AP Government & Politics

AP Government & Politics FRQs from 2006, 2007, 2008, & 2009] Norman

AP Government & Politics FRQ FRQ - 2009

FRQ - 2009 • In The Federalist paper number 10, James Madison expressed concern over the • possibility that both majority and minority factions would have too much power over government, and he presented ways of minimizing that danger. The U.S. Constitution established a democratic government but also contained several provisions that limited majority rule. Throughout the next two centuries, the role of majority rule in the United States government and politics continued to change. • Identify the part of the national government that was originally most closely tied to citizens and explain how it was tied to citizens. • (b) Explain two ways the United States Constitution limited majority rule. (a) (b)

FRQ - 2009 1. (c) Choose two of the following twentieth-century developments and explain how each moved the U.S. from a less democratic system to a more democratic system. • Primary elections • The Seventeenth Amendment • Expansion of suffrage 1. (c) Primary elections 1. (c) The Seventeenth amendment 1. (c) Expansion of suffrage

FRQ - 2009 2. In the U.S. political system, there are several linkage institutions that can connect citizens to government. Elections constitute one such institution. Because of low voter turnout, elections represent an imperfect method of linking citizens to their government. Even when there is low voter turnout, however, other linkage institutions can connect citizens to government. (a) Describe how each of the following is related to the likelihood of voting. • Age • Education 2. (a) Age - 2. (a) Education -

FRQ - 2009 2. (b) Identify one current government electoral requirement that decreases voter turnout. Explain how it decreases voter turnout. (c) Identify one linkage institution other than elections and explain two ways it connects citizens to government. 2. (b) One current government electoral requirement that decreases voter turnout is 2. (c) One linkage institution that connects citizens to government is

FRQ - 2009 • 3. In the U.S. Congress, the majority party exerts a substantial influence over • lawmaking. However, even when one party has a numerical majority in each chamber • of the U.S. Congress, there is no guarantee that legislation supported by that majority • party will be passed by both chambers. Rules of each chamber independently • influence the likelihood that legislation will pass in that chamber; legislation passed by • one chamber is not always passed by the other. • (a) Describe two advantages the majority party in the U.S. House of Representatives has in lawmaking, above and beyond the numerical advantage that that majority party enjoys in floor voting. • (b) Describe two differences between House and Senate rules that may make it likely • that legislation may pass in one chamber but not in the other. • (c) Explain how the differences identified in (b) can lead to the passage of a bill in one • chamber but not in the other. 3. (a) The two advantages are: 3. (b) The two differences are: 3. (c)

FRQ - 2009 Viewers’ Ages and Frequency of Viewing of Network Nightly ______________News: 1974 and 2002 Combined_____________ 1974 Frequently (%) Rarely (%) 18–29 45 13 30–44 50 12 45–64 68 8 65 and older 71 5____ 2002 Frequently (%) Rarely (%) 18–29 19 22 30–44 22 17 45–64 40 11 65 and older 53 8 • 4. One of the most important ways the news media influence politics is through agenda setting. • Define policy agenda. • (b) Explain how the national news media engage in agenda setting. • (c) Explain the primary reason the president tends to have an advantage over Congress in gaining media attention. 4. (a) Policy agenda is 4. (b) The national news media engages in agenda setting by 4. (a) The primary reason the president tends to have an advantage over Congress in gaining media attention is

FRQ - 2009 Viewers’ Ages and Frequency of Viewing of Network Nightly ______________News: 1974 and 2002 Combined_____________ 1974 Frequently (%) Rarely (%) 18–29 45 13 30–44 50 12 45–64 68 8 65 and older 71 5____ 2002 Frequently (%) Rarely (%) 18–29 19 22 30–44 22 17 45–64 40 11 65 and older 53 8 (d) Consider the table above. • Describe the difference in the viewing patterns of older and younger age-groups. • Describe the change from 1974 to 2002 in viewing habits that exists for all age categories. (e) Given the information in the table, describe one implication for presidents in their use of the media to promote their political & policy objectives to the American public. 4. (d) The difference in viewing patterns of older & younger age groups is 4. (e) One implication for presidents to promote their objectives is

