment addressed calls for reform income tax. Critics of state politics viewed political during the Progressive Era. party bosses and business leaders as having too much influence on state legislatures and their selection of senators. Amendment 17 provides for the direct election of senators by the people. Proponents of prohibition had for decades linked alcohol use to problems such as poverty and the destruction of family life. Efforts to ban the use of alcoholic beverages led to passage of the 18th Amendment. Another longstanding reform effort was focused on obtaining the right to vote for women. The 19th Amendment ended the denial of suffrage based upon the sex of a citizen.

Additional Content Limits Items referring to the amendments collectively will only be in the multiple-choice format. Items referring to individual amendments may be in any item format.

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

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

Select the boxes to identify whether each group supported or opposed the ratification of the 17th Amendment. Supported Opposed Wealthy business leaders X State political party bosses X Members of the Populist Party X Critics of powerful state legislatures X

American Government Practice Test, Question 3 http://oh.portal.airast.org/users/students-and-families.stml

The chart describes how Amendments 16 through 19 to the U.S. Constitution addressed calls for reform during the Progressive Era. Select the information that would complete both columns of this chart. A. Move the two amendments into the blank boxes under “Amendment,” next to their related reforms. B. Then move two reforms into the blank boxes under “Intended Reform,” next to their related amendments.

American Government Spring 2015 Released Items, Question 4 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes: • “17th Amendment” next to “Establishing direct election of senators...”; AND • “19th Amendment” next to “Extending suffrage to women...”; AND • “Banning the sale of alcoholic beverages...” next to “18th Amendment”; AND • “Creating a federal income tax...” next to “16th Amendment” (2 points).

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.11 Four Amendments have provided for extensions of suffrage to disenfranchised groups.

Expectation for Learning Cite evidence to show that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups.

Content Elaborations and Limits Response Attributes A recurring theme in amending the Constitution of Responses may include but are not limited to: the United States has been the extension of voting rights to more citizens. Over time, the fundamental Multiple-choice (see page 4 above) democratic practice of voting has been made possible for different groups of people. Short-Answer • Identifying two amendments that expanded Amendment 15 prohibits the denial of suffrage to suffrage. people because of race, color or previous • Describing how Amendment 15, 19, 24 or 26 condition of servitude. worked to extend suffrage in the United States. Amendment 19 prohibits the denial of suffrage on • Identify the common theme of account of sex. Poll taxes disenfranchised the poor Amendments 15, 19, 24 and 26. and were also used as Jim Crow legislation to deny the right to vote to African Americans. Graphic-Response • Connecting a given historical scenario to Amendment 24 prohibits the use of poll taxes in the 15th, 19th, 24th or 26th Amendment. federal elections. Finally, as a result of many young • Connecting the specific group that men being drafted to fight in the Vietnam War, but benefited from suffrage extensions to the not being able to vote, Amendment 26 extends the applicable Amendment. right to vote to citizens who are 18 years of age or • Identifying the groups that benefitted from older. Amendments 15, 19, 24 and/or 26.

Constructed-Response • Identifying an amendment that extended suffrage and describing how it impacted the electorate. • Citing evidence that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups.

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

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Sample Test Items

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

Identify which group was extended voting rights by each amendment.

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

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

American Government 11 Practice Test, Question 13 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes: • “17th Amendment” next to “Establishing direct election of senators...”; AND • “19th Amendment” next to “Extending suffrage to women...”; AND • “Banning the sale of alcoholic beverages...” next to “18th Amendment”; AND • “Creating a federal income tax...” next to “16th Amendment” (2 points).

The 24th Amendment to the U.S. Constitution outlawed the use of poll taxes to prevent citizens from voting for federal office holders. This 1964 change continued what evolutionary development of the U.S. Constitution? A. permitting women to run for public office B. extending basic rights to more Americans C. increasing the number of elected public officials D. strengthening the role of political parties in choosing candidates

American Government Spring 2017 Released Items, Question 10 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

