AP GOVERNMENT AND POLITICS: UNITED STATES 1999 SCORING GUIDELINES...

AP® GOVERNMENT AND POLITICS: UNITED STATES

1999 SCORING GUIDELINES

Copyright 2001 by College Entrance Examination Board. All rights reserved.

Advanced Placement Program and AP are registered trademarks of the College Entrance Examination Board.

2

Question 1 !

8 total points possible on this question.

Two ways MEDIA have contributed to candidate-centered presidential

campaigns:

1 point — each identification of a way in which the media have

contributed to candidate-centered presidential campaigns (maximum of 2

points)

Note: Must be some linkage to candidate-centered campaigns

1 point — explanation of each way in which the media have contributed to

candidate-centered presidential campaigns (maximum of 2 points)

The following are some acceptable ways that the MEDIA contribute to

candidate-centered campaigns:

• Coverage of background of candidate

• Image-centered coverage/ personality

• Talk shows, TV debates

• Horserace, reporting polls

• Candidate sound bites

• De-emphasizing party

• Feeding frenzy

• Coverage of convention

• Investigative reporting/ scandals

• Focus on candidate gaffes

Two ways presidential CANDIDATES’ use of the media has contributed to

candidate-centered campaigns:

1 point — each identification of a way in which the candidates’use of the

media has contributed to candidate-centered campaigns (maximum of 2

points)

NOTE: Must be some linkage to candidate-centered campaigns

1 point — explanation of each way in which the candidates’use of the

media has contributed to candidate-centered campaigns (maximum of 2

points)





3

Question 1 (cont.)

!

The following are some acceptable ways that CANDIDATES' use of the

media has contributed to candidate-centered campaigns:

• Negative commercials/mudslinging

• Attention-getting: public appearances to enhance public attention

to individual qualities; timing of candidate activities to make free

news coverage

• Seeking contributions

• Leaking information

• Image building : positive ads; hiring consultants; TV debates that

focus on individual appearance/qualities; getting on talk shows

• Candidate creating choreographed opportunities

• Use of Internet to disseminate information

• Sound bites

Score of zero (0) for relevant attempted answer that earns no points

Score of dash (—) for blank or off-task answer .

!

!

!

!





4

Question 2 !

7 total points possible on this question.

The student must identify the national interest group he/she is discussing.

a. 1 point total for a correct identification of a national policymaking institution

that the selected group would target

• The President

• The Legislature (give credit for identifying either the House or the

Senate)

• The Judiciary

• The Bureaucracy or a specific agency

If student identifies a specific agency it should be clearly and

substantively connected to the interest group, e.g., AARP focuses

on Social Security Administration, Medicare portion of HHS, FDA

and specific health remedy. AMA might focus on the FDA or the

Dept of HHS. NAACP might focus on the Dept. of Justice Civil

Rights Division or the EEOC. NAM focuses on FTC, Dept of

Commerce, Transportation, Labor (OSHA)

Note: Incorrect answer is a non-national institution or non-policymaking

institution.

b. 3 points total

• 1 point for identifying a characteristic or resource of the selected

group. All that is required here is an identification of a relevant

characteristic or resource of the group.

Note: Candidate may receive one point here without earning the

point in (a).





5

Question 2 (cont.)

!

• 2 points (maximum) for explaining how the characteristic or

resource identified influences the choice of the policymaking

institution targeted.

No points are awarded if a student did not earn the point in (a)

for identifying the targeted institution.

1 point for only a general explanation that provides some

linkage of the characteristic or resource to the choice of target

institution.

2 points for a specific or full explanation that describes HOW

the characteristic or resource influences the choice of target.

c. 3 points total

• 1 point for identifying a second characteristic or resource of the

selected group. All that is required here is an identification of a

relevant characteristic or resource of the group.

Note: Candidate may receive one point here without earning the

point in (a).

• 2 points (maximum) for explaining how the second characteristic

or resource identified influences the choice of the policymaking

institution targeted.

No points are awarded if a student did not earn the point in (a)

for identifying the targeted institution.

1 point for only a general explanation that provides some

linkage of the characteristic or resource to the choice of target

institution.

2 points for a specific or full explanation that describes HOW

the characteristic or resource influences the choice of target.

Score of zero (0) for relevant attempted answer that earns no points

Score of dash (—) for blank or off-task answer

!