AP Government & Politics FRQ FRQ - 2006

[6 points] While interest groups and political parties each play a significant role in the U.S. political system, they differ in their fundamental goals. • (a) [1pt] Identify the fundamental goal of interest groups in the political process • (a) This answer must identify a fundamental goal of interest groups in the • political process. Acceptable responses may include: • - Influence public policy. • - Influence Congress/government. • -Change laws • -Responses can list tactics as long as they specifically connect them to the • fundamental goal of influencing public policy. • -No point is earned if the response lists a series of goals, even if one goal is • “influence policy” (unless it is specifically listed as the fundamental goal). (b) [1 pt] Identify the fundamental goal of major political parties in the political process. (b) This response must identify a fundamental goal of political parties in the political process. Acceptable responses may include: -Elect people to office. -Gain control of government. [Responses can earn a point for saying “influence policy” as long as they connect it to winning control of government/electing people to office.]

1. (c) [2 pts].Describe two different ways by which interest groups support the fundamental goal of political parties in the political process. (c) One point is earned for each of two descriptions. The response must describe activities that support the electoral goals of parties; for example., the response “lobbying” does not earn a point. Acceptable descriptions may include: - Monetary contributions/political action committee (PAC) donations. If these two are clearly differentiated, then the response earns both points.) - Organization/mobilization of people. - Media campaigns. - Information. - Independent committees/527s. - Independent expenditures. - Endorsement/recruitment of candidates. (d) [2 pts] For one of the forms of support you described in (c) , explain two different ways in which that form of support helps interest groups to achieve their fundamental goal in the political process.. (d) Acceptable explanations for the two include: - Access/influence policymakers. - Have like-minded people/policy advocates in office. - Legislation that helps interest groups Note: Responses cannot earn points in (d) if they do not earn points in (c).

SOCIAL SECURITY RECEIPTS, SPENDING, & RESERVE ESTIMATES, 2001-2035 2. [6 pts] In recent decades, entitlement programs have constituted a substantial portion of the U.S. federal budget. Social Security is the largest entitlement program in the U.S. From the info in the chart above and your knowledge of U.S. government and politics, perform the following tasks. (a) [1 pt] Define entitlement program. (a) Entitlement programs are government sponsored programs providing mandated//guaranteed/required benefits to those who meet eligibility requirements/qualifications.

2. (b) [1 pt] What is the primary source of revenue for the Social Security program? (b) Acceptable responses for identifying the primary sources of revenue for Social Security are: - Payroll taxes. - Wages from existing wage earners. - Tax based on earned income. - Targeted/earmarked taxes. Note: The response must indicate that the tax is related to work/jobs in order to receive the point. (c) [1 pt] Identify one threat to the future of the Social Security program should the trends depicted in the chart above continue. (c) Acceptable responses include: - Run out of money. - Outputs exceed inputs. - Declining reserve.

2. (d) [2 pts] Describe one demographic trend that threatens the future of the Social Security program AND explain how it is responsible for the threat identified in (c). (d) Acceptable descriptions may include: - More older people/”baby boom” generation. - People living longer/greater life expectancy. - Declining birth rates. Acceptable explanations may include: - The number of workers who fund Social Security is decreasing, but the number of people eligible for Social Security is increasing. - The number of working people cannot support the large population who will soon reach the age of eligibility to receive Social Security. - The ratio of workers to retirees is becoming more unequal. With fewer workers, less money is being paid in, and with more retirees, more money is being paid out. Notes: -Responses cannot get the explanation point without a valid description of the demographic trend. - The explanation must address the number of younger people in comparison to the number of older people in order to earn the point. (e) [1 pt] Explain how any one of the trends in the chart above would change if the age of eligibility for Social Security were raised. (e) One point for explaining how, if people were to work longer, less money would be paid out/more money would be paid in/the reserve would not decline as rapidly or as much.

