US Go Po Lessons from the 2011 Reading Gary Copeland July, 2011

1. US Go Po Lessons from the 2011 ReadingGary Copeland July, 2011 Ex-Chief Reader

2. Overview • Low scores • Many students thought it was easy

3. Why the disconnect? Outline • Approaching FRQs; some instructional lessons • Quick review of questions and rubrics • Student performance • Some final instructional lessons

4. Approaching the question • Don’t ignore the stem • Check the action verbs • Review what the question is really asking • Is it based on recall or require analysis?

5. I. Stem • Cues the student to the general content area(s) • Ties together elements of the question that may appear disjointed

6. II. Action verbs • Define • Identify • Describe • Explain how • Explain why • Others

7. Making sense of action verbs • Define should sound like a dictionary • Identify – label or name • Describe means to say a little bit about, talk about (more than an identify, but less than explain) • Explain requires a full (set of) logical statement(s) that should “close the circle.” • How means the process/method by which something happens • Why will usually include a series of “causally” related statements that are logically connected. It is almost mechanistic. X happens which causes Y which causes Z.

8. Why vs. How Train surfing • Why does he do this? • How does he do this?

9. Exercises on action verbs • Take similar questions and change the action verbs • Practice causal writing (explanations)

10. Teaching causality • A causal argument must be logical, factual • Cause precedes affect • Correlation – a recognizable pattern of change in one as the other changes – (does not require perfect correlation as social phenomena have multiple causes) – things go together • Not spurious – both caused by some third factor

11. Examples of causal assignments • ????

12. III. Review the question • Too often students just deal with the general topic, not the question asked • Must respond to the question, e.g., what is to be described? or, what is to be explained?

13. Recall or higher order thinking? • Students should ask selves whether they have learned the exact answer to this question or whether they have to provide some analysis • Consciously teach higher analytic skills all semester so they believe they can use them when the time comes (more later, but key is for students to recognize the need for analysis)

14. Question 1 1. The United States Supreme Court receives many appeals, but it hears and rules on a small percentage of cases each year. Numerous factors influence the actions of the Court, both in deciding to hear a case and in the decisions it hands down. • a. Define judicial review. Rubric: One point is earned for a correct definition of judicial review. An acceptable definition of judicial review is: Power of the court to rule on the constitutionality of laws/acts/statutes/executive orders

15. Question 1 • b. Explain how judicial review empowers the Supreme Court within the system of checks and balances. Rubric: One point is earned for an acceptable explanation that demonstrates HOW judicial review empowers the Supreme Court to exercise power relative to the other branches of government within the system of checks and balances by including one of the following: • It gives the Court the power to overturn laws passed by Congress/legislative branch or actions taken by the President/executive branch • It gives the Court the power to limit actions taken by Congress/legislative branch or the President/executive branch

16. Question 1 • c. Describe the process through which the Court grants a writ of certiorari. Rubric: One point is earned for correctly describing the process through which the Court grants a writ of certiorari by including both of the following: • A reference to lower courts  • A reference to the rule of 4

17. Question 1 d. Explain how each of the following influences decisions made by individual justices when deciding cases heard by the Court. • Stare decisis(Stare decisis (Anglo-Latin pronunciation: /ˈstɛəridɨˈsaɪsɨs/) is a legal principle by which judges are obliged to respect the precedent established by prior decisions • Judicial activism

18. Question 1 • (d) rubric: One point is earned for a correct explanation of HOW stare decisis influences decisions made by justices when deciding cases heard by the Court. One point is earned for a correct explanation of HOW judicial activism influences decisions made by justices when deciding cases heard by the Court. An acceptable explanation of HOW stare decisis influences justices includes one of the following: • Justices defer to prior Supreme Court decisions • Justices apply precedent to current cases and rule based on past decision An acceptable explanation of HOW judicial activism influences justices includes one of the following: • Justices are more likely to strike down laws and policies as unconstitutional • Justices are influenced by the future/societal ramifications/needs of the nation

19. Question 2 • 2. Public opinion polls are a way to link the public with elected officials. Members of Congress often use polls to understand the views of their constituents, but they must also pay attention to other political considerations. a. Identify two characteristics of a valid, scientific, public opinion poll. Rubric: One point is earned for each correct identification of a characteristic of a valid, scientific, public opinion poll. Acceptable characteristics may include: • randomized sample • representative sample • question wording (unbiased, unambiguous) • large sample size/low margin of error

20. Question 2 b. Explain why each of the following enhances the influence of public opinion on the voting decisions of members of Congress. • Strong public opinion as expressed in polling results • Competitive re-elections Rubric: : One point is earned for a correct explanation of WHY each of the following enhances the influence of public opinion on the voting decisions of members of Congress. Strong public opinion as expressed in polling results: • because of the desire to get reelected/electoral ambition • because of the perceived obligation/duty to represent their constituents Competitive reelections: • because of the desire to get reelected

21. Question 2 c. Explain why each of the following limits the influence of public opinion on the voting decisions of members of Congress. • Legislators’ voting records • Party leadership Rubric:: One point is earned for a correct explanation of WHY each of the following limits the influence of public opinion on the voting decisions of members of Congress. Legislators’ voting records: • to avoid being perceived as indecisive by voters/supporters Party leadership: • to avoid the risk of losing party support • to gain party support

22. Question 3 3. Nominees for the presidency of the two major parties are chosen by delegates at national conventions. How these delegates are chosen varies across states and between the political parties. a. Define each of the following methods used by states to choose delegates to party conventions. • Open primary • Caucus Rubric: One point for a correct definition of open primary: • An open primary is a primary election in which any voter can cast a ballot in any party’s primary. One point for a correct definition of caucus: • A caucus is a meeting or gathering of members of a political party where members deliberate and choose from the list of those seeking the presidential nomination.