Attempts to answer question but earns no points: scored as zero (0)Blank or off-task: scored as a dash ( - )

2000 AP Comparative Government & Politics Question 3 Scoring Guidelines

9 POINTS TOTAL

Note that this map deals with the PRESIDENTIAL election – and A and B ask for explain ofsupport for presidential candidate, not Congress, governor, etc.

1 point for correctly identifying BOTH a Democratic region and a Republican region.

For strong Democratic support: regions 1, 4, 6 onlyFor strong Republican support: region 3 only

Part A: 4 points total Support for Democratic candidate:Identify first factor that contributes to Democratic support (1 point)Explain first factor -- student must answer the question “why?” or “how?”(1 point)

Identify second factor that contributes to Democratic support (1 point)Explain second factor -- student must answer the question “why?” or “how?” (1 point)

Possible Democratic factors include:! Unions/labor! Race/ethnicity! Urban areas! Tradition of Democratic support (does not apply to Region 1)! Liberal! Environmental concerns

Part B: 4 points total Support for Republican candidate:Identify first factor that contributes to Republican support (1 point)Explain first factor -- student must answer the question “why?” or “how?” (1 point)

Identify second factor that contributes to Republican support (1 point)Explain second factor -- student must answer the question “why?” or “how?” (1 point)

Possible Republican factors include:! Non-union! Rural/less urban! Tradition of Republican support! Conservative! Strong Christian/Protestant/Fundamentalist

Region 3: just saying that Dole is from Kansas or Bush is from Texas is not enough for ID unlessexplained in terms of the region

2000 AP Comparative Government & Politics Question 4 Scoring Guidelines

6 POINTS TOTAL

Obstacle 1 One point for descriptionOne point for elaborating the obstacleOne point for explicit linkage to how/why obstacle restricts enactment of finance reform

TOTAL POSSIBLE POINTS FOR OBSTACLE 1: Three (3)

Obstacle 2 One point for descriptionOne point for elaborating the obstacleOne point for explicit linkage to how/why obstacle restricts enactment of finance reform

TOTAL POSSIBLE POINTS FOR OBSTACLE 2: Three (3)Attempts to answer question but earns no points: scored as zero (0)Blank or off-task: scored as a dash (– )

OBSTACLES PERMITTED:

• Buckley v. Valeo (1976)Description: Supreme Court struck down certain campaign donation limits and spending limits as violation offree expression provisions of 1st Amendment

Explanation:! Contributing to one’s own campaign, contributing to parties for party building, and spending money

independently of a campaign are forms of protected free expression.! A constitutional amendment is required to limit free expression, not a more easily enacted statute.

• Soft MoneyDescription: unregulated donations to political parties for party activities/party building; usually spent in thestates to aid candidates indirectly in various ways

Explanation:! Both parties benefit from soft money, so partisan members of Congress and presidents have little incentive to

regulate this resource; there is no critical policy-making mass for reform! Interest groups are often the contributors of these funds, perceive benefits from their use, and have no

incentive to urge office seekers or incumbents with whom they have a relationship to regulate these monies.

• IncumbencyDescription: an office holder who is pursuing reelection

Explanation:! Incumbents benefit most from existing campaign finance laws! Incumbents have a high probability of re-election and thus attract more donations than challengers, which

gives them a desirable advantage in re-election contests.! Incumbents know the consequences of current policy, find them favorable, and realize that changes may

created unanticipated negative consequences for themselves.

NOTES: (1) This discussion is necessarily set in the context of federal elections (presidency and Congress).(2) One or both points may be earned for the explanation without earning the description point, although

earning one such point will likely be unusual, and two points rare.(3) Independent expenditures are NOT considered soft money

AP® UNITED STATES GOVERNMENT AND POLITICS 2002 SCORING GUIDELINES

Copyright © 2002 by College Entrance Examination Board. All rights reserved. Advanced Placement Program and AP are registered trademarks of the College Entrance Examination Board.

6

Question 4

8 points total Part A: 4 points possible Part B: 4 points possible Part A: 4 points possible:

• 1 point for each of 2 factors identified • 1 point for each of 2 factors explained (explanation must address the “how”)

Contributing factors:

• larger electorate (increasing voter base – drop in voting age, minorities enfranchised, population increase)

• less party mobilization • more mobile population • demographic changes; as minority groups/young people increase proportionally in the population,

voting turnout declines • de-alignment (less party identification) • rising cynicism – people don’t vote because, e.g., they don’t see a difference between candidates/

declining trust in government • apathy (“too busy” comes under apathy) • loss of efficacy (sense that vote doesn’t matter)

[cynicism, efficacy, apathy not counted separately unless made clearly distinct in explanation – higher threshold]


Copyright © 2002 by College Entrance Examination Board. All rights reserved. Advanced Placement Program and AP are registered trademarks of the College Entrance Examination Board.