3. [6 pts] The U.S. Congress and the President together have the power to enact federal law. Federal bureaucratic agencies have the responsibility to execute federal law. However, in the carrying out of these laws, federal agencies have policy-making discretion. (a) [2 pts] Explain two reasons why Congress gives federal agencies policy-making discretion in executing federal laws. (a) One point is earned for explaining any of two reasons why Congress gives federal agencies policy-making discretion in executing federal laws. - Congress lacks expertise/agencies have expertise. - Congress does not want to be blamed for bad policy. -Time-consuming. - Easier to come to agreement. -More efficient. (b) [2 pts].Choose one of the bureaucratic agencies listed below. Identify the policy area over which it exercises policy-making discretion AND give one specific example of how it exercises that discretion. (b) One point is earned for correctly identifying the policy area identified with the agency. One point is earned for providing an example. The response must include a correct specific example of how the agency exercises policy-making discretion in order to earn the point. Agency Policy Area The Environmental Protection Agency (EPA) Clean air and water Federal Communications Commission (FCC) TV,radio,satellite, telephone,etc. Federal Reserve Board Monetary policy

3. (c) [2 pts] Describe two ways in which Congress ensures that federal agencies follow legislative meet. (c) Acceptable descriptions of two ways Congress ensures that agencies follow legislative intent are: - Oversight. - Budget/appropriations. - Hearings - Investigations. - Government Accountability Office (GAO] - Change law. - Legislative veto - Casework. - Sunset laws/reauthorization/dissolve agencies/create new agencies. Note: If one of the above is only mentioned as an example of oversight, the response gets only one point.

4. [6 pts] The framers of the U.S. Constitution created a legislative system that is bicameral. However, it is not just bicameral; the framers also established two houses of distinctly different character and authority. (a) [2 pts] Discuss two reasons why the framers created a bicameral legislature. (a) Acceptable reasons for discussion include: - Compromise at Constitutional Convention (representation of large vs. small population states) - Compromise among competing interests/protect minority interests - Slow the process. - Different types of representation/federalism - An intrabranch check/prevent majority rule. (b) [2 pts] Identify one power unique to the House of Representatives and explain why the framers gave the House that power. (b) One point is earned for a correct identification of a power unique to the House of Representatives, and one point is earned for a correct explanation that is linked to the character of the House of Representatives. Acceptable identifications may include: - Initiate revenue bills. - Choose the President when the electoral college is deadlocked. - Impeachment. Acceptable explanations may include: - Closer to the people. - More representative of & responsive to the public/direct election of 2 year term.

4. (c) [2 pts] Identify one power unique to the Senate and explain why the framers gave the Senate that power. (c) One point is earned for a correct identification of a power unique to the Senate, and one point is earned for a correct explanation that is linked to the character of the Senate. Acceptable identifications may include: - Treaty ratification. - Confirmation of judicial and executive appointments. - Try impeachments/conviction/removal from office. Acceptable explanations may include: - More mature/”august” body. - More insulated from public opinion/indirectly elected (originally). - Longer and/or staggered terms. - Reflects state interests. Note: The unique power must be one that is included in the Constitution (e.g., “filibuster” does not get credit because it is a Senate rule, not a constitutional power).

AP Government & Politics FRQ - 2007

Government FRQ 2007 1. [5 points] A significant feature of the electoral college is that most states have a winner-take-all system. (a) [1 point] Describe the winner take all feature of the electoral college. 1. (a) One point is earned for a description of the winner-take-all feature of the electoral college. A correct description is: the candidate who gets the most votes (or a majority, a plurality, more than any other candidate) wins all of a state’s electoral votes. (b) [1 pt] Explain one way in which the winner-take-all feature of the electoral college affects how presidential candidates from the two major political parties run their campaigns. (b) Acceptable explanations include: - Resource allocation or focus on competitive states, swing states, & large states. - Issues (an issue may swing a bloc of voters in a state). - Choice of Vice-President (regional balance). (c) [1 pt] Explain one way in which the winner-take-all feature of the electoral college hinders third-party candidates. (c) Acceptable explanations include: - Third-party candidates may get a lot of popular votes but no electoral votes unless they carry a state. - The difficulty of winning electoral votes hampers the ability to raise funds and gain other campaign resources.

