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1. Which of the following headlines is most relevant to the political cartoon?
(A) Supreme Court Refuses to Stop the Presses for National Security
(B) Supreme Court Rules High School Students May Silently Protest Vietnam War (C) Supreme Court Hears Flag Burning Case (D) War Protestor Presented “Clear and Present Danger” Says Court
Just beyond the horizon of current events lie two possible political futures—both bleak, neither democratic. The first is a retribalization of large swaths of humankind by war and bloodshed: a threatened Lebanonization of national states in which culture is pitted against culture, people against people, tribe against tribe—a Jihad in the name of a hundred narrowly conceived faiths against every kind of interdependence, every kind of artificial social cooperation and civic mutuality. The second is being borne in on us by the onrush of economic and ecological forces that demand integration and uniformity and that mesmerize the world with fast music, fast computers, and fast food—with MTV, Macintosh, and McDonald’s, pressing nations into one commercially homogeneous global network: one McWorld tied together by technology, ecology, communications, and commerce. The planet is falling precipitantly apart and coming reluctantly together at the very same moment.
Benjamin Barber, “Jihad vs. McWorld,” 1992
2. Since 1992, how has concern over the increasingly dangerous world described in the passage most affected American political debates?
AP U.S. GOVERNMENT AND POLITICS Scoring Guide
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(A) It has led to a decline in the power of states to enforce their own state laws. (B) Congress has increased its role in foreign policy, especially when it comes to combat operations.
(C) There has been a decline in support for the free enterprise system due to the increased number of trade agreements.
(D) The federal government has increased its surveillance powers, leading to a debate about the balance between civil liberties and security.
3. Which of the following best describes a purpose of the Establishment Clause?
(A) It gives Congress the power to protect civil rights and civil liberties.
(B) It prohibits Congress from establishing a state religion.
(C) It empowers Congress to create a national bank. (D) It prevents Congress from prohibiting the possession of guns on school grounds. (E) It grants Congress the power to establish post roads and post offices.
“We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government...
“... Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled. The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
“He has never permitted her to exercise her inalienable right to the elective franchise.
“He has compelled her to submit to laws, in the formation of which she had no voice.
“He has withheld from her rights which are given to the most ignorant and degraded men....
“Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides.
“He has made her, if married, in the eye of the law, civilly dead.
“He has taken from her all right in property, even to the wages she earns.”
Elizabeth Cady Stanton, Seneca Falls Convention, 1848
4. Which of the following best captures a portion of the author’s argument?
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(A) The interstate commerce clause (B) The free exercise clause (C) The supremacy clause
(D) The establishment clause
8. In^ Brown^ v.^ Board of Education of Topeka^ (1954), the Supreme Court ruling limited state action in segregating public school students based on their race, stating “separate educational facilities are inherently unequal.”
The Court pointed to which of the following amendments to the United States Constitution to achieve this ruling? (A) The First Amendment (B) The Fifth Amendment (C) The Thirteenth Amendment
(D) The Fourteenth Amendment
9. The clear-and-present danger test devised by the Supreme Court was designed to define the conditions under which public authorities could
(A) ban obscene materials (B) suspend habeas corpus protections (C) mobilize the National Guard
(D) limit free speech
(E) commit troops to situations of potential foreign combat
10. In Engel v. Vitale (1962), which of the following provides the legal reasoning behind the Supreme Court’s ruling?
(A)
It ruled that the state had an overarching right to compel students to listen to a nondenominational prayer led by public school teachers, finding such action permissible under the Tenth Amendment.
(B) It ruled that the state had no justifiable interest to compel students to listen to a nondenominational prayer led by public school teachers, finding a clear establishment clause violation.
(C) It balanced the school’s interest in providing for an open and peaceful frame of mind for the school day with the interest of the students in not being subjected to the prayer, ultimately ruling for the state. (D) It rejected the student complaint, as public school students have no free exercise rights in school.
The Supreme Court addressed the admissions policy of the University of Michigan Law School in Grutter v. Bollinger (2003). Justice Sandra Day O’Connor wrote for the court, “in the context of its individualized inquiry into the possible diversity contributions of all applicants, the Law School's race-conscious admissions program does not unduly harm nonminority applicants.” The primary issue in the Grutter v. Bollinger decision involves
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(A) national supremacy (B) judicial review (C) selective incorporation
(D) affirmative action
12. The Supreme Court addressed policies related to government hiring practices and race in City of Richmond v. J. A.
Croson Company. In 1983, the local government in Richmond, Virginia enacted a regulation that required companies that received contracts from the city to subcontract at least 30 percent of that work to minority business enterprises. When the J.A. Croson Company lost a contract due to this regulation, they sued the city. The court found in favor of the business, reasoning that racial quotas were not protected by the Fourteenth Amendment and were an impermissible requirement for employment Which of the following issues was the primary concern in City of Richmond v. J. A. Croson Company?