7

Question 4 (cont’d.)

Part B: 4 points possible

• 1 point for each of 2 reasons identified • 1 point for each of 2 reasons explained (explanation must address the “why”)

Reasons for difference between presidential and midterm elections:

• media interest greater in presidential elections • greater information available about presidential candidates and issues • national party conventions as infomercials • mobilization (organized turnout drives) • more money spent on presidential elections / less money spent on midterm elections • higher visibility of the presidential office • incumbency advantage in congressional races/ large number of uncontested congressional seats • perception of greater importance of presidential elections

No explanation points earned without acceptable identification. Score of zero (0) for attempted answer that earns no points Score of dash (—) for blank or off-task answer


Copyright © 2003 by College Entrance Examination Board. All rights reserved. Available at apcentral.collegeboard.com.

3

Question 2

6 POINT RUBRIC Part a. (2 points) 1 point for each of two identifications of a form of political participation other than voting.

Two different forms of political participation must be stated for two points.

Part b. (4 points) 2 points for each explanation of a form of political participation other than voting that was identified in part a.

Each explanation must be linked to the specific form of political participation identified in part a. PART A: PART B: Accepted examples of political participation other than voting include:

Accepted examples of advantages for each identified form of political participation include:

Litigation Numerical majority unnecessary; appeal to principle/law as opposed to opinion

Protest Bring public attention; sympathy; low cost; immediate response; expression of alienation

Contacting (e.g., media, public officials) Direct access to leaders; magnify representation; specify policy area in expression

Campaign work/voter registration Contact with potential officials; multiply individual interest; training ground

Campaign contributions Access; multiply force of individual preference Running for political office / holding political office Direct influence on political decision-making; set

policy agenda Political discussion to persuade others toward action Bring others attention to issues Membership in an overtly political organization Solidarity with others of like interests; magnifying

effect (specific, obviously political or explained as political)

Note: Score of zero (0) for attempted answer that earns no points

Score of dash (—) for blank or off-task answer


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3

Question 2

8 points Part a: (6 points) 2 points for each description, 1 point for each general description, 1 point for showing why the strategy would be used Acceptable explanations include:

Litigation • lack broad popular support (numbers or pub opinion) and/or lack influence over

legislation/policy • rights issues involved • success establishes firm precedent

Campaign contributions • financial resources • groups that need access • narrow or focused issue • buy candidate loyalty/support

Grassroots lobbying (not lobbying in general) //Mass mobilization • popular support but lack of funds • popular support is strength • requires less other resources ($, access) • democratic concerns (philosophical approach). Needs to go beyond influencing public

opinion to include involvement/activity for first point; must include how the involvement/activity affects decision makers for second point.

Part b: (2 points) 1 point for correct association of a group with a strategy, 1 point for linkage to the other strategies Acceptable associations include:

• AMA: campaign contributions • SC: grassroots OR litigation • NRA : grassroots OR campaign contributions • NAACP: litigation OR grassroots

IF they do not correctly identify an acceptable association then they CANNOT get the second point. Score of zero (0) for attempted answer that earns no points. Score of dash (—) for blank or off-task answer.


Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents).

4

Question 3

7 points Part a: (1 point) 1 point for description Accurate description of cartoon’s point of view (e.g., voting for a third party is throwing away a vote) Part b: (4 points) 1 point for each of two identifications, 1 point for each of two explanations Accepted answers may include:

• Winner-take-all aspect of electoral college • Ballot access • Campaign financing (rules/limits, not effects) • Federal funding of presidential elections • Exclusion from presidential debates • Single-member plurality districts

Part c: (2 points) 1 point for each of two descriptions Acceptable answers may include:

• New or different ideas or issues • Voice for fringe • Safety valve for discontent • Enhanced participation • Room for critical voices • Pushes major parties to include otherwise underrepresented concerns/groups • Clarify major-party candidates’ positions

Score of zero (0) for attempted answer that earns no points. Score of dash (—) for blank or off-task answer.

AP® U.S. GOVERNMENT AND POLITICS 2005 SCORING GUIDELINES

Copyright © 2005 by College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).

