I. WHAT ARE THE FOUNDATIONS OF THE AMERICAN POLITICAL
SYSTEM?

A. What is the American idea of constitutional government?

Note: An important purpose of the Constitution is to separate and limit the powers of government
so that the basic liberties of the people are not infringed. The Bill of Rights was added to the
Constitution to clarify and strengthen limitations on the powers of the national government, and it
has become central to the American idea of constitutional government. Citizens must understand
the importance of the fundamental ideas of American constitutional government to develop a
reasoned commitment to them, as well as to use them as criteria to evaluate their own behavior and
the behavior of government officials.

1. Explain the essential ideas of American constitutional government
a. explain essential ideas of American constitutional government as
expressed in the Declaration of Independence, the Constitution,
and other writings, e.g.,
1, the people are sovereign; they are the ultimate source of power
2. the Constitution is a higher law that authorizes a government of
limited powers
3. the purposes of government, as stated in the Preamble to the
Constitution, are to
i. form a more perfect union
ii. establish justice
iii. insure domestic tranquility
iv. provide for the common defense
Vv. promote the general welfare
vi. secure the blessings of liberty to ourselves and our
posterity
b. explain how the following provisions of the United States Constitution
give government the power it needs to fulfill the purposes for
which it was established
1. delegated or enumerated powers, e.g., to lay and collect taxes, to
make treaties, to decide cases and controversies between
two or more states (Articles I, I & MM)
2. the general welfare provision (Article I, Section 8)
3. the necessary and proper clause (Article I, Section 8, Clause 18)
c. explain the means of limiting the powers of government under the
United States Constitution
1. separation and sharing of powers
2. checks and balances
3. Bill of Rights

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APPENDIX D

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choice items include a series of several test questions related to a particular stimulus selection,
such as a political cartoon, a table of election results, or other material.

Multiple-choice items have the following requirements for item options:

There must be only one clearly identifiable correct option for each question; if
valid arguments can be made for more than one option, the item is unacceptable.

The correct option must be a concise answer that will satisfy any qualified judge
as being an adequate short answer to the question. The response must not answer
more than the stem question asks.

Distractors should be plausible and homogeneous. Options that are obviously
wrong or nonsensical effectively reduce the number of possible correct answers
and, thus, reduce the validity of the item. Sources of good distractors include
common misinterpretations and errors in reasoning, statements that are true but
that are not correct answers to the questions posed in the item stems, statements
that are either too broad or too narrow to be correct, and carefully worded
incorrect statements that may sound plausible to the uncritical thinker.

Distractors must be written with as much care and precision as the correct option
so that all alternatives are equally attractive to a student who guesses. Each option
should be a separate and distinctly different response to the stem. Responses
should not overlap or include other responses. “All of these,” or “None of these,”
should never be used as an option.

Both the stem and the options should be as brief and straightforward as possible.
All options should be parallel in point of view and grammatical structure and
similar in length. The stem should include any words that otherwise would have to
be repeated in each option.

Where extensive stimulus materials are used, several multiple-choice items should
be used to keep reading time to a minimum.

Stimulus materials should avoid teaching students content before the assessment
exercises assess it.

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TABLE OF CONTENTS

IntrOduction.......c.cccceccscssceseeseseeeeeseessseaeseesseeeesesscaesnsrsaenvancacsnsesacacereeeeesteeseneatseatsesetesseseeceel
Assessment Specifications ...........ccccecccseesecseseeseessssecseesssssesseenesseseenessesessesntseeesneatatetessataeenened

Assessment Construction ..........:scsccccsessescessseeceeesseestesneeeesaeeees
Components of the Assessment

Knowledge.......

Intellectual Skills

Participatory Skill

Civic Dispositions

Context

Allocation of Testing Time.

Review Process and Criteria.
Civics Expert Review
Bias Review ..............

13

3

Exercise Types «0.0... c.seesseeeereestereeeeees 3

Scoring of Constructed Response Exercise: 3

Score Reporting «0.0.0... 14
Recommendations for Trend Assessment..............cscescecssssescseessesseeneeeeeeneseaeeneeseees 14
Exercise Specifications ............cccccececseeseectecsecssesseseseessssecesesssecanssvesnessecsuceueeanesuseecaeeseeaseaes 16

General Characteristics of Exercise Development
Preliminary Achievement Level Descriptions...
Exercise Format Specifications.
Stimulus Materials
Exercise Formats...
Multiple-Choice Items

Constructed Response Exercises.

Content Specifications .......0.0.. cece
Knowledge...
Intellectual Skills . .
Identifying and Describing oo... ccc ccsceseestesesseseesessessesscsuesesevevevsevevecee 33



. Responding to opposing arguments, e.g., citing appropriate evidence,
countering misstatements or emotive language, pointing out
inconsistencies in opposing arguments, accommodating the strengths of
different positions, taking into account the best case against one’s own
position

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D. Who represents you in local, state, and national governments?

1. Identify their representatives in the legislative branches as well as the heads of

the executive branches of their local, state, and national governments

a. name the persons representing them at state and national levels in the
legislative branches of government, i.e., representatives and
senators in their state legislature and in Congress

b. name the persons representing them at local, state, and national levels in
the executive branches of government, e.g., mayor, governor,
president

c. explain how they can contact their representatives and when and why it
is important to do so

d. explain which level of government they should contact to express their
opinions or to get help on specific problems, e.g., opinions about a
curfew for persons under sixteen years of age, an increase in state
sales tax, aid to another country; problems with street lights,
driver’s license, federal income taxes

E. What is the place of law in the American constitutional system?

Note: The tule of law operates within a framework provided by the United States Constitution. It
establishes limits on both those who govern and the governed, making possible a system of ordered liberty
which protects the basic rights of citizens and promotes the common good. Understanding the place of law
enhances citizens’ capacity to evaluate the operation of the legal system and proposals for improvement.

1. Explain the importance of law in the American constitutional system

a. explain the importance of the rule of law in
1. establishing limits on both those who gover and the governed
2. protecting individual rights
3. promoting the common good

b. describe historical and contemporary examples of the rule of law, e.g.,
Marbury v. Madison, Brown v. Board of Education, U.S. v. Nixon

c. identify principal varieties of law, e.g., constitutional, criminal, civil

d. explain how the principal varieties of law protect individual rights and
promote the common good

2. Explain and apply criteria useful in evaluating rules and laws
a. identify the strengths and weaknesses of a rule or law by determining if
itis
1. well designed to achieve its purposes
2. understandable, i.e., clearly written, its requirements are explicit
3. possible to follow, i.e, does not demand the impossible

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a. explain how Americans can use the following means to monitor and
influence politics and government at local, state, and national
levels
1, voting
2. becoming informed about public issues
3. discussing public issues
4. communicating with public officials
5. joining political parties, interest groups, and other organizations

that attempt to influence public policy and elections
6. attending meetings of governing bodies
7. working in campaigns
8. taking part in peaceful demonstration
9. circulating and signing petitions
10. contributing money to political parties or causes

b. describe historical and current examples of citizen movements seeking
to promote individual rights and the common good, e.g., abolition,
suffrage, tax fairness, environmental and civil rights movements

c. explain what civil disobedience is, how it differs from other forms of
protest, what its consequences might be, and circumstances under
which it might be justified

d. explain why becoming knowledgeable about public affairs and the
values and principles of American constitutional democracy and
communicating that knowledge to others is a form of political
participation

4. Explain the importance of political leadership and public service in a

constitutional democracy

a. describe personal qualities necessary for political leadership

b. explain the functions of political leadership and why leadership is a vital
necessity in a constitutional democracy

c. explain and evaluate ethical dilemmas that might confront political
leaders

d. identify opportunities for political leadership in their own school,
community, state, and the nation

e. explain the importance of individuals working cooperatively with their
elected leaders

f. evaluate the role of “the loyal opposition” in a constitutional democracy

g. explain the importance of public service in a constitutional democracy

h. identify opportunities for public service in their own school,
community, state and the nation

i. identify career opportunities in public service

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EXERCISE SPECIFICATIONS
General Characteristics of Exercise Development

All exercises should test only the content included in the detailed content specifications.
Exercises should focus on the key concepts, principles, and skills at the appropriate grade level
and should avoid testing obscure or esoteric material. In addition, the item pool should be
developed in such a way as to ensure that the content described in the achievement level
definitions given below is reflected at each grade level.

Preliminary Achievement Level Descriptions

Achievement levels describe how well students should perform on the knowledge and skills
measured by the assessment. The levels define appropriate expectations of student performance
in civics at grades four, eight, and twelve as measured by NAEP. Three achievement
levels—Basic, Proficient, and Advanced—have been established by the National Assessment
Governing Board for each grade level and every assessment area. .

Basic denotes partial mastery of the knowledge and skills, but performance that is fundamental
for adequate work in grades four, eight, and twelve. Proficient represents solid academic
performance and competency over challenging subject matter. Advanced performance on this
assessment represents performance that is equal to that expected of top students in other
industrialized nations—the ability to think critically about civics issues and to integrate
knowledge and skills in problem solving situations. Item writers should avail themselves of the
state assessment materials assembled by the Planning and Steering Committees in order to
familiarize themselves with expectations held for advanced students elsewhere.

The following achievement level descriptions are solely illustrative and only sample the content
for the three grade levels. Furthermore, the achievement levels are cumulative in nature; each
incorporates the expectations listed in the preceding levels. Thus, students at the proficient level
should be able to do what is expected of students at the basic level and more, while students at
the advanced level should be able to do what is expected of students at the proficient level and
more. Also, students at the eighth grade basic level should be able to do what is expected of
students at the fourth grade advanced level and more, while students at the twelfth grade basic
level should be able to do all that is expected of students at the eighth grade advanced level and
more.

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2. Explain how one becomes a citizen of the United States
a. explain that anyone born in the United States is a U.S. citizen. __
b. explain the distinction between citizens and noncitizens (aliens)
c. describe the process by which noncitizens may become citizens
d. compare naturalization in the United States with that of other nations
e. evaluate the criteria established by law that are used for admission to
citizenship in the United States
1. residence in the United States for five years
2. ability to read, write, and speak English
3. proof of good moral character
4. knowledge of the history of the United States
5. knowledge of and support for the values and principles of
American constitutional democracy

B. What are the rights of citizens?

1. Evaluate, take, and defend positions on issues involving personal rights

a. identify personal rights, e.g., freedom of conscience, freedom to marry
whom one chooses, to have children, to associate with whomever
one pleases, to live where one chooses, to travel freely, to emigrate

b. identify the major documentary sources of personal rights, e.g.,
Declaration of Independence, United States Constitution, including
the Bill of Rights, state constitutions

c. explain the importance to the individual and to society of such personal
rights as
1, freedom of conscience and religion
2. freedom of expression and association
3. freedom of movement and residence
4, privacy

d. identify and evaluate contemporary issues that involve personal rights,
€.g., restricting membership in private organizations, school prayer,
dress codes, curfews, sexual harassment, the right to refuse medical
care

2. Evaluate, take, and defend positions on issues involving political rights

a. identify political rights, e.g., the right to vote, petition, assembly,
freedom of press

b. explain the meaning of political rights as distinguished from personal
rights, e.g., the right of free speech for political discussion as
distinct from the right of free speech to express personal tastes and
interests, the right to register to vote as distinct from the right to
live where one chooses

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Intellectual Skills

Intellectual skills, sometimes called critical or higher order thinking skills, germane to the field
of civics and government cannot be taught in isolation; knowledge of the content or subject
matter of civics and government is necessary, for example, to cast an intelligent vote, to
understand public issues, or to join with others to solve public problems. Students can and
should begin in the earliest grades to acquire the intellectual and participatory skills requisite for
informed, effective, and responsible citizenship. They should continue to develop those skills as
they proceed through the middle grades and high school.

The intellectual skills essential for informed, effective, and responsible citizenship can be
categorized as identifying, describing, explaining, analyzing, and evaluating, taking, and
defending positions on public issues. Item developers can and should use the entire range of
exercise formats (multiple-choice, short answer open-ended items, and extended response open-
ended items) to assess the entire range of intellectual skills.

Identifying and Describing

Identifying means to give the meaning or significance of things that are tangible (e.g., such as
one’s legislative representative) or intangible (e.g., concepts such as justice). To identify
something may involve being able to distinguish it from something else; to classify or catalog
something with similar items, or, in some cases, to determine its origin. Describing means to
give a verbal or written account of an item’s basic attributes or characteristics; describing may
refer to tangible or intangible processes, institutions, functions, purposes, or qualities.

Explaining and Analyzing

Explaining means to identify, describe, clarify, or interpret something. One may explain, for
example, the causes of events, the meaning or significance of events and ideas, or the reasons
for various acts or positions. Analyzing means to break something down into its constituent
parts in order to clarify its meaning or significance. One may analyze, for example, the causes
of events, the components and consequences of ideas, or social, political, or economic
processes and institutions.

Evaluating, Taking, and Defending Positions

These are skills required for citizens to assess issues on the public agenda, to make judgments
about their views on the issues, and to discuss their assessments with others in public or private.
Evaluating positions is to use criteria or standards to make judgments about the strengths and
weaknesses of positions on issues, goals promoted by the position, or means advocated to attain

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d. explain the major characteristics of American political parties, how they
vary by locality, and how they reflect the dispersion of power
providing citizens numerous opportunities for participation

e. describe the role of political parties in channeling public opinion,
allowing people to act jointly, nominating candidates, conducting
campaigns, and training future leaders

f. explain why political parties in the United States are weaker today than
they have been at some times in the past

g. describe varied types of elections, e.g., primary and general, local and
state, congressional and presidential, initiative, referendum, recall

h. evaluate the significance of campaigns and elections in the American
political system

i. evaluate current criticisms of campaigns and proposals for their reform

5. Evaluate, take, and defend positions about the contemporary roles of

associations and groups in American politics

a. identify and explain the historical role of various associations and
groups active in American politics, e.g., political organizations,
political action committees (PACs), interest groups, voluntary and
civic associations, professional organizations, unions, religious
groups

b. describe, giving historical and contemporary examples, the role of
associations and groups in performing functions often performed
by government, such as social welfare and education

c. describe the contemporary roles of associations and groups in local,
state, and national politics

d. evaluate the degree to which associations and groups enhance citizen
participation in American political life

6. Evaluate, take, and defend positions about the formation and implementation of
public policy
a. describe a current issue of public policy at local, state, or national level
1. identify the major groups interested in that issue and explain
their positions
2. identify the points at which citizens can monitor or influence the
process of public policy formation
3. explain the processes by which public policy concerning that
issue is formed and carried out
b. explain why conflicts about values, principles, and interests may make
agreement difficult or impossible on certain issues of public policy,
e.g., affirmative action, abortion, environment, gun control, capital
punishment

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APPENDIX A

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40


|, agreement on the value of freedom of expression but
disagreement about the extent to which expression of _
unpopular and offensive views should be tolerated, e.g.,
neo-Nazi demonstrations, racial slurs, profanity, lyrics that
advocate violence, flag burning

2. agreement on the value of equality but disagreement about
affirmative action programs

3. Evaluate, take, and defend positions on issues concerning ways and means to
reduce disparities between American ideals and realities in American
political and social life
a. identify some important American ideals, e.g., liberty and justice for all,

an informed citizenry, civic virtue or concern for the common
good, respect for the rights of others

b. explain the importance of ideals as goals, even if they are not fully
achieved

c. explain, using historical and contemporary examples, discrepancies
between American ideals and the realities of political and social
life in the United States, e.g., the ideal of equal justice for all and
the reality that the poor may not have equal access to the judicial
system.

d. describe historical and contemporary efforts to reduce discrepancies
between ideals and the reality of American public life, e.g.,
abolition, suffrage, and civil rights movements

e. explain ways in which discrepancies between reality and the ideals of
American constitutional democracy can be reduced by
1. individual action
2. social action
3. political action

Il. HOW DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION
EMBODY THE PURPOSES, VALUES, AND PRINCIPLES OF AMERICAN
DEMOCRACY?

A. How are power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?

Note: Citizens who understand the reasons for this system of dispersed power and its design are
able to evaluate, monitor, and influence it more effectively.

1. Explain how the powers of the national government are distributed, shared, and
limited

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Figure 3: NAEP Civics Assessment—Participatory Skills

INTERACTING

MONITORING

INFLUENCING |

. Working in small groups
and committees

a Listening

s Questioning to clarify
information, points of view

. Discussing public affairs

. Participating in civic and
interest groups

. Building coalitions,
enlisting support of other
like-minded groups

. Managing conflicts:
mediating, negotiating,
compromising, seeking
consensus, adjudicating

. Performing school and
community service, serving
as a representative or
elected leader

. Using print and electronic
resources to acquire and
exchange information

Civic Dispositions

Listening to fellow citizens, to
public proceedings

Discussing public affairs

Tracking public issues in the media
Researching public issues
Gathering information from
government officials and agencies,

interest groups, civic organizations

Attending public meetings and
hearings

Interviewing people knowledgeable
about civic issues

Questioning public officials,
experts, and others to elicit
information, fix responsibility

Using print and electronic resources
to acquire and exchange information

Voting

Representing one’s
own or a group’s
interests

Petitioning

Writing letters, op ed
pieces, broadsides,
pamphlets

Speaking and
testifying before
public bodies

Participating in civic
organizations,
political parties, or
interest groups

Supporting and
opposing candidates
or positions on
public issues

Using computer
networks to advance
points of view on
public affairs

Civic dispositions develop slowly over time as a result of what one learns and experiences in
the home, school, community, and organizations of civil society. From those experiences should
come the understanding that American constitutional democracy requires the responsible self-
governance of each individual; one cannot exist without the other. Traits of private character
such as moral responsibility, self-discipline, and respect for individual worth and human dignity
are essential to the well-being of the American nation, society, and constitutional democracy.

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March 14, 1996


¢. identify historical and contemporary examples of important foreign
policies, e.g., Monroe Doctrine, Marshall Plan, containment of.
communism, immigration acts, foreign aid, arms control,
promoting democracy and human rights throughout the world
d. explain how and why foreign policies affect their own lives

2. Explain the necessity of taxes and the purposes for which taxes are used
(financing government)
a. explain why taxation is necessary to pay for government
b. identify provisions of the United States Constitution that authorize the
national government to collect taxes, i.e., Article I, Sections 7 and
8; Sixteenth Amendment

Cc. How are state and local governments organized and what do they do?

1. Explain why states have constitutions, their purposes, and the relationship of

State constitutions to the federal constitution

a. explain that their state has a constitution because the United States is a
federal system

b. identify major purposes of the constitution of the state in which they
live

c. identify and explain the basic similarities and differences between their
state constitution and the United States Constitution

d. explain why state constitutions and state governments cannot violate the
United States Constitution

e. explain how citizens can change their state constitution and cite
examples of changes

2. Describe the organization and major responsibilities of state and local

governments

a. identify major responsibilities of their state and local governments, e.g.,
education, welfare, streets and roads, parks, recreation, and law
enforcement

b. describe the organization of their state and local governments, €.g.,
legislative, executive, and judicial functions at state and local
levels

c. identify major sources of revenue for state and local governments, e.g.
property, sales, and income taxes; fees and licenses; taxes on
corporations and businesses; borrowing

d. explain why state and local governments have an important effect on
their own lives

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IV. WHAT IS THE RELATIONSHIP OF THE UNITED STATES TO OTHER
NATIONS AND TO WORLD AFFAIRS?

A. How is the world organized politically?

1. Explain nation-states and how the world is organized politically
a. explain the division of the world into nation-states that claim
sovereignty over a defined territory and jurisdiction over everyone
within it
b. explain why there is no political organization at the international level
with power comparable to that of the nation-state

2. Explain how nation-states interact with each other

a. describe the most important means nation-states use to interact with one
another
1. trade
2. diplomacy
3. treaties, agreements
4. international law
5. economic incentives and sanctions
6. military force and the threat of force

b. explain common reasons for the breakdown of order among
nation-states, e.g., conflicts about national interests, ethnicity, and
religion; competition for resources and territory; the absence of
effective means to enforce international law

c, explain the consequences of the breakdown of order among
nation-states

d. explain why and how the breakdown of order among nation-states can
affect their own lives and the lives of others

3. Evaluate, take, and defend positions on the purposes and functions of

international organizations in the world today

a. describe the purposes and functions of the major governmental
international organizations, e.g., United Nations, NATO, World
Court, Organization of American States

b. describe the purposes and functions of major nongovernmental
international organizations, e.g., World Council of Churches,
Roman Catholic Church, International Red Cross, Amnesty
International, multinational corporations

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4. individuals have the right to express their views without fear of
being punished by their peers or their government
5. the vote of one individual counts as much as another’s
b. Importance of the school, community, and state
1, everyone should be concerned about the well-being of his or her
school, community, and state
2. people should try to improve the quality of life in their schools,
communities, and states
3. people should help others who are less fortunate than they and
assist them in times of need, emergency, or natural disaster
c. Importance of equality of opportunity and equal protection of the law
|. defend a position that everyone has a right to equal opportunity
in education, employment, housing, or to equal access to
public facilities such as parks and playgrounds
2. defend a position that everyone has a right to participate in
political life by expressing their opinions and trying to
persuade others; all citizens more than 18 years of age have
the right to vote; citizens who meet age and other
qualifications have the right to seek public office
3. defend a position that everyone has the right to be treated equally
in the eyes of the law
d. Importance of respect for the law :
1, everyone, including government officials, must obey the law
2. people have the right to work together to see that laws they
consider unfair or unwise are changed by peaceful means
e. Importance of education
1. education is essential for informed and effective citizenship
2. education is important for earning a living
f. Importance of work .
1. work is important to a person’s independence and self-esteem
2. work is important to the well-being of the family, community,
state, and nation
3. all honest work is worthy of respect
g. Importance of voluntarism
1. volunteering is a source of individual satisfaction and fulfillment
which results from helping others in their family, schools,
communities, state, nation, and the world

2. Evaluate, take, and defend a position in support of one of the beliefs held by
Americans about themselves and their government

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c. identify historical and contemporary examples of parliamentary systems
and systems of shared powers

d. evaluate the various ways power is distributed, shared, and limited in
systems of shared powers and parliamentary systems in terms of
such criteria as effectiveness, prevention of the abuse of power,
responsiveness to popular will, stability

e. evaluate the relative advantages and disadvantages of systems of shared
powers and parliamentary systems in terms of the purposes of
constitutional government

2. Explain the advantages and disadvantages of federal, confederal, and unitary
systems of government
a. define confederal, federal, and unitary systems of government
1. confederal system—a system of government in which sovereign
states delegate powers to a central government for specific
purposes, e.g., mutual defense against foreign enemies
2. federal system—a system in which a national government shares
powers with state governments, but the national
government may act directly on individuals within the
states, e.g., national government may require individuals to
pay income taxes
3. unitary system—a system in which all power is concentrated in a
central government; state and local governments can
exercise only those powers given to them by the central
government
b. identify historical and contemporary examples of confederal, federal,
and unitary systems
c, evaluate the various ways power is distributed, shared, and limited in
confederal, federal, and unitary systems in terms of such criteria as
effectiveness, prevention of the abuse of power, responsiveness to
popular will, stability
d. explain the relative advantages and disadvantages of confederal, federal,
and unitary systems in terms of the purposes of constitutional
government

3. Evaluate, take, and defend positions on how well alternative forms of
representation serve the purposes of constitutional government
a. explain the major arguments for and against representative government
as distinguished from direct popular rule
b. describe common bases upon which representation is or has been
established, e.g.,
1. geographic areas

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Table 1 - Distribution of Exercise Pot
Eight, and Twelve _
Questions
Grade ;
I 1 aoe Vv. Vv
What are What are the | How does the government What is the ‘What are the roles
civic life, foundations of the established by the relationship of the of citizens in
politics and American political Constitution embody the United States to. |< . American
government? system? purposes, values, and other nations and | ~— democracy?
¢ principles of American to world affairs? ~
democracy?
Grade 4 25% 20% 15% 10% 30%
Grade 8 15% 25% 25% 15% 20%
Grade 12 10% 20% 25% 20% 25%

The percentage distribution found in Table 1 reflects both instructional practices in many schools
across the nation, as well as the relative attention accorded to each overarching question in the
assessment at each grade level.