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

Expectation for Learning Explain the historical circumstances surrounding the adoption of constitutional amendments pertaining to presidential election, terms and succession. Content Elaborations and Limits Response Attributes Constitutional provisions related to the executive Responses may include but are not limited to: branch of the federal government have been frequent subjects for amendment. The amendments Multiple-choice (see page 4 above) have responded to events impacting presidential elections, terms and succession. Short-Answer • Identify the issues leading to the adoption of Amendment 12 altered the procedures of the the 12th, 20th, 22nd, 23rd and/or 25th Electoral College. The change allowed separate Amendments. balloting for president and vice president to avoid a tie in electoral votes, as happened in the election of 1800. Graphic-Response The main provisions of Amendment 20 shortened • Connect the specific problems that led to the time between elections and when presidents the creation of a particular Amendment and members of Congress take office. These with the 12th, 20th, 22nd, 23rd or 25th changes reflected the improvements in Amendment. transportation which allowed for easier travel to • Connect a given historical scenario to the Washington and also reflected the desire to avoid adoption of the 12th, 20th, 22nd, 23rd or “lame duck” periods in the transition from one 25th Amendment. administration or session to another.

Amendment 22 imposed a two-term limit on Constructed Response presidential terms. This amendment was passed • Explaining the influence of the Franklin D. following the four-term presidency of Franklin Roosevelt presidency on the adoption of Roosevelt to institutionalize the two-term tradition the 22nd Amendment. established by George Washington. • Describing the historical reasoning behind

establishing presidential term limits. Amendment 23 provided electors for the District of Describing the need to revise the Columbia. The Electoral College was originally • constitutional provisions regarding based upon electors representing states. As the presidential and/or vice presidential population of the District of Columbia grew, it was decided that the residents there deserved to have succession. the opportunity to vote for electors in presidential • Describing the reasoning behind the elections. change to the Electoral College, requiring separate balloting for the president and Presidential succession and disability were vice president. addressed by Amendment 25. Lyndon B. Johnson, who had a history of heart problems, took office following the assassination of John F. Kennedy. As with other presidential successions, this left the office of the vice president vacant. The 25th Amendment clarified that a successor to the presidency was designated as President of the United States and included provisions for filling the office of Vice President. It also outlined procedures to be used in case of presidential disability.

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

Gov.12 Sample Test Items

What event brought about the adoption of the 25th Amendment?

A. President Woodrow Wilson became seriously ill while in office, leaving his ability to perform the duties of president uncertain. B. President John F. Kennedy was assassinated and was succeeded by Vice President Johnson, who had heart problems himself. C. When President Franklin Roosevelt died in office, he was succeeded by Vice President Truman, leaving the office of the vice president vacant. D. President Ronald Reagan was injured in an assassination attempt and was incapacitated for a day, leaving presidential leadership uncertain.

American Government Practice Test, Question 1 http://oh.portal.airast.org/users/students-and-families.stml

The 20th Amendment, ratified in 1933, shortens the period between Election Day and the time when the president and members of Congress office.

What situation made the 20th Amendment a practical improvement?

A. The Electoral College needed more time to certify the results of the election. B. The public demanded more results from newly elected administrations and wanted the president and Congress to begin serving sooner. C. Better and faster transportation made the long delay between the election of a new president and the inauguration unnecessary. D. After the election, the outgoing president was eager to step down and hand over the heavy responsibility of the office to another leader.

American Government Practice Test, Question 4 http://oh.portal.airast.org/users/students-and-families.stml

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

A. Electoral College voters’ values and interests did not match those of the general population. B. The Electoral College vote did not correspond to the popular vote in early presidential elections. C. A scandal in the Electoral College called into question the validity of the presidential election of 1796. D. The Electoral College did not have the separate ballots for president and vice president, resulting in a tie in 1800.

American Government Spring 2015 Released Items, Question 7 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Basic Principles of the U.S. Constitution

Content Statement GOV.13 Amendments 11, 21 and 27 have addressed unique historical circumstances.

Expectation for Learning Describe the unique circumstances surrounding the adoption of Amendments 11, 21 and 27.