(A)
Policies supporting popular sovereignty at all levels of government, including state and local governments.
(B) Affirmative action policies intended to address workplace and educational disparities.
(C)
Limited government policies, which restrict the involvement of local governments in the creation of regulations for government contracts.
(D) Free enterprise policies that require the intervention of government to ensure that all economic practices are fair.
13. Which of the following illustrates a situation that would not be protected by the First Amendment due to time, place, and manner restrictions?
(A) A student is expelled from school for wearing a black T-shirt expressing opposition to a law recently passed by the state legislature.
(B) An organization regarded as a hate group is not able to obtain a permit to march through a major city because of its message.
(C) Antibusiness protestors are arrested and prosecuted for shutting down major intersections in New York City’s Times Square during rush hour.
(D) An independent political advocacy organization is prevented by the Federal Communications Commission (FCC) from running political advertisements on television.
14. Most of the individual protections of the Bill of Rights now apply to the states because of the Supreme Court's
interpretation of the Constitution's
(A) Preamble (B) necessary and proper clause (C) supremacy clause (D) Tenth Amendment
(E) Fourteenth Amendment
15. Which of the following best defines civil liberties?
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NOTE: The claim or thesis must consist of one or more sentences that may be located anywhere in the response. A claim or thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
For Task B1, the response provides one piece of evidence that is accurately linked to the topic of the question.
For Task B2, the response provides one piece of specific and relevant evidence to support the argument OR the response provides two pieces of evidence that are relevant to the topic of the prompt.
For Task B3, the response provides two pieces of specific and relevant evidence to support the argument.
NOTE: To earn 3 points, the response must use one of the foundational documents listed in the prompt.
For Task C, the response correctly explains how or why the evidence supports an argument relevant to the prompt.
To earn points for Task B3, the response must first earn a point for Task A by articulating a defensible claim/thesis.
The response accomplishes the following combination of the tasks set by the prompt. Students could earn five points with a combination of Task A, B3, and C. For a student to earn a point for B3, they must first earn the A point.
Task A: The response provides a defensible claim or thesis on whether there should be free speech zones on public college campuses. Examples might include the following: · There should not be free speech zones because this can lead to limitations of free speech being imposed in other areas of campus. · Free speech zones should be permitted because these zones place reasonable time, place, and manner restrictions on First Amendment rights. Task B3: The response provides two pieces of specific and relevant evidence to support the claim or thesis. Examples might include the following: · Fundamental to American political culture is the idea that each individual is entitled to an opinion. Each person should be able to express that opinion free of punishment. Free speech zones tread dangerously into territory where the majority has the power to shut down opinions it does not agree with at the expense of the rights of the individual. · No constitutional right is absolute. The Second Amendment guarantees the right to bear arms, but there are reasonable restrictions on firearms. The Fourth Amendment guarantees that no person should be searched without a warrant, but common sense exceptions have been upheld for that as well, particularly if the person is caught in the act of committing a crime. Likewise, speech that is incendiary and likely to jeopardize public safety or promote violence can be limited. Task C: The response correctly explains why the evidence supports an argument relevant to the prompt. Examples might include the following: · Free speech promotes better government through the marketplace of ideas. While allowing free speech on college campus poses obvious challenges, such as the likelihood of students’ hearing messages that may be deemed offensive, it also provides students with the opportunity to respond to those messages.
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· Universities are a space where students can explore ideas, gain critical skills and education, and develop their personal identities. For one to have a successful professional life, higher education is a necessary step along the way. To allow that environment to be infiltrated by those promoting hate is a tangible threat to the future of these spaces. It is necessary to create a campus free of hate. If there are some who want to engage in debates, the free speech zones create opportunities to do that in a space separate from the rest of the university.
17. Respond to all parts of the question. In your response, use substantive examples where appropriate.
Following the terrorist attacks of September 11, 2001, President Bush ordered the use of wiretaps to collect metadata on phone calls being made between the United States and countries where terrorists were suspected of operating. Because this practice involved very broad collection of data, few of the wiretaps were authorized by warrants.