Intellectual Skills

If citizens are to exercise their rights and discharge their responsibilities as members of self-
governing communities, they not only need to acquire a body of knowledge about civic life,
politics, and government; they also need to acquire relevant intellectual and participatory skills.
Unfortunately, the importance of helping all students develop skills essential for effective and
responsible citizenship is not always fully appreciated. Thanks to new insight into teaching and
learning, however, much more is known about how children develop skills, acquire knowledge,
and deepen their understandings. Something we understand now is that learning is “domain
specific.” For each subject area, cognitive strategies are defined in terms of the concepts of the
field. As a result, intellectual skills germane to the field of civics and government, as in other
areas, cannot be learned in isolation. Knowledge of the content or subject matter of civics and
government is necessary for example, to cast an intelligent vote, to understand public issues, or
to interact with others to solve public problems.

Intellectual skills essential for informed, effective, and responsible citizenship encompass a broad
range. They include identifying, describing, explaining, analyzing, and evaluating, taking, and
defending positions on public issues. It is important to note that all of the skills listed above can
require higher order thinking. For example, a student may be asked to identify a landmark
decision of the U.S. Supreme Court as well as the criteria used by the Court as the basis for its

NAEP Civics Assessment Specifications March 14, 1996


specifications, and the content specifications. Specific content for the assessment is detailed in
content outlines for each grade level, four, eight, and twelve, and is found in Appendix A.
Specific information regarding the intellectual skills is found in Appendix B, regarding the
participatory skills, Appendix C, and that which regards civic dispositions is found in Appendix
D.

NAEP Civics Assessment Specifications March 14, 1996


D. Importance of rules and laws

1. Explain the purposes of rules and laws and why they are important in the

classroom, school, community, state, and nation

a. compare and contrast rules and laws for the behavior in school and
community, e.g., attend school and do homework, raise one’s hand
and be recognized before speaking in class, respect other peoples’
privacy and property

b. compare and contrast rules and laws for order and security in school and
community, e.g., rules that require people to take turns, traffic laws
that require people to drive on the right side of the street, laws that
protect people from others who want to harm them or take their
Property

c. explain that rules and laws protect rights, provide benefits, and assign
responsibilities, e.g.,
1. examples of protecting rights are: laws that protect people’s

right to practice whatever religion they wish to, laws that

provide equal opportunities for all students to get a free,
public education

2. examples of providing benefits are: laws that provide for
schools, health services, public transportation, highways
and airports

3. examples of assigning responsibilities are: laws that require
people to pay taxes or to perform military service in times
of national emergency

d. distinguish between rights and responsibilities, e.g., freedom of speech
vs. quietly walking out of the building for a fire drill

2. Predict probable consequences when rules and laws are absent from the

classroom, school, community, state, nation

a. the strong may take advantage of the weak and act in their own selfish
interests

b. people may become disorderly or violent and threaten others’ lives,
liberty, and property

c. people would feel insecure, unable to plan for the future, or to predict
how others would behave, e.g., if there were no traffic laws, people
could not predict on which side of the road cars would drive or that
drivers would stop at red lights

3. Evaluate rules and laws

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43


a. describe the impact on other nations of the American Revolution and of
the values and principles expressed in the Declarationof __
Independence and the United States Constitution, including the Bill
of Rights

b. evaluate the influence American ideas about rights have had on other
nations and international organizations, e.g., French Revolution;
democracy movements in Eastern Europe, People’s Republic of
China, Latin America, South Africa; United Nations Charter;
Universal Declaration of Human Rights

2. Explain the effects of significant political, demographic, and environmental

developments and trends in the world

a. describe the impact of current political developments in the world on the
United States, e.g., conflicts within and among other nations,
efforts to establish democratic governments

b. describe the impact of major demographic trends on the United States,
€.g., population growth, increase in immigration and refugees

c. describe environmental conditions that affect the United States, e.g.,
depletion of natural resources, destruction of animal habitats,
depletion of fishing grounds, air and water pollution

3. Describe the impact on the United States of other nations’ ideas and culture
Vv. WHAT ARE THE ROLES OF THE CITIZEN IN AMERICAN DEMOCRACY?
A. What is citizenship?

1. Explain the meaning of American citizenship
a. explain the important characteristics of citizenship in the United States.
Specifically, citizenship
1. is legally recognized membership in a self-governing community
2. confers full membership in a self-governing community—there
are no degrees of citizenship or of legally tolerated states of
inferior citizenship in the United States
3. confers equal rights under the law
4. is not dependent on inherited, involuntary groupings such as
race, gender, or ethnicity
5. confers certain rights and privileges, e.g., the right to vote, to
hold public office, to serve on juries

b. explain that Americans are citizens of both their state and the United
States

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14


4. working collectively can accomplish goals and solve problems
they could not achieve alone
c. describe historical and contemporary examples of how governments
have reflected these major arguments

3. Evaluate, take, and defend positions on competing ideas regarding the purposes
of politics and government and their implications for the individual and
society
a. explain competing ideas about the purposes of politics and government,
e.g.,
1. improving the moral character of citizens
2. furthering the interests of a particular class or ethnic group
3. achieving a religious vision
4. glorifying the state
5. promoting individual security and public order
6. enhancing economic prosperity
7. protecting individual rights
8. promoting the common good
9. providing for a nation’s security

b. describe historical and contemporary examples of governments which
serve these purposes

c. explain how the purposes served by a government affect relationships
between the individual and government and between government
and society as a whole, e.g., the purpose of promoting a religious
vision of what society should be like may require a government to
restrict individual thought and actions and place strict controls on
the whole of society

B. What are the essential characteristics of limited and unlimited government?

1. Explain the essential characteristics of limited and unlimited governments
a. describe the essential characteristics of limited and unlimited

governments

1. limited governments have established and respected restraints on
their power, e.g.,
i. constitutional government—governments characterized

by legal limits on political power

2. unlimited governments are those in which there are no
regularized and effective means of restraining their power,
Le.,

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83


ASSESSMENT AND EXERCISE |
SPECIFICATIONS

NATIONAL ASSESSMENT OF |
EDUCATIONAL PROGRESS (NAEP)
IN

CIVICS

Used for the 1998, 2006, and 2010
NAEP Civics Assessments

March 1996

Developed Under Contract Number ZA95001001 for the |
National Assessment Governing Board by the
Council of Chief State School Officers, American Institutes for Research, and the
Center for Civic Education

ee
5)



Vv. WHAT ARE THE ROLES OF THE CITIZEN IN AMERICAN DEMOCRACY?
A. What is citizenship?

1, Explain the meaning of citizenship in the United States
a. explain the idea that citizenship
1. is legally recognized membership in a self-governing community
2. confers full membership in a self-governing community; no
degrees of citizenship or legally recognized states of
inferior citizenship are tolerated
3. confers equal rights under the law
4. is not dependent on inherited, involuntary groupings such as
race, ethnicity, or ancestral religion
5. confers certain rights and privileges, e.g., the right to vote, to
hold public office, to serve on juries
b. explain that Americans are citizens of both their state and the United
States

2. Evaluate, take, and defend positions on issues regarding the criteria used for
naturalization
a. explain the distinction between citizens and noncitizens (aliens) and the
process by which aliens may become citizens
b. compare naturalization in the United States with that of other nations
c. evaluate the criteria used for admission to citizenship in the United
States:
1. residence in the United States for five years
2. ability to read, write, and speak English
3. proof of good moral character
4. knowledge of the history of the United States
5. knowledge of and support for the values and principles of
American constitutional government

B. What are the rights of citizens?

1, Evaluate, take, and defend positions on issues regarding personal rights
a. explain the meaning of personal rights as distinguished from political
rights, e.g., the right to privacy or the right to freedom of
conscience as distinguished from the political right to peaceably
assemble and petition for a redress of grievances

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109


INTRODUCTION

The acquisition of a body of knowledge in civics and government and the use of intellectual and
participatory skills are essential for informed, responsible participation in political life by
competent citizens committed to the fundamental values and principles of American
constitutional democracy. It is important, therefore, to know whether our young people
understand the civic principles on which our nation was founded and by which it has been
guided.

The National Assessment of Educational Progress (NAEP) civics assessment will measure what
students know and can do in civics, both the comprehension that students have acquired in
formal civics courses, as well as the civic knowledge, intellectual, and participatory skills
embodied in other subject areas and outside of school. Also, the assessment will cover how well
students understand the ideals and the fundamental values and principles on which American
constitutional democracy is based. Because certain civic dispositions or traits of public and
private character are essential to the vitality of constitutional democracy and civil society,
students’ knowledge of them and their importance will be assessed. The assessment, however,
will not include questions related to students’ personal values or dispositions.

The assessment will test students’ knowledge of civics using a variety of stimulus materials,
including text, graphics, data, charts, photographs, and authentic source materials. Different
response modes will be combined with stimuli in developing items. The response modes will
include single correct option multiple-choice items and constructed response items. Constructed
response items will consist of questions requiring short written responses and questions requiring
extended written responses. The following pages present detailed specifications for the overall
assessment and for the exercises.

An Item Writers’ Guide setting forth basic rules for good item construction for all item formats is
to be provided by the test development contractor. The Guide should include criteria for
developing items using a combination of response modes and stimulus materials, and must
conform to the specifications set forth in this document, the National Assessment Governing
Board Policy on Cognitive Item Development and Review, and any formatting requirements of
NAEP.

This document is divided into two sections, Assessment Specifications and Exercise
Specifications. The Assessment Specifications provide an overall description of the assessment
instruments: the distribution of exercises over the content and cognitive components of the
assessment, the allocation of testing time, the review process and criteria, the scoring of the
assessment, and recommendations for following trend lines in civics assessment. The Exercise
Specifications detail the construction of each type of exercise: the general characteristics of
exercise development, the preliminary achievement level descriptions, the exercise format

NAEP Civics Assessment Specifications March 14, 1996


b. identify major documentary statements of personal rights, e.g., the
Declaration of Independence, the Northwest Ordinance, the United
States Constitution including the Bill of Rights, state constitutions
and bills of rights

c. explain the importance to the individual and to society of such personal
Tights as
1. freedom of thought and conscience
2. privacy and personal autonomy
3. freedom of expression and association
4. freedom of movement and residence
5. right to due process of law and equal protection of the law

d. explain how personal rights are secured in American constitutional
democracy by such means as the rule of law, checks and balances,
an independent judiciary, a vigilant citizenry

e. evaluate contemporary issues that involve the question of personal
rights, e.g., restricted membership in organizations, school prayer,
sexual harassment, refusal of medical care

2. Evaluate, take, and defend positions on issues regarding political rights

a. explain the meaning of political rights as distinguished from personal
rights, e.g., the right of free speech for political discussion as
distinct from the right of free speech for expression of one’s
personal tastes and interests, or the right to register to vote as
distinct from the right to live where one chooses

b. identify the major documentary statements of political rights—the
Declaration of Independence, the Northwest Ordinance, the United
States Constitution including the Bill of Rights, state constitutions
and bills of rights, civil rights legislation, court decisions

c. explain the importance to the individual and society of such political
rights as
1. freedom of speech, press, assembly, petition
2. right to vote and run for public office

d. explain how political rights are secured by constitutional government
and by such means as the rule of law, checks and balances, an
independent judiciary, and a vigilant citizenry

e. evaluate contemporary issues that involve political rights, e.g.,
proportional voting, “hate speech,” access to classified
information, changing the boundaries of congressional and state
legislative districts

3. Evaluate, take, and defend positions on issues regarding economic rights

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110


Figure 1 (cont.): Organizing Questions and Content Summary for NAEP Civics

Assessment
IV. WHAT IS THE RELATIONSHIP OF THE UNITED STATES
TO OTHER NATIONS AND TO WORLD AFFAIRS?
— _|
Grade 4 Grade 8 Grade 12

The concept of nation

Interaction among nations

= trade

= diplomacy

= cultural context

= treaties and agreements
= military force
Importance of peaceful
resolution of international
conflicts

Nation-states

Interaction among nation-
States

United States relations with
other nation-states

Major governmental and non-
governmental international
organizations

Impact of the American
concept of democracy and
individual rights on the world

The influence of other nations
on American politics and
society

Effects of significant world
political, demographic, and
environmental developments
and trends on the United States

Nation-states
Interaction among nation-states

The breakdown of order among
nation-states

Making and implementing
United States foreign policy

Ends and means of United States
foreign policy

Major foreign policy positions
of the United States

The influence of other nations
on American politics and society

Impact of the American concept
of democracy and individual
rights on the world

Effects of significant world
political, demographic, and
environmental developments and
trends on the United States

United States and major
governmental and non-
governmental international
organizations

NAEP Civics Assessment Specifications

31

March 14, 1996


2. the necessity for a written constitution to set forth the
organization of government and to grant and distribute its
powers, e.g., among different branches of the national
government, between the national government and the
states, and between the people and the government

3. the Constitution as a “higher law” that authorizes and legitimizes
an “energetic” and effective government of limited powers

4, the Constitution as legitimizing majority rule in certain key areas
of decision making, while limiting the power of these
majorities in order to protect the rights of individuals

e. explain how various provisions of the Constitution and principles of the
constitutional system are devices to insure an effective government
that will not exceed its limits

f. explain how the design of the institutions of government and the federal
system channels and limits governmental power in order to serve
the purposes of American constitutional democracy

2. Explain the extent to which Americans have internalized the values and

principles of the Constitution and attempted to make its ideals realities

a. explain ways in which belief in limited government has influenced
American society

b. explain ways in which the Constitution has encouraged Americans to
engage in commercial and other productive activities

c. explain how major features of the Constitution, such as federalism and
the Bill of Rights, have helped to shape American society

d. describe, giving historical and contemporary examples, how Americans
have attempted to make the values and principles of the
Constitution a reality

B. What are the distinctive characteristics of American society?

1. Explain how the following characteristics tend to distinguish American society
from most other societies
a. explain important factors that have helped shape American society, such
as
1. absence of a nobility or an inherited caste system
2. religious freedom
3. a history of slavery
4. the Judeo-Christian ethic
5. relative geographic isolation
6. abundance of land and widespread ownership of property
7. social, economic, and geographic mobility

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90


a. define civil society as the sphere of voluntary personal, social, and
economic relationships and organizations that, although limited by
law, is not part of government, e.g., family, friendships,
membership in nongovernmental organizations, participation in
unions and business enterprises

b. explain how civil society provides opportunities for individuals to
associate for social, cultural, religious, economic, and political
purposes

c. explain how civil society makes it possible for people individually or in
association with others to bring their influence to bear on
government in ways other than voting and elections

d. describe the historical role of religion in the development of a private
sphere of life

e. explain, using historical and contemporary examples, how the resources
of civil society have been used to maintain limited government

f. compare the relationships between government and civil society in
constitutional democracies and in authoritarian and totalitarian
regimes using historical and contemporary examples

4. Explain and evaluate competing ideas regarding the relationship between

political and economic freedoms

a. identify essential political freedoms, e.g., freedom of religion, speech,
press, and assembly

b. identify essential economic freedoms, e.g., freedom to enter into
contracts, choose one’s own employment, own and dispose of
property, engage in business enterprises

c. explain competing ideas about the relationship between political and
economic freedoms, e.g., that political freedom is more important
than economic freedom, that political and economic freedom are
inseparable

d. explain how political and economic freedoms serve to limit
governmental power :

e. evaluate the argument that limited government is essential to the
protection of political and economic freedoms

Cc. What are the nature and purposes of constitutions?

1. Explain different uses of the term “constitution” and distinguish between
governments with a constitution and a constitutional government
a. distinguish among the following uses of the term “constitution”
1, a document or collection of documents

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85


gender sensitivity or political balance, and will be subjected to Differential Item Functioning
(DIF) analyses following accepted psychometric practices. Following such analyses, items
flagged as potentially biased will be carefully reviewed. If after close scrutiny an item appears to
be a valid measure of appropriate civic content, and if no plausible explanation for the DIF is
apparent, the item may be retained if necessary to maintain balance and coverage with respect to
content and cognitive components. In accordance with NAEP law, the National Assessment
Governing Board has final approval authority over all cognitive items. The Board’s Review for
bias and appropriateness takes place prior to field testing, and again after the field test stage prior
to the operational assessment.

Scoring

General Criteria

The assessment will be designed to facilitate reporting using quantitative scales and narrative
descriptions of typical exercise solutions by students.

Quantitative scales will be defined within, not across, age/grade levels. An overall posterior score
distribution will be estimated for each student, and the distribution of plausible values will be
reported in accordance with standard NAEP procedures. There will be a set of anchor items given
to grades four and eight, and to grades eight and twelve, and sufficient exercises will be included
in the assessment to assure the precision necessary to report results on five separate content
subscales for the nation as a whole to the extent that such subscales are reliable and meaningful.

For reporting of subgroup performance, it may be necessary to form weighted composites of
these subscales. If such a combination of scale scores is used, reports of overall score
distributions should make clear that they are composites of separate subscales.

Exercise Types

Every exercise (item) is composed of a kind of stimulus and a type of response. Acceptable
stimuli include text, graphic material, pictorial material, and any combination of the above.
Response modes include multiple-choice and written open-ended (both short answer and
extended response). All of the stimuli and response modes should be combined for use in the
development of the above scores and scales.

Scoring of Constructed Response Exercises

Recommendations for scoring student responses to open-ended questions are consistent with
current practices in NAEP. Scoring rubrics for short answer exercises should consist of a three-

NAEP Civics Assessment Specifications March 14, 1996
13


Eighth Grade Content Outline

WHAT ARE CIVIC LIFE, POLITICS, AND GOVERNMENT?

A. What is civic life? What is politics? What is government? Why are
government and politics necessary? What purposes should government
serve?

1. Explain the meaning of the terms civic life, politics, and government
a. define and distinguish between private life and civic life
1. private life concerns the personal life of the individual, e.g, being
with family and friends, joining clubs or teams, practicing
one’s religious beliefs, earning money
2. civic life concerns taking part in the governance of the school,
community, tribe, state, or nation, e.g., helping to find
solutions to problems, helping to make rules and laws,
serving as elected leaders
b. describe politics as the ways people whose ideas may differ reach
agreements that are generally regarded as binding on the group,
e.g., presenting information and evidence, stating arguments,
negotiating, compromising, voting
c. describe government as the people and institutions with authority to
make, carry out, enforce laws, and manage disputes about law
1. define authority as the right, legitimized by custom, law, consent,
or principles of morality, to use power to direct or control
people
2. identify institutions with authority to direct or control the
behavior of members of a society, e.g., a school board, city
council, state legislature, courts, Congress
3. define power without authority as power that is not legitimized
by custom, law, consent, or principles of morality
4. identify examples of the exercise of power without authority,
e.g., a street gang, a military junta, a self-proclaimed
dictatorship

2. Evaluate, take, and defend positions on why government is necessary and what
purposes government should serve
a. explain major ideas about why government is necessary, e.g.,

1, people’s lives, liberty, and property would be insecure without
government, e.g., there would be no laws to control
people’s behavior, the strong might take advantage of the
weak

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55


d. explain ways in which discrepancies between reality and the ideals of
American constitutional democracy can be reduced by
1. individual action
2. social action
3. political action

Ill. HOW DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION
EMBODY THE PURPOSES, VALUES, AND PRINCIPLES OF AMERICAN
DEMOCRACY?

A. How are power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?

1. Explain how the United States Constitution grants and distributes power to
national and state government and how it seeks to prevent the abuse of
power
a. explain how the overall design and specific features of the Constitution

are intended to

1, aggregate power at different levels to allow government to be
responsive and effective, e.g., powers granted to Congress
in Article I, Section 8

2. disperse power among different levels of government to reduce
chances of its abuse, protect individual rights, and promote
the common good

3. balance and check powers to prevent their abuse, e.g., separated
institutions with shared powers, provisions for veto and
impeachment, federalism, judicial review, separation of
church and state, subordination of the military to civilian
control, the Bill of Rights

2. Evaluate, take, and defend positions on issues regarding the distribution of

powers and responsibilities within the federal system

a. explain why the Framers adopted a federal system in which power and
responsibility are divided and shared between a national
government having certain nationwide responsibilities, and state
governments having state and local responsibilities

b. explain how the Constitution’s overall design and specific features were
intended to place limitations on both national and state
governments, e.g., states cannot restrict interstate commerce

c. explain how the federal system provides numerous opportunities for
citizens to participate through its dispersal of power among and
between

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c. identify major statements of political rights in documents such as the
Declaration of Independence, United States Constitution, including
the Bill of Rights, state constitutions, and civil rights legislation

d. explain the importance to the individual and society of such political
rights as
1. freedom of speech, press, assembly, and petition
2. right to vote and to seek public office

e. identify and evaluate contemporary issues that involve political rights,
e.g., hate speech, fair trial, free press

3. Evaluate, take, and defend positions on issues involving economic rights

a. identify important economic rights, e.g., the right to own property,
choose one’s work, change employment, join a labor union,
establish a business

b. analyze statements of economic rights in the United States Constitution,
e.g., requirement of just compensation, contracts, copyright,
patents

c. defend the importance to the individual and to society of such economic
rights as the right to
1, acquire, use, transfer, and dispose of property
2. choose one’s work, change employment
3. join labor unions and professional associations
4. establish and operate a business
5. copyright and patent
6. enter into lawful contracts

d. identify and evaluate contemporary economic issues , e.g., employment,
welfare, social security, minimum wage, health care, equal pay for
equal work, freedom of contract, economic growth, balanced
budgets

4. Evaluate, take, and defend positions on issues regarding the proper scope and

limits of rights

a. explain what is meant by the “scope and limits” of a right, e.g., the
scope of one’s right to free speech in the United States is extensive
and protects almost all forms of political expression; the right to
free speech, however, can be limited if and when that speech
seriously harms or endangers others

b. explain the argument that all rights have limits

c. explain criteria commonly used in determining what limits should be
placed on specific rights, e.g.,
1. clear and present danger rule
2. compelling government interest test

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American constitutional democracy cannot accomplish its purposes, moreover, unless its
citizens are inclined to participate thoughtfully in public affairs and civic life. Traits of public
character, such as public spiritedness, civility, respect for law, critical mindedness, and a
willingness to listen, negotiate, and compromise are indispensable for the nation’s well-being.

Civic dispositions, or traits of public and private character, help an individual become an
effective and responsible participant in the political system. It is important for students to
examine these dispositions, and be aware of their utility and how they may contribute to the
health of American democracy. The scope of this assessment does not include the measurement
of student attitudes or opinions, but rather students’ understanding of the role and importance of
these dispositions in our system will be measured. In no way will students’ attitudes be
measured, nor will their families’ positions or activities on political issues be addressed.