Content Elaborations and Limits Response Attributes Three amendments to the United States Constitution Responses may include but are not limited to: have come about due to particularly unique circumstances. One amendment addresses judicial Multiple-choice (see page 4 above) power and another repeals a previous amendment. The most recent amendment took more than 200 Short-Answer years to be ratified. • Identifying the effect of the 21st Amendment on the 18th Amendment. The 11th Amendment was proposed in 1794, one • Given historical circumstances, identifying year after the Supreme Court ruled in Chisholm v. the related amendment. Georgia (1793) that a lawsuit involving a state being sued by a citizen from another state could be heard Graphic-Response in a federal court. Concerns over the extent of • Diagramming how the provisions of the 11th, federal power led to the passage of this 21st and/or 27th Amendments have amendment, which limits the jurisdiction of the addressed unique historical circumstances. federal courts in cases of this type. The amendment • Connecting specific problems leading to repeals a portion of Article III, section 2, clause 1 of adoption of the 11th, 21st or 27th the Constitution. Amendments with its corresponding Amendment. Congress enacted the Volstead Act to implement • Connecting a given historical scenario to the provisions of the 18th Amendment. Difficulties in the adoption of the 11th, 21st or 27th enforcing the law led to widespread disregard for Amendment. Prohibition and increased criminal activities during the 1920’s. A successful 1932 Democratic Party Constructed Response campaign against Prohibition led to the proposal • Explaining the circumstances surrounding and ratification of the 21st Amendment, which the adoption of the 27th Amendment. repealed the 18th Amendment. • Explaining the circumstances leading to the adoption of the 11th Amendment. Originally proposed in 1789 to limit conflicts of • Describing the historical reasoning for interest among members of Congress in wanting to limit pay increases for Congress. determining their own compensation, the 27th • Identifying the problems associated with Amendment was not ratified with the 10 enforcing the 18th Amendment and the amendments known today as the Bill of Rights. reasons for its repeal with the 21st Popular opposition to congressional pay raises in the Amendment. 1980’s renewed interest in the amendment and it was ratified in 1992.

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

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Sample Test Items Identify the perceived conflict of interest that led to the ratification of the 27th Amendment.

Type your answer in the space provided.

American Government Practice Test, Question 10 http://oh.portal.airast.org/users/students-and-families.stml

1 point - Response includes at least one of the following • Congressmen could increase their own salaries during the same term. • Congressmen set their own pay during the same term. • Congressmen had the power to set their own salaries during the same term. • Concern that congressmen would misuse their authority in setting congressional pay.

A list of events in the early 1900s is shown.

Identify which events led to the adoption of the 21st Amendment of the U.S. Constitution.

Click on the boxes you wish to select.

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

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

Topic: Structures and Functions of the Federal Government

Content Statement GOV.14 Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

Expectation for Learning Compare the powers and responsibilities of each branch of government as they pertain to law and public policy.

Content Limits/Elaborations Response Attributes Laws are rules recognized as binding and enforced Responses may include but are not limited to: by a government. Public policy consists of institutional actions and procedures pursued by a Multiple-choice (see page 4 above) government in carrying out its functions. Short-Answer The U.S. Constitution establishes roles for each of the • Identifying a branch that exercises a three branches of government related to law and particular power or responsibility of the public policy. It assigns each branch special powers federal government. and responsibilities. Graphic-Response Laws are made by the legislative branch. Laws are • Diagramming the powers of the branches of enforced by the executive branch. Laws are government in a graphic organizer. interpreted by the judicial branch as it resolves • Categorizing powers and responsibilities disputes under the laws. The actions and according to the branch of government procedures of all three branches establish public that wields them. policy. These include: • Legislative – conducting oversight Constructed-Response investigations, • Describing the powers or responsibilities of instituting impeachment proceedings, one or more branches of the federal approving government. treaties, passing resolutions; • Comparing the powers and/or • Executive – making rules and regulations, responsibilities assigned between two proposing the federal budget, recognizing branches of government. foreign nations, issuing executive orders; and • Judicial – issuing writs of certiorari, establishing judicial procedures, sentencing offenders, accepting amicus curiae briefs.

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

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Sample Test Items

Identify the responsibilities of each branch of government.

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

• You may use each branch more than once.

American Government Practice Test, Question 1 http://oh.portal.airast.org/users/students-and-families.stml

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

The legislative, executive and judicial branches of the federal government each have specific powers. Which power belongs to the judicial branch? A. enforcing laws B. interpreting laws C. passing resolutions D. recognizing foreign nations

American Government Spring 2018 Released Items, Question 17 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Structure and Functions of the Federal Government

Content Statement GOV.15 The political process creates a dynamic interaction among the three branches of government in addressing current issues.

Expectation for Learning Use historical or contemporary examples of interactions among two or three branches of the federal government to analyze the political dynamics involved.

