physically hurt for giving his opinion. Her host family explained that nothing would happen to him. On this newscast, the reporters spoke on many topics and again Sophia seemed puzzled. She asked her host family, 'How can all of this be allowed: reporters following a leader, stopping construction, different religions but no state religion, and people giving their own opinions on television?' Instructions Over the next several weeks you will conduct research to determine the answer to Sofia's question. These are the steps to be completed. 1. Your teacher will assist the class in constructing a survey. This survey will attempt to capture the following information: Gender Age Religion Race Questions that will enable you to determine if the person answering the survey knows the rights guaranteed in the First Amendment Questions that will enable you to determine why that person believes the rights guaranteed in the First Amendment are important. (You may have to inform them of those rights. Make sure you document this if you do so.) 2. Obtain 40 copies of the survey. 3. Survey 20 adults. For example, you might request permission from a business to survey their patrons. Attempt to survey people from different age groups, sex, and race. 4. Ask 20 students to complete the survey. 5. After completing your survey, analyze the results. Design four graphs using the data you have gathered. You should have a graph comparing responses on the basis of different factors (i.e., race, sex, age, religion). 6. Write a paper that answers Sofia's questions. You should be able to present evidence from your survey that answers the questions. You should provide a comparative examination of this data and hypothesize as to the reasons why your results may be true. Make sure you cite examples using the data gathered and used in the graphs. Module: 304 Item: Task Descriptor: The Right to Peaceably Assemble Scoring Criteria
document during the conflict. The logic is very sophisticated. Despite the peculiar approach employed in footnoting the varied sources consulted, the overall treatment of the subject demonstrates superior understanding. (Item#:319-06) 44. Introduction Table 1 Presidential Vetoes: 1789-1996 Time Period President Regular Vetoes Pocket Vetoes Total Vetoes Vetoes Overridden 1789-1797 George Washington 2 0 2 0 1797-1801 John Adams 0 0 0 0 1801-1809 Thomas Jefferson 0 0 0 0 1809-1817 James Madison 5 2 7 0 1817-1826 James Monroe 1 0 1 0 1825-1829 John Q. Adams 0 0 0 0 1829-1837 Andrew Jackson 5 7 12 0 1837-1841 Martin Van Buren 0 1 1 0 1841-1841 W. H. Harrison 0 0 0 0 1841-1845 John Tyler 8 4 10 1 1845-1849 James K. Polk 2 1 3 0 1849-1850 Zachary Taylor 0 0 0 0 1850-1853 Millard Fillmore 0 0 0 0 1853-1857 Franklin Pierce 9 0 9 5 1857-1861 James Buchanan 4 3 7 0 1861-1865 Abraham Lincoln 2 5 7 0 1865-1869 Andrew Johnson 21 8 29 15 1869-1877 Ulysses S. Grant 45 48 93 4 1877-1881 Rutherford B. Hayes 12 1 13 1 1881-1881 James A. Garfield 0 0 0 0
Score 2: This response demonstrates an understanding of the informal limits on a president's power. Although the examples provided are not among the anticipated responses, citing the low salary and unspoken marriage requirement exhibits an insight on the presidency; the response demonstrates understanding. (Item#:317-05) 69. Suppose that the president has proposed establishing "citizenship boot camps" for all young people between the ages of 15 and 17. These camps would last for three weeks during the summer and attendance would be required. They would cost approximately $35 million per year, but the president thinks the improved citizenship they would promote would be worth the expense. Write an essay that identifies and explains two actions the legislature could take and two actions the judiciary could take to stop this presidential action. Be sure that your suggestions are based on constitutional powers afforded each branch of government. Module: 317 Item: 5 Descriptor: Separation of Powers Scoring Criteria Scores are based on the student's ability to: Identify two judicial challenges and two legislative actions that can be taken in response to a hypothetical example of the abuse of executive power. A proficient response will demonstrate an understanding of appropriate legislative and judicial actions that could be taken in response to executive misuse of authority. The student should provide two examples for each. The examples should demonstrate an awareness of checks and balances relative to the extent and limitations of authority. For example: Some judicial challenges: Lawsuits can be filed, claiming infringement on civil rights. Judicial review can be used to assess the constitutionality of such a program. Some legislative challenges: Congress can elect not to fund the camps. (Congress must authorize government spending.) Congress can fail to introduce or pass the legislation necessary to establish the camps. (Only Congress, not the president, may introduce establishing legislation.) Congress may change and pass the proposal, resulting in a presidential veto. That veto can be overridden. (The changed legislation would be law, not be president’s proposal.)