Civic dispositions will be assessed at each grade level usually in conjunction with knowledge
and intellectual skills. Direct measurement of civic dispositions is beyond the scope of this
assessment. In developing test exercises to test students’ knowledge of these dispositions and
understanding of their necessity, items may be developed to ascertain students’ ability to
identify these dispositions, recognize their importance, and understand what actions are
involved in and stem from particular dispositions. For example, a question may measure
students’ knowledge of how to monitor the adherence of political leaders and governmental
agencies to constitutional principles and why it is important to do so.

This assessment focuses on five civic dispositions which contribute to the political efficacy of
the individual to the healthy functioning of the political system and to the common good, as can
be seen in Figure 4. A more complete description of the dispositions, with illustrative examples,
is found in Appendix D.

NAEP Civics Assessment Specifications March 14, 1996
37


5. Explain how people can participate in state government, e.g., being informed
and taking part in discussions of state issues, voting, volunteering their
services, holding public office, serving on governing committees and
commissions, writing a letter expressing their opinion on an issue

6. Explain why it is important that people Participate in their state government,
€.g., to protect their rights and promote the common welfare, to improve
the quality of life in their community, to gain personal satisfaction, to
prevent officials from abusing their power

7. Explain how state government services are paid for, e.g., taxes on sales and on
individual and business income, fees for using parks and toll roads, license
fees

Cc. Major responsibilities and services of local governments
1. Explain that states have many local governments

2. Describe services commonly and primarily provided by local governments
a. public safety, e.g., police, fire, street lighting services
b. public utilities, e.g., water, gas, electricity
c, transportation, e.g., streets, highways, bus or subway systems, airports,
harbors
d. education and recreation, e.g., schools, libraries, museums, parks, sports
facilities

3. Explain how local government services are paid for, e.g., property, sales, and
other taxes; money from state and national governments

4. Describe how local government officials are chosen, e.g., election, appointment

5. Explain how people can participate in local government, e.g., being informed
and taking part in discussions of local issues, voting, volunteering their
services, holding public office, serving on governing committees and
commissions, writing a letter expressing their opinion on an issue

6. Explain why it is important that people participate in their local government,
€.g., to protect their rights and promote the common good, to improve the
quality of life in their community, to gain personal satisfaction, to prevent
officials from abusing their power

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Intellectual Skills

Intellectual skills essential for informed, effective, and responsible citizenship are categorized as
identifying and describing, explaining and analyzing, and evaluating, taking, and defending
positions on public issues. The following lists are intended to be illustrative and not exhaustive in
describing the intellectual skills important in the field of civics.

Identifying and Describing

s Defining key terms, e.g., constitution, constitutional government, nation-
State
. Making distinctions, e.g., among branches of government, between forms

of government, between civil society and the state, between state and local
differences in government institutions, legal systems, and jurisdictional

forms

. Identifying individuals, symbols, institutions, e.g., significant civic and
political leaders, flags and national monuments, federal and state
legislatures

. Identifying ideas and concepts, e.g., patriotism, majority and minority
rights, constitutionalism, civil society, nation-state

Identifying emotional language and symbols, e.g., patriot, hawk, dove;
flag, Statue of Liberty

s Describing functions and processes, e.g., legislative checks and balances,
judicial review, foreign policy formation

. Describing historical origins, e.g., of national holidays, sources of
democracy, political authority

. Describing attributes or characteristics, e.g., of local government,
American society, systems of shared powers

7 Classifying by attributes, e.g., constitutional democracy, authoritarianism,
totalitarianism

. Describing trends, e.g., participation in politics and civil society,

immigration, international influence’s on American culture

Explaining and Analyzing

. Explaining how something works, e.g., electoral system, system of checks
and balances, American federal system

. Analyzing reasons for acts, occurrences, and trends, e.g., passage of the
19th Amendment, urban riots, voter interest or apathy

. Explaining the causes and effects of events and phenomena, e.g., creation

of the Bill of Rights, election of FDR in 1932, high or low voter turnout

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3. Explain why it is important for citizens to monitor the actions of their
governments, e.g., student council, city council —_

F. Importance of political leadership and public service

1. Describe what political leaders do and why leadership is necessary in a
democracy

2. Identify opportunities for leadership and public service in their own classroom,
school, community, state, and nation

3. Explain the importance of individuals working cooperatively with their elected
leaders

G. Criteria for selecting leaders

1. Identify qualities leaders should have, such as
a. respect for the rights of others
b. ability to work with others
c. reliability or dependability
d. courage
e. honesty
f. ability to be fair
g. intelligence
h. willingness to work hard
i. special knowledge or skills

2. Defend a choice of class or school leader in terms of qualities of leadership
exhibited by the candidate

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D. Key leaders in local, state, and national government

1. Name the persons representing them at state and national levels in the
legislative branches of government, e.g., representatives and senators in
their state legislature and in Congress

2. Name the persons representing them at the executive branches of government,
€.g., mayor, governor, president

E. Contacting public officials and agencies
1. Explain how they can contact their representatives

2. Explain which level of government they should contact to express their
opinions, or to get help on specific problems
a. crime
b. the environment
c. recreational opportunities in schools and parks
d. street lights
e. trash in the streets or vacant lots
f. stray or wild animals
g. abandoned cars
h. missing persons

IV. WHAT IS THE RELATIONSHIP OF THE UNITED STATES TO OTHER
NATIONS AND TO WORLD AFFAIRS?

A. Concept of a nation

1. Explain that the world is divided into different nations which interact with one
another

2. Describe that a nation consists of its people, territory, laws, and government

3. Explain that nations have different kinds of government (e.g. monarchy,
democracy, dictatorship)

4, Recognize that there is no organization that serves as a world government

5. Identify the fact that the United States is a nation that interacts with other
nations

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8. open mindedness—considering others’ points of view

9. critical mindedness—having the inclination to question the—
validity of various positions, including one’s own

10. negotiation and compromise—making an effort to come to
agreement with those with whom one may differ, when it is
reasonable and morally justifiable to do so

11. persistence—being willing to attempt again and again to
accomplish worthwhile goals

12. civic mindedness—paying attention to and having concer for
public affairs

13. compassion—having concern for the well-being of others,
especially for the less fortunate

14. patriotism—being loyal to the values and principles underlying
American constitutional democracy, as distinguished from
jingoism and chauvinism

E. How can citizens take part in civic life?

1. Explain the relationship between participating in civic and political life and the

attainment of individual and public goals

a. identify examples of their own individual goals and explain how their
participation in civic and political life can help to attain them, e.g.,
living in a safe and orderly neighborhood, obtaining a good
education, living in a healthy environment

b. identify examples of public goals and explain how participation in civic
and political life can help to attain them, e.g., increasing the safety
of the community, improving local transportation facilities,
providing opportunities for education and recreation

2. Explain the difference between political and social participation

a. explain what distinguishes political from social participation, e.g.,
participating in a campaign to change laws regulating the care of
children as opposed to volunteering to care for children

b. explain the importance of both political and social participation to
American constitutional democracy

c. identify opportunities in their own community for both political and
social participation

3. Describe forms of political participation—the means by which Americans can
monitor and influence politics and government

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2. citizenship
3. social class or caste
4. age, sex, or property
5. religion, race, and ethnicity
c. evaluate differing bases of electoral systems, e.g.,
1, winner-take-all systems (i.e., single member districts)
2. proportional systems
d. evaluate differing theories of representation, e.g., the theory that the
foremost obligation of a representative is to promote the interests
of
1. a particular constituency
2. the society as a whole

I. WHAT ARE THE FOUNDATIONS OF THE AMERICAN POLITICAL
SYSTEM?

A. What is the American idea of constitutional government?

1. Explain the central ideas of American constitutional government and their
history
a. describe major historical events that led to the creation of limited
government in the United States, e.g.,
1. Magna Carta (1215), common law, and the Bill of Rights (1689)
in England
2. colonial experience, Declaration of Independence (1776),
Articles of Confederation (1781), state constitutions and
charters, United States Constitution (1787), Bill of Rights
(1791) in the United States
b. explain the importance of the central ideas of the natural rights
philosophy in the creation of American constitutional government,
e.g., that all persons have the right to life, liberty, property, and the
pursuit of happiness just because they are human beings; that the
major purpose of government is to protect those rights
c. explain the major ideas about republican government which influenced
the development of the United States Constitution, e.g., the concept
of representative government, the importance of civic virtue or
concern for the common good
d. explain the central ideas of American constitutional government such as
1. popular sovereignty, i.e., the people as the ultimate source of the
power to create, alter, or abolish governments

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a. identify and apply criteria useful in evaluating rules and laws to assess
the strengths and weaknesses of a school rule or a community_or
state law, e.g.,
1. well designed to achieve its purposes
2. understandable, i.e., clearly written; purposes are explicit
3. possible to follow, i.e., does not demand the impossible
4. fair, ie., not biased against or for any individual or group
5. designed to protect individual rights
b. draft a school rule that meets these criteria

E. Major differences between limited and unlimited government

1. Explain that in a limited government, everyone, including people in positions of
authority, must obey the laws

2. Give examples of laws that limit the power of people in authority, e.g.,
a. laws that prohibit governments from discriminating against people
because of their religious or political beliefs
b. laws that prevent parents from abusing their children
c. laws that require teachers to treat all students fairly

3. Explain that an unlimited government is one in which there are no effective
controls over the powers of its rulers, e.g., dictatorship, absolute monarchy

Il. WHAT ARE THE FOUNDATIONS OF THE AMERICAN POLITICAL SYSTEM?

Note: Fourth grade students should understand that they are citizens of a nation and that many nations exist
and interact in this world, but should NOT be expected to be knowledgeable about details and functions of
national government.

A. Fundamental values and principles

1. Explain the importance for themselves, their school, their community, and their
nation of each of the following fundamental values of American
constitutional democracy as expressed in the nation’s core documents:

a. individual rights to life, liberty, property, and the pursuit of happiness
b. justice

c. equality of opportunity and equal protection of the law

d. promotion of the common good

€. consent of the governed

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a. explain the meaning and importance of respect for the rights and choices
of individuals—even beyond the legally enforceable rights
guaranteed by the Constitution—such as holding and advocating
differing ideas and joining associations to advance their views

b. explain the meaning and importance of compassion—concern for the
well-being of others

3. Evaluate, take, and defend positions on the importance to American
constitutional democracy of dispositions that incline citizens to public
affairs
a. explain the meaning of civic mindedness—what the Founders called
civic virtue—or attentiveness to and concern for public affairs

b. explain the meaning of patriotism—loyalty to the values and principles
underlying American constitutional democracy as distinguished
from jingoism and chauvinism

4, Evaluate, take, and defend positions on the importance to American
constitutional democracy of dispositions that facilitate thoughtful and
effective participation in public affairs
a. evaluate the usefulness of the following traits in facilitating thoughtful

and effective participation in public affairs

1. civility—treating other persons respectfully, regardless of
whether or not one agrees with their viewpoints; being
willing to listen to other points of view; avoiding hostile,
abusive, emotional, and illogical argument

2. respect for the rights of other individuals—having respect for
others’ right to an equal voice in government, to be equal in
the eyes of the law, to hold and advocate diverse ideas, and
to join in associations to advance their views

3. respect for law—willingness to abide by laws, even though one
may not be in complete agreement with every law;
willingness to work through peaceful, legal means to
change laws which one thinks to be unwise or unjust

4. honesty—willingness to seek and express the truth

5. open mindedness—considering others’ points of view

6. critical mindedness—having the inclination to question the
validity of various positions, including one’s own

7. negotiation and compromise—making an effort to come to
agreement with those with whom one may differ, when it is
reasonable and morally justifiable to do so

8. persistence—being willing to attempt again and again to
accomplish worthwhile goals

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Influencing

Holding public officials to account for using their authority consistently
with basic constitutional principles

Following public issues in the media, using a variety of sources, such as
television, radio, newspapers, journals, and magazines

Researching public issues, using computer resources, libraries, the
telephone, personal contacts, the media

Gathering and analyzing information from government officials and
agencies, interest groups, civic organizations

Attending public meetings and hearings, e.g., student councils, city council
and school board meetings, briefings by members of county boards of
supervisors, state legislatures, and Congress

Interviewing people knowledgeable about civic issues, such as local
officials, civil servants, experts in public and private associations,
members of college and university faculties

Using electronic resources for acquiring and exchanging information, e.g.,
the Internet, on-line university services, bulletin boards

Voting, e.g., in class, student body, local, state, national, and special
elections

Informing, e.g., furnishing factual data to legislators and policy makers
Petitioning, e.g., calling attention of representatives and public officials to
grievances and desired changes in public policy, gathering signatures for
initiatives or recall

Writing, e.g., letters and “op ed” pieces, broadsides, pamphlets

Speaking and testifying before public bodies, e.g., student body councils,
school boards, special districts, state legislatures, Congress

Supporting or opposing candidates or positions on public issues, ¢.g.,
contributing time, talent, or money

Participating in civic and political groups, e.g., student government, youth
groups, local, state, and national political parties, and ad-hoc advocacy
groups

Employing the various media to advance points of view on public affairs,
€.g., participating in on-line discussions of public issues, writing
newspaper and magazine articles, voicing one’s opinion on radio and
television talk shows

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Explaining and Analyzing.

Evaluating, Taking, and Defending Position
Participatory Skills

Interacting

Monitoring

Influencing
Civic Dispositions
Context

Appendix A .oec ccc ceccsiecesiecesseecesnesssecesesssseessecssseesssersssessatssecssseetssessssecsssverssessnesssessaeessn 40
Appendix B o....seeeececseececteseesesseeseeseeseesesneseesessasessssesesnsseescstesesssseessessesnesassnssnesneneaeeeases 117
Appendix C o..ceccececceceessesiesneseseenesesnestesessesnesessesseessssssnersessensaeersenssseessssesseesesassnsseaseenees 121

Appendix Doo. ceeccsecscesseeseseenleseessesecseesesssseseescerssessussssassisseesesnesesssssassvesssessseestseesssesaeenees LOA


3. Evaluate, take, and defend positions on foreign policy issues in light of

American national interests, values, and principles

a. explain the idea of the national interest

b. evaluate the use of the national interest as a criterion for American
foreign policy

c. explain the influence of American constitutional values and principles
on American foreign policy, e.g., a commitment to the
self-determination of nations

d. explain possible tensions among American values, principles, and
interests as the nation deals with the practical requirements of
international politics, e.g., a commitment to human rights and the
requirements of national security

e. evaluate the current role of the United States in peacemaking and
peacekeeping

Cc. How has the United States influenced other nations, and how have other
nations influenced American politics and society?

1, Evaluate, take, and defend positions about the impact of American political

ideas on the world

a. describe the impact on other nations of the American Revolution and of
the values and principles expressed in the Declaration of
Independence and the United States Constitution including the Bill
of Rights

b. describe the influence abroad of American ideas about rights and how
the ideas of others about rights have influenced Americans

2. Evaluate, take, and defend positions about the effects of significant
international political developments on the United States and other nations
a. explain the effects on the United States of significant world political
developments, e.g., the French, Russian, and Chinese Revolutions;
tise of nationalism; World Wars I and II; decline of colonialism;
terrorism; multiplication of nation-states and the proliferation of
conflict within them; the emergence of regional organizations such
as the European Union and the end of the Cold War

b. explain the effects on other nations of significant American political
developments, e.g., immigration policies; opposition to
communism; promotion of human rights; foreign trade; economic,
military, and humanitarian aid

c. explain why allegiance to some nation-states is being challenged by
competing loyalties, such as those to ethnic, religious, tribal, or
linguistic groups

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iii. declare actions of the executive branch to be
unconstitutional —

2. Explain how and why powers are distributed and shared between national and
state governments in the federal system

a. identify the major parts of the federal system
1. national government
2. state governments
3. other governmental units, e.g., District of Columbia; American

tribal governments; territories of Puerto Rico, Guam,
American Samoa; Virgin Islands

b. describe how some powers are shared between the national and state
governments, €.g., power to tax, borrow money, regulate voting

c. describe functions commonly and primarily exercised by state
governments, e.g., education, law enforcement, health and
hospitals, roads and highways

d. identify powers prohibited to state governments by the United States
Constitution, e.g., coining money, conducting foreign relations,
interfering with interstate commerce, raising an army and declaring
war (Article I, Section 10)

e. explain how and why the United States Constitution provides that laws
of the national government and treaties are the supreme law of the
land

f. explain that the 10th Amendment reserves powers not granted to the
national government to the states and to the people

g. explain how the distribution and sharing of power between the national
and state governments increases opportunities for citizens to
participate and to hold their governments accountable

B. What does the national government do?

Note: To understand the impact of the political process on their daily lives and the lives of their
communities, citizens need to understand how the national government functions. To deliberate
with other citizens about political action and to influence governmental actions that affect their
lives, citizens need to know the allocation of responsibilities among various components of
government and where and how decisions are made.

1. Explain the major responsibilities of the national government for domestic and
foreign policy
a. identify historical and contemporary examples of important domestic
policies, e.g., civil rights laws, child labor laws, minimum wage
laws, Aid to Families with Dependent Children, Social Security
b. explain how and why domestic policies affect their own lives

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c. civility—treating other people with respect regardless of whether or not
one likes them or agrees with their viewpoints, being willing to
listen to other points of view, not being insulting when arguing
with others

d. respect for the rights of other individuals—respect for the right of other
people to hold and express their own opinions, respect for their
right to a voice in their government

e. honesty—telling the truth

f. respect for the law—willingness to abide by laws, even though one may
not be in complete agreement with every law

g. open mindedness—willingness to consider other points of view

h. critical mindedness—the inclination to question the truth of various
positions, including one’s own

i. negotiation and compromise—willingness to try to come to agreement
with those with whom one may differ, when it is reasonable and
morally justifiable

j. persistence—willingness to attempt again and again to accomplish a
worthwhile goal

k. civic mindedness—concern for the well-being of one’s community and
nation

1. compassion—concem for the well-being of others, especially for the less
fortunate

m. patriotism—loyalty to the values and principles underlying American
constitutional democracy

E. Opportunities for civic participation

1. Identify ways people can monitor and influence the decisions and actions of the
government
a. reading about public issues, watching television news programs
b. discussing public issues
c. communicating with public officials
d. voting
€. attending meetings of governing agencies, e.g., city council, school
board
f. circulating and signing petitions

2. Identify individuals or groups who monitor and influence the decisions and
actions of their local, state, tribal, and national governments, e.g., the
media, labor unions, P.T.A., Chamber of Commerce, taxpayer
associations, civilian review boards

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d. explain, using historical and contemporary examples, the meaning and
significance of the idea of equal protection of the laws for all
persons, e.g., the Fourteenth Amendments, Americans with
Disabilities Act, equal opportunity legislation

e. explain how the individual’s rights to life, liberty, and property are
protected by the trial and appellate levels of the judicial process
and by the principal varieties of law, e.g., constitutional, criminal,
and civil law

f. evaluate the argument that Americans depend too much on the legal
system to solve social, economic, and political problems rather
than using other means, such as private negotiations, mediation,
and participation in the political process

2. Evaluate, take, and defend positions on current issues regarding the judicial

protection of individual rights, e.g.,

a. due process of law for individuals accused of crimes, e.g., habeas
corpus, presumption of innocence, impartial tribunal, trial by jury,
right to counsel, right against self-incrimination, protection against
double jeopardy, right of appeal

b. due process rights in administrative and legislative procedures

c. alternative means of conflict resolution, including negotiation,
arbitration, mediation, and litigation

d. the rights of victims of crime

e. the jury system

f. the adversary system: its advantages and disadvantages

g. the power of judicial review

E. How does the American political system provide for choice and opportunities
for participation?

1. Evaluate, take, and defend positions about how the public agenda is set

a. explain that the “public agenda” consists of those matters that occupy
public attention at any particular time, e.g., crime, health care,
education, abortion, national debt, environmental protection,
international intervention

b. describe how the public agenda is shaped by political leaders, political
institutions, political parties, interest groups, the media, individual
citizens

c. explain how individuals can help to shape the public agenda, e.g.,
joining interest groups or political parties, making presentations at
public meetings, writing letters to newspapers and government
officials

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Constructed Response Exercises

Constructed response exercises, or open-ended items requiring written responses, can provide
insights into students’ abilities to communicate about civics. Specifically, these items can be
used to probe students’ abilities to explain and describe their civics knowledge, analyze their
understanding of events and phenomena, and evaluate their reasoning and ability to take and
defend a position of a public or private situation, and/or a real life problem. Short answer tasks
may require students to provide a short descriptive phrase, several sentences, or other similar
response to answer a question. Extended response tasks may ask students to write a couple of
paragraphs or more, develop a chart to evaluate the advantages and disadvantages of a certain
course of action, respond to an argument citing appropriate evidence, or assess the costs and
benefits of alternatives. For example, at the twelfth grade level, an exercise could be devised that
provides pro/con arguments regarding proposed legislation and then asks students to evaluate the
arguments and take and defend a position for or against the proposed measure.

These exercises—written short answer and written extended response—will require hand scoring
with trained raters using a priori scoring protocols. The stimulus for all items should be defined
to identify the elements that constitute a satisfactory response, indicating to the student in general
how the exercise will be scored. All response modes can be used for all three grades.

Content Specifications

The Content Specifications contain detailed definitions, by grade level, of all the content to be
assessed in the five content areas, as well as detailed definitions of the intellectual and
participatory skills to be assessed, and of the civic dispositions.

Knowledge

Allowable content for the 1998 NAEP civics assessment is presented, by grade level, in the
content outline in Appendix A. The overall content outline is identical across all of the grades: a
Roman numeral denotes the content area question, capital letters demarcate the topics, Arabic
numerals are used to number the educational objectives, and lower-case letters denote specific
examples for the educational objectives. The topics, subtopics, and educational objectives may
differ from grade to grade. Even though within-grade scaling is to be used, there will be a set of
anchor items given to grades four and eight, and to grades eight and twelve. Figure 1 summarizes
the topics for each of the five content areas by grade.

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developers must formulate clearly in their own minds the nature of the task to be performed by
the examinee (i.e., the kind of operation the student is intended to carry out), define the materials
on which the operation is to be carried out, and incorporate into the exercise a clear statement of
the task to be performed. This statement must include the situation or setting the students are to
be given and what they are to do.

The area of civics provides an exciting array of materials upon which to base the assessment
tasks. Where possible, a wide variety of authentic stimulus materials should be used that are
appropriate (understandable) at each of the grade levels. In addition, careful consideration should
be given to the amount and level of reading material presented in the test questions. Material
related to current events should be as up-to-date as possible to ensure relevance. Not all stimulus
material need be printed in the test booklet. For example, students may be asked questions about
a separate document such as a sample ballot, a draft bill, or the lyrics of a song.

To represent the dynamic, engaging nature of civics, the assessment should include many test
questions related to non-text-based stimulus material. As with the written stimuli, these graphic
or pictorial materials may be printed in the test booklet or be included as separate hands-on
information for students. Some extended response questions may require students to consider
several related stimulus materials, combining both text and non-text formats. For example,
students may be asked to take a position regarding a community planning issue after examining a
map and reading about the proposed change.