Content Elaborations and Limits Response Attributes Current issues are addressed by all three branches Responses may include but are not limited to: of the government as they make public policy. The interactions among the branches range from Multiple-choice (see page 4 above) instances where they work in concert to instances involving the exercise of checks and balances. In Short Answer this context, the political process becomes one of • Identifying an example of a check of the the branches exercising their powers to influence legislative branch by the judicial branch of public policy. government. • Explaining how the influence of a single The U.S. Constitution addresses the interaction political party’s control of the legislative among the branches of government with a system branch of government has influenced the of checks and balances. Checks and balances interactions between that branch and the include: executive branch of government. • Legislative on executive – veto override, impeachment of civil officers, Senate Graphic-Response approval of appointments and treaties, raise • Completing a diagram of the relationship and govern military forces; among the branches of government in a • Legislative on judicial – creation of lower provided situation, then selecting the courts, determination of appellate check(s) and balance(s) that arose given jurisdiction of the Supreme Court, that situation. impeachment of judges; • Executive on legislative – convene either or Constructed-Response both houses of Congress, veto legislation; • Illustrating examples of checks and • Executive on judicial – appoint judges, issue balances as derived from the U.S. pardons and reprieves; Constitution. • Judicial on legislative – Chief Justice of the • Using documentation related to a historical Supreme Court presides over impeachment episode to describe how the media, interest trials for the president, interpret and apply groups or political party control has laws; and influenced the interaction among the • judicial on executive – judges not subject to branches of government. removal by president, interpret and apply • Identifying examples of the checks and laws. balances that the other two branches of government have to limit the power of the The interaction among the three branches of remaining branch. government is impacted by factors such as: • Using appropriate documentation to • Interest group involvement (e.g., proposing analyze how informal relationships among legislation, advocating rules, filing briefs); members of Congress have helped or • Political party control of the executive and hindered the ability of the executive branch legislative branches; to advance its legislative agenda. • Amount of public interest and nature of media • coverage/commentary; and • Informal relationships among the members of each branch.

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

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Sample Test Items The chart shows examples of how checks and balances in the U.S. government affect the passage of legislation.

Complete the chart by placing branch labels in each box.

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

American Government Spring 2015 Released Items, Question 2 http://oh.portal.airast.org/users/students-and-families.stml

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).

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

Sample Test Items The U.S. Constitution created a system of dynamic interaction among the three branches of the federal government.

Move the branches of government into the boxes on the left side of the chart to identify which branch performs the checks and balances shown on the right side of the chart.

• You may use each branch more than once.

American Government Spring 2017 Released Items, Question 2 http://oh.portal.airast.org/users/students-and-families.stml

“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).

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

Topic: Role of the People

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

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

Content Elaborations and Limits Response Attributes People in the United States have claims to Responses may include but are not limited to: protection from government intrusion in certain aspects of their lives. These claims are called rights. Multiple-choice (see page 4 above)

During the American Revolution, various state bills of Short-Answer rights were drafted. The original U.S. Constitution • Briefly explaining how failure to fulfill a civic outlined many rights held by the people (see Art. I, responsibility (e.g., registering to vote) can sec. 9 and 10, Art. III, sec. 2, Art. IV, sec. 2). The lead to the denial of a right of citizenship, federal Bill of Rights not only enumerates many such as the franchise. rights, but other unstated rights are alluded to under the Ninth Amendment. The U.S. Supreme Court, in its Graphic-Response interpretation of the 14th Amendment’s due- • Diagramming the relationship between the process clause, has instituted the doctrine of exercise of various civic responsibilities and incorporation meaning that most of the guarantees various rights of citizenship. in the Bill of Rights also apply to state and local • Given a scenario, highlighting text referring governments. to rights and indicate which rights need to Many of the rights held by American citizens protect be balanced. the ability to participate in the political process (e.g., speech, press, assembly, petition, suffrage, Constructed-Response hold public office). • Explaining how a fulfillment or failure to fulfill a civic responsibility affects the exercise of a There are general responsibilities of citizenship (e.g., stated right. respecting the rule of law, paying taxes and fees, accepting responsibility for one’s actions). There also are responsibilities associated with the exercise of particular rights. Examples include: • Entitlement to privileges and immunities – respecting the rights of others; • Right of free speech–engaging in civil discourse • Right to bear arms–receiving firearms training; • Right to jury trial–serving on juries; and • Right to vote–becoming informed on public issues.

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

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

Additional Content Limits

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

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Sample Test Items

The United States Supreme Court has used the doctrine of incorporation to extend most of the rights included in the Bill of Rights to state and local governments.