Develop an argument that takes a position on whether the collection of the data was constitutional or that it was unconstitutional.
Use at least one piece of evidence from the following foundational documents:
The Fourth Amendment The Federalist 51 The Federalist 70
In your essay, you must:
✓ Respond to the prompt with a defensible claim or thesis that establishes a line of reasoning.
✓ Support your claim with at least TWO pieces of specific and relevant evidence.
One piece of evidence must come from one of the foundational documents listed above. A second piece of evidence can come from any other foundational document not used as your first piece of evidence, or it may be from your knowledge of course concepts.
✓ Use reasoning to explain why your evidence supports your claim/thesis.
FRQ Score
General Considerations
For Task A, the response must articulate a defensible claim/thesis that responds to the question and establishes a line of reasoning as to whether the expansion of presidential powers facilitates or hinders effective foreign policy.
NOTE: The claim or thesis must consist of one or more sentences that may be located anywhere in the response. A claim or thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that
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· The Federalist 70 discusses how during times of crisis, the nation needs to be guided by an energetic executive. September 11 was precisely the type of event that ought to spur a president toward action and trigger the use of the unique powers of the executive branch granted by the founders. · The Fourth Amendment is clear that in criminal cases in which private individuals are being accused of crimes, a warrant is necessary to collect evidence. Although terrorism can be thought of as a national security issue, those suspected of terrorism are considered criminals and ought to be tried in criminal courts by the same constitutional process that has been followed for over 200 years in the United States. That would include the very clear constitutional process for searches and seizures described in the Fourth Amendment.
18. The federal government must often balance protecting individual liberties and providing for order and security. At times, priority is given to one over the other.
Take a position on whether the federal government should place more emphasis on protecting individual liberties or providing for order and security.
Use at least one piece of evidence from one of the following foundational documents:
- Article II of the United States Constitution
- The Declaration of Independence
- The Fourteenth Amendment
In your response you should do the following:
✓ Respond to the prompt with a defensible claim or thesis that establishes a line of reasoning.
✓ Support your claim with at least TWO pieces of accurate and relevant evidence.
- One piece of evidence must come from one of the foundational documents listed above.
- A second piece of evidence can come from any other foundational document not used as your first piece of evidence, or it may come from your knowledge of course concepts.
✓ Use reasoning to explain why your evidence supports your claim or thesis.
FRQ Score
Select a point value to view scoring criteria and/or examples, and to score the response.
General Considerations
For Task A, the response must articulate a defensible claim/thesis that responds to the question and establishes a line of reasoning as to whether the federal government should place more emphasis on protecting individual liberties or provide for order and security.
NOTE: The claim or thesis must consist of one or more sentences that may be located anywhere in the response. A claim or thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
For Task B1, the response provides one piece of evidence that is accurately linked to the topic of the prompt.
For Task B2, the response provides one piece of specific and relevant evidence to support the claim or thesis OR the
Unit 3 Quiz
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response provides two pieces of evidence that are relevant to the topic of the prompt.
NOTE: This evidence can come from one of the foundational documents listed in the prompt, any other foundational document, or from knowledge of course concepts.
For Task B3, the response provides two pieces of specific and relevant evidence to support the claim or thesis.
NOTE: To earn 3 points, the response must use one of the foundational documents listed in the prompt.
For Task C, the response correctly explains how or why the evidence supports an argument relevant to the prompt.
NOTE: To earn this point, the response must have earned at least 1 point in Task B
To earn points for Task B3, the response must first earn a point for Task A articulating a defensible claim/thesis.
The response accomplishes the following combination of the tasks set by the prompt. Students could earn five points with a combination of Task A, B3, and C. For a student to earn a point for B3, they must first earn the A point.
Task A: The thesis makes a defensible claim that establishes a line of reasoning as to whether the federal government should place more emphasis on protecting individual liberties or provide for order and security. Examples might include the following: · The American Revolution was fought to defend liberty and thus liberty should be the priority. · Order should take priority as the Constitution was written in response to calls for order and an executive branch was created to help maintain that order. Task B3: The response provides two pieces of specific and relevant evidence to support the claim or thesis. Examples might include the following: · The Declaration of Independence argues against the encroachment of government power against the liberties of citizens and supports the idea that liberties should be a priority. · The Fourteenth Amendment guarantees due process for all citizens which supports the idea that individual liberties should be prioritized. · Article II of the Constitution gives specific powers to an independent executive who can use these powers to provide security during times of crisis which is essential for the stability of the republic. Task C: The response correctly explains how or why the evidence supports an argument relevant to the prompt. Examples might include the following: · Article II of the United States Constitution grants the president the role of Commander-in-Chief of the Armed Forces and the role as head of the executive branch of government. As such, the president has the responsibility and the power to act to protect the country from any external threats and crises as they see fit, even if it means suspending certain liberties to protect the citizens of the country. · The Declaration refers to the notion of natural rights as part of the social contract and if the government encroaches upon those rights it breaks that contract is broken, and therefore rights should be considered more important than social order.