It is as important for the item writers to consider the amount of data projected by a particular
stimulus, as it is to select the appropriate type of stimulus. Therefore Table 3 provides guidelines
for selecting stimulus materials that can appropriately be used at each grade level. The examples
in Table 3 are meant to be illustrative, rather than exhaustive.

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B. How do the domestic politics and constitutional principles of the United
States affect its relations with the world?

1. Explain the principal foreign policy positions of the United States within an

historical context and evaluate their consequences

a. explain the significance of principal policies and events in the United
States’ relations with the world, e.g., the American Revolution,
Monroe Doctrine, Mexican and Spanish American Wars, World
Wars I and I, formation of the United Nations, Marshall Plan,
containment of communism, NATO, Korean and Vietnam Wars,
end of the Cold War, interventions in Latin America

b. explain how and why the United States assumed the role of world leader
after World War II and what its leadership role is in the world
today

c. evaluate the major foreign policy positions that have characterized the
United States’ relations with the world, e.g., isolated nation,
imperial power, and world leader

2. Evaluate, take, and defend positions about how United States foreign policy is

made and the means by which it is carried out

a. explain powers the Constitution gives to the president, Congress, and
the federal judiciary in foreign affairs and how these powers have
been used over time

b. describe the process by which United States foreign policy is made,
including the roles of federal agencies, domestic interest groups,
the public, and the media

c. explain the tension between constitutional provisions and the
requirements of foreign policy, e.g., the power of Congress to
declare war and the need for the president to make expeditious
decisions in times of international emergency, the power of the
president to make treaties and the need for the Senate to approve
them

d. describe the various means used to attain the ends of United States
foreign policy, such as diplomacy; economic, military and
humanitarian aid; treaties; sanctions; military intervention; covert
action

e. explain how and why domestic politics may impose constraints or
obligations on the ways in which the United States acts in the
world, e.g., long-standing commitments to certain nations,
lobbying efforts of domestic groups, economic needs

f. describe ways in which Americans can influence foreign policy

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Participatory Skills

Certain participatory skills also are specific to the domain of civics and government. Effective
and responsible citizenship in a constitutional democracy demands more than knowing and
thinking; responsible citizens are expected to participate in the governance of their
communities, states, and nation, as well as in the governance of the groups or associations to
which they belong. Students can and should begin in the earliest grades to acquire the
participatory skills requisite for informed, effective, and responsible citizenship. They should
continue to develop those skills as they proceed through the middle grades and high school.

Direct measurement of participatory skills and determining students’ opinions of them is
beyond the scope of this assessment. In developing test exercises to assess students’ knowledge
of these skills and understanding of their appropriate use, items may be developed to ascertain
students’ ability to identify these skills, recognize their purpose, explain how to use them, or
specify how best to achieve desired results by using particular skills.

Participatory skills essential for informed, effective, and responsible citizenship can be
categorized as interacting, monitoring, and influencing.

Interacting

Interacting pertains to the skills citizens need to communicate and to work cooperatively with
others. To interact is to be responsive to one’s fellow citizens. It is to question, to answer, and
to deliberate with civility, as well as to build coalitions and to manage conflict in a fair, peaceful
manner.

Monitoring
Monitoring politics and government refers to the skills citizens need to track the handling of

issues by the political process and by government. Monitoring the performance of government
and the course of public affairs is essential, if citizens are to participate intelligently.

Influencing

Influencing refers to the skills required to affect the processes of politics and governance, both
formal government and informal processes of governance in the community

Figure 3 gives an illustrative summary of the participatory skills to be assessed. A more
complete description of this summary, with illustrative examples for each skill, is found in
Appendix C.

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c. explain what civil disobedience is, how it differs from other forms of
protest, what its consequences might be, and evaluate the
circumstances under which it might be justified

d. evaluate the importance of voting as a form of political participation

e. evaluate the usefulness of other forms of political participation in
influencing public policy, e.g., attending political and
governmental meetings, filing a legal challenge, demonstrating,
contacting public officials, working in campaigns, contributing
money to political parties or causes, writing letters, boycotting,
community organizing, petitioning, picketing, expressing opinions
on talk shows, running for political office

4. Evaluate, take, and defend positions about the functions of leadership (political
leadership and careers in public service) in American constitutional
democracy
a. explain the functions of political leadership and why leadership is a vital

necessity in American constitutional democracy
b. describe various ways one can exercise leadership in public affairs
c. describe opportunities for citizens to engage in careers in public service
d. describe the personal qualities necessary for political leadership
e. explain and evaluate ethical dilemmas that might confront political
leaders

5. Explain the importance of knowledge to competent and responsible

participation in American democracy

a. explain why becoming knowledgeable about public affairs and the
values and principles of American constitutional democracy and
communicating that knowledge to others is an important form of
participation

b. explain how awareness of the nature of American constitutional
democracy may give citizens the ability to reaffirm or change
fundamental constitutional values

c. evaluate the claim that constitutional democracy requires the
participation of an attentive, knowledgeable, and competent
citizenry

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ii. the president nominates certain public officials, but the
Senate needs to approve them —_
iii. Congress may pass laws, but the Supreme Court may
declare them unconstitutional
b. describe the major characteristics of parliamentary systems, e.g., in the
United Kingdom
1. authority is held by a legislature called Parliament
2. the political party or parties that can form a majority in
Parliament choose the prime minister
3. the prime minister chooses members of Parliament to serve in
the cabinet
4. the prime minister and members of the cabinet must all be
members of the legislature—Parliament
5. the prime minister and cabinet direct the administration of the
government
6. the prime minister and cabinet may be replaced by Parliament if
a majority vote “no confidence” in the government

2. Explain the advantages and disadvantages of confederal, federal, and unitary
systems of government
a. define confederal, federal, and unitary systems of government
1. confederal system—a system of government in which sovereign
states delegate powers to a national government for specific
purposes
2. federal system—a system in which power is divided and shared
between national and state governments
3. unitary system—a system in which all power is concentrated in a
central government; state and local governments can
exercise only those powers given to them by the central
government
b. identify examples of confederal, federal, and unitary systems in the
history of the United States, e.g,
1. confederal system—the United States under the Articles of
Confederation and the Confederate States of America
2. federal system—the government of the United States
3. unitary system—state governments of the United States
c. explain the major advantages and disadvantages of confederal, federal,
and unitary systems

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a. evaluate the importance of each citizen reflecting on, criticizing, and
reaffirming basic constitutional principles
b. evaluate the importance for the individual and society of
1. obeying the law
2. being informed and attentive to public issues
3. monitoring the adherence of political leaders and governmental
agencies to constitutional principles and taking appropriate
action if that adherence is lacking
4, assuming leadership when appropriate
. paying taxes
6. registering to vote and voting knowledgeably on candidates and
issues
7. serving as a juror
8. serving in the armed forces
9. performing public service
c. evaluate whether and when one’s obligations as a citizen require that
one’s personal desires and interests be subordinated to the public
good
d. evaluate whether and when moral obligations or constitutional
principles require one to refuse to assume certain civic
responsibilities

wa

Dz. What civic dispositions or traits of private and public character are
important to the preservation and improvement of American constitutional
democracy?

1, Evaluate, take, and defend positions on the importance to American
constitutional democracy of dispositions that lead individuals to become
independent members of society
a. explain the meaning and importance of self-discipline and
self-governance—adhering voluntarily to self-imposed standards of
behavior rather than requiring the imposition of external controls

b. explain the meaning and importance of individual
responsibility—fulfilling the moral and legal obligations of
membership in society

2. Evaluate, take, and defend positions on the importance to American
constitutional democracy of dispositions that foster respect for individual
worth and human dignity

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3. national security
4, libel or slander —
5. public safety
6. equal opportunity

d. identify and evaluate positions on a contemporary conflict between
rights, e.g., right to a fair trial and right to a free press, right to
privacy and right to freedom of expression

e. identify and evaluate positions on a contemporary conflict between
rights and other social values and interests, e.g., the right of the
public to know what their government is doing versus the need for
national security, the right to property versus the protection of the
environment

Cc. What are the responsibilities of citizens?

1. Evaluate, take, and defend positions on the importance of personal

responsibilities to the individual and to society

a. evaluate the importance of commonly held personal responsibilities,
such as
1. taking care of one’s self
2. supporting one’s family
3. accepting responsibility for the consequences of one’s actions
4. adhering to moral principles
5. considering the rights and interests of others
6. behaving in a civil manner

b. identify and evaluate contemporary issues that involve personal
responsibilities, e.g., failure to provide adequate support or care for
one’s children, cheating on examinations, lack of concern for the
less fortunate

2. Evaluate, take, and defend positions on the importance of civic responsibilities
to the individual and society
a. evaluate the importance of commonly held civic responsibilities, such as
1. obeying the law
2. paying taxes
3. respecting the rights of others
4. being informed and attentive to public issues
5. monitoring political leaders and governmental agencies and
taking appropriate action if their adherence to constitutional
principles is lacking
6. deciding whether and how to vote
7. participating in civic groups

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Figure 1 (cont.): Organizing Questions and Content Summary for NAEP Civics
Assessment

IL WHAT ARE THE FOUNDATIONS OF THE AMERICAN POLITICAL SYSTEM?

Grade 4

Grade 8

Grade 12

Fundamental values and
principles

Distinctive characteristics of
American society

Unity and diversity in

American society

«Ideals of American
democracy

= American identity

= Costs and benefits of
unity and diversity

Prevention and management
of conflicts

American idea of constitutional
government

Distinctive characteristics of
American society

Role of voluntarism in
American life

Unity and diversity in
American society

Character of American political
conflict

Fundamental values and
principles of American
constitutional democracy

Conflicts among values and
principles in American political
and social life

Disparities between ideals and
reality in American political
and social life

American idea of constitutional
government

Distinctive characteristics of
American society

Role of voluntarism in American
life

Role of organized groups in
political life

Unity and diversity in American
society

Character of American political
conflict

Influence of classical liberalism
and republicanism on American
constitutional democracy

Fundamental values and
principles of American
constitutional democracy

Conflicts among values and
principles in American political
and social life

Disparities between ideals and
reality in American political and
social life

a

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b. explain major ideas of republicanism, i.e.,
1. government of a republic seeks the public or common good
rather than the good of a particular group or class of society
2. “civic virtue” of citizens is essential; civic virtue means that
citizens put the public or common good above their private
interests
c. explain how ideas of classical republicanism are reflected in the United
States Constitution, e.g., in the Preamble, the guarantee to the
states of a “republican form of government” in (Article IV, Section
4) provisions for the election of representatives to the Congress in
Article I, Section 2 and the Seventeenth Amendment
d. explain the difference between the use of the term “republican” to refer
to the American form of government and the use of the term to
refer to the Republican Party in the United States
e. explain why classical republicanism and liberalism are potentially in
conflict, e.g., the primary purpose of government—promotion of
the public or common good vs. protection of individual rights
f. evaluate, take, and defend positions on the importance of civic virtue for
American democracy today

3. Evaluate, take, and defend positions on what the fundamental values and
principles of American political life are and their importance to the
maintenance of constitutional democracy
a. explain the importance to constitutional democracy of the following

values which are widely considered to be fundamental to American

civic life

1. individual rights, i.e., life, liberty, property, and the pursuit of
happiness

2. the public or common good

3. justice

4. equality of opportunity and equal protection of the law

5. consent of the governed

b. explain the importance to constitutional democracy of the following

principles widely considered to be fundamental to American

constitutional democracy

1. popular sovereignty—the concept that ultimate political
authority rests with the people who create and can alter or
abolish governments

2. constitutional government, including
i. rule of law
ii. representative institutions
iii. separated and shared powers

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opinion, or perhaps, to describe the judicial process. Students can and should begin in the earliest
grades to acquire the intellectual skills requisite for informed, effective, and responsible
citizenship. They should continue to develop those skills as they proceed through the middle
grades and high school.

Table 2 shows the recommended grade level distribution of the total item pool across the
cognitive dimension for grades four, eight, and twelve.

Intellectual Skills
Grade : >
Identifying/ Explaining and Evaluating, Takin,
Describing Analyzing Defending a Positio
Grade 4 40% 30% 30%
Grade 8 35% 35% 30%
Grade 12 25% 40% 35%
Participatory Skills

In addition to assessing the content knowledge and intellectual skills essential to the informed,
effective, and responsible citizen of a constitutional democracy, attention needs to be given to the
development of participatory skills. Participatory skills can be grouped into three large
categories: interacting, monitoring, and influencing. Interacting involves, for example, working
in small groups or committees, building coalitions, using electronic resources to obtain or
exchange information or opinions, performing school or community services, and deliberating on
public issues. Monitoring can be described, for example, as listening to fellow citizens on the
proceedings of public bodies, questioning public officials, following public issues in the media,
attending public meetings and hearings, and interviewing people knowledgeable about civic
affairs. Voting, writing, speaking, petitioning, and taking an active role in civic or political
groups all are examples of influencing.

Students can and should begin in the earliest grades to acquire the participatory skills requisite
for informed, effective, and responsible citizenship. Direct measurement of participatory skills,
such as participating in school governance or attending a public meeting, is beyond the scope of
this assessment, as is surveying students’ opinions of them. However, test exercises will be
developed to test students’ knowledge of these skills and understanding of their appropriate use.
In developing the civics assessment exercise pool, approximately 10 to 15 percent of the tasks

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8. performing public service
9. serving as a juror
10. serving in the armed forces

b. explain the meaning of civic responsibilities as distinguished from
personal responsibilities

c. evaluate when their responsibilities as Americans require that their
personal rights and interests be subordinated to the public good

d. evaluate the importance for the individual and society of fulfilling civic
responsibilities

e. identify and evaluate contemporary issues that involve civic
responsibilities, e.g., low voter participation, avoidance of jury
duty, failure to be informed about public issues

D. What dispositions or traits of character are important to the preservation
and improvement of American constitutional democracy?

1. Evaluate, take, and defend positions on the importance of certain dispositions
or traits of character for enhancing citizen effectiveness and promoting the
healthy functioning of American constitutional democracy, to themselves
and to American society
a. explain the importance to the individual and society of the following

dispositions or traits of character

1. individual responsibility—fulfilling the moral and legal
obligations of membership in society

2. self-discipline/self-governance—adhering voluntarily to
self-imposed standards of behavior rather than requiring the
imposition of external controls

3. civility—treating other persons respectfully, regardless of
whether or not one agrees with their viewpoints; being
willing to listen to other points of view; avoiding hostile,
abusive, emotional, and illogical arguments

4, courage—the strength to stand up for one’s convictions when
conscience demands

5. respect for the rights of other individuals—having respect for
others’ right to an equal voice in government, to be equal in
the eyes of the law, to hold and advocate diverse ideas, and
to join in associations to advance their views

6. respect for law—willingness to abide by laws, even though one
may not be in complete agreement with every law;
willingness to work through peaceful, legal means to
change laws which are thought to be unwise or unjust

7. honesty—willingness to seek and express the truth

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i. authoritarian systems—governments in which political
power is concentrated in one person or a small
group, and individuals and groups are subordinated
to that power

ii. totalitarian systems—modern forms of extreme
authoritarianism in which the government attempts
to control every aspect of the lives of individuals
and prohibits independent associations

b. identify major historical and contemporary examples of limited and
unlimited governments and explain their classification, e.g.,
1. limited governments—United States, Great Britain, J apan, Israel
2. unlimited governments—-Nazi Germany, Imperial Japan, Spain
under Franco, Argentina under Peron, Iraq under Hussein,
Tran

2. Evaluate, take, and defend positions on the importance of the rule of law and on
the sources, purposes, and functions of law
a. explain the difference between the rule of law and the “rule of men”
b. explain why the rule of law means more than simply having laws
c. explain alternative ideas about the sources of law, e.g., custom, Supreme
Being, sovereigns, legislatures
d. identify different varieties of law, e.g., divine law, natural law, common
law, statute law, international law
e. explain alternative ideas about the purposes and functions of law such as
1. regulating relationships among people and between people and
their government
2. providing order, predictability, security, and established
procedures for the management of conflict
3. specifying the allocation of rights and responsibilities and of
benefits and burdens
4. providing the ultimate source of authority in a political
community
5. regulating social and economic relationships in civil society
f. explain how the rule of law can be used to restrict the actions of private
citizens and government officials alike in order to protect the rights
of individuals and to promote the common good

3. Explain and evaluate the argument that civil society is a prerequisite of limited
government

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several reasons. First, Americans are a people bound together by the ideals, values, and principles
they share rather than by kinship, ethnicity, or religion, which are ties that bind some other
nations of the world. Second, Americans’ ideals, values, and principles have shaped their
political institutions and affected their political processes. Third, the ideals, values, and

principles set forth in the nation’s core documents are criteria which Americans use to judge the
means and ends of government, as well as those of the myriad groups and organizations which
are part of civil society. Finally, understanding of fundamental principles provides the basis for a
reasoned commitment to the ideals, values, and principles of American constitutional democracy.

The values and principles of American constitutional democracy are sometimes in conflict, and
their very meaning and application are often disputed. For example, although most Americans
agree that the idea of equality is an important value, they may disagree about what priority it
should be given in comparison with another value, such as liberty. And they may disagree on the
meaning of equality when it is applied to a specific situation.

In addition, disparities have always existed between the realities of daily life and the ideals of
American constitutional democracy. Citizens should thus be encouraged to consider that while
the history of the United States has been marked by continuing attempts to narrow the gap
between the nation’s ideals and reality, it has also achieved a wide degree of consensus as to
what those ideals are and what that reality ought to be. It is on the basis of these ideals that
Americans have united in political movements to abolish slavery, extend the franchise, remove
legal support for segregation, and provide equality of opportunity. Citizens should be familiar
with historical and contemporary efforts in which Americans have joined forces to work toward
the achievement of their shared ideals.

Americans, however, realize that the United States is not Utopia, nor is a constitutional
democracy utopian. Rather, a constitutional democracy is a way of allowing the competing
ideas, values, goals, and interests of people, individually or in groups, to compete with one
another in a peaceful manner. A constitutional democracy affords its citizens means of
reconciling their differences and their competing visions of truth without resorting to violence or
oppression.

Students in the early grades should become acquainted with the basic values and principles
which are the foundation of the American political system. Their knowledge and understanding
should increase as they progress through middle and high school.

III. How Does the Government Established by the Constitution Embody the Purposes,
Values, and Principles of American Democracy?

The system of government established by the Constitution has resulted in limited government
and a complex dispersal of powers. As a result, Americans live under the jurisdiction of national,

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a. explain what is meant by the “scope and limits” of a right, e.g., the
scope of one’s right to free speech in the United States is extensive
and protects almost all forms of political expression; however, the
right to free speech can be limited if and when speech seriously
harms or endangers others

b. evaluate the argument that all rights have limits

c. explain considerations and criteria commonly used in determining what
limits should be placed on specific rights, e.g.,

1. clear and present danger

2. compelling government interest

3. national security

4. chilling effect on the exercise of rights
5. libel or slander

6. public safety

7. equal opportunity

d. evaluate positions on contemporary conflicts between rights, e.g., the
right to a fair trial and the right to a free press, the right to privacy
and the right to freedom of expression, one person’s right to free
speech and another’s right to be heard

e. evaluate positions on a contemporary conflict between rights and other
social values and interests, e.g., the right of the public to know
what their government is doing versus the need for national
security, the right to property versus the protection of the
environment

cC. What are the responsibilities of citizens?

1, Evaluate, take, and defend positions on issues regarding the personal
responsibilities of citizens in American constitutional democracy
a. explain the distinction between personal and civic responsibilities, as
well as the tensions that may arise between them
b. evaluate the importance for the individual and society of
1. taking care of one’s self
2. supporting one’s family and caring for, nurturing, and educating
one’s children
3. accepting responsibility for the consequences of one’s actions
4. adhering to moral principles
5. considering the rights and interests of others
6. behaving in a civil manner

2. Evaluate, take, and defend positions on issues regarding civic responsibilities of
citizens in American constitutional democracy

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Twelfth Grade Content Outline

I. WHAT ARE CIVIC LIFE, POLITICS, AND GOVERNMENT?

A. What is civic life? What is politics? What is government? Why are
government and politics necessary? What purposes should government

serve?

1. Explain the meaning of the terms “civic life,” “politics,” and “government”
a. distinguish between civic life—the public life of the citizen concerned
with the affairs of the community and nation—and private
life—the personal life of the individual devoted to the pursuit of
private interests
b. describe politics as the process by which a group of people, whose
opinions or interests might be divergent
1, reach collective decisions that are generally regarded as binding
on the group and enforced as common policy

2. seek the power to influence decisions about such matters as how
their government will manage the distribution of resources
and ensure public safety

3. accomplish goals they could not realize as individuals

c. describe government as the formal institutions with the authority to
make and implement binding decisions about such matters as the
distribution of resources, the allocation of benefits and burdens,
and the management of conflicts

1, define political authority, identify its sources and functions, and
differentiate between authority and power without authority

2. identify examples of formal institutions with the authority to
control and direct the behavior of those in a society, e.g.,
tribal councils, courts, monarchies, democratic legislatures

2. Explain the major arguments advanced for the necessity of politics and

government

a. explain why politics is found wherever people gather together, i.e., it is
a process by which a group of people reach collective decisions
generally regarded as binding on the group and enforced as
common policy

b. explain several major arguments for the necessity of politics and
government, e.g., because human beings
1. cannot fulfill their potential without politics and government
2. are sinful or depraved by nature
3. would be insecure or endangered without government

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d. explain why transnational loyalties sometimes supersede loyalty to a
nation-state, e.g., Communist International, Islam, Christianity

3. Evaluate, take, and defend positions about the effects of significant economic,
technological, and cultural developments in the United States and other
nations
a. describe some of the principal economic, technological, and cultural

effects the United States has had on the world, e.g., assembly line

manufacturing, research and development in computer technology,

popular music, fashion, film, television

b. explain the principal effects of developments in other nations on

American society and on their own lives

1. economic conditions, e.g., multinational corporations,
internationalization of capital, migration of labor, and other
effects of an interdependent world economy

2. technological developments, e.g., fax machines, electronic
communications networks, jet air travel, personal computers,
television, motion pictures

3. cultural developments, e.g., religious movements, resurgence of
ethnic consciousness, mass markets, sports

4. Evaluate, take, and defend positions about what the response of American
governments at all levels should be to world demographic and environmental
developments
a. describe the impact of major demographic trends on the United States, e.g.,
population growth, immigration

b. describe principal environmental conditions that affect the United States,
€.g., economic growth, depletion of natural resources, air and water
pollution

c. evaluate historical and contemporary responses of the American
government to demographic and environmental changes

5. Evaluate, take, and defend positions about what the relationship of the United

States should be to international organizations

a. describe the role of the United States in establishing and maintaining
principal international organizations, e.g., UN, UNICEF, GATT,
World Bank, NATO, OAS, International Monetary Fund

b. evaluate some important bilateral and multilateral agreements to which the
United States is signatory, e.g., NAFTA, Helsinki Accord, Antarctic
Treaty, Most Favored Nation Agreements

c. evaluate the role of the United States in international organizations

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a. describe political conflict in the United States both historically and at
present, such as conflict about
1. geographic or sectional interests
2. slavery and indentured servitude
3. national origins
4. extending the franchise
5. extending civil rights to all Americans
6. the role of religion in American public life
7. the rights of organized labor
8. the role of government in regulating business
9. engaging in wars
b. explain some of the reasons why political conflict in the United States,
with notable exceptions such as the Civil War, nineteenth century
labor unrest, the 1950s and 1960s civil rights struggles, and the
opposition to the war in Vietnam, has generally been less divisive
than in many other nations. These include
1. a shared respect for the Constitution and its principles
2. the existence of many opportunities to influence government and
to participate in it
3. the concept of a loyal opposition
4. willingness to relinquish power when voted out of office
5. acceptance of majority rule tempered by respect for minority
rights
6. recourse to the legal system to manage conflicts
7. availability of land and abundance of natural resources
8. a relatively high standard of living
9. opportunities to improve one’s economic condition
10. opportunities for free, public education
11, a sense of unity within diversity
c. explain the ways in which universal public education and the existence
of a popular culture that crosses class boundaries have tended to
reduce the intensity of political conflict by creating common
ground among diverse groups

D. What values and principles are basic to American constitutional democracy?

1. Explain the meaning of the terms “liberal” and “democracy” in the phrase
“liberal democracy”
a. explain that the term “liberal” is derived from “liberty” and refers to a
form of government in which individual rights and freedoms are
protected

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d. explain how specific provisions of the United States Constitution,
including the Bill of Rights, limit the powers of government in
order to protect the rights of individuals, e.g., habeas corpus; trial
by jury; ex post facto; freedom of religion, speech, press, and
assembly; equal protection of the law; due process of law; right to
counsel
e. evaluate, take, and defend positions on current issues involving
constitutional protection of individual rights, such as
1. limits on speech, e.g., “hate speech,” advertising, libel and
slander, “fighting words”

2. separation of church and state, e.g., school vouchers, prayer in
public schools

3. cruel and unusual punishment, e.g., death penalty

4. search and seizure, e.g., warrantless searches

5. privacy, e.g., fingerprinting of children, national identification
cards, wiretapping, DNA banks

B. What are the distinctive characteristics of American society?

Note: A belief in social equality and a democratic way of life has fostered voluntarism, another
prominent characteristic of Americans. The American tradition of voluntarism emerged from the
colonists’ dependence on one another during the early settlement period, was enhanced by the
influence of a frontier, and was encouraged by Americans’ religious beliefs. This propensity for
voluntarism has continued to the present day and has given rise to questions that citizens need to
address: Is it advantageous for society that certain functions, such as education and social welfare,
be performed by voluntary associations? By government? Or should both have a role? Would
American society be harmed if the propensity to voluntarism declined? Recognition of the many
forms of diversity in American society—ethnicity, race, religion, class, language, gender, or
national origin—embraced in a constitutional system, is a prerequisite to making judgments about
the benefits diversity offers and the challenges it poses.