23. Question 3 • Republican Party rules permit winner-take-all primaries. Describe one consequence of this rule for the Republican nomination process. Rubric: One point for an acceptable consequence for a winner-take-all primary, which can include: • Shortens the timeframe for candidates wrapping up the nomination. • Affects strategic decisions (e.g. allocation of funds, time, etc.). • Advantages those with more prominence/better name recognition early in the process.

24. Question 3 c. The Democratic Party has used superdelegates in the presidential nominating process since 1984. Explain why the use of superdelegates increases the influence of party leaders in the Democratic nomination process. Rubric: One point for an acceptable explanation for how super-delegates increase the power of party leaders, which can include: • Party leaders are now assured a role in the nomination process, regardless of which candidate they support. • Party leaders can cast the deciding vote in close nomination contests. • Super delegates are unpledged, and therefore can change their minds on candidates as the process unfolds.

25. Question 3 d. Explain why a candidate’s strategy to win the nomination is often different from the strategy developed to win the general election. Rubric: One point for an acceptable explanation for WHY campaign strategies often differ between primary and general elections, which can include: • The electorate in the primary election is different from the electorate in the general election. • A candidate’s opponents in the primary are fellow partisans, whereas opponents in the general election are from other parties. • There are differences in financing, media coverage, and current events leading up to the general election.

26. Question 4 The Constitution of the United States creates a government of separate institutions that share power rather than a government that delegates power exclusively to a single branch. Frequently, this means that presidents and Congress struggle with each other. • a. For each of the presidential powers below, explain one way that congressional decision making is affected by that power. • Veto power • Power to issue executive orders • Power as commander in chief

27. Question 4 Rubric: One point is earned for each explanation of how congressional decision making is affected by the following presidential powers: • Veto power • Results in congressional interaction with the President/executive branch during the legislative process (e.g., bargaining, negotiation, compromising, consulting, etc.) • Prevents or discourages congressional action if the president makes a statement of clear opposition or threatens a veto • Power to issue executive orders • Congress acts in response to or anticipates executive orders (e.g., countermands, preempts, compromises, etc.) • Congress avoids taking action on controversial issues • Power as commander in chief • Congress engages in oversight activities • Congress clarifies its role associated with the power to declare war (e.g., War Powers Act) • Congress controls military spending and thus can approve/modify/reject funding

28. Question 4 b. For each of the congressional powers below, explain one way that presidential decision making is affected by that power. • Legislative oversight power • Senate advice and consent power • Budgetary power

29. Question 4 Rubric: One point is earned for each explanation of how presidential decision making is affected by the following congressional powers: • Power of legislative oversight • Presidents minimize the number or extent of actions which might draw congressional scrutiny • Senate advice and consent power • Presidents weigh the implications of making controversial or ideological nominations/appointments • Presidents use recess appointments, avoiding controversial confirmation battles • Presidents use executive agreements to avoid the need to have treaties ratified • Budgetary power • Presidents consider budget items or programs that are important to members of Congress • Presidents consult with members of Congress during the budget process • Presidents sign budgets that include provisions they oppose rather than veto the budget • Presidents postpone agenda items because of difficulty in getting congressional budgetary approval

30. How Did Students do? Q1 • Mean = 1.57; sd =1.29 • Less than 2% got a 5; one-quarter got a 0; about half got a 1 or 0 Q2 • Mean = 2.31; sd = 1.60 • About 9% got a 5 or 6; less than 20% got a zero; about one-third got a 1 or 0 Q 3 • Mean = 1.67; sd = 1.07 • .5% got a 5 and less and about 4% got a 4 or five; less than 15% for a 0; 45% got a 1 or 0 Q4 • Mean = 0.98; sd = 1.33 • 6.6% got a 4, 5 or 6; 53% got a zero; three-fourths got a 1 or 0

31. Additional Q3 Lessons • Pay attention to question context • When you introduce a concept that will recur in different contexts, teach its generic meaning first, then go from there • (d) is an excellent why vs. how example. Have students write each.

32. Additional Q2 Lessons • (b) and (c) are good explanation/causality exercises • Recall is not enough, but they can do it • Answer the question; don’t just talk about the topic

33. Additional Q4 Lessons • Answer the question. Answer the question. Answer the question. Answer the question. Answer the question. Answer the question.

34. Additional Q1 Lessons • Action verbs – define, describe • Read the whole question; (c) asks about a “process” • Explain “how” in (d)