5

Question 4 6 points Part (a): 3 points One point is earned for the definition of the proposal, 1 point is earned for the description of the argument in favor of the proposal, and 1 point is earned for the description of the argument against the proposal. The response may get description points without the definition point, but the descriptions must reference the particular proposal. Part (b): 3 points One point is earned for the definition of the proposal, 1 point is earned for the description of the argument in favor of the proposal, and 1 point is earned for the description of the argument against the proposal. The response may get description points without the definition point, but the descriptions must reference the particular proposal. Eliminating soft money Definition: Prohibiting or regulating campaign contributions to political parties and/or contributions for party building activities Acceptable arguments in favor include:

• Soft money is often used to circumvent limits on hard money. • Levels the playing field. • Lessens concern about undue influence of “fat cats”/buying of influence. • Provides more disclosure and transparency. • Decreases overall costs of campaigns.

Acceptable arguments against include:

• First Amendment. • Contrary to ruling in Buckley v. Valeo. • Party money is one step removed between contributor and decision-maker. • Weakens political parties. • Might lessen grassroots participation.

Limiting independent expenditures Definition: Limiting money spent by individuals and groups not directly affiliated with the candidate or the party Acceptable arguments in favor include:

• Can be used to circumvent limits on hard money. • Levels the playing field.

AP® U.S. GOVERNMENT AND POLITICS 2005 SCORING GUIDELINES

Copyright © 2005 by College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).

6

Question 4 (continued)

• Possibly reduces negative issue ads. • Candidates want to control their own campaigns. • Lessens concern about undue influence of “fat cats”/buying of influence.


• First Amendment. • Contrary to ruling in Buckley v. Valeo. • Might lessen grassroots participation.

Raising limits on individual contributions Definition: Increasing the dollar amount individuals may give to a campaign, parties, or PACs Acceptable arguments in favor include:

• Limits are not indexed to inflation. • Candidates can spend less time fundraising. • Decreases influence of PACs. • Decreases restrictions on First Amendment rights. • Decreases reliance on less-regulated forms of campaign funds.


• Allows the rich to have/buy more influence. • Too much money in the process already. • Drives up the cost of campaigns.

A score of zero (0) is earned for an attempted answer that earns no points. A score of dash (—) is earned for a blank or off-task answer.


© 2006 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).

2

Question 1 6 points Part (a): 1 point The response must identify a fundamental goal of interest groups in the political process. Acceptable responses may include:

! Influence public policy. ! Influence Congress/government. ! Change laws. ! Responses can list tactics as long as they specifically connect them to the fundamental goal of

influencing public policy. ! No point is earned if the response lists a series of goals, even if one goal is “influence policy”

(unless it is specifically listed as the fundamental goal). Part (b): 1 point The response must identify a fundamental goal of political parties in the political process. Acceptable responses may include:

! Elect people to office. ! Gain control of government. (Responses can earn a point for saying “influence policy” as long as

they connect it to winning control of government/electing people to office.) Part (c): 2 points One point is earned for each of two descriptions. The response must describe activities that support the electoral goals of parties; for example, the response “lobbying” does not earn a point. Acceptable descriptions may include:

! Monetary contributions/political action committee (PAC) donations. (If these two are clearly differentiated, then the response earns both points.)

! Organization/mobilization of people. ! Media campaigns. ! Information. ! Independent committees/527s. ! Independent expenditures. ! Endorsement/recruitment of candidates.

Part (d): 2 points One point is earned for each of two explanations. Acceptable explanations may include:

! Access/influence policymakers. ! Have like-minded people/policy advocates in office. ! Legislation that helps interest groups.

Note: Responses cannot earn points in (d) if they do not earn points in (c).


Question 1

5 points Part (a): 1 point One point is earned for a description of the winner-take-all feature of the electoral college. A correct description is: the candidate who gets the most votes (or a majority, a plurality, more than any other candidate) wins all of a state’s electoral votes. Part (b): 1 point One point is earned for an explanation of how the winner-take-all feature of the electoral college affects how presidential candidates from the two major parties run their campaigns. The explanation must include a specific campaign management or campaign strategy, and it must clearly be tied to the winner-take-all feature at the state level. Acceptable explanations include:

! Resource allocation or focus on competitive states, swing states, and large states where candidates spend their time or money or buy media.

! Issues (an issue may swing a bloc of voters in a state). ! Choice of Vice-President (regional balance).