1. Identify and explain the importance of historical experience and geographic,
social, and economic factors that have helped to shape American society
a. explain important factors that have helped shape American society

. absence of a nobility or an inherited caste system

2. religious freedom

3. the Judeo-Christian ethic

4. a history of slavery

5. relative geographic isolation

6. abundance of land and widespread ownership of property

7.

8

9.

1

. social, economic, and geographic mobility
. effects of a frontier

. large scale immigration

0. diversity of the population

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4. Explain that civil society, by providing for independent centered of power and
influence, is essential to maintain limited government. _

5. Explain the importance of the rule of law for the protection of individual rights
and the common good

a. explain the difference between the rule of law and the “rule of men”

b. explain how the rule of law can be used to restrict the actions of Private
citizens and government officials alike in order to protect the rights
of individuals and to promote the common good

c. explain the consequences of the absence of a rule of law, e.g.,

1. anarchy

2. arbitrary and capricious rule

3, absence of predictability

4. disregard for established and fair procedures

Cc. What are the nature and purposes of constitutions?

1. Explain alternative uses of the term “constitution” and distinguish between

governments with a constitution and a constitutional government

a. distinguish among the following uses of the term “constitution”
1. constitution as a description of a form of government
2. constitution as a document
3. constitution as a higher law limiting the powers of government,

ie., a constitutional or limited government

b. identify historical and contemporary nations with constitutions that in
reality do not limit power, e.g., former Soviet Union, Nazi
Germany, Iraq under Saddam Hussein

c. identify historical and contemporary nations with constitutions that in
reality do limit power, e.g., United States, United Kingdom,
Germany, Japan, Botswana, Chile

d. explain that a government with a constitution but with no effective ways
to enforce its limitations is not a constitutional government

2. Explain the various uses of and the purposes served by constitutions
a. explain how constitutions
1, set forth the purposes of government
2. describe the way a government is organized and how power is
allocated
3. define the relationship between a people and their government

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= Explain the function of elections, political parties, and interest groups in a democratic
society

TM Identify major principles of American constitutional government, such as federalism,
separation of powers, checks and balances, government by consent of the governed,
and individual rights

= Explain why it is important that citizens hold in common the values and principles
expressed in the nation’s core documents

= Identify major governmental and non-governmental international organizations and
their functions

= Evaluate, take, and defend positions on the importance of certain dispositions or traits
of character for enhancing citizenship

= Explain how the political process provides opportunities for citizens to influence
government

TM Identify the personal, political, and economic rights and responsibilities of citizens and
explain their importance

= Describe how the world is divided into nation-states

Eighth Grade Proficient

Students should be able to do what is expected of students at the eighth grade basic level and to
do the following:

TM Describe and explain the essential characteristics of limited and unlimited
government and representative democracy

® Distinguish between government and civil society

= Explain how and why powers are divided and shared between the national and state

“governments

= Identify discrepancies between the ideals expressed in the nation’s core documents and
reality and ways in which those discrepancies have been addressed in the past and how
our constitutional democracy can be improved today by individual and collective
participation

TM Identify, describe, and explain fundamental ideas in the nation’s core documents of the
founding era and core documents of subsequent periods in U.S. history which pertain
to the development of the country’s constitutional democracy

TM Explain how and why legislative, executive, and judicial powers are distributed,
shared, and limited

TM Identify and explain the significance of historical experience and of geographical,
social, and economic factors that have helped to shape American society, e.g., the
absence of a titled nobility or inherited caste system, religious freedom, large-scale
immigration, universal public education, social, economic and geographic mobility, a
market economy

= Explain the importance for themselves, their communities, and the nation of the

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TI.

2. Identify means of peacefully managing conflict fairly

3. Explain how some of the following civic dispositions contribute to the
prevention and management of conflict: self-discipline, civility, respect for
the rights of other individuals, open-mindedness, negotiation, compromise,
and compassion

HOW DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION
EMBODY THE PURPOSES, VALUES, AND PRINCIPLES OF AMERICAN
DEMOCRACY?

Note: Americans should learn at an early age that government is their servant, not their master. It exists to
protect their rights and to promote the common good. The Constitution of the United States sets forth these
purposes and it provides a basis for understanding the fundamental ideas underlying government and
evaluating its actions.

A.

The meaning and importance of the United States Constitution
1. Explain that the United States Constitution is a written document

2. Explain that the United States Constitution sets forth the basic purposes of
: American government, basic rights, and the common good

3. Explain that the United States Constitution establishes how the American
government is organized

Major responsibilities and services of state governments
1. Explain that the United States has fifty state governments

2. Describe the major responsibilities of each branch of their state government
a. legislative branch—makes state laws
b. executive branch—carries out and enforces laws
c. judicial branch—interprets laws and manages conflicts about the law

3. Describe important services that state governments provide, e.g., education, law
enforcement, health services and hospitals, roads and highways, public
welfare

4. Describe how state government officials are chosen, e.g., elections,
appointment

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B. Important rights of citizens

Note: The term “citizen” is used in a broad, encompassing sense. For example, students are citizens of their
classroom and of their school. They also are citizens of their neighborhood and community. Many of the
rights, responsibilities, and citizenship activities apply to all residents of the United States and its territories,
not only to natural-born or naturalized citizens.

1. Identify the following types of rights and explain their importance

a. personal rights, e.g., to associate with whomever one pleases, live where
one chooses, practice the religion of one’s choice, travel freely and
return to the United States, emigrate

b. political rights, e.g., to vote, speak freely and criticize the government,
join organizations that try to influence government policies, join a
political party, seek and hold public office

c. economic rights, e.g., to own property, choose one’s work, change
employment, join a labor union, establish a business

Cc. Personal and civic responsibilities

1. Identify such responsibilities as the following and explain their importance

a. personal responsibilities, e.g., taking care of themselves, accepting
responsibility for the consequences of their actions, taking
advantage of the opportunity to be educated, supporting their
families

b. civic responsibilities, e.g., obeying the law, respecting the rights of
others, being informed and attentive to the needs of their
community, paying attention to how well their elected leaders are
doing their jobs, communicating with their representatives in their
school, local, state, and national governments, voting, paying taxes,
serving on juries, serving in the armed forces

2. Compare and contrast individual rights with individual responsibilities
D. Civic dispositions

1. Explain the importance of the following dispositions
a. individual responsibility—fulfilling one’s responsibilities to family,
friends, and others in one’s community and nation
b. self-discipline/self-governance—obeying reasonable rules and laws
voluntarily and not requiring others to force one to do so

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5. Explain the importance of knowledge to competent and responsible
participation in American democracy _
a. explain why becoming knowledgeable about public affairs and the
values and principles of American constitutional democracy and
communicating that knowledge to others is an important form of
participation

b. explain how awareness of the nature of American constitutional
democracy may give citizens the ability to reaffirm or change
fundamental constitutional values

c. evaluate the claim that constitutional democracy requires the
participation of an attentive, knowledgeable, and competent
citizenry

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point scale, with specific criteria provided for responses at each score level. Extended open-
ended exercises should be scored using a four-point scale to obtain more in-depth information
from these longer, more complex student responses.

Scoring protocols (rubrics) should be created for constructed response items (which include both
short and extended response written exercises) as the exercises are being developed. After the
civics items have been field tested, the scoring rubrics should be refined based on actual student
responses. Scores should be assigned within the rubrics of complex items to reflect the quality of
the responses, and each point on the scoring rubric should contain specific criteria for the desired
response at each level. That is, scoring rubrics must adhere to the requirements for knowledge
and skills as defined in the civics assessment content outline for each grade level, and there must
be a very tight match between the demands of the test question and the criteria contained in the
scoring rubric.

Test exercises must be designed so that the components to be scored are quite evident.
Requirements of each test question should communicate clearly to students what is being asked
and how, in general, their responses will be evaluated. Criteria should be distinctly defined so
that raters will understand clearly how to evaluate the student responses. Finally, each score point
in the rubric should be sufficiently differentiated to allow raters to apply the various points on the
scale consistently. An appropriate IRT model for polytomous exercise response data should be
used in scoring the open-ended items to accommodate a range of possible scores, e.g., 0 to 4,
rather than just assigning a right or wrong score.

Score Reporting

No method of reporting of NAEP results has been optimal for all purposes. Consequently,
multiple methods of reporting results should be investigated. In particular, as stated above,
(scale) scores (and/or percentages) should be supplemented with narrative descriptions for
individual illustrative items or clusters of items. Detailed recommendations for reporting are
presented in a separate document entitled Recommendations on Reporting.

Recommendations for Trend Assessment

Although the new framework for the 1998 NAEP civics assessment differs substantially from the
one used in 1988, the Steering and Planning Committees strongly recommend that the 1998
assessment include a trend component. Given the ten-year lapse in assessing civics, the project
committees agreed that a small-scale, cost-effective trend component would provide invaluable
information on students’ knowledge of civics to policymakers, educators, and the general public.

An effective design for assessing change in student performance between 1988 and 1998 would
involve administering one or two intact blocks (15 minute sets) of items from the 1988 NAEP

NAEP Civics Assessment Specifications March 14, 1996
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2. individuals by themselves cannot do many of the things they can
do collectively, e.g., create a system of highways, provide
armed forces for the security of the nation, make and
enforce laws

b. evaluate competing ideas about the purposes government should serve,
eg.,

1. protecting individual rights

2. promoting the common good

3. providing economic security

4. molding the character of citizens

5. furthering the interests of a particular class or group

6. promoting a particular religion

B. What are the essential characteristics of limited and unlimited government?

1. Describe the essential characteristics of limited and unlimited governments
a. limited governments have established and respected restraints on their

power, e.g.,

1. constitutional governments—governments characterized by legal

limits on political power

b. unlimited governments are those in which there are no effective means

of restraining their power, e.g.

1. authoritarian systems—governments in which political power is
concentrated in one person or a small group, and
individuals and groups are subordinated to that power

2. totalitarian systems—modern forms of extreme authoritarianism
in which the government attempts to control every aspect of
the lives of individuals and prohibits independent
associations

2. Identify historical and contemporary examples of limited and unlimited
governments and justify their classification, e.g.,
a. limited governments—United States, Great Britain, Botswana, Japan,
Israel, Chile
b. unlimited governments—Nazi Germany, Imperial Japan, Spain under
Franco, Cuba under Castro, Iraq under Hussein, Iran

3. Explain that civil society consists of freely-formed voluntary political, social,
and economic associations, e.g., professional and business associations
and social and fraternal clubs.

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ASSESSMENT SPECIFICATIONS
Assessment Construction

Components of the Assessment

Civic education is central to American education and to the well-being of American
constitutional democracy. Civic education also is important to civil society—that historically
essential sector of society composed of non-governmental voluntary, community, fraternal
organizations, clubs, and religious institutions. Sustained and systematic attention to civics,
government, and civil society in the K-12 curriculum enables students to build on the knowledge
they acquire in each successive grade. Therefore, students’ understanding of civic life, politics
and government should increase both in scope and depth as they progress through the elementary,
middle, and high schools. In addition, their command of essential intellectual and participatory
skills should continue to develop as they move toward the assumption of the full rights and
responsibilities of citizenship.

The 1998 framework for the National Assessment of Educational Progress in civics has three
interrelated components: knowledge, intellectual and participatory skills, and civic
dispositions. Taken together, these components should form the essential elements of civic
education in the United States. Development of a NAEP assessment of student achievement in
civics, therefore, should fully reflect the need to evaluate students’ command of these three
components of civic education.

The knowledge component is embodied in the form of five significant and enduring questions.
As students progress through school, their knowledge of the issues posed by each question
deepens, such that eighth and twelfth graders would be expected to have a greater understanding
of topics than fourth graders. The five questions are:

What are civic life, politics, and government?

What are the foundations of the American political system?

How does the government established by the Constitution embody
the purposes, values, and principles of American democracy?
What is the relationship of the United States to other nations and to
world affairs?

V. What are the roles of citizens in American democracy?

2 RT

The intellectual and participatory skills component of civic education involve the use of
knowledge to think and act effectively and in a reasoned manner in response to the challenges of
civic life in a constitutional democracy. Intellectual skills enable students to learn and apply civic

NAEP Civics Assessment Specifications March 14, 1996


4. humanitarian aid
5. economic incentives and sanctions —
6. military force and the threat of force

b. explain reasons for the breakdown of order among nation-states, e.g,
conflicts about national interests, ethnicity, and religion;
competition for resources and territory; absence of effective means
to enforce international law

c. explain the consequences of the breakdown of order among
nation-states

d. explain why and how the breakdown of order among nation-states can
affect their own lives

3. Explain how United States foreign policy is made and the means by which it is
carried out

a. explain the most important powers the United States Constitution gives
to the Congress, president, and federal judiciary in foreign affairs
1. Congress—can declare war, approve treaties (Senate), raise and

support armies, and provide a navy (Article I, Section 8)
2. president—is Commander in Chief, can make treaties and
appoint ambassadors (Article If)
3. federal judiciary—can decide cases affecting treaties and
ambassadors, and those involving treason (Article III)

b. describe various means used to attain the ends of United States foreign
policy, e.g., diplomacy; economic, military, and humanitarian aid;
treaties; trade agreements; incentives; sanctions; military
intervention; covert action

c. identify important current foreign policy issues and evaluate the means
the United States is using to deal with them

4. Explain the role of major international organizations in the world today
a. describe the purposes and functions of major governmental international
organizations, e.g., UN
b. describe the purposes and functions of major nongovernmental
international organizations, e.g., International Red Cross

B. How has the United States influenced other nations and how have other
nations influenced the American political process and society?

1. Describe the impact and influence of the American concept of democracy and
individual rights on other nations

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Figure 1: Organizing Questions and Content Summary for NAEP Civics Assessment

I. WHAT ARE CIVIC LIFE, POLITICS, AND GOVERNMENT?

Grade 4

Grade 8

Grade 12

Definition of government

Difference between power
and authority

Necessity and purposes of

government

= Make, carry out, and
enforce laws
Manage conflicts
Provide for the defense
of the nation

Importance of rules and laws

= Purposes of rules and
laws -

= Evaluating rules and
laws

Major difference between
limited government and
unlimited government

Definition of civic life, politics,
government, and civil society

Difference between power and
authority

Necessity and purposes of
politics and government

Limited and unlimited
governments

The rule of law

Purposes and uses of
constitutions

Conditions under which
constitutional governments
flourish

Alternative ways of organizing

constitutional governments

= Shared powers and
parliamentary systems
Confederal, federal, and
unitary systems

Definition of civic life, politics,
constitutional government, and
civil society

Difference between power and
authority

Necessity and purposes of
politics and government

Limited and unlimited
governments

The rule of law

Civil society and limited
government

Relationship of limited
government to political and
economic freedom

Purposes and uses of
constitutions

Conditions under which
constitutional government
flourishes

Alternative ways of organizing

constitutional governments

= Shared powers and
parliamentary systems
Confederal, federal, and
unitary systems

Obligations of representatives in
constitutional governments

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March 14, 1996


b. describe how the public agenda is shaped by political leaders, interest
groups, the media, state and federal courts, individual citizens_

c. explain how individuals can help to shape the public agenda, e.g., by
joining interest groups or political parties, by making presentations
at public meetings, by writing letters to government officials and to
newspapers

2. Evaluate, take, and defend positions on the influence of political

communication and the media on American political life

a. explain the importance of freedom of the press to informed participation
in the political system

b. evaluate the influence of television, radio, the press, newsletters, and
emerging means of electronic communication on American politics

c. explain how Congress, the president, the Supreme Court, and state and
local public officials use the media to communicate with the
citizenry

d. explain how citizens can evaluate information and arguments received
from various sources so that they can make reasonable choices on
public issues and among candidates for political office

e. evaluate opportunities the media provide for individuals to monitor
actions of their government, e.g., televised broadcasts of
proceedings of governmental agencies, such as Congress and the
courts, press conferences held by public officials

f. evaluate opportunities the media provide for individuals to communicate
their concerns and positions on current issues, e.g., letters to the
editor, talk shows, “op-ed pages,” public opinion polls

3. Explain how political parties, campaigns, and elections provide opportunities
for citizens to participate in the political process
a. describe the role of political parties
b. describe various kinds of elections, e.g., primary and general, local and
State, congressional, presidential, recall
c. explain ways individuals can participate in political parties, campaigns,
and elections

4. Explain how interest groups provide opportunities for citizens to participate in
the political process.

a. evaluate the historical roles of prominent associations and groups in
local, state, or national politics, e.g., abolitionists, suffragists, labor
unions, agricultural, business, and professional organizations, civil
rights groups, religious organizations

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2. significant political speeches and writings, e.g., The Federalist,
Washington’s Farewell Address, Lincoln's Gettysburg Address,
King’s “I Have a Dream” speech
3. individual and group actions that embody fundamental values and
principles, e.g., suffrage and civil rights movements
b. explain the meaning and importance of each of the following values considered
to be fundamental to American public life
1. individual rights: life, liberty, property, and the pursuit of happiness
2. the common or public good
3. justice
4. equality of opportunity and equal protection of the law
5. promotion of the common good
6. consent of the governed
c. explain the meaning and importance of the following fundamental principles of
American constitutional democracy
1. popular sovereignty—the concept that ultimate political authority rests
with the people who create and can alter or abolish governments
2. constitutional government which includes
i. the rule of law
ii. representative institutions
iii. shared powers
iv. checks and balances
v. individual rights
vi. separation of church and state
vii. federalism
viii. civilian control of the military

2. Evaluate, take, and defend positions on issues in which fundamental values and
principles in American political and social life are in conflict
a. describe conflicts among fundamental values and principles and give
historical and contemporary examples of these conflicts, such as
1. conflicts between liberty and equality, e.g., liberty to exclude
others from private clubs and the right of individuals to be
treated equally
2. conflicts between individual rights and the common good, e.g.,
liberty to smoke in public places and protection of the
health of other persons
b. explain why people may agree on values or principles in the abstract but
disagree when they are applied to specific issues

NAEP Civics Assessment Specifications March 14, 1996


Twelfth Grade Basic

Students should be able to do what is expected of students at the eighth grade advanced level,
and to do the following:

® Explain the meaning of citizenship in the United States

= Evaluate, take, and defend positions on issues regarding the criteria used for
naturalization

TM Identify and explain the essential characteristics of civic life, nation-state,
government and politics, and the place of law in American society

= Explain and evaluate civil society as a prerequisite of limited government

TM Describe the fundamental ideas of American constitutional government and explain
their importance

= Evaluate, take, and defend positions on issues relating to public policy

TM Evaluate sources of information related to public policy issues

TM Identify the principal foreign policy positions of the United States and describe their
significance

m= Describe the purposes and functions of major governmental and non-governmental
organizations

m= Explain the reasons for and the consequences of the breakdown of order among nation-
states, including consequences which are important in the students’ own lives

= Explain why civic dispositions that incline citizens to public affairs are important in a
constitutional democracy

= Describe the many ways in which citizens can interact, monitor, and influence public
policy and why it is important for them to do so

Twelfth Grade Proficient

Students should be able to do what is expected of students at the twelfth grade basic level and to
do the following:

= Evaluate the place of law in American society as it relates to the protection of
individual rights and the promotion of the common good

= Explain the value of constitutions both as devices for Preserving core values and
principles and as vehicles for change and for resolving social issues

TM Describe the character of American political conflict and explain factors that usually
tend to prevent it or lower its intensity, e.g., shared respect for the Constitution and its
Principles, concept of a loyal opposition, acceptance of majority rule tempered by
respect for minority rights, recourse to the legal system to manage conflicts

= Evaluate the purposes and operation of international organizations

= Evaluate the roles played by political parties and elections in a democracy

NAEP Civics Assessment Specifications March 14, 1996


Figure 4: NAEP Civics Assessment—Civics Dispositions

Civic dispositions* or traits of private and public character important to the preservation and improvement
of American constitutional democracy:

= Becoming an independent member of society

= Respecting individual worth and human dignity

= Assuming the personal, political, and economic responsibilities of a citizen

= Participating in civic affairs in an informed, thoughtful, and effective manner

= Promoting the healthy functioning of American constitutional democracy

* Measured in terms of students’ understanding of their nature and importance

Context

Context refers to the arenas in which civic knowledge is acquired, civic skills are employed, and
civic dispositions are developed. Contexts in which students learn about civics include the
home, school, community, state, nation, and world. All of these contexts provide a venue for
students to learn about the formal and informal processes of government and civil society.

In the course of their civic education, students should learn that in our federal system authority
and responsibility are divided and shared by local, state, and national governments. Students
also should become conversant with systems of governance in other nations as well as with the
impact of world affairs on their own lives, communities, and nation.