Select the boxes to identify whether each Supreme Court decision extended freedom of assembly, press or religion.

Freedom of Freedom of Freedom of Assembly the Press Religion

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

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

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

American Government Spring 2018 Released Items, Question 5 http://oh.portal.airast.org/users/students-and-families.stml

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

Part A In the United States, rights carry responsibilities.

Which is a civic responsibility of citizens? A. serving on a jury B. attending college C. donating money to charity D. being active in a political party

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

American Government Spring 2016 Released Items, Question 14 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Role of the People

Content Statement GOV.17 Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

Expectation for Learning Identify an issue related to the denial of civil rights to a particular minority group and explain how at least one branch of the federal government helped to extend civil rights or opportunities for participation to that group of people.

Content Elaborations and Limits Response Attributes The U.S. Constitution guarantees rights to the people Responses may include but are not limited to: of the United States. Historically, despite those guarantees, certain groups of people have not Multiple-choice (see page 4 above) been able to fully exercise their rights. Over time, the U.S. government has taken actions to ensure the Short-Answer free exercise of rights by all people and to protect • Citing an issue that a given amendment their ability to participate in the processes of addressed. governing. Graphic-Response For instance, the ratification of the 19th • Completing a diagram categorizing how Amendment guaranteed suffrage to all women the federal government addressed a denial and the ratification of the 24th Amendment of rights to a selected minority group. eliminated the failure to pay taxes as a reason to deny participation in voting for federal Constructed-Response officeholders. The executive branch used National • Describing examples of the denial of rights Guard troops to help integrate schools and used to minority groups and corresponding the Department of Justice to bring charges against actions taken by the federal government to violators of open housing legislation. The legislative address those denials. branch enacted a series of civil rights acts and • Explaining how the federal government voting rights acts in the second half of the 20th used legislation to address a denial of rights century. The U.S. Supreme Court, through the to a minority group in the 20th century. process of incorporation, has used the due process clause of the 14th Amendment to apply most of the federal Bill of Rights to the states.

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Sample Test Items

The United States Constitution is a living document that changes over time as a result of amendments and Supreme Court decisions. How did the Constitution change as a result of the 26th Amendment?

A. It protected the right of African-Americans to own property. B. It made eighteen-year-old citizens eligible to vote in federal and state elections. C. It extended the right to vote to women in federal and state elections. D. It prohibited practices of racial segregation.

American Government Spring 2015 Released Items, Question 11 http://oh.portal.airast.org/users/students-and-families.stml

From time to time, the Supreme Court has extended civil rights protections to groups that historically have been denied rights guaranteed to other Americans. Sometimes the Supreme Court has done this by interpreting and applying principles found in existing Constitutional amendments.

Which legal principle did the Supreme Court use to extend the Bill of Rights guarantees to state laws and to broaden civil rights protections for minorities? A. the “two-thirds clause” of the 12th Amendment B. the “punishment clause” of the 13th Amendment C. the “due process clause” of the 14th Amendment D. the “apportionment clause” of the 16th Amendment

American Government Spring 2018 Released Items, Question 3 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Ohio’s State and Local Governments

Content Statement GOV.18 The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio.

Expectation for Learning Provide examples of how the 1851 Ohio Constitution addressed difficulties in governing Ohio at that time.

Content Elaborations and Limits Response Attributes Under Ohio’s original constitution, the General Responses may include but are not limited to: Assembly was the preeminent branch of the government. Key judicial and executive officers, Multiple-choice (see page 4 above) other than the governor, were appointed by the legislature and were not elected by the people of Short-Answer Ohio. • Identifying one example of difficulties experienced in governing Ohio prior to the The governor, although an elected official, had few passage of the 1851 Ohio Constitution. specific powers. The Supreme Court, which was • Citing how the 1851 Ohio Constitution required to meet once each year in every county, addressed the problems associated with the found it difficult to meet its obligations. In addition requirement that the Ohio Supreme Court the state was burdened with a significant amount meet annually in every county. of debt. Graphic-Response The Constitution of 1851 provided that major • Completing a diagram by matching the executive officials and all judges were to be difficulty in governing Ohio prior to 1851 with elected by popular vote. the solution provided by the Ohio Constitution of 1851. While the powers of the governor were not • Completing organizational charts that significantly increased, legislative powers to enact demonstrate how legislative, judicial and retroactive laws were prohibited and all laws of a executive officials were chosen for office general nature were required to be uniform prior to and after the passage of the 1851 throughout the state. District courts were added to Ohio Constitution. the court system to reduce the burdens upon the Supreme Court. The new constitution instituted debt Constructed-Response limitations, banned poll taxes and required that tax • Explaining the reasoning behind the funds be used only for their stated purpose. creation of district courts in Ohio. • Describing how the Ohio Constitution in 1851 addressed the issues of high state debt and the requirement that the Supreme Court meet once each year in every county.