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NOTE: This evidence can come from one of the foundational documents listed in the prompt, any other foundational document, or from knowledge of course concepts.
For Task B3, the response provides two pieces of specific and relevant evidence to support the claim or thesis.
NOTE: To earn 3 points, the response must use one of the foundational documents listed in the prompt.
For Task C, the response correctly explains how or why the evidence supports an argument relevant to the prompt.
NOTE: To earn this point, the response must have earned at least 1 point in Task B.
To earn points for Task B3, the response must first earn a point for Task A articulating a defensible claim/thesis.
The response accomplishes the following combination of the tasks set by the prompt. Students could earn five points with a combination of Task A, B3, and C. For a student to earn a point for B3, they must first earn the A point.
Task A: The response articulates a defensible claim/thesis that establishes a line of reasoning as to whether the federal government should place more emphasis on protecting individual liberties or provide for order and security. Examples might include the following: · The American Revolution was fought to defend liberty and thus liberty should be the priority. · Order should take priority as the Constitution was written in response to calls for order and an executive branch was created to help maintain that order. Task B3: The response provides two pieces of specific and relevant evidence to support the claim or thesis. Examples might include the following: · The necessary and proper clause states that Congress has expanded authority beyond just those enumerated powers and allows for increased governmental authority to maintain order and security which is essential for stability. · The First Amendment provides for freedom of expression for all citizens, supporting the idea that individual liberties should be prioritized. · The Fourth Amendment protects against unwarranted searches and supports the idea that individual liberties should be prioritized. Task C: The response correctly explains how or why the evidence supports an argument relevant to the prompt. Examples might include the following: · The authority given to Congress in the Necessary and Proper Clause can be extended to protect the country from threats or invasion as deemed necessary, even if it means suspending certain liberties, to protect the citizens of the country. So even though rights are protected, the framers clearly believed that the federal government should be empowered to act when necessary. · The First Amendment protects the right to voice an opinion and sometimes those opinions can undermine social order by upsetting people. Nonetheless, the right to speech is protected under these circumstances with very few exceptions which shows that rights should take precedence. · Therefore, law enforcement officers aiming to provide security or maintain order would need to first
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establish probable cause for a warrant before entering someone's home, otherwise the action would be unlawful.
20. How judges view their role as jurists can influence their decision-making. Some judges believe in judicial activism, while others believe in judicial restraint.
Take a position on whether federal judges should exercise judicial activism or restraint.
Use at least one piece of evidence from one of the following foundational documents:
- The Federalist 78
- Letter From a Birmingham Jail
- The Tenth Amendment of the United States Constitution
In your response you should do the following:
✓ Respond to the prompt with a defensible claim or thesis that establishes a line of reasoning.
✓ Support your claim with at least TWO pieces of specific and relevant evidence.
- One piece of evidence must come from one of the foundational documents listed above.
- A second piece of evidence can come from any other foundational document not used as your first piece of evidence, or it may come from your knowledge of course concepts.
✓ Use reasoning to explain why your evidence supports your claim or thesis.
FRQ Score
Select a point value to view scoring criteria and/or examples, and to score the response.
General Considerations
For Task A, the response must articulate a defensible claim/thesis on whether federal judges should exercise judicial activism or restraint.
NOTE: The claim or thesis must consist of one or more sentences that may be located anywhere in the response. A claim or thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
For Task B1, the response provides one piece of evidence that is accurately linked to the topic of the prompt.
For Task B2, the response provides one piece of specific and relevant evidence to support the claim or thesis OR the response provides two pieces of evidence that are relevant to the topic of the prompt.
NOTE: This evidence can come from one of the foundational documents listed in the prompt, any other foundational document, or from knowledge of course concepts.
For Task B3, the response provides two pieces of specific and relevant evidence to support the claim or thesis.
NOTE: To earn 3 points, the response must use one of the foundational documents listed in the prompt.
For Task C, the response correctly explains how or why the evidence supports an argument relevant to the prompt.
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