1. (d) [2 points] Explain two reasons why the electoral college has not been abolished. (d) Acceptable explanations include: - Helps to ensure that a majority of electoral votes are earned by one candidate. - History/tradition. - Would require constitutional amendment. - No clear consensus on an alternative. - Collectively benefits small states. - Racial minorities (and interest groups) in some states like the electoral college because it protects their votes. - Collectively benefits large states. - Competitive states like it. - Favors two-party system.

2. [6 pts] The First Amendment includes two clauses relating to the freedom of religion. (a) [1 pt] Select one of the following cases and identify the First amendment clause upon which the Supreme Court based its decision. - Engel v. Vitale (school prayer) - Lemon v. Kurtzman (state funding for private religious schools) (a) The Establishment clause is the first amendment clause upon which the Court based its decision for both the Engel and Lemon cases. (b) Describe the Supreme Court’s decision in the case that you selected in (a). (b) Acceptable explanations of Engel v. Vitale: - Must say that the decision struck down state-sponsored prayer in school. - MUST mention state-sponsored or state-organized prayer to get credit. - MUST indicate that the prayer had some type of official government backing/sponsorship/sanction. - Do not have to specify “public schools” to get credit. No point is given if the answer states only that the decision “banned prayer in school” Acceptable explanation of Lemon v. Kurtzman: - Must say that the decision struck down state funding for private religious schools [More specifically, it struck down state funding to pay parochial teachers to give instruction in secular subjects.] - Will receive credit for statements recognizing that there are certain conditions or criteria that are used in determining if a government practice does not violate the establishment clause. Conditions/criteria may include: - Secular purpose - Neither enhances nor inhibits religion. - No excessive entanglement between government and religion.

2. (c) [1 pt] Select one of the following cases and identify the First Amendment clause upon which the Supreme Court based its decision. - Reynolds v. U.s. (polygamy) - Oregon v. Smith (drug use in religious ceremonies) (c) One point is earned for identifying the free exercise clause as the First Amendment clause upon which the Supreme Court based its decision for either Reynolds v. U.s. or Oregon v. Smith. (d) [1 pt] Describe the Supreme Court’s decision in the case that you selected in (c). (d) An acceptable explanation of Reynolds v. U.S. is: - The decision restricted/banned/disallowed polygamy. No point is earned for saying that the “Supreme court declared polygamy to be unconstitutional.” Polygamy is a personal action that is illegal but not a governmental action that is unconstitutional. An acceptable explanation of Oregon v. Smith is: - The decision restricted/banned drug use in religious ceremonies. No point is earned for saying that the “Supreme Court declared drug use in religious ceremonies to be unconstitutional.” drug use is a personal action that is illegal but not a governmental action that is unconstitutional.

2. (e) [2 pts] Many of these decisions have caused controversy in the U.S. Describe two ways in which other political institutions might limit the impact of Supreme Court decisions. (e) Acceptable descriptions may include: - Congressional/state/local legislation. - Executive branch/state government refusal to enforce a Supreme Court decision; ignoring a Supreme Court decision. - Judicial appointments. - Constitutional amendment. - Change in appellate jurisdiction. Other political institutions do not have to be identified by name; for example. “Constitutional amendments can be passed to overturn Supreme Court decisions” is acceptable. In part (e), students do not have to confine their answers to freedom of religion. An acceptable answer, for example, might cite state legislation designed to get around the provisions of Roe v. Wade even though the latter obviously does not involve freedom of religion.

3. [7 pts] Conflicts between Congress and the President over war powers have their origin in the U.S. Constitution. In 1973 Congress passed the War Powers Resolution in an attempt to clarify the balance of powers between the two branches of government. (a) [1pt] Describe the primary constitutional conflict between Congress and the President over the decision to go to war. (a) One point is earned for a correct description of the primary conflict over the decision to go to war: the President is commander-in-chief and Congress has power to declare war. (b) [2 pts] Describe two provisions of the War Powers Resolution that were designed to limit the President’s power over war making? (b) Two acceptable descriptions to get credit on this include: - President must notify congress within 48 hours of sending troops into combat. - President must consult with Congress whenever feasible. - Conflicts are limited to 60 days unless congress takes action. - Congress can extend time from the initial 60 days or can withdraw troops after 60 days with adequate notification to the President. (c) [4 pts] The War Powers Resolution has received mixed reviews, but Congress has other powers over war making. Other than the constitutional power that you described in (a), identify & explain two other formal powers Congress has over war making. (c) One point is earned for correctly identifying two other formal powers Congress has over war making[maximum 2 points]. One point is earned for each explanation of the formal powers identified in part (c) [maximum 2 points]. Acceptable answers include: - Passing laws; – Appropriations (any mention of “funding”); - Confirmation of nominees; - Impeachment; - Treaty ratification; - Congressional oversight 9hearings or investigational). To earn a point, the explanation must tell how or why these are formal congressional powers over war making.