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Sample Test Items What was one change made by the 1851 Ohio Constitution that affected how the state was governed?

A. The 1851 Ohio Constitution increased the power of the General Assembly. B. The 1851 Ohio Constitution limited the amount of debt the state could accumulate. C. The 1851 Ohio Constitution permitted the General Assembly to enact retroactive laws. D. The 1851 Ohio Constitution lifted a restricted on how the state could spend its tax funds.

American Government Practice Test, Question 3 http://oh.portal.airast.org/users/students-and-families.stml

In 1851, Ohio drafted a new constitution that was meant to address problems of the original state constitution. These problems included: • An overburdened judicial branch • A significant amount of state debt • An overly powerful legislative branch

Select all of the ways that the Ohio Constitution of 1851 addressed these problems.

It created district courts.

It instituted debt limitations.

It forgave all outstanding state debt.

It allowed the judicial branch to appoint legislative officials.

It required major executive officials to be elected into office.

It restricted the number of cases that could be brought to trial in the state each year.

American Government, Practice Test, Question 16 http://oh.portal.airast.org/users/students-and-families.stml

The Ohio Constitution was rewritten in 1851. The new constitution took away some of the powers of the state legislature.

Under Ohio’s original constitution, state legislators had put Ohio into debt by lending money to canal, railroad, and turnpike companies owned by their friends.

How did Ohio’s 1851 Constitution address this problem?

A. The 1851 Ohio Constitution created debt limits. B. The 1851 Ohio Constitution banned the state from lending money. C. The 1851 Ohio Constitution initiated strict rules on lobbying for legislators. D. The 1851 Ohio Constitution declared all of the state’s prior debts null and void.

American Government Spring 2015 Released Items, Question 6 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Ohio’s State and Local Governments

Content Statement GOV.19 As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.

Expectations for Learning Determine how the Ohio Constitution complements the federal structure of government in the United States and compare the structures, powers and relationships between both levels of government as defined in the Constitution of Ohio and the Constitution of the U.S.

Content Elaborations and Limits Response Attributes The government of the State of Ohio fits within the Responses may include but are not limited to: federal structure of government. The Ohio Constitution must be consistent with the basic Multiple-choice (see page 4 above) principles outlined in the U.S. Constitution (Article VI). The Ohio Constitution outlines the powers and Short-Answer functions of state government and provides the • Listing two powers that are denied by the context for local government in the state. U.S. Constitution to Ohio’s state government, but are exercised at the federal level.

Graphic-Response • Categorizing powers of government based on whether state and/or federal governments may exercise them. • Completing a diagram explaining the complementary nature of the roles of Ohio’s state government and those of the federal government.

Sample Test Items

Which statement accurately describes the relationship between the Ohio Constitution and the U.S. Constitution?

A. Ohio laws overrule federal laws when there is a conflict. B. All articles of the Ohio Constitution must be the same as all articles of the U.S. Constitution. C. The structure of the Ohio Constitution does not resemble the structure of the U.S. Constitution. D. The Ohio Constitution is consistent with the key principles of the U.S. Constitution, but contains some laws that differ from the laws of the U.S. Constitution.

American Government Practice Test, Question 17 http://oh.portal.airast.org/users/students-and-families.stml

According to the Ohio and U.S. constitutions, which responsibility is held by both the state of Ohio and the federal government? A. raising taxes B. declaring war C. printing money D. forming international treaties

American Government Spring 2015 Released Items, Question 1 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Ohio’s State and Local Government

Content Statement GOV.20 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.

Expectation for Learning Identify and explain roles that Ohio’s citizens can play in helping state and local government address problems facing their communities.

