School Improvement in Maryland

Standard 1.0 Political Science

Topic A. The Foundations and Function of Government

Indicator 2. Analyze the impact of historic documents and practices that became the foundations of the American political system during the early national period

Objective g. Evaluate the significance of the Civil War Amendments (13th, 14th and 15th) and how they protected individual rights

Brief Constructed Response (BCR) Item

Students will write encyclopedia-style entries describing one or more of the Civil War Amendments. Each entry will identify the provisions of the selected amendment, describe events leading to ratification, and explain the short and long term historical and constitutional importance.

/toolkit/vsc/assessment_items/msa_social_studies_8_058.xml

View Scoring Information

Brief Constructed Response (BCR) Item

1994 NAEP U.S. History Item:

To answer this question, refer to the text of the 15th Amendment below.

Section 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.
Section 2.
The Congress shall have the power to enforce this article by appropriate legislation.

Which group was this amendment designed to help?
Why was it proposed at this particular time in United States history?

/toolkit/vsc/assessment_items/msa_social_studies_8_062.xml

View Scoring Information

Selected Response Item

1998 NAEP Civics Item:

The following question refers to the cartoons below.

Cartoon illustration of three people representing the federal government as the President, the courts, and congress being tied up by a man called the Bill o' Rights. Two people standing on the side representing the state government are taunting the three who are tied up. Second illustration is the image of all the federal and state government representatives all being tied up by the person and a miniature version of him in his coat pocket represented as Bill o' Rights with 14th Amendment.

The main point of the cartoons is that before the Fourteenth Amendment

  1. state governments were unable to respond to the needs of citizens
  2. big government could restrict the rights of the people
  3. federal powers were given to the states
  4. state governments did not have to follow the Bill of Rights
/toolkit/vsc/assessment_items/msa_social_studies_8_059.xml

Correct Answer:
D

Selected Response Item

1998 NAEP Civics Item:

The following question refers to the cartoons below.

Cartoon illustration of three people representing the federal government as the President, the courts, and congress being tied up by a man called the Bill o' Rights. Two people standing on the side representing the state government are taunting the three who are tied up. Second illustration is the image of all the federal and state government representatives all being tied up by the person and a miniature version of him in his coat pocket represented as Bill o' Rights with 14th Amendment.

One section of the Fourteenth Amendment is intended to guarantee that the government will not interfere with a person's right to life, liberty, or property without following established rules. This section is known as the

  1. elastic clause
  2. due process clause
  3. habeas corpus clause
  4. indemnity clause
/toolkit/vsc/assessment_items/msa_social_studies_8_060.xml

Correct Answer:
B

Selected Response Item

1998 NAEP Civics Item:

The following question refers to the cartoons below.

Cartoon illustration of three people representing the federal government as the President, the courts, and congress being tied up by a man called the Bill o' Rights. Two people standing on the side representing the state government are taunting the three who are tied up. Second illustration is the image of all the federal and state government representatives all being tied up by the person and a miniature version of him in his coat pocket represented as Bill o' Rights with 14th Amendment.

Who was the Fourteenth Amendment designed to protect?

  1. Women
  2. Urban laborers
  3. Former slaves
  4. Entrepreneurs
/toolkit/vsc/assessment_items/msa_social_studies_8_061.xml

Correct Answer:
C

Resources for Objective 1.A.2.g:
Clarifications | Lesson Seeds | SAMPLE ASSESSMENTS | Resource Links