Item 18 Anchor Papers    

HSA 2007 Government Item 18

CID
CID411356bc30e14228afc27211cbe03a8e
itemNum
18
initialLetter
itemType
BCR
itemAnswerKey
N/A
itemMaxScorePoints
4
origNum
x

Read the excerpt below and use it to answer the BRIEF CONSTRUCTED RESPONSE that follows.

Children's Television Programming

“[An educational program] must be a regularly scheduled, weekly program of at least 30 minutes, and aired between 7:00 a.m. and 10:00 p.m. The program must also be identifi ed as educational and informational for children when it is aired…. Broadcasters will … air three hours per week of [educational] programming.”

—from an order issued by the
Federal Communications
Commission (FCC) in 1996

  • Describe benefits of the FCC regulations outlined above.
  • Do you consider the regulations outlined above to be a form of censorship? Explain why or why not.
  • Include details and examples to support your response.

Write your answer on the lines in your Answer Book.

Score Level 1 Anchor Paper

 

Because the student gives a fragment of a relevant idea (there has to be something), this response shows minimal knowledge.

image of student response

Score Level 1 Anchor Paper

 

This response shows minimal knowledge. Although much of the information is drawn from the prompt (regular schedule; weekly programs; 30 minutes; educational), some relevant fragments of ideas are provided (educational programs have a concrete schedule; shows that are aired are catagorized).

image of student response

Score Level 2 Anchor Paper

 

This response shows knowledge of FCC regulations and censorship. Benefits are briefly given (help to control; see something they can learn from), and an explanation is attempted (suposed to be the times when a child is most likely to watch; tries to protect childeren from some violent or inappropriate content). These are basic ideas with little support.

image of student response

Score Level 2 Anchor Paper

 

This response shows knowledge of FCC regulations and censorship. The student provides basic ideas in the discussion of benefits (parents would know; fit the time; way to learn) and the explanation of censorship (FCC is setting the show times, the ratings; even setting the period of time).

image of student response

Score Level 3 Anchor Paper

 

This response shows some understanding of FCC regulations and censorship. Accurate concepts (help to ensure that educational television shows that benefit children are being aired) are interwoven with appropriate application of cause-and-effect reasoning (helps to educate; create in them a love for learning; may help the youth to grow up; then benefit the U.S.). Additional higher order thinking is demonstrated in the second paragraph's analysis of censorship (not actually directly blocking; making sure that children's educational programs meet certain requirements; helps the parents; provides guidelines).

image of student response

Score Level 3 Anchor Paper

 

This response shows some understanding of FCC regulations and censorship. The student provides accurate concepts (promote educational value; forces the broadcasters to consider more carefully what they air; parents are satisfied). Some evidence of higher order thinking is demonstrated through the analysis of why the regulations should not be considered censorship (nowhere does it ban any other type of program; outlines some requirements).

image of student response

Score Level 4 Anchor Paper

 

This response shows understanding of FCC regulations and censorship. The student provides well supported, accurate concepts (making network television more family-oriented; they will be exposed to 'educational and informational' shows, unadulterated programming). By interweaving and evaluating governmental principles (prior restraint; First Amendment; equal time rule) throughout the discussion of why the regulations do not constitute censorship, this response shows powerful evidence of higher order thinking.

image of student response
 

Anchor Papers ~ Government ~ Item 18

HSA 2007 Government Item 18

CID
CID411356bc30e14228afc27211cbe03a8e
itemNum
18
initialLetter
itemType
BCR
itemAnswerKey
N/A
itemMaxScorePoints
4
origNum
x

Read the excerpt below and use it to answer the BRIEF CONSTRUCTED RESPONSE that follows.

Children's Television Programming

“[An educational program] must be a regularly scheduled, weekly program of at least 30 minutes, and aired between 7:00 a.m. and 10:00 p.m. The program must also be identifi ed as educational and informational for children when it is aired…. Broadcasters will … air three hours per week of [educational] programming.”

—from an order issued by the
Federal Communications
Commission (FCC) in 1996

  • Describe benefits of the FCC regulations outlined above.
  • Do you consider the regulations outlined above to be a form of censorship? Explain why or why not.
  • Include details and examples to support your response.

Write your answer on the lines in your Answer Book.

 

Score Level 1 Anchor Paper

 

Because the student gives a fragment of a relevant idea (there has to be something), this response shows minimal knowledge.

image of student response

 

Score Level 1 Anchor Paper

 

This response shows minimal knowledge. Although much of the information is drawn from the prompt (regular schedule; weekly programs; 30 minutes; educational), some relevant fragments of ideas are provided (educational programs have a concrete schedule; shows that are aired are catagorized).

image of student response

 

Score Level 2 Anchor Paper

 

This response shows knowledge of FCC regulations and censorship. Benefits are briefly given (help to control; see something they can learn from), and an explanation is attempted (suposed to be the times when a child is most likely to watch; tries to protect childeren from some violent or inappropriate content). These are basic ideas with little support.

image of student response

 

Score Level 2 Anchor Paper

 

This response shows knowledge of FCC regulations and censorship. The student provides basic ideas in the discussion of benefits (parents would know; fit the time; way to learn) and the explanation of censorship (FCC is setting the show times, the ratings; even setting the period of time).

image of student response

 

Score Level 3 Anchor Paper

 

This response shows some understanding of FCC regulations and censorship. Accurate concepts (help to ensure that educational television shows that benefit children are being aired) are interwoven with appropriate application of cause-and-effect reasoning (helps to educate; create in them a love for learning; may help the youth to grow up; then benefit the U.S.). Additional higher order thinking is demonstrated in the second paragraph's analysis of censorship (not actually directly blocking; making sure that children's educational programs meet certain requirements; helps the parents; provides guidelines).

image of student response

 

Score Level 3 Anchor Paper

 

This response shows some understanding of FCC regulations and censorship. The student provides accurate concepts (promote educational value; forces the broadcasters to consider more carefully what they air; parents are satisfied). Some evidence of higher order thinking is demonstrated through the analysis of why the regulations should not be considered censorship (nowhere does it ban any other type of program; outlines some requirements).

image of student response

 

Score Level 4 Anchor Paper

 

This response shows understanding of FCC regulations and censorship. The student provides well supported, accurate concepts (making network television more family-oriented; they will be exposed to 'educational and informational' shows, unadulterated programming). By interweaving and evaluating governmental principles (prior restraint; First Amendment; equal time rule) throughout the discussion of why the regulations do not constitute censorship, this response shows powerful evidence of higher order thinking.

image of student response