Content Elaborations and Limits Response Attributes Ohioans can assist government in addressing Responses may include but are not limited to: problems affecting the state and local communities. Involvement at the state level can Multiple-choice (see page 4 above) range from paying taxes to serving in the National Guard, running for state office, voting and Short-Answer signing petitions to place issues on the ballot. • Identifying one role for civic engagement Involvement at the local level can range from available to Ohio’s citizens at the local or organizing civic activities to attending meetings of state level. local boards and commissions, joining community watch groups, and serving in a volunteer fire Graphic-Response department. • Selecting a role an Ohio citizen could play to address a presented local state problem and then explaining how that role would be helpful to the local government involved. • Categorizing courses of action open to Ohio citizens according to state or local venues.

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Sample Test Items

How can a citizen become involved in addressing problems that affect the entire state? A. by joining a community watch group B. by volunteering for the fire department C. by signing petitions to place issues on the ballot D. by attending a meeting of the local school board

American Government Practice Test, Question 15 http://oh.portal.airast.org/users/students-and-families.stml

A town council faces budget cuts and can no longer afford to pay for landscaping in town parks.

How could a citizen work within his or her own community to help the local government address this problem?

A. by emailing Ohio’s congressional delegation to inform them of this issue B. by organizing a group of residents to volunteer for weekly park maintenance C. by requesting that the governor supply the town with state funds for park maintenance D. by running for a seat in the General Assembly with a promise to increase funding for local parks

American Government Practice Test, Question 7 http://oh.portal.airast.org/users/students-and-families.stml

Citizens engage in civic duties and political activities at the local, state, and national levels. Some types of activities often take place at one level but not at another.

Which civic or political activity can citizens carry out at the state level? A. organizing a neighborhood watch patrol B. serving in the active duty army or air force C. testifying before Congress on a regional issue D. signing a petition to place an issue on the ballot

American Government Spring 2017 Released Items, Question 6 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Public Policy

Content Statement GOV.21 A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs.

Expectation for Learning Analyze a public policy issue in terms of collaboration or conflict among the levels of government involved and the branches of government involved.

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

Topic: Public Policy

Content Statement GOV.22 Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy.

Expectation for Learning Take different positions on public policy issues and determine an approach for providing effective input to the appropriate level and branch (agency) of the government for each issue.

Content Elaborations and Limits Response Attributes Individuals and organizations engage government Responses may include but are not limited to: officials on public policy using several methods. Individuals and Multiple-choice (see page 4 above) organizations can: • Campaign for candidates who will support Short-Answer their positions once in office; • Listing two methods by which individuals or • Provide information to executive branch organizations may provide input on public officials on the impacts of potential rules policy issues at a specified level of and regulations; government (local, federal and state). • Lobby members of a legislature; • Provide testimony before legislative Graphic-Response committees; • Identify an appropriate action a citizen can • Prepare briefs to present during judicial take to address the government about an proceedings; issue. Match the action with the appropriate • Offer comments during public meetings; level and branch of government to address • Conduct letter-writing campaigns; and for the issue. • Hold public demonstrations.

Individuals and organizations must know the proper level and branch of government to engage at the various stages of making public policy.

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Samples Test Items Citizens need to understand how to engage the government properly at various stages of a bill’s passage.

Identify the appropriate branch and level of government to target in each scenario shown for a bill. A. Click on the appropriate branch in each column. B. Click on the appropriate level of government in each column.

American Government Practice Test, Question 11 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes • “Legislative” AND “Federal” selected in the first column AND • “Executive” AND “State” selected in the middle column AND • “Judicial” AND “State” selected in the last column (2 points).

Your city is debating whether to install a skateboard park on city-owned land. You want to support the park. Which method would be effective in helping to determine public policy on this decision?

A. Participate in the governor’s re-election campaign. B. Send an email to your U.S. senators expressing your point of view. C. Attend the meeting of the city council and present the benefits of a park. D. Organize a letter-writing campaign to members of the Ohio General Assembly.

American Government Spring 2015 Released Items, Question 2 http://oh.portal.airast.org/users/students-and-families.stml

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

Topic: Government and the Economy

Content Statement GOV.23 The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.

Expectation for Learning Explain how the federal government uses spending and tax (fiscal) policy to effect changes in the nation’s economic conditions.

Examine applications of government regulation and determine a cost and benefit of each application.

