
	Item 30 Anchor Papers

HSA 2007 Government Item 30

CID: CIDb6de1a00d59b209e64286101c00c2044
itemNum: 30
initialLetter
itemType: BCR
itemAnswerKey: N/A
itemMaxScorePoints: 4
origNum: x

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

The governor of Maryland is empowered to maintain order during state emergencies such as natural disasters or public rioting.

Describe actions the governor might take in these situations.
Do you think the governor should have these powers in emergencies? Explain why or why not.
Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

Score Level 1 Anchor Paper
This response is related to the question and shows only minimal knowledge. Some possible actions are presented (can declare a state of emergency and tell everyone to evacuate), but the ideas are skeletal and incomplete.
Score Level 1 Anchor Paper
This response is related to the question but shows only minimal knowledge. A couple of possible actions are provided (put up road blocks; send troops to control the situation).
Score Level 2 Anchor Paper
This response shows knowledge of the governor's emergency powers. The student provides basic ideas (have the police surround the riots to make sure they don't get too out of hand; might ask the federal government for help or even people from the red cross; governor should have the power to provide housing + essentials during natural disasters but I think the police should have the power during riots) with a little support (governor might not know the best way to handle a situation of a riot).
Score Level 2 Anchor Paper
This response shows knowledge of the governor's emergency powers. Basic ideas (declare that all people must evacuate; call in help from police; governor to hold these powers, so that all citizens will be entirely protected) are provided with a little support (to help maintain order, and prevent destruction to property or people; sure of their well being).
Score Level 3 Anchor Paper
This response shows some understanding of why the governor is given emergency powers. Accurate concepts are supported (arresting the ringleaders; kept detained until things calm down). Some evidence of higher order thinking skills is demonstrated through appropriate application of cause-and-effect reasoning (someone needs to take charge; if no one knew who to listen to or what to do, there would be total chaos; someone or something would definitely get hurt) and the weighing of competing governmental interests (the governor is entitled to taking actions that may temporarily take away someone's rights because it's for the common good).
Score Level 3 Anchor Paper
This response shows some understanding of why the governor is given emergency powers. The student provides accurate, supported concepts (the governor could issue gubernatorial orders, or send in the MD National Gaurd; he is the head of the [state] executive branch). Some evidence of higher order thinking is demonstrated through a comparison of the speed that a crisis can be responded to by the governor vs. the state legislature (he needs no public/legislative approval; he needs to be able to act quickly; a gubernatorial order could have all state government workers who are trained to help with crisises at a disaster site within hours…would take at least a day to pass any kind of legislation).
Score Level 4 Anchor Paper
This response shows understanding of why the governor is given emergency powers. Accurate concepts are well supported (these troops can be used to maintain public order and to help rebuild and to clean up). Application of analogy to recent events (after hurricane Katrina; issued an emergency and the troops helped to keep people from robing stores), cause-and-effect reasoning (people can become unhinged and start to do things they wouldn't used to), and analysis of governmental purposes (these powers are to make sure that the state gets 'back on its feet' as soon as possible, and citizens stay safe) provide powerful evidence of higher order thinking skills.
Score Level 4 Anchor Paper
Understanding of why the governor is given emergency powers is shown in this response. The student provides accurate, well supported concepts (bring in police; set up shelters for people who are in an unsafe area; evacuate). Powerful evidence of higher order thinking skills is demonstrated through the application of analysis of governmental purposes (job is to look out for the safety of the state; is in their {citizens'} best interest) and an analogy to recent events that required national executive powers (On 9/11, President George Bush ordered that all airlines cancel flights; he knew that the safety of the country was at stake; governor would need to do the same for his state).

Anchor Papers ~ Government ~ Item 30

HSA 2007 Government Item 30

CID: CIDb6de1a00d59b209e64286101c00c2044
itemNum: 30
initialLetter
itemType: BCR
itemAnswerKey: N/A
itemMaxScorePoints: 4
origNum: x

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

The governor of Maryland is empowered to maintain order during state emergencies such as natural disasters or public rioting.

Describe actions the governor might take in these situations.
Do you think the governor should have these powers in emergencies? Explain why or why not.
Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

Score Level 1 Anchor Paper
This response is related to the question and shows only minimal knowledge. Some possible actions are presented (can declare a state of emergency and tell everyone to evacuate), but the ideas are skeletal and incomplete.

Score Level 1 Anchor Paper
This response is related to the question but shows only minimal knowledge. A couple of possible actions are provided (put up road blocks; send troops to control the situation).

Score Level 2 Anchor Paper

This response shows knowledge of the governor's emergency powers. The student provides basic ideas (have the police surround the riots to make sure they don't get too out of hand; might ask the federal government for help or even people from the red cross; governor should have the power to provide housing + essentials during natural disasters but I think the police should have the power during riots) with a little support (governor might not know the best way to handle a situation of a riot).

Score Level 2 Anchor Paper
This response shows knowledge of the governor's emergency powers. Basic ideas (declare that all people must evacuate; call in help from police; governor to hold these powers, so that all citizens will be entirely protected) are provided with a little support (to help maintain order, and prevent destruction to property or people; sure of their well being).

Score Level 3 Anchor Paper

This response shows some understanding of why the governor is given emergency powers. Accurate concepts are supported (arresting the ringleaders; kept detained until things calm down). Some evidence of higher order thinking skills is demonstrated through appropriate application of cause-and-effect reasoning (someone needs to take charge; if no one knew who to listen to or what to do, there would be total chaos; someone or something would definitely get hurt) and the weighing of competing governmental interests (the governor is entitled to taking actions that may temporarily take away someone's rights because it's for the common good).

Score Level 3 Anchor Paper

This response shows some understanding of why the governor is given emergency powers. The student provides accurate, supported concepts (the governor could issue gubernatorial orders, or send in the MD National Gaurd; he is the head of the [state] executive branch). Some evidence of higher order thinking is demonstrated through a comparison of the speed that a crisis can be responded to by the governor vs. the state legislature (he needs no public/legislative approval; he needs to be able to act quickly; a gubernatorial order could have all state government workers who are trained to help with crisises at a disaster site within hours…would take at least a day to pass any kind of legislation).

Score Level 4 Anchor Paper

This response shows understanding of why the governor is given emergency powers. Accurate concepts are well supported (these troops can be used to maintain public order and to help rebuild and to clean up). Application of analogy to recent events (after hurricane Katrina; issued an emergency and the troops helped to keep people from robing stores), cause-and-effect reasoning (people can become unhinged and start to do things they wouldn't used to), and analysis of governmental purposes (these powers are to make sure that the state gets 'back on its feet' as soon as possible, and citizens stay safe) provide powerful evidence of higher order thinking skills.

Score Level 4 Anchor Paper

Understanding of why the governor is given emergency powers is shown in this response. The student provides accurate, well supported concepts (bring in police; set up shelters for people who are in an unsafe area; evacuate). Powerful evidence of higher order thinking skills is demonstrated through the application of analysis of governmental purposes (job is to look out for the safety of the state; is in their {citizens'} best interest) and an analogy to recent events that required national executive powers (On 9/11, President George Bush ordered that all airlines cancel flights; he knew that the safety of the country was at stake; governor would need to do the same for his state).