Part (c): 1 point One point is earned for an explanation of how or why the winner-take-all system hinders third parties at the state level. Acceptable explanations include:

! Third-party candidates may get a lot of popular votes but no electoral votes unless they carry a state.

! The difficulty of winning electoral votes hampers the ability to raise funds and gain other campaign resources.

Part (d): 2 points One point is earned for each correct explanation of why the electoral college has not been abolished. The explanation must be tied to the national perspective. Acceptable explanations include:

! Helps to ensure that a majority of electoral votes are earned by one candidate. ! History/tradition. ! Would require constitutional amendment. ! No clear consensus on an alternative. ! Collectively benefits small states. ! Racial minorities (and interest groups) in some states like the electoral college because it protects

their votes.




! Collectively benefits large states. ! Competitive states like it. ! Favors two-party system.

A score of zero (0) is earned for an attempted answer that receives no points. A score of dash (—) is earned for a blank or off-task answer.



Question 1 7 points Part (a): 2 points One point is earned for a correct definition of congressional reapportionment. One point is earned for a correct explanation of why reapportionment is important to states. An acceptable definition of congressional reapportionment is:

! The reallocation of the number of representatives each state has in the House of Representatives. Acceptable explanations of why congressional reapportionment is important to states are:

! Reapportionment increases or decreases the number of seats a state has in the House/Congress (not the Senate).

! More representatives mean that a state has more influence. ! Reapportionment increases or decreases a state’s number of electoral votes.

NOTE: The explanation point must be tied to an appropriate definition of reapportionment. Part (b): 1 point One point is earned for a correct definition of congressional redistricting. An acceptable definition is:

! The drawing/redrawing of House/congressional (not Senate) district lines. Part (c): 2 points One point is earned for each of two explanations of the goals of politicians when they gerrymander during redistricting. Acceptable explanations may include:

! To enhance political party strength/to minimize the strength of the opposition party. ! To protect incumbents/to discourage challengers. ! To increase minority representation/to decrease minority representation. ! To punish foes/to reward friends.

NOTE: “Cracking” or “packing” must be tied to one of the above in order to earn the explanation point.

© 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com.


Question 1 (continued) Part (d): 2 points One point is earned for each of two descriptions of limits that the United States Supreme Court has placed on congressional redistricting. Acceptable descriptions may include:

! Districts must be equally populated. ! Lines must be contiguous or connected. ! Redistricting cannot dilute minority voting strength. ! District lines cannot be drawn solely based upon race. ! Districts must be compact. ! Communities of interest must be protected.




Question 4 5 points Part (a): 2 points One point is earned for each of two explanations of measures taken by some states that affected voter turnout among African American citizens. Acceptable explanations are:

! Literacy tests ! Poll taxes ! Grandfather clauses ! Dilution of voting strength through redistricting ! White primaries ! Election procedures (notification, access)

Part (b): 2 points One point is earned for each of two descriptions of alternative forms of participation. Acceptable descriptions are:

! Demonstrations/protests/public rallies/civil disobedience ! Organized interest-group activity (e.g., NAACP) ! Courts/litigation ! Boycotts ! Election activities other than voting (campaigning, donating)

Part (c): 1 point One point is earned for a correct explanation of why an alternative form of participation was effective in changing civil rights policies based on the response in (b). The response must explain how or why policy outputs or outcomes result from participation, including the following three elements:

! Participation ! Linkage mechanism ! Policy output or outcome





Question 2

7 points Part (a): 2 points One point is earned for describing any aspect of the relationship between age and the likelihood of voting. Acceptable descriptions for age include:

! Older people are more likely to vote.

! Turnout is lowest for young people.

! The likelihood of voting declines in the oldest populations. One point is earned for describing the relationship between education and the likelihood of voting. The only acceptable descriptions for education are:

! People with more education are more likely to vote.

! People with less education are less likely to vote.

Part (b): 2 points One point is earned for identifying an electoral requirement that decreases voter turnout. Acceptable examples are:

! Citizenship

! Age

! Disfranchisement of certain groups (felons, the mentally incompetent)

! Residency

! Registration

! Limited opportunities to vote (midweek, limited hours, single day)

! Need to show identification

! Generally have to vote in person

! Closed primaries

! Process of obtaining absentee ballots One point is earned for explaining how or why the requirement cited decreases the likelihood of voting. Acceptable explanations include:

! The requirement makes a person ineligible to vote.