Content Elaborations and Limits Response Attributes Fiscal policies fall into two broad categories: Responses may include but are not limited to: expansionary policies (involving increased government spending and reduced taxes) to Multiple-choice (see page 4 above) increase the level of aggregate demand and contractionary policies (involving decreased Short-Answer government spending and increased taxes) to • Identifying how changes in taxes and decrease the level of aggregate demand. expenditures by the government can affect the overall economy (include possible There are difficulties in using fiscal policy to results such as inflation, recession, increased maintain economic stability and foster economic consumer spending and economic growth). growth. Much government spending is fixed (e.g., entitlement programs), so only a small portion of Graphic-Response the federal government’s budget is discretionary. • Categorizing as costs or benefits the effects Predicting the impact of spending and taxing is of a government regulatory policy in a difficult as is predicting future economic provided economic situation. performance. • Categorizing government actions as either spending or taxing methods of influencing Government spending and taxing does not the nation’s economic conditions. produce immediate results and economic conditions may change; thus, expansionary policies could result in inflation and contractionary policies could result in recession. Coordinating federal spending and taxing with monetary policy and with state policies is difficult and may be contradictory. Fiscal policy is subject to political pressures; in the past, expansionary policies have tended to be popular and contractionary policies have tended to be unpopular.

The imposition of government regulations may foster economic benefits such as prohibiting unfair business practices and providing consumer protections. Government regulations may carry costs such as reduced corporate profits and slower economic growth.

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Sample Test Items

Why is it difficult for the federal government to make large cuts in spending? A. Most of the government’s costs are for wages for federal employees. B. The largest part of government spending is fixed and cannot be easily reduced. C. Most people oppose cuts for programs like foreign aid or the state Department, which make up most government spending. D. A Constitutional amendment has limited the size of any spending cuts that can be passed by Congress during any one fiscal year.

American Government Spring 2015 Released Items, Question 15 http://oh.portal.airast.org/users/students-and-families.stml

In the United States, the government uses expansionary and contractionary fiscal policies to affect conditions in the economy.

Identify which fiscal policy would be best suited for each situation.

Place a policy type into each blank box in the table.

• You may use each policy more than once.

American Government Spring 2017 Released Items, Question 4 http://oh.portal.airast.org/users/students-and-families.stml “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).

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

Topic: Government and the Economy

Content Statement GOV.24 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.

Expectations for Learning Explain how 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.

Content Elaborations and Limits Response Attributes Monetary tools employed by the Federal Reserve Responses may include but are not limited to: System to regulate the nation’s money supply include: Multiple-choice (see page 4 above) • Open market operations (purchase and sale of government securities); Short-Answer • Adjusting the discount rate (interest rate on • Listing tools available to the Federal Reserve loans the Fed makes to financial for regulating the money supply and institutions); and Adjusting the reserve moderating economic conditions. requirement (required reserve ratio – the fraction of deposits that banks must keep Graphic-Response on reserve and not use to make loans). • Completing a diagram outlining the • Purchasing government securities, reducing anticipated effects of the use of one or the discount rate and reducing the reserve more Federal Reserve tools on the requirement all serve to increase the expansion or contraction of the economy. money supply, decrease interest rates, • Completing a diagram explaining how the encourage consumer and business use of a Federal Reserve tool, such as spending, and foster economic expansion. altering the discount rate, is expected to • Selling government securities, increasing affect the economy. the discount rate and increasing the reserve requirement all serve to reduce the money supply, increase interest rates, depress consumer and business spending, and foster economic contraction.

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Sample Test Items The Federal Reserve uses monetary tools to regulate the money supply and maintain growth and stability in the U.S. economy.

One of these tools is the adjustment of the discount rate it charges financial institutions on loans from the Federal Reserve.

Identify whether each of the Effects stems from increasing or decreasing the discount rate.

Click on the Increase or Decrease arrow for each effect.

American Government Practice Test, Question 6 http://oh.portal.airast.org/users/students-and-families.stml

For this item, a full-credit response includes • “Decrease” selected for “People buy more houses” AND • “Increase” selected for “People pay more for loans” AND • “Decrease” selected for “Inflation increases” (2 points).

For this item, a partial-credit response includes • Two arrows correctly selected (1 point).

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

Sample Test Items

The Federal Reserve uses monetary policies to influence the economy.

Identify which policies the Federal Reserve uses to encourage economic growth and which policies it uses to slow economic growth.

Move the policies into each blank box in the diagram.

American Government Spring 2015 Released Items, Question 10 http://oh.portal.airast.org/users/students-and-families.stml

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).

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