The American political system provides citizens with numerous opportunities for choice and
participation. The formal institutions and processes of government such as political parties,
campaigns, and elections are important avenues for civic action. Yet equally important avenues
are the many associations and groups that constitute civil society, ranging from school clubs to
community-based groups to national and international non-governmental organizations.

In developing assessment exercises, the emphasis allotted to differing contexts varies by grade
level. At grade four, the home, school, community, and state may receive greater emphasis but
national and international contexts should be included. Political socialization studies have
confirmed repeatedly that young children are more likely to know a national leader than they are
those in their state or community. In the U.S., most young children are aware that a president is
the nation’s elected leader and that symbols such as the flag represent their nation. Young

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b. describe historical and contemporary examples of how constitutions
have been used to promote the interests of a particular group, class,
religion, or political party, e.g., the People’s Republic of China,
Mexico, the former Soviet Union

c. describe historical and contemporary examples of how constitutions
have been used to protect individual rights and promote the
common good, e.g., United States Constitution “Congress shall
make no law respecting an establishment of religion, (First
Amendment) ...,” “The right of citizens of the United States to vote
shall not be denied...on account of sex (Nineteenth Amendment)”

3. Explain those conditions that are essential for the flourishing of constitutional
government
a. explain the importance of establishing and maintaining conditions that
help constitutional government to flourish such as
1. a citizenry that
i, is educated and enjoys a reasonable standard of living
ii. understands and supports the constitution and its values
and principles
iii. willingly assumes the responsibilities of citizenship
iv. insists that government officials respect limitations the
constitution places on their authority
2. persons serving in government who
i. understand and support the constitution and its values and
principles
ii. respect limitations the constitution places on their
authority

D. What are alternative ways of organizing constitutional governments?

1. Describe the major characteristics of systems of shared powers and of
parliamentary systems
a. describe the major characteristics of systems of shared powers, e.g., in
the United States
1, the president and members of the Cabinet cannot be members of
Congress
2. powers are separated among branches, each branch has primary
responsibility for certain functions, e.g., legislative,
executive, and judicial
3. each branch also shares the powers and functions of the other
branches, e.g.,
i. Congress may pass laws, but the president may veto them

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Table 3 - Guidelines for Selecting Stimulus Materials for Each Grade Level

Samples of legislation

Voter registration forms

Subpoenas, jury instructions, oaths of office
Initiative and recall petitions

Naturalization applications

Excerpts from political party platforms
Draft registration forms

Lobbyist registration forms

Ethics disclosure forms

Grade Stimulus Type
Text-Based Material Graphic/Pictorial Material
Four 60% 40%
Core documents, e.g., the Pledge of Allegiance Photographs, illustrations, drawings, cartoons related
Appropriate letters to the editor to civics
Letters, diaries, journals Videos
School rules/laws Pictorial representations
Excerpts from newspaper articles and periodicals Simple bar graphs
published for students Pie charts (with limited data)
Excerpts from children’s literature Posters
Pro/con arguments Poll/survey results
Hypothetical cases
Eight 65% 35%
Material used in 4th grade, and: Material used in 4th grade, and:
Core documents, ¢.g., Declaration of Independence, | Poll/survey results
and U.S. Constitution Editorial cartoons
Historical and hypothetical cases Tables
Section of telephone books - local and state Campaign slogans
government Safety and anti-discrimination posters
Recall petitions Zoning notices
Driver’s license applications Sample ballots
Laws and regulations Census data
Debates and arguments
Jury duty forms
Tax forms
Song lyrics
Twelve 65% 35%
Material used in 8th grade, and: Material used in 8th grade, and:
Core documents, e.g., U.S. Constitution, the Tax bills
Federalist Papers Maps of congressional districts
Landmark decisions Budget summaries

Poll/survey instruments

Exercise Formats

The 1998 NAEP civics assessment will consist of three exercise formats: multiple-choice
exercises, short answer open-ended exercises, and extended response open-ended exercises.

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March 14, 1996



8. effects of a frontier
9. large scale immigration
10. diversity of the population
11. individualism
12. work ethic
13. market economy
14, relative social equality
15. universal public education
b. compare the distinctive characteristics of American society with those
of other countries

2. Evaluate, take, and defend positions on the importance of voluntarism in

American society

a. explain factors that have inclined Americans toward voluntarism, e.g.,
colonial conditions, the Puritan ethic, frontier traditions, religious
beliefs

b. describe the role of voluntary associations in performing functions
usually associated with government, such as providing social
welfare and education; give historical and contemporary examples

c. describe the extent of voluntarism in American society compared to
other countries

d. explain the relationship of voluntarism to Americans’ ideas about
limited government

e. evaluate arguments regarding what responsibilities properly belong to
individuals or to groups and to the private sector or to the
government and how these responsibilities should be shared by the
private sector and government

3. Evaluate, take, and defend positions on the contemporary role of organized

groups in American social and political life

a. identify examples of organized groups and discuss their historical and
contemporary role in local, state, and national politics, e.g., unions,
professional organizations; religious, charitable, service, and civic
groups, veterans groups

b. describe and evaluate the role of organized groups in performing
functions usually associated with government, such as providing
social welfare and education

4. Evaluate, take and defend positions on issues regarding diversity in American
life

a. identify the many forms of diversity found in American society, e.g.,
racial, religious, ethnic, socioeconomic, regional, linguistic

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2. Explain the importance for themselves, their school, their community, and their
nation of each of the following fundamental principles of American __
constitutional democracy:

a. ultimate authority lies in the people

b. the power of rulers is limited by law

c. people exercise their authority directly by voting for or against certain
tules, laws, or candidates as well as by voting in community or
town meetings

d. people exercise their authority indirectly through representatives they
elect to make, apply, and enforce laws and to manage disputes
about them

e. decisions are based on majority rule, but minority rights are protected

3. Explain that fundamental values and principles of American constitutional
democracy are expressed in documents such as the Declaration of
Independence, Preamble to the United States Constitution, the Bill of
Rights, Pledge of Allegiance, speeches, songs, and stories

Note: A general agreement on the values and principles of American democracy provides a basis
for people to come together to manage their differences and to promote the ideals upon which the
nation is founded—the protection of the rights of the individual and the promotion of the common
good. Students must learn that in order to protect their own rights, they must be responsible for
supporting the rights of others, even those with whom they may disagree or dislike. To provide a
safe and healthy community, all must agree to work together. This may mean merely refraining
from littering or writing graffiti or it may mean volunteering for school or community service. It
may also mean working with others to get new laws passed that will benefit themselves and their
community.

B. Distinctive characteristics of American society

1. Identify and describe some important beliefs commonly held by Americans
about themselves and their government
a. Importance of the individual
1. a primary purpose of government is to protect the rights of the
individual to life, liberty, property, and the pursuit of
happiness
2. another important purpose of government is to promote the
common good, ¢.g., individual student’s disruption of class
is prevented or halted so the entire class can continue
learning
3. individuals have the right to differ about politics, religion, or any
other matter

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2. a written document augmented over time by custom, legislation,
and court decisions
3. a description of a form of government
4. a higher law that limits the powers of government, i.e., a
constitutional (or limited) government
b. distinguish between governments with a constitution and constitutional
(limited) government
c. identify historical and contemporary examples of nations that have had
constitutions that do not limit power, e.g., Nazi Germany, the
former Soviet Union, and the People’s Republic of China;
distinguish them from nations that have constitutional
governments, e.g., Germany, United Kingdom, Japan, United
States

2. Explain the various purposes served by constitutions

a. explain how constitutions set forth the structure of government, give the
government power, and establish the relationship between the
people and their government

b. explain how constitutions may limit government’s power in order to
protect individual rights and promote the common good; give
historical and contemporary examples

c. explain how constitutions may embody the core values and principles of
a political system and provide a reference point for citizens to use
in evaluating the actions of their government

d. describe historical and contemporary instances of how constitutions
have been disregarded or used to promote the interests of a
particular group, class, faction, or a government itself, e.g., slavery,
exclusion of women from the body politic, prohibition of
competing political parties

e. explain how constitutions can be vehicles for change and for resolving
political, economic, and social issues, e.g., the Fourteenth
Amendment

f. explain how constitutions can be devices for preserving core values and
principles of a society, e.g., prohibition of religious tests for public
office, protection of private property by the United States
Constitution

3. Evaluate, take, and defend positions on what conditions contribute to the
establishment and maintenance of constitutional government
a. explain the social, economic, and political conditions that may foster
constitutional government

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b. identify basic values and principles Americans share as set forth in such
documents as the Declaration of Independence, the United States
Constitution, the Gettysburg Address oT

c. explain why it is important to the individual and society that Americans
understand and act on their shared political values and principles

2. Describe the character of American political conflict and explain factors that
usually prevent violence or that lower its intensity
a. describe political conflict in the United States both historically and at
present, such as conflict about
- geographic and sectional interests
slavery and indentured servitude
. National origins
. extending the franchise
. extending civil rights to all Americans
the role of religion in American public life
7. engaging in wars
b. explain some of the reasons why political conflict in the United States,
with notable exceptions such as the Civil War, labor unrest, civil
rights struggles, and the opposition to the war in Vietnam generally
has been less divisive than in many other nations. These include
1. a shared respect for the Constitution and its principles
2. a sense of unity within diversity
3. many opportunities to influence government and to participate in
it
4. willingness to relinquish power when voted out of office
5. acceptance of the idea of majority rule tempered by a respect for
minority rights
6. willingness to use the legal system to manage conflicts
7, availability of land and abundance of natural resources
8. a relatively high standard of living
9. opportunities to improve one’s economic condition
10. opportunities for free, public education

DAwapun

D. What values and principles are basic to American constitutional democracy?

1. Explain the meaning and importance of the fundamental values and principles of
American constitutional democracy
a. identify fundamental values and principles as expressed in
1. basic documents, e.g., Declaration of Independence and United States
Constitution

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b. evaluate the claim that the formal establishment of a government under
a constitution is not of itself sufficient to maintain liberty

c. evaluate the reasons why some nations have been successful in
establishing constitutional government, while others have not, e.g.,
post-World War II Germany, Japan (successes); Nigeria, Kenya,
Argentina under Peron (failures) [Note to item writer: If these
examples are to be used, information about these situations
needs to be elaborated in the stem of the question.]

d. identify the most important responsibilities individual citizens and
people serving in government should assume to insure the
preservation and improvement of constitutional government

D. What are alternative ways of organizing constitutional governments?

1. Describe the major characteristics of systems of shared powers and of
parliamentary systems
a. describe the major characteristics of systems of shared powers, e.g., in
the United States and Brazil
1. powers are separated among branches; each branch has primary
responsibility for certain functions, e.g., legislative,
executive, and judicial
2. each branch also shares some of the powers and functions of the
other branches, e.g.,
i. legislatures may pass laws, but the executive may veto
them
ii. the executive nominates certain public officials, but the
legislature must approve them
iii. legislatures may pass laws, but in many countries the
judiciary may declare them unconstitutional
b. describe the major characteristics of parliamentary systems, e.g., in the
United Kingdom and Israel
1. authority is held by a legislature called Parliament
2. members of Parliament are chosen in general elections, but they
lose their positions at any time the government “falls”
(resigns) and new elections are held
3. prime minister and cabinet may be replaced by Parliament if a
majority votes “no confidence” in the government
4. the political party or parties that form a majority in Parliament
choose the prime minister
5. the prime minister and members of the Cabinet must all be
members of the legislature—Parliament

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Participatory Skills

Participatory skills essential for informed, effective, and responsible citizenship are categorized
as interacting, monitoring, and influencing. The following are intended to be an illustrative and
not an exhaustive descriptive listing of essential skills of participation in civic life.

Interacting

Monitoring

Working in small groups and committees, pooling information, exchanging
opinions, formulating plans of action

Listening, gaining information, ideas, different perspectives

Questioning, clarifying information or points of view, eliciting facts and
opinions

Discussing public affairs in a knowledgeable, responsible, and civil
manner in school, with neighbors and friends, in community groups and
public forums

Participating in associations and interest groups, promoting ideas,
policies, interests

Building coalitions, enlisting the support of like-minded individuals and
groups to promote candidates, policies

Managing conflicts through mediation, negotiation, compromise,
consensus-building, adjudication

Performing school and community service, serving as a representative or
elected leader, organizing a public issues forum, working for one’s
religious, civic, or charitable organizations

Using media resources, obtaining information, exchanging ideas,
advocating public policies

Deliberating on public issues, e.g., health care, employment,
environmental concerns

Assessing others’ arguments and positions for their validity rather than
because of who it is that utters them, remaining calm in the face of
opposition

Being deliberate in public debates, e.g., assessing others’ arguments and
Positions for their validity rather than because of who it is that utters them,
remaining calm in the face of opposition

Listening attentively to fellow citizens, proceedings of public bodies,
media reports

Questioning public officials, experts, and others to elicit information,
determine responsibility

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Civic Dispositions

Civic dispositions which contribute to the political efficacy of the individual, the healthy
functioning of the political system, a sense of dignity and worth, and the common good include
becoming an independent member of society; assuming the personal, political, and economic
responsibilities of a citizen; respecting individual worth and human dignity; participating in civic
affairs in an informed, thoughtful and effective manner; and promoting the healthy functioning of
American constitutional democracy. The following is an illustrative description of each of these
civic dispositions:

becoming an independent member of society, e.g., adhering voluntarily to self-
imposed standards of behavior rather than requiring the imposition of external
controls, accepting responsibility for the consequences of one’s actions, fulfilling
the moral and legal obligations of membership in society

assuming the personal, political, and economic responsibilities of a citizen, e.g.,
taking care of one’s self, supporting one’s family and caring for, nurturing, and
educating one’s children, being informed about public issues, serving on juries,
voting, paying taxes, performing public service

respecting individual worth and human dignity, e.g., treating everyone with

respect, listening to the opinions of others, behaving in a civil manner,

considering the rights and interests of others, adhering to the principle of majority
<, respecting the right of the minority to dissent

participating in civic affairs in an informed, thoughtful, and effective manner,
e.»., becoming informed prior to voting or participating in public debate, engaging
in civic discourse, assuming leadership when appropriate, evaluating whether and
when one’s obligation as a citizen requires that one’s personal desires and
sniterests be subordinated to the public good, and evaluating whether and when
moral obligations or constitutional principles require one to reject certain civic
expectations

promoting the healthy functioning of American constitutional democracy, €.g.,
being informed and attentive to public issues, learning about and deliberating on
the meaning of constitutional principles, monitoring the adherence of political
leaders and governmental agencies to constitutional principles and taking
appropriate action if that adherence is lacking, working through peaceful, legal
means to change laws which are thought to be unwise or unjust.

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Figure 1 (cont.): Organizing Questions and Content Summary for NAEP Civics
Assessment

V. WHAT ARE THE ROLES OF CITIZENS IN AMERICAN DEMOCRACY?

Grade 4

Grade 8

Grade 12

Meaning of citizenship;
becoming a citizen

Important rights of citizens

Personal and civic
responsibilities

Civie dispositions that foster
Individual
independence

= Respect for human
dignity

= Assumption of
personal, political, and
economic
responsibilities

® Participation in civic
affairs

= Healthy functioning of
American constitutional
democracy

Opportunities for civic

participation

= Discussing public
issues

= Communicating with
public officials and
agencies

= Voting

= Attending meetings of
governing bodies

Importance of political
leadership and public
service

Criteria for selecting leaders

Difference between a subject
and a nation

Meaning of citizenship;
becoming a citizen

Personal, political, and
economic rights

Scope and limits of rights

Personal and civic
tesponsibilities

Civic dispositions that foster
Individual independence

= Respect for human dignity

= Assumption of personal,
political, and economic
responsibilities

= Participation in civic
affairs

® Healthy functioning of
American constitutional
democracy

Opportunities for civic
participation

Criteria for selecting leaders

Importance of political
leadership and public service

Meaning of citizenship;
becoming a citizen

Personal, political, and
economic rights

Relationships among personal,
political, and economic rights

Scope and limits of rights

Personal and civic
responsibilities

Relationship between politics
and the attainment of individual
and public goals

Difference between political and
social participation

Civic dispositions that foster

= Individual independence

= Respect for human dignity

= Assumption of personal,
political, and economic
responsibilities

= Participation in civic affairs

= Healthy functioning of
American constitutional
democracy

Opportunities for civic
participation

Criteria for selecting leaders

Importance of political
leadership and public service

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March 14, 1996


Vv. What Are the Roles of Citizens in American Democracy?

Citizenship in American constitutional democracy differs from membership in authoritarian or
totalitarian regimes. In the United States, each citizen is a full and equal member of a self-
governing community and is endowed with fundamental rights and entrusted with
responsibilities. Among those responsibilities is seeing that the rights of other individuals are
respected, It also is a fundamental responsibility of citizens to see that government serves the
purposes for which it was created and that it does not abuse the power which the people have
delegated to it. For instance, the Declaration of Independence proclaims the primary purpose of
government: “That to secure these Rights (Life, Liberty, and the Pursuit of Happiness)
governments are instituted among Men.” Further, the Preamble of the U.S. Constitution says that
the purposes of government are to “establish Justice, insure domestic Tranquility, provide for the
common defense, promote the general Welfare, and secure the Blessings of Liberty.” Citizens are
responsible for holding their government accountable to these purposes it was created to serve.

Citizens should understand that through their involvement in civic life and non-governmental
organizations, they can help to improve the quality of life in their neighborhoods, communities,
and nation. They also should understand that if they want their voices to be heard, they must
become active participants in the political process. Although elections, campaigns, and voting are
at the center of democratic institutions, citizens should be aware that beyond electoral politics
there are many other participatory opportunities available to them. Furthermore, the attainment of
individual and public goals and participation in political life tend to go hand-in-hand. The
maintenance and improvement of American constitutional democracy is dependent upon the
informed, effective, and responsible participation of its citizens.

All students should have a foundation of knowledge that includes understanding of all of the five
questions described above, but the emphasis should differ according to grade level. Table 1
shows the intended distribution of the total item pool across the content areas for each of the
three grades to be assessed.

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c. Unity and diversity in American society

1. Unity

a. Explain the concept of importance of Americans sharing and supporting
certain values, principles, and beliefs -- “many communities, one
nation”

b. Explain that Americans are united by the values, principles, and beliefs
they share rather than by ethnicity, race, religion, class, language,
or national origin

c. Interpret the meaning and significance of symbols used to depict
Americans’ shared values, principles, and beliefs, e.g., the flag,
Statue of Liberty, Uncle Sam, Great Seal, national monuments,
national anthem, oaths of office (e.g., of the president or mayor),
and mottoes such as E Pluribus Unum

d. Interpret the meaning and significance of holidays Americans celebrate
to show how they reflect their shared values, principles, and
beliefs, e.g., Presidents’ Day, Memorial Day, the Fourth of July,
Labor Day, Thanksgiving, Veterans Day, Martin Luther King, Jr.’s
birthday

2: Diversity
a. Explain the meaning of the word diversity and give several examples,
e.g., cultural, ethnic, racial, religious, class, linguistic diversity,
diversity of opinion, gender, national origin
b. Explain why there is so much diversity in the United States
c. Explain the benefits of diversity, e.g., it
1. fosters a variety of viewpoints, new ideas, and fresh ways of
looking at and solving problems
2. provides people with choices in the arts, music, literature, and
sports
3. helps people to appreciate cultural traditions and practices other
than their own
d. Describe some of the costs of diversity
1. people sometimes discriminate unfairly against others on the
basis of their age, religious beliefs, race, or disability
2. members of different groups misunderstand each other and
conflicts may arise

D. Prevention and management of conflicts

1. Explain why it is important to manage conflicts in a peaceful manner

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state, and local governments, all of whose powers and responsibilities are separated and shared
among different branches and agencies. Each of these governments—national, state, and
local—affects directly the daily lives of all Americans: their security, their opportunities, their
standard of living, and the taxes they pay.

The Framers of the Constitution saw this complex system as a principal means of limiting the
power of government. Multiple levels of government provide numerous opportunities for
citizens to participate in their own governance. The system also reflects the principle of popular
sovereignty, enables citizens to hold their governments accountable, and helps to ensure the
protection of the rights of individuals. Citizens who understand the justification for this system of
limited, dispersed, and shared power and its design are able to evaluate, monitor, and influence it
more effectively.

To understand the impact of the various levels of government on their daily lives, the lives of
their communities, and the welfare of the nation as a whole, students need to understand how
local, state, and national governments are organized, what they do, and how they interact.

IV. What Is the Relationship of the United States to Other Nations and to World Affairs?

The United States does not exist in isolation; it is part of an interconnected world in whose
development it has played and continues to play an important role. The American political
tradition, including the ideas expressed in the Declaration of Independence, the U.S.
Constitution, and the Bill of Rights, has had a profound influence abroad. The nation’s
democratic ideals and the benefits of its open society have drawn the attention and inspired the
hopes of people worldwide. In addition, the United States has exerted extensive economic,
technological, and cultural influence on other nations. At the same time, the United States and its
citizens have been deeply influenced by the institutions and practices of other countries and the
cultures of other peoples.

To make judgments about the role of the United States in the world today and what course
American foreign policy should take, citizens need to understand the major elements of
international relations and how world affairs affect their own lives and the security and well-
being of their communities, states, and nation. They also need to comprehend how commerce,
travel, communications, and the international economy bring them into increasing relationships
with people everywhere.

In elementary and middle schools, students should acquire basic knowledge of the relationship of
the United States to other nations and to world affairs. In senior high school, students should
develop a more sophisticated understanding of the behavior of the United States, other nations,
and international organizations in the world arena.

NAEP Civics Assessment Specifications March 14, 1996


Fourth Grade Content Outline

WHAT ARE CIVIC LIFE, POLITICS, AND GOVERNMENT?

Note: Understanding what government does may be initiated in early grades by having students look at the
governance of the family and school as compared to the governance of the larger community and the nation.
In the family, for example, parents make rules governing the behavior of their children. They also are
responsible for enforcing these rules and for settling disputes when conflicts arise about them. In schools,
teachers and administrators make, carry out, and enforce rules and laws and manage disputes about them.
Students may be aware of a variety of current events outside their own local environment that could be used
effectively to develop understanding of government. The cognitive abilities of fourth grade students,
however, means their comprehension of these events may be unsophisticated.

A. Definition of government

1. Describe government in terms of the people and groups who make, apply, and
enforce rules and laws for others in their family, school, community, state,
and nation who manage disputes about them

2. Identify individuals who have the authority to make, apply, and enforce rules
and laws, e.g.,
a. adult family members
b. teachers, principals, and school boards
c. city councils and mayors
d. governors and state legislatures
e. president

3. Compare and contrast types of rules, laws, and governance found in family,
school, community, state, and nation

4. Analyze why a particular rule or law exists, e.g., a rule in school, a law
restricting speed in a school zone

B. Difference between power and authority

Note: Authority may be understood, at the elementary level, as the right of people in certain positions, such
as parent, guardian, teacher, police officer, or president, to direct or control others. In the case of Parents,
authority comes from law and custom. People in other positions of authority gain the right to direct or
control others by being appointed or elected. Students at an early age can understand that the person
employed as a teacher has the right to teach the class and control the behavior of the students in it. A
crossing guard has the right to control traffic and pedestrians. That right comes from laws that establish the
position and describe the duties persons taking the position must fulfill. Those laws were made by others in
positions of authority, such as legislators, selected by the People to represent them.