4. [5 pts] The framers of the U.S. Constitution created a federal system. (a) [1 pt] Define federalism (a) Constitutional division of power between levels [national and state] of government. (b) [2 pts] Select two of the following and explain how each has been used to increase the power of the federal government relative to the states. - Categorical grants - Federal mandates - Selective incorporation (b) One point is earned for each explanation of how a categorical grant, federal mandate, or selective incorporation has been used to increase federal power relative to the states. - A categorical grant is a grant designed for a specific purpose. States must spend money in accord with national government’s wishes. - A federal mandate is when the federal government tells states what policies to implement. - A selective incorporation is when federal courts can overturn state and local practices.

4. (c) [2 pts] Select tow of the following and explain how each has been used to increase the power of the states relative to the federal government. - Welfare Reform Act of 1996 - Block grants -Tenth Amendment (c) One point is earned for each explanation (maximum 2 points) of how the Welfare Reform Act of 1996, block grants, or the Tenth Amendment has been used to increase the power of the states relative to the federal government. Acceptable explanations of the Welfare Reform Act of 1996 include: - States were given the power and money to run their own welfare program. - States were given discretion to determine how to implement the federal goal of transferring people from welfare to work. Acceptable explanations of block grants include: - It is targeted money. - Block grants to states have few strings attached, so states can make decisions about the details of where the money goes. Acceptable explanations of the Tenth Amendment include: - It reserves power to the states and to the people. - It is being used to argue that power be returned to states.

AP Government & Politics FRQ - 2008

1. Congressional reapportionment and redistricting are conducted every ten years. When redistricting is conducted, politicians often engage in gerrymandering. (a) [2 pts] Define congressional reapportionment and explain one reason why it is important to states. (b) [1pt] Define congressional redistricting. (a) Congressional reapportionment is the reallocation of the number of representatives each state has in the House of Representatives. Why congressional reapportionment is important to states are any of these: • Reapportionment increases or decreases the number of seats a state has in the House/Congress (not the Senate). • More representatives mean that a state has more influence. • Reapportionment increases or decreases a state’s number of electoral votes. Note: The explanation point must be tied to an appropriate definition of reapportionment. (b) The drawing/redrawing of House/congressional (not Senate) district lines.

1. (c) [2 pts] Explain two goals of politicians when they gerrymander during redistricting. (d) [2 pts] Describe two limits that the United States Supreme Court has placed on congressional redistricting. (c) One point is earned for each of two explanations of the goals of politicians when they gerrymander during redistricting. Acceptable explanations include: • To enhance political party strength/to minimize the strength of the opposition party. • To protect incumbents/to discourage challengers. • To increase minority representation/to decrease minority representation. • To punish foes/to reward friends. NOTE: “Cracking” or “packing” must be tied to one of the above in order to earn the explanation point. (d) One point is earned for each of two descriptions of limits that the United States Supreme Court has placed on congressional redistricting. Acceptable descriptions may include: • Districts must be equally populated. • Lines must be contiguous or connected. • Redistricting cannot dilute minority voting strength. • District lines cannot be drawn solely based upon race. • Districts must be compact. • Communities of interest must be protected.

2. [2pts] A number of factors enable presidents to exert influence over Congress in the area of domestic policy. However, presidents are also limited in their influence over domestic policymaking in Congress. (a) The Constitution grants the president certain enumerated powers. Describe two of these formal powers that enable the president to exert influence over domestic policy. (a) One point is earned for each of two descriptions of formal, enumerated powers that enable the president to exert influence over domestic policy. Acceptable descriptions may include: • Legislative powers (veto, pocket veto, signing legislation). • State of the Union address. • Appointment power (to a domestic office). • Calling Congress into session. • Chief executive role (“faithfully execute the law” clause). • Commander-in-chief role (must connect it to domestic policy in order to earn the point).