! The requirement puts up obstacles or makes it harder to vote.




Part (c): 3 points One point is earned for identifying one of the following linkage institutions:

! Media

! Interest groups (PACs)

! Political parties One point is earned for each of two explanations. The student must explain how the media, interest groups, or political parties connect citizens to the government. (Note: the student must earn the point for identifying an institution in order to receive a point for explaining how that institution connects citizens to the government.)

Media Interest Groups/ PACs

Parties

“Ways” that connect

! Convey the views of the people to government

! Convey information about the government to the people

! Express group members’ preferences to policymakers

! Convey policy information to group members

! Raise and spend money to advocate for the interests of the group with policymakers

! Gather information about voters for use by candidates and policymakers

! Provide information to voters about candidates running for office

! Connect voters to elected officials/candidates through campaign activities

“Ways” in which connections are made

! Interviewing citizens

! Reporting on government activities

! Presenting poll results

! Interviewing public officials

! Covering protests and/or opposition

! Providing an outlet for citizen opinion

! Letter-writing campaigns

! Campaign activities

! Lobbying

! Grassroots movement

! Litigation

! Media campaigns

! Disseminating information about government affairs

! Campaigns

! Mailings

! Voter mobilization

! Recruiting candidates

! Recruiting activists

! Endorsing party platforms

! Funding candidates

! Aggregating interests

! Articulating interests

! Mobilizing interests



Question 4 6 points Part (a): 1 point One point is earned for a correct definition of policy agenda. A correct definition must include each of the following:

! A policy agenda is a set of issues, problems, or subjects

! that gets the attention of/is viewed as important by

! people involved in policymaking (e.g., government officials, government decision-makers). Part (b): 1 point One point is earned for a correct explanation of how the national news media engage in agenda setting. A correct explanation must include each of the following:

! Raise awareness, provide information, draw attention, demonstrate the importance or consequences of the problem, or get the public’s attention.

! Get the attention of government/policymakers. Part (c): 1 point One point is earned for an explanation of the primary reason the president has an advantage over Congress in gaining media attention. A correct response must include the following:

! An explanation that the president is one person, while Congress is composed of many members.

! An explanation of how that fact gives the president an advantage over Congress in gaining media attention.

Possible explanations might include:

! The president speaks with a single voice, while Congress has many voices.

! The president represents the nation; members of Congress represent states/districts.

! The president is the national leader/leader of the country.

! The president is more powerful than any single member of Congress.

! The president has constitutional powers that Congress does not have. Part (d): 2 points One point is earned for each of two responses: one explaining the difference in viewing patterns of older and younger age-groups, and one explaining the change in viewing habits from 1974 to 2002 for all age-groups:

! Young people view less TV news than older people./Older people view more TV news than younger people.

! People in all age categories viewed less TV news in 2002 than they did in 1974.




Part (e): 1 point One point is earned for describing one implication for presidents in their use of the media to promote their objectives to the public. The answer must state at least one

! Presidents must rely on alternative media to gain the attention of the public.

of the following:

! Presidents purposely target older viewers through the use of nightly news programs.

! The nightly news is not as effective in promoting the president’s agenda as it used to be. A score of zero (0) is assigned to an attempted answer that earns no points. A score of dash (—) is assigned to a blank or off-task answer.

AP® United States Government and Politics Free-Response Scoring Guidelines

Question 1

6 points Part (a): 3 points One point is earned for each correct description of a factor affecting voter participation in elections. Acceptable descriptions include:

! The voter registration requirement diminishes voter participation by requiring citizens to register prior to an election.

! Lack of penalties for not voting diminishes voter participation because there are no legal consequences for failing to vote.

! Long ballots dissuade voters from voting for all offices. Frequent elections dissuade voters from going to the polls.

Part (b): 3 points One point is earned for each correct description of a factor affecting voter behavior in presidential elections. Acceptable descriptions include:

! Race: Whites are more likely to vote Republican; African Americans and Hispanics/Latinos are more likely to vote Democratic.

! Party identification: Voters generally vote with the party with which they are identified. ! Geographic regions: Several patterns exist; for example, the South tends to vote Republican, the Pacific

Coast tends to vote Democratic, and the Rocky Mountain region tends to vote Republican. A score of zero (0) is earned for an attempted answer that earns no points. A score of dash (—) is earned for a blank or off-task answer.

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AP GOVERNMENT AND POLITICS: UNITED STATES 1999 SCORING GUIDELINES...

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