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APPENDIX C

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fundamental values and principles of American constitutional democracy, e.g.,
individual rights, the common good, justice, liberty, equality of opportunity, truth,
patriotism

= Make informed judgements about what government should do and should not do

= Explain the importance of the rule of law

= Explain how and why the U.S. Constitution establishes and limits the powers of
government

TM Explain the conditions under which constitutional government flourishes

= Explain how the U.S. has influenced other nations and how other nations have
influenced the American political process and society

= Explain the effects of significant political, demographic, and environmental
developments and trends in the world

= Explain how citizens can interact with one another and how they can monitor and
influence their government

Eighth Grade Advanced

Students should be able to do what is expected of students at the eighth grade proficient level,
and to do the following:

TM Compare, contrast, and evaluate alternative ways of organizing constitutional
governments

TM Identify, explain, and evaluate historical and contemporary efforts to narrow
discrepancies between American ideals and realities

= Explain why civil society is important to the maintenance of limited government

= Evaluate ways conflicts can be resolved in a peaceful manner that respects individual
rights and promotes the common good

® Explain how law is used to achieve the purposes of American constitutional
government, such as maintaining order and protecting the rights of individuals

= Explain how U.S. foreign policy is made and the means by which it is carried out

= Explain reasons for and consequences of the breakdown of order among nation-states

= Explain the relationship between participation in civic life and the attainment of
personal and public goals

= Evaluate, take, and defend positions on issues in which fundamental values and
principles are in conflict, such as liberty and equality, individual rights and the
common good, and majority rule and minority rights

= Explain how citizens can monitor and influence local, state, and national government

= Evaluate, take, and defend positions regarding traits of public and Private character
which promote the healthy functioning of American constitutional democracy

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civics assessment to a subsample of students in each grade. This design would permit analyses on
the percentage of items students answered correctly in 1988 compared to ten years later. This
trend design also would yield comparative information on particular questions or items of special
interest to civics educators and policymakers. For example, one could examine whether students
knew more or less about some aspect of the U.S. Constitution, based upon item-specific results.
Further details regarding the design, analyses, reporting, and other features of the trend
component will be resolved by the National Assessment Governing Board, Educational Testing
Service (ETS), the National Center for Education Statistics (NCES), and the NAEP grantee.

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15


knowledge in the many and varied roles of citizens. These skills help citizens identify, describe,
explain, and analyze information and arguments, and evaluate, take, and defend positions on
public policies. Participatory skills enable citizens to monitor and influence public and civic life
by working with others, clearly articulating ideas and interests, building coalitions, seeking
consensus, negotiating compromise, and managing conflict.

The third component of this framework, civic dispositions, refers to the inclinations or “habits of
the heart,” as Tocqueville called them, that pervade all aspects of citizenship. In a constitutional
democracy, these dispositions pertain to the rights and responsibilities of individuals in society
and to the advancement of the ideals of the political community and civil society. They include
the dispositions to become an independent member of society; respect individual worth and
human dignity; assume the personal, political, and economic responsibilities of a citizen; abide
by the “rules of the game,” such as accepting the legitimate decisions of the majority while
protecting the rights of the minority; participate in civic affairs in an informed, thoughtful, and
effective manner; and promote the healthy functioning of American constitutional democracy.

The acquisition of knowledge and skills and the development of civic dispositions take place
within a variety of contexts. Those of the home, school, community, state, nation, and the world
are especially important in civic education. They constitute the primary arenas in which citizens
acquire knowledge and skills as well as put their knowledge and skills into practice.

The distribution of exercises across the components will be described in terms of “proportion of
the exercise pool,” but such proportions are not intended to refer simply to the proportions of the
total number of exercises in a given category. Simple proportions of exercises are problematic
because single exercises may vary widely in the amount of time they require and the amount of
information they yield (especially across, but also within, formats). Therefore, in this document,
specifications of “proportion of the exercise pool” correspond to proportion of total student time
at a particular grade level that would be required if the entire grade-level pool could be
administered to a single individual, tempered by the understanding that the statistical efficiency
of different exercise formats may vary. It should not be taken to refer strictly to numbers of
exercises in different categories.

Knowledge

It is important that all students have an opportunity to consider the essential questions about
government and civil society that continue to challenge thoughtful people. Although there are
various ways of phrasing these questions, this specifications document follows the National
Standards for Civics and Government in organizing them in five major categories.

What follows is a general description, expressed in the form of questions, of the five broad
content areas that are to be assessed. A detailed summary of the content for each area by grade

NAEP Civics Assessment Specifications March 14, 1996


a. explain the meaning of economic rights as distinguished from personal
and political rights, e.g., the right to use money to buy personal
property as distinct from the right to donate money for political
campaigns

b. identify major documentary statements of economic rights—the
Declaration of Independence, the United States Constitution
including the Bill of Rights, state constitutions and bills of rights,
legislation, court decisions, and the common law

c. explain the importance to the individual and society of such economic
rights as the right to
1. acquire, use, transfer, and dispose of property
2. choose one’s work, change employment
3. join labor unions and professional associations
4. establish and operate a business
5. copyright and patent
6. enter into lawful contracts

d. explain how economic rights are secured by constitutional government
and by such means as the rule of law, checks and balances, an
independent judiciary, and a vigilant citizenry

e. evaluate the view that economic responsibilities follow from economic
rights

f. evaluate contemporary economic issues, e.g., economic growth,
minimum wages, consumer product safety, taxation, affirmative
action, eminent domain, zoning, copyright, patents

4. Evaluate, take, and defend positions on the relationships among personal,

political, and economic rights

a. explain the relationship between the economic right to acquire, use,
transfer, and dispose of property, and political rights

b. explain the relationship of economic rights such as the right to choose
one’s work, to change employment, and to join a labor union and
other lawful associations, and political rights

c. explain and give examples of situations in which personal, political, or
economic rights are in conflict

d. evaluate the argument that poverty, unemployment, and urban decay
serve to limit both political and economic rights

e. evaluate the argument that personal, political, and economic rights
reinforce each other

5. Evaluate, take, and defend positions on issues regarding the proper scope and
limits of rights

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4. fair, i-e., not biased against or for any individual or group
5. designed to protect individual rights and to promote the common
good
b. reproduce an existing law to be evaluated
c. draft rules for their schools or communities that meet the criteria for a
good or well-constructed rule or law

3. Evaluate, take, and defend positions on current issues tegarding judicial

protection of individual rights

a. explain the basic concept of due process of law, i-e., government must
use fair procedures to gather information and make decisions in
order to protect the rights of individuals and the interests of society

b. explain the importance to individuals and to society of major due
process protections
1, habeas corpus
2. presumption of innocence
3. fair notice
4. impartial tribunal
5. speedy and public trials
6. right to counsel
7, trial by jury
8. right against self-incrimination
9. protection against double jeopardy
10. right of appeal

c, explain why due process rights in administrative and legislative
procedures are essential for the protection of individual rights and
the maintenance of limited government, e.g., the right to adequate
notice of a hearing that may affect one’s interests, the tight to
counsel in legislative hearings

d. describe alternative means of conflict management and evaluate their
advantages and disadvantages, e.g., negotiation, mediation,
arbitration, and litigation

e. evaluate arguments about current issues regarding judicial protection of
the rights of individuals

F. How does the American political system provide for choice and opportunities
for participation?

1. Explain what is meant by the public agenda and how it is set
a. explain that the public agenda consists of those matters that occupy
public attention at any particular time, e.g., crime, health care,
education, economic growth, child care, environment

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Multiple-choice exercises will be of the conventional single correct option format with four
options. Short written answer items require a response varying in length from one or two words
or phrases to several sentences, while extended response items require the student to write one or
more paragraphs. Given the scope of objectives, the recommended percentages of total student
time to be spent on multiple-choice and open-ended exercises is described, by grade, in Table 4.

Grade : Exercise Type
Multiple-Choice Short Answer Extended Response
Four 60% 30% 10%
Eight 60% 30% 10%
Twelve 60% 30% 10%

To avoid an exercise-format effect, it is desirable to use all formats to test each of the content
areas being measured. To ensure a more authentic assessment for students, there should be a
combination of exercise response formats in each individual test booklet. In order to prevent
students from becoming confused when faced with multiple item formats, clear directions must
be given at the beginning of each test booklet. In addition, at the beginning of the assessment,
students should be guided through relevant sample item formats by the test administrators using
carefully scripted directions.

It is important for item developers to keep in mind that all of the exercise formats—multiple-
choice, short answer open-ended items, and extended response open-ended items—can be
constructed to require higher order thinking skills, and that all of the intellectual skills require
higher order thinking, as well. Therefore, all of the exercise formats suggested can and should be
used to measure the entire range of intellectual skills.

Multiple-Choice Items

Good multiple-choice items can be constructed to probe students’ ability to analyze and evaluate
facts and concepts in civics, and to assess their intellectual and participatory skill levels, as well
as to probe recall and comprehension. Both stand-alone multiple-choice questions and a series of
questions related to stimulus selections are acceptable. The stand-alone multiple-choice question
format may consist of a short phrase or sentence followed by four response options. In addition,
stand-alone multiple-choice questions may require students to read a brief excerpt or quotation,
interpret a chart, or evaluate the significance of a document. Other appropriate uses of multiple-

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should relate to students’ knowledge and understanding of participatory skills.
Civic Dispositions

Civic dispositions are traits of public and private character which are essential to the preservation
and improvement of American constitutional democracy. Civic dispositions develop slowly over
time as a result of what one learns and experiences in the home, school, community, and
organizations of civil society. These dispositions include becoming an independent member of
society; assuming the personal, political, and economic responsibilities of a citizen; respecting
individual worth and human dignity; participating in civic affairs in an informed, thoughtful and
effective manner; and promoting the healthy functioning of American constitutional democracy.

The scope of this assessment does not include the measurement of student attitudes or opinions,
but rather students’ understanding of the role and importance of these dispositions in our system
will be measured. In no way will students’ attitudes be measured, nor will their families’
positions or activities on political issues be addressed.

In the civics assessment exercise pool, approximately 10 to 15 percent of the testing time at each
grade level will be devoted to questions related to civic dispositions, usually in conjunction with
knowledge and intellectual skills. For example, students may be asked to describe the importance
of considering the rights and interests of others and of participating in civic affairs in an
informed, thoughtful and civil manner.

Context

Context refers to the arenas in which civic knowledge is acquired, civic skills are employed, and
civic dispositions are developed. Contexts in which students learn about civics include the home,
school, community, state, nation, and world. These contexts should be taken into account in any
assessment of civic knowledge. Learning and applying civic knowledge and skills begins in the
home and with early social interaction among friends, relatives, and members of the community.
This learning process continues in school as children interact with peers, teachers, school staff
members, and administrators, and learn about rules, accepted behaviors, and basic democratic
and constitutional principles and values. All of these contexts provide a venue for students to
learn about the formal and informal processes of government and civil society.

In developing assessment exercises, the emphasis allotted to differing contexts varies by grade
level. At all levels, a balance should be sought between instances involving formal governmental
structure and functions and the less formal manifestations of the organizations and relationships
which constitute civil society.

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Figure 1 (cont.): Organizing Questions and Content Summary for NAEP Civics
Assessment

Il. HOW DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION
EMBODY THE PURPOSES, VALUES, AND PRINCIPLES
OF AMERICAN DEMOCRACY?

Grade 4 Grade 8 . Grade 12
Meaning and importance of Distributing, sharing, and Distributing governmental
the United States limiting powers of the national power and preventing its abuse
Constitution government

Major responsibilities of the

Major responsibilities and Major responsibilities of national government

services of state national government for

governments domestic and foreign policy Constitutional status and major

responsibilities of state and

Major responsibilities and The federal system local governments

services of local

governments Organization and major Financing government through
responsibilities of state and taxation

Key leaders in local, state, local governments

and national governments ‘Law in American society and
Financing government through protection of individual rights

Contacting public officials taxation

and agencies The public agenda

Law in American society
Political communication:
Political communication television, radio, press, and
political persuasion
Political parties, interest
groups, and campaigns Political parties, interest groups,
campaigns, and elections
Voting and elections
Public opinion and behavior of

Civil society: the electorate
nongovernmental associations
and groups Civil society: nongovernmental

associations and groups
Forming and carrying out
public policy Forming and carrying out public
policy

Leaders in local, state, and
national governments: how to Leaders in local, state, and
monitor and influence them national governments: how to
monitor and influence them

ee ee

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d. explain how and why beliefs about the purposes and functions of the
national government have changed over time

e. evaluate the argument that separation of powers, checks and balances,
and judicial review tend to slow down the process of making and
enforcing laws, thus insuring better outcomes

f. evaluate current issues concerning representation, e.g., term limitations,
legislative districting, geographical and group representation

2. Evaluate, take, and defend positions on issues regarding the major
responsibilities of the national government for domestic and foreign policy
a. explain the major responsibilities of the national government for
domestic policy and how domestic policies affect people’s
everyday lives and communities

b. explain the major responsibilities of the national government for foreign
policy and how foreign policies, including trade policy and national
security, affect people’s everyday lives and communities

c. evaluate competing arguments about the proper role of government in
major areas of domestic and foreign policy, e.g., health care,
education, child care, regulation of business and industry, foreign
aid, intervention abroad

3. Evaluate, take, and defend positions on issues regarding how government

should raise money to pay for its operations and services

a. identify major sources of revenue for the national government, e.g.,
individual income taxes, social insurance receipts (Social Security
and Medicare), borrowing, taxes on corporations and businesses,
estate and excise taxes

b. identify major uses of tax revenues received by the national
government, e.g., direct payment to individuals (Social Security,
Medicaid, Medicare, Aid to Families with Dependent Children),
interstate highways, national defense, interest on the federal debt,
national parks

c. analyze provisions of the United States Constitution that authorize the
national government to collect taxes, i.e., Article I, Sections 7 and
8, Sixteenth Amendment

d. explain why there is often a tension between citizens’ desire for
government services and benefits and their unwillingness to pay
taxes for them

e. evaluate the equity of various kinds of taxes, such as income taxes, sales
taxes, property taxes, etc.

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b. explain the impact on American politics, both historically and at
present, of the racial, religious, socioeconomic, regional, ethnic,
and linguistic diversity of American society

c. explain alternative ideas about the function and value of unity and
diversity in American life both historically and at present

d. describe issues that have arisen from diversity and explain the means by
which some may be managed and explain why some conflicts may
persist unabated

e. explain the importance of adhering to constitutional values and
principles in managing conflicts over unity and diversity

Cc. What is American political culture?

1. Explain the importance of shared political and civic beliefs and values to the
maintenance of constitutional democracy in an increasingly diverse
American society
a. explain that shared political and civic beliefs and values define an

American citizen rather than ethnicity, race, religion, class,
language, gender, or national origin
b. explain the shared ideas and values of American political culture as set
forth in
1, basic documents such as the Declaration of Independence, the
United States Constitution and Bill of Rights

2. other sources such as The Federalist and Anti-federalist writings,
the Declaration of Sentiments of the Seneca Falls
Convention of 1848, Abraham Lincoln’s “Gettysburg
Address,” Woodrow Wilson’s “Fourteen Points,” Franklin
Roosevelt’s “Four Freedoms,” Martin Luther King’s
“Letter from the Birmingham Jail,” and landmark decisions
of the Supreme Court of the United States (Note: questions
about these documents should emphasize interpretation of
the document as it relates to the heading]

c. describe beliefs common to American political culture, such as the
belief in equality of opportunity; mistrust of power, as well as high
expectations of what elected officials and government should do;
the need to admit to faults or shortcomings in one’s society; and
the belief that one can individually and through collective effort
alleviate social, economic, or political problems

2. Describe the character of American political conflict and explain factors that
usually tend to prevent it or lower its intensity

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Allocation of Testing Time

The total examination time (length of test sitting) for each student will be 50 minutes, broken up
into two blocks of 25 minutes duration.

Review Process and Criteria
Civics Expert Review

In order to ensure the development of exercises (items) that adequately represent the content
domain and exhibit proper psychometric characteristics, as well as to construct an item pool that
will facilitate assessment scoring relative to the three achievement levels, it is important that
review by recognized experts in the field, competent in test construction and relevant content
areas of civics and government, be incorporated during the assessment development process.
Therefore, the development, field testing, and selection of the assessment items will be
monitored by an item development panel consisting of the Civics Consensus Planning and
Steering Committees, and teachers, civics educators, and other subject area experts. To ensure
congruence between the Framework and Specifications, and the civics item pool, policy of the
National Assessment Governing Board requires that a minimum of 20 percent of the item
development panel be comprised of consensus committee members.

After the test items have been developed, the item development panel will review the item pool
at each grade level to judge the items for congruence with the Framework and the Specifications
document on criteria such as grade level appropriateness, technical accuracy, content validity,
variety of item format, and appropriateness of classification labels that reference the items to the
assessment dimensions they purport to measure. In addition, reviewers will insure that the item
pool is balanced with respect to both the content and cognitive components, and that it is
representative of the essential ideas in content described in the achievement level definitions.

Exercises will be reviewed again after field testing as part of the process of selecting the items
that will appear in the operational assessment. Exercises with poor discrimination parameters
will be considered for elimination at this point, and any items that statistical evaluation reveals to
be technically flawed will be dropped. However, items will not be eliminated solely because of
their level of difficulty. A comprehensive range of item difficulties is to be maintained, and items
will not be ruled out because they are too easy or too hard. Such items that appear otherwise
technically sound may be retained if necessary to assure balance and coverage with respect to
content and cognitive components.

Bias Review

All items will be first screened for evidence of cultural or ideological bias, or lack of ethnic and

NAEP Civics Assessment Specifications March 14, 1996
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1, national, state, and local governments
2. branches and agencies of the national, state, and local
governments

d. explain how the federal system provides numerous opportunities for

citizens to hold their governments accountable

e. explain ways in which federalism is designed to protect individual rights

to life, liberty, and property and how it has at times made it
possible for states to deny the rights of certain groups, e.g., states’
rights and slavery, denial of suffrage to women and minority
groups

f. describe historical conflicts over the respective roles of national and

state governments and the importance of the Tenth Amendment

g. evaluate the respective roles of national and state governments in the

contemporary federal system.

How is the national government organized and what does it do?

1. Evaluate, take, and defend positions on issues regarding the purposes,
organization, and functions of the institutions of the national government
a. describe the purposes, organization, and functions of the three branches

of the national government

1. legislative, i.e., the Congress, composed of a House of
Representatives and a Senate, including their committees
and their respective staffs and most prominent auxiliary
agencies, e.g., the Congressional Budget Office, Library of
Congress

2. executive, including its most prominent agencies, e.g., State,
Defense, Health and Human Services, Justice, Education

3. judicial, including the Supreme Court of the United States and
the federal court system.

4. independent regulatory agencies, e.g., Federal Reserve Board,
Food and Drug Administration, Federal Communications
Commission

b. evaluate the extent to which each branch of the government reflects the

people’s sovereignty, e.g., Congress legislates on behalf of the
people, the president represents the people as a nation, the Supreme
Court acts on behalf of the people as a whole when it interprets
their Constitution

c. explain why certain provisions of the Constitution result in tensions

among the three branches of government, e.g., the power of the
purse, the power of impeachment, advice and consent, veto power,
judicial review

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d. explain why issues important to some groups and the nation do not
become a part of the public agenda

2. Evaluate, take, and defend positions about the role of public opinion in

American politics

a. explain the concept of public opinion and alternative views of the proper
role of public opinion in a democracy

b. explain how public opinion is measured, used in public debate, and
sometimes can be manipulated

c. evaluate ways that government and the media influence public opinion

d. evaluate the influence of public opinion on public policy and the
behavior of public officials

3. Evaluate, take, and defend positions on the influence of television, radio, the
press, and political persuasion on American political life
a. explain the meaning and importance of freedom of the press
b. evaluate the role of television, radio, the press, newsletters, and
emerging means of communication in American politics
c. compare and contrast various forms of political persuasion and discuss
the extent to which traditional forms have been replaced by
electronic media
d. explain how Congress, the president, and state and local public officials
use the media to communicate with the citizenry
e. evaluate historical and contemporary political communication using
such criteria as logical validity, factual accuracy, emotional appeal,
distorted evidence, appeals to bias or prejudice, e.g.,
1, speeches such as Lincoln’s “House Divided,” Sojourner Truth’s
“Ain’t 1a Woman?”, Chief Joseph’s “I Shall Fight No
More Forever,” Roosevelt’s “Four Freedoms,” Martin
Luther King Jr.’s “I Have a Dream”
2. government wartime information programs, campaign
advertisements
3. political cartoons

4. Evaluate, take, and defend positions about the roles of political parties,
campaigns, and elections in American politics
a. describe the origins and development of the two-party system in the
United States
b. evaluate the role of third parties in the United States
c. explain how and why American political parties differ from ideological
parties in other countries

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Analyzing the reasons or motivations for the use of emotional language,
€.g., pique public interest, spur action, gain support of sympathy
Comparing and contrasting, e.g., limited and unlimited governments,
legislative and judicial functions, shared powers and parliamentary
systems

Distinguishing between opinion and fact, e.g., belief that citizens cannot
influence public policy vs. available avenues through which citizens can
monitor and influence public policy

Distinguishing between means and ends, e.g., between trial by jury and
justice, taxation and public safety, foreign aid and national security
interests

Clarifying responsibilities, e.g., between personal and public
responsibilities, between elected officials and citizens

Interpreting the meaning or significance of events, ideas, phenomena, ¢.g.,
ratification of the Constitution, rule of law, impact of immigration

Evaluating, Taking, and Defending Positions

a Identifying strengths and weaknesses, e.g., of proposed rules, regulations,
or legislation

. Challenging ad hominem and other illogical arguments, e.g., name
calling, personal attacks, insinuation and innuendo, circular arguments

a Evaluating the validity of arguments, analogies, and data, e.g., source of
data, omission of data, logical cohesion, circularity of argument;
appropriate correspondence of analogies

. Citing evidence in support or rejection, e.g., reliability of evidence,
relevance of evidence, substantiation or contradiction of two or more kinds
of evidence

a Predicting probable consequences, e.g., reliability of predictions, degrees
of probability, comparability to past instances

2 Evaluating means and ends, e.g., means not conducive to ends, unethical
means and ends, ends that conflict with other desirable ends

. Assessing the costs and benefits of alternatives, e.g., numbers of people
positively or negatively affected, monetary costs vs. societal value

. Choosing a position from existing alternatives, e.g., analyzing existing
positions, judging positions using appropriate criteria

. Creating a novel position, e.g., extracting best ideas from alternatives,
combining elements in unique ways

. Defending a position, e.g., consistency with fundamental values and
principles, costs outweighed by benefits, best and least objectionable
among alternatives

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a. explain how the three opening words of the Preamble to the
Constitution, “We the People...,” embody the principle of the_
people as sovereign—the ultimate source of authority
b. explain how legislative, executive, and judicial powers are distributed
and shared among the three branches of the national government
1. legislative power—although primary legislative power lies with
Congress, it is shared with the other branches, e.g., the
executive branch can submit bills for consideration and can
establish regulations, the Supreme Court can interpret laws
and can declare them unconstitutional

2. executive power—although primary executive power is with the
executive branch, it is shared by the other branches, e.g.,
congressional committees have authority to review actions
of the executive branch, the Senate must approve
appointments and ratify treaties, the Supreme Court can
review actions of the executive branch and declare them
unconstitutional