2. (b) [4 pts] Choose two of the following. Define each term and explain how each limits the president’s ability to influence domestic policymaking in Congress. • mandatory spending • party polarization • lame-duck period One point is earned for each of two definitions and two explanations of limits to the president’s ability to influence domestic policymaking in Congress. Explanations must be tied to a correct, though not necessarily complete, definition. Correct Definition Examples of Acceptable Explanations

3. [6 pts] Fiscal policy and monetary policy are two tools used by the federal • government to influence the United States economy. The executive and legislative • branches share the responsibility of setting fiscal policy. The Federal Reserve Board • has the primary role of setting monetary policy. • Define fiscal policy. • (b) [1 pt] Describe one significant way the executive branch influences fiscal policy. • (c) [1 pt] Describe one significant way the legislative branch influences fiscal policy. • (d) [1 pt] Define monetary policy. (a) Acceptable definitions include: 1.) Taxing and/or spending; 2.) The budget 3. (b) One point is earned for correctly describing a significant way the executive branch influences fiscal policy. Acceptable descriptions include: • The president proposes/prepares the federal budget. • The president signs/vetoes legislation (related to taxing, spending, and borrowing, not generic). • The White House Office of Management and Budget (OMB) recommends the budget. (c) One point is earned for correctly describing a significant way the legislative branch influences fiscal policy. Acceptable descriptions include: • Congress passes the federal budget. • Congress acts on tax and spending legislation. • The Congressional Budget Office (CBO) advises Congress on economic policies. (d) One point is earned for a correct definition of monetary policy. Acceptable definitions include: • Regulating the money supply. • Controlling inflation/deflation. • Adjusting interest rates to regulate the economy. • Adjusting bank reserve requirements. • The cost of money.

3. (e) [2 pts] Explain two reasons why the Federal Reserve Board is given independence in establishing monetary policy. (e) One point is earned for each of two explanations of why the Federal Reserve Board is given independence in establishing monetary policy. Acceptable explanations include: • It removes politics from monetary policy decision making. • Congress/the president can abdicate responsibility for difficult decisions by delegating decision-making power. • The Federal Reserve Board relies on expertise when making decisions. • The Federal Reserve Board makes economic policies efficiently.

4. [5 pts]“The right of citizens of the U.S. to vote shall not be denied or abridged by the U.S. or by any State on account of race, color, or previous condition of servitude.” Fifteenth Amendment to the United States Constitution, 1870 Despite the ratification of the Fifteenth Amendment, voter turnout among African American citizens was very low throughout the first half of the twentieth century. Over the past 50 years, civil rights policies have changed substantially, along with a significant increase in African American voter turnout. (a) [2 pts] Explain how two measures taken by some states prior to the 1960s affected voter turnout among African American citizens. (a) One point is earned for each of two explanations of measures taken by some states that affected voter turnout among African American citizens. Acceptable explanations are: • Literacy tests • Poll taxes • Grandfather clauses • Dilution of voting strength through redistricting • White primaries • Election procedures (notification, access)

4. (b) Facing discrimination at the voting booth, many African American citizens turned to alternative forms of political participation. Describe two alternative forms of participation that helped bring about changes in civil rights policies. (c) Choose one of the forms of participation you described in (b) and explain why it was effective in changing civil rights policies. (b) One point is earned for each of two descriptions of alternative forms of participation. Acceptable descriptions are: • Demonstrations/protests/public rallies/civil disobedience • Organized interest-group activity (e.g., NAACP) • Courts/litigation • Boycotts • Election activities other than voting (campaigning, donating) (c) One point is earned for a correct explanation of why an alternative form of participation was effective in changing civil rights policies based on the response in (b). The response must explain how or why policy outputs or outcomes result from participation, including the following three elements: • Participation • Linkage mechanism • Policy output or outcome

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AP Government & Politics