3. judicial power—although primary judicial power is with the
federal judiciary, it is shared with other branches, e.g., the
president appoints federal judges, the Senate can approve or
refuse to confirm federal court appointees, the executive
branch can hold administrative hearings on compliance
with regulations and laws, Congress can “overtum” a
Supreme Court interpretation of a law by amending it

c. explain how each branch of government can check the powers of the
other branches
1. legislative branch has the power to

i. establish committees to oversee activities of the executive
branch
ii. impeach the president, other members of the executive
branch, and federal judges
iii. pass laws over the president’s veto by two-thirds
majority vote of both Houses
iv. disapprove appointments made by the president
v. propose amendments to the United States Constitution
2. executive branch has the power to
i. veto laws passed by Congress
ii. nominate members of the federal judiciary
3. judicial branch has the power to
i. overrule decisions made by lower courts
ii. declare laws made by Congress to be unconstitutional

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b. evaluate the contemporary roles of prominent associations and groups in
local, state, or national politics, e.g., AFL-CIO, National Education
Association, Chamber of Commerce, Common Cause, League of
Women Voters, American Medical Association, National Rifle
Association, Greenpeace, National Association for the
Advancement of Colored People (NAACP), Public Citizen, World
Wildlife Federation, American Legion, Farm Bureau

c. explain how and why Americans become members of associations and
groups

d. explain how individuals can participate in the political process through
membership in associations and groups

5. Explain how public policy is formed and carried out at local, state, and national

levels and what roles individuals can play in the process

a. clarify public policy and identify examples at local, state, and national
levels

b. describe how public policies are formed and implemented

c. explain how citizens can monitor and influence the formation and
implementation of public policies

d. explain why conflicts about values, principles, and interests may make
agreement difficult or impossible on certain issues of public policy,
e.g., affirmative action, gun control, environmental protection,
capital punishment, equal rights

IV. WHAT IS THE RELATIONSHIP OF THE UNITED STATES TO OTHER
NATIONS AND TO WORLD AFFAIRS?

A. How is the world organized politically?

1. Explain nation-states and how the world is organized politically
a. describe how the world is divided into nation-states that claim
sovereignty over a defined territory and jurisdiction over everyone
within it
b. explain why there is no political organization at the international level
with power comparable to that of the nation-state

2. Explain how nation-states interact with each other
a. describe the most important means nation-states use to interact with one
another
1, trade
2. diplomacy
3. treaties and agreements

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Fourth Grade Basic

Students should be able to:

= Explain what government is and describe what governments do

= Explain the purposes of rules and laws in the school and the community

TM Recognize the difference between power and authority

= Explain that Americans are united by commonly held values, principles, and beliefs

TM Describe the many forms of diversity in American society

TM Identify peaceful means for managing conflict

TM Describe important services that local, state, and national governments provide

TM Recognize the U.S. Constitution as the basis for American government

= Explain that the world is divided into many nations

= Explain how and why laws can provide order, predictability, and security

= Explain the importance of limited government

= Define what a citizen is

= Distinguish between rights and responsibilities of citizens

® Identify ways students can participate in the governance of their school and community

TM Identify the qualities of a good leader, choose a classroom or school leaders, and
defend their choice

® Explain which level of government they should contact to express their opinions or to
get help with specific problems

Fourth Grade Proficient

Students should be able to do what is expected of students at the fourth grade basic level and to
do the following:
® Explain the importance of government in the classroom, school, community, and state
TM Assess the strengths and weaknesses of a school rule or a law
= Explain how the rule of law protects individual rights and the common good
= Explain how politics helps people make decisions about the ways they live together
= Explain ways groups in schools and communities can manage conflict peacefully
= Explain what the national government is and what it does
= Explain how holidays and symbols (e.g. flag, Statue of Liberty) reflect common
American values
= Evaluate, take, and defend a position on why it is important for people to participate in
government
TM Identify heads of the executive branches of their local, state, and national governments
TM Describe ways in which nations interact with one another and try to resolve problems
= Explain that students are citizens of their classroom, community, state, and nation
TM Describe the rights and responsibilities of a citizen

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[on How are state and local governments organized and what do they do?

1, Evaluate, take, and defend positions on issues regarding the proper relationship
between the national government and the state and local governments
a. describe similarities and differences between students’ state
constitutions and the federal constitution [Note: because there are
50 state constitutions, test items need to be on a general level]
b. describe the limits the United States Constitution places on the powers
of the states, e.g., coining money, prohibitions against impairing
interstate commerce, making treaties with foreign governments,
restrictions imposed by the Fourteenth Amendment and the Bill of
Rights through the process of incorporation
c. describe the limits the United States Constitution places on the powers
of the national government over state governments, e.g., the
national government cannot abolish a state, the Tenth Amendment
to the Constitution reserves certain powers to the states
d. identify powers most commonly associated with state governments
1, reserved powers—powers not delegated to the national
government or prohibited to states by the United States
Constitution, e.g., legislation regarding public safety,
marriage and divorce; education; the conduct of elections;
chartering regional and local governments; licensing
drivers, businesses, and professions

2. concurrent powers—powers jointly held with the national
government, e.g., legislating taxation, regulating trade and
industry, borrowing money, maintaining courts, protecting
the environment

e. evaluate changes that have taken place in the relationship between state
and local governments and the national government

f. evaluate the argument that state and local governments provide
significant opportunities for experimentation and innovation

2. Evaluate, take, and defend positions on issues regarding the relationships
between state and local governments and citizen access to those
governments
a. describe how state and local governments are organized, e.g., the

organization of legislative, executive, and judicial functions at state
and local levels
b. evaluate the relationship between state and local governments

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= Evaluate, take, and defend positions on issues relating to public policy in which
fundamental values and principles are in conflict

= Evaluate, take, and defend positions on foreign policy issues in light of American
national interests, values, and principles

= Evaluate ways and means that citizens can monitor and influence local, state, and
national governments

Twelfth Grade Advanced

Students should be able to do what is expected of students at the twelfth grade proficient level,
and to do the following:

TM Describe the characteristics and predict the probable consequences of alternative
electoral and political systems

TM Describe the major characteristics of parliamentary systems and systems based on
shared powers among the three branches of government

TM Compare the advantages and disadvantages of confederal, federal, and unitary systems
of government

TM Assess the costs and benefits of alternative forms of constitutional democracy

TM Describe how domestic and foreign policies are made and carried out

= Compare the distinctive characteristics of American society and its political culture
with that of other countries

= Evaluate, take, and defend positions on current foreign policy issues in light of
American national interests, values, and principles

= Explain how citizens interact and monitor public policy and how they can work
individually and collectively to influence public policy

TM Evaluate historical and contemporary political communication using such criteria as
logical validity, factual accuracy, and emotional appeal

TM Identify, explain, and evaluate historical and contemporary efforts to narrow the gap
between American ideals and reality through individual, social, and political action

TM Evaluate, take, and defend positions about the functions of political leadership and the
importance of public service in American democracy

= Explain and evaluate ethical dilemmas that might confront political leaders

Exercise Format Specifications

For the 1998 NAEP civics assessment, each exercise will contain a specific stimulus selected
from a variety of materials, and one of three response modes.

Stimulus Materials

In the development of all types of test items, it is important to control the stimulus tightly. Item

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B. Interaction among nations
1. Explain how nations interact through

a. trade, e.g., buying and selling manufactured and agricultural goods

b. diplomacy, e.g., representatives of nations meeting, trying to find ways
to solve problems peacefully

c. cultural contacts, e.g., tours of musical groups; exchanges of students
and teachers; art exhibits

d. treaties and agreements, e.g., agreements to cooperate to protect the
environment

e. use of the military, e.g., war, peacekeeping

2. Explain some reasons why there are conflicts among nations, e.g., aggression,
land disputes, religious and ethnic differences, scarce resources, misuses
of power

C. Importance of peaceful resolution of international conflicts

1. Explain how nations benefit when they try to resolve problems peacefully, e.g.,
Promoting trade to improve peoples’ standard of living, promoting peace
to save human lives, protecting the environment, exchanging medical and
scientific knowledge, exchanging students and teachers

v. WHAT ARE THE ROLES OF THE CITIZEN IN AMERICAN DEMOCRACY?
A. Meaning of citizenship; becoming a citizen

1. Explain that people become citizens of the United States by birth or
naturalization

2. Define a citizen as a person who has special rights (e.g., the right to vote and to
hold public office), and certain responsibilities, (e.g., voting, serving on
juries)

3. Recognize that there are persons living in the United States who are not citizens

4. Explain that both citizens and non-citizens are required to obey the law, pay
taxes, and are afforded protection under the Constitution

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iv. checks and balances
v. individual rights
vi. separation of church and state
vii. federalism
viii. civilian control of the military
c. identify the fundamental values and principles expressed in basic
documents, significant political speeches and writings, and the
individual and group actions that embody them
d. explain how the institutions of government reflect fundamental values
and principles, e.g., justice, equality, the common good, popular
sovereignty, checks and balances
e. explain the interdependence among certain values and principles, e.g.,
liberty and equality
f. explain the significance of fundamental values and principles for the
individual and society

4, Evaluate, take, and defend positions on issues in which fundamental values and

principles may be in conflict

a. describe historical and contemporary issues which involve conflicts
among fundamental values and principles and explain how these
conflicts might be resolved
1, liberty and equality
2. liberty and authority
3. individual rights and the common good

b. explain why people may agree on values or principles in the abstract but
disagree when they are applied to specific issues, e.g., the right to
life and capital punishment

5, Evaluate, take, and defend positions about issues concerning the disparities

between American ideals and realities

a. explain the importance of Americans’ establishing ideals in political life
and their insistence on comparing current practices. with these
ideals

b. explain, using historical and contemporary examples, discrepancies
between American ideals and the realities of American social and
political life, e.g., the ideal of equal opportunity and the reality of
unfair discrimination

c. describe historical and contemporary efforts to reduce discrepancies
between ideals and reality in American public life, e.g.,
abolitionists; suffrage, labor and civil rights movements; civil
rights legislation and enforcement

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those goals. Taking a position refers to using criteria or standards to arrive at a position one
can support by selecting from existing positions or creating a novel one. Defending a position
refers to advancing arguments and offering evidence in favor of one’s position and responding
to or taking into account arguments opposed to one’s position.

Figure 2 gives an illustrative summary of the intellectual skills to be assessed. A more complete
description of this summary, with illustrative examples for each skill, is found in Appendix B.

Figure 2: NAEP Civics Assessment—Intellectual Skills

IDENTIFYING AND EXPLAINING AND EVALUATING, TAKING,
DESCRIBING ANALYZING AND
DEFENDING A POSITION
Defining key terms Explaining how something m = Identifying strengths and
works weaknesses
Making distinctions
Explaining causes and =~ Challenging ad hominem
Identifying individuals, effects of events and arguments
symbols, institutions phenomena
TM Questioning the validity
Identifying-ideas and concepts Comparing and contrasting of arguments, data, and
analogies
Identifying emotional language Analyzing reasons for acts,
and symbols occurrences, and trends = — Citing evidence in
support or rejection of
Describing functions and Distinguishing between fact ideas, positions
processes and opinion
= Predicting probable
Determining origins Distinguishing between consequences
means and ends
Describing attributes or = Critiquing means and
characteristics Clarifying meaning and ends
relationships
Classifying by attributes @ Assessing costs and
Clarifying responsibilities benefits of alternatives
Describing trends
Interpreting the meaning or =~ Choosing a position from
significance of events, ideas, existing alternatives
and phenomena
=~ Creating a novel position
= ~~ Defending a position
= Responding to opposing
arguments

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March 14, 1996


Fourth Grade Advanced

Students should be able to do what is expected of students at the fourth grade proficient level,
and to do the following:
= Explain the meaning of citizenship in the United States
= Evaluate, take, and defend positions on the purposes government should serve
= Explain sources of authority
= Describe how government makes it possible for people to work together to accomplish
goals they could not achieve alone
TM Identify the costs and benefits of unity and diversity
= Explain why it is important that citizens hold in common the values and principles
expressed in the nation’s core documents
® Explain ways in which citizens can monitor their governments and why it is important
for them to do so
= Explain how nations benefit when they resolve conflicts peacefully
= Evaluate, take, and defend a position on why fulfilling one’s civic responsibilities is
important
= Evaluate, take, and defend a position on an issue involving a conflict between
individual rights and the common good
= Explain the major difference between limited and unlimited government

Eighth Grade Basic

Students should be able to do what is expected of students at the fourth grade advanced level, and
to do the following:
® Distinguish between a subject and a citizen
= Explain the meaning of citizenship in the United States
= Identify and describe the essential characteristics of government, politics, the rule of
law, and constitutions
= Evaluate competing ideas about the purposes of government
TM Describe the major characteristics of systems of shared powers and of parliamentary
systems
= Explain the advantages and disadvantages of confederal, federal, and unitary systems
of government
@ Identify and describe fundamental principles and values in core American
documents of the founding era such as the Declaration of Independence and the U.S.
Constitution, including the Bill of Rights and other amendments
= Explain which level of government they should contact to express their opinions or to
get help with specific problems
= Explain the costs and benefits of unity and diversity using contemporary and
historical examples

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11. individualism

12. work ethic

13. market economy

14. relative social equality

15. universal public education

2. Evaluate, take, and defend positions on the importance of voluntarism in

American society

a. explain factors that have inclined Americans toward voluntarism, e.g.,
colonial conditions, frontier traditions, religious beliefs

b. identify services that religious, charitable, and civic groups provide in
their own community, e.g., health, child, and elderly care; disaster
relief; counseling; tutoring; basic needs such as food, clothing,
shelter

c. identify opportunities for individuals to volunteer in their own schools
and communities

3. Evaluate, take, and defend positions on the costs and benefits of diversity in

American life

a. identify the many forms of diversity in American society, e.g., regional.
linguistic, racial, religious, ethnic, socioeconomic

b. explain how diversity can be desirable and beneficial, e.g., increases
choice, fosters a variety of viewpoints, encourages cultural
creativity

c. explain why conflicts have arisen from diversity, using historical and
contemporary examples, e.g., North/South conflict; conflict about
land, suffrage, and other rights of Native Americans;
Catholic/Protestant conflicts in the nineteenth century; conflict
about civil rights of minorities and women; present day ethnic
conflict in urban settings

d. evaluate ways conflicts about diversity can be resolved in a peaceful
manner that respects individual rights and promotes the common
good

Cc. What is American political culture?

1. Explain American identity and the importance of shared political values and
principles to American society
a. explain that an American’s political identity stems from belief in and
allegiance to shared political values and principles rather than from
ethnicity, race, religion, class, birth language, or national origin,
which determine identity in many other nations

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9. civic mindedness—paying attention to and having concern for
public affairs

10. compassion—having concern for the well-being of others,
especially for the less fortunate

11. patriotism—being loyal to the values and principles underlying
American constitutional democracy, as distinguished from
jingoism and chauvinism

12. courage—the strength to stand up for one’s convictions, when
conscience demands

13. tolerance of ambiguity—the ability to accept uncertainties that
arise, e.g., from insufficient knowledge or understanding of
complex issues or from tension among fundamental values
and principles

E. How can citizens take part in civic life?

1. Evaluate, take and defend positions on the relationship between politics and the
attainment of individual and public goals
a. explain the relationship of individual participation in the political
process to the realization of the fundamental values of American
constitutional democracy
b. explain the relationship between participation in the political process
and the attainment of individual and collective goals

2. Explain the difference between political and social participation
a. explain what distinguishes participation in government and political life
from nonpolitical participation in civil society and private life, e.g.,
participating in a campaign to change laws regulating nursing
homes as opposed to volunteering to work in a nursing home
b. evaluate the importance of both political and social participation to
American constitutional democracy

3, Evaluate, take, and defend positions about the means that citizens should use
(forms of political participation) to monitor and influence the formation
and implementation of public policy
a. describe the many ways citizens can participate in the political process
at local, state, and national levels

b. describe historical and current examples of citizen movements seeking
to expand liberty, to insure the equal rights of all citizens, and/or to
realize other values fundamental to American constitutional
democracy, such as the suffrage and civil rights movements

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APPENDIX B

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can be found in Appendix A.
I. What Are Civic Life, Politics, and Government?

Citizens need to understand civic life, politics, government, and civil society so that they can
make informed judgments about what government should and should not do, how they are to live
their lives together, and how they can support the proper use of authority or combat the abuse of
political power.

Civic life is the public life of citizens concerned with affairs of the community and nation as
contrasted with private or personal life, which is devoted to the pursuit of private and personal
satisfactions. Politics is a process by which people reach collective decisions that are generally
regarded as binding and enforced as common policy. Government may be described as the formal
institutions and processes of a politically organized society with authority to make, enforce, and
interpret laws and other binding rules about matters of common interest and concern, such as
society’s order, security, and prosperity. The term government also refers to the group of people,
acting in formal political institutions at national, state, and local levels, who exercise decision-
making power or enforce laws and regulations. Some parts of government, such as Congress,
state legislatures, and city councils make laws; other parts, including federal, state, and local
agencies such as taxation authorities and police, enforce laws; and still others, such as federal and
State courts, intefpret laws and other rules. Civil society refers to voluntary non-governmental
political, social, and economic activity. Among the many non-governmental actors who make up
civil society are groups such as parent-teacher and professional associations, labor unions,
religious organizations, and youth groups. The governmental and non-governmental realms
sometimes overlap. Thus, one of the responsibilities of citizens is to distinguish the appropriate
and inappropriate influence of one upon the other.

At the early elementary level, students may begin to understand government and civil society by
analogy with the governance of the family and school. As they progress through school, their
knowledge and understanding of civic life, politics, and government should increase and deepen.

II. What Are the Foundations of the American Political System?

The American political system is based upon the values and principles of constitutional
democracy expressed in such fundamental American documents as the Declaration of
Independence, the U.S. Constitution including the Bill of Rights, the Virginia Statute for
Religious Freedom, the Federalist Papers, and Antifederalist writings. Other documents which
express and elaborate upon the values and principles of the founding documents include the
Seneca Falls Declaration of Sentiments and Resolutions, Martin Luther King’s Letter from
Birmingham City Jail, and landmark U.S. Supreme Court decisions. Such fundamental
expressions of American principles and values are important for students to understand for

NAEP Civics Assessment Specifications March 14, 1996


1. explain that the term “liberal” has its historical roots in the ideas
of liberalism that emerged in the seventeenth century and
developed during the eighteenth-century Enlightenment

2. explain the relationship between liberalism and the Protestant
Reformation and the rise of market economies and free
enterprise

3. explain that the central idea of liberalism is a belief that the
individual has rights which exist independently of
government and which ought to be protected by and against
government

4. explain the difference between the use of the term “liberal” when
it is referring to the American form of government and the
use of the terms “liberal” and “conservative” in referring to
positions on the spectrum of American politics

b. explain that the term “democracy” is derived from the Greek word for

“rule by the people”

1. explain that the central focus of democracy is that the people are
the source of authority for government and how that idea is
related to free elections and widespread participation

2. explain the difference between the use of the term “democratic”
to refer to the American form of government and the use of
the term to refer to the Democratic Party in the United
States

c. explain how the basic premises of liberalism and democracy are joined
in the Declaration of Independence, where they are stated as

“self-evident Truths,” ie.,

1, “all men are created equal”

2. “they are endowed...with certain unalienable rights”

3. governments are artificial—they “are instituted among men”

4. people have a right to create a government to protect their rights

5. governments are established for the limited purposes of securing
individual rights

6. authority is derived from consent of the governed

7. people have the right to alter or abolish government when it fails
to fulfill its purposes

2. Explain how and why ideas of classical republicanism are reflected in the
values and principles of American constitutional democracy
a. define a “republic” as a state in which the citizenry as a whole is
considered sovereign but which is governed by elected
representatives rather than directly by the people, as in direct
democracy

NAEP Civics Assessment Specifications March 14, 1996

94


children are also aware of major national and international events, thanks to the ubiquitousness
of television. In grades eight and twelve, the context should include a broader understanding of
the state and nation, as well as of international affairs. At all levels, a balance should be sought
between instances involving formal governmental structure and functions and the less formal
manifestations of the organizations and relationships which constitute civil society.

NAEP Civics Assessment Specifications March 14, 1996
39


c. explain how the policies of state and local governments provide citizens
ways to monitor and influence their actions and hold members of
government accountable, e.g., requirements of fair and public
notice of meetings, meetings of government agencies must be open
to the public, public trials, provision of opportunities for citizens to
be heard

3. Identify the major responsibilities of their state and local governments and

evaluate how well they are being fulfilled

a. identify the major responsibilities of state and local governments and
explain how those governments affect their lives

b. identify the major sources of revenue for state and local governments,
€.g., property, sales, and income taxes; fees and licenses; taxes on
corporations and businesses; inheritance taxes

c. evaluate the equity of major sources of revenue for state and local
governments

D. What is the place of law in the American constitutional system?

1. Evaluate, take, and defend positions on the role and importance of law in the
: American political system
a. explain why the rule of law has a central place in American society, e.g.,

1, establishes limits on both those who govern and the governed

2. makes possible a system of ordered liberty that protects the basic
rights of citizens

3. promotes the common good

b. describe historical and contemporary events and practices that illustrate

the central place of the rule of law, e.g.,

1. events, e.g., U.S. Supreme Court cases such as Marbury v.
Madison, Brown v. Board of Education, U.S. v. Nixon

2. practices, e.g., submitting bills to legal counsel to insure
congressional compliance with constitutional limitations,
higher court review of lower court compliance with the law,
executive branch compliance with laws enacted by
Congress

c. describe historical and contemporary events and practices that illustrate

the absence or breakdown of the rule of law, e.g.,

1. events, e.g., vigilantism in the early West; Ku Klux Klan attacks;
urban riots; corruption in government, business, and
unions; organized crime

2. practices, e.g., illegal searches and seizures, bribery, interfering
with the right to vote

NAEP Civics Assessment Specifications March 14, 1996

101


1. Describe power without authority as the ability to direct or control something or
someone _

2. Describe authority as power that is given to people by custom, law, election or
appointment

3. Identify examples of authority in family, school, community, and nation, e.g.,
the authority of teachers and administrators to make rules for schools, the
authority of a crossing guard to direct traffic, the authority of the president
to command the armed forces

4. Identify examples of power without authority, e.g., a neighborhood bully
forcing younger children to give up their lunch money, a robber holding up
a bank

5. Distinguish between power and authority in the family, classroom, and
community

Cc. Necessity and purposes of government

Note: An understanding of the basic things governments do may be developed by an examination of how
schools and local communities make, carry out, enforce, and manage conflicts over rules and laws.
Understanding at the school and community level provides a basis for understanding how similar functions
of government are carried out at state and national levels.

1. Explain why government is necessary using examples from the classroom,
school, community, state, and nation, and the basic purposes of
government in the United States
a. to make laws that establish schools, provide health services, and require
licenses for drivers

b. to carry out laws that provide for crossing guards at schools, build and
maintain highways, conduct immunization programs

c. to enforce laws that require people to obey traffic, health, child labor,
and sanitation laws

d. to manage conflicts so that disputes between people can be settled
peacefully

€. to provide for the defense of the nation

2. Explain that the basic purposes of government in the United States are to
protect the rights of individuals and to promote the common good

3. Explain that government makes it possible for people working together to
accomplish goals they could not achieve alone

NAEP Civics Assessment Specifications March 14, 1996