The following 10 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. A fragment of a basic idea (talk anywhere you want) is presented, but this idea is skeletal and incomplete.

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas (should be able to have any religion they want; should be able to say whatever they want) are provided, the ideas are general and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (you can't have a well led country without hearing the people and seeing to their rights; so people can be peaceful) are presented. The response is adequate for a score of "2."

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (too much discrimination for religious beliefs and killing; if you believe in a certain thing you should be allowed to share it openly) are presented and provided with a little support (don't have to worry about being put in prison for what you believe in).

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (should be allowed to be what they want to be in dealing with God; shouldn't be forced to believe; should be allowed to say what they want if they know something or believe in something) are provided with a little support (should be allowed to attend a church or no church at all; not be forced to be someone they're not).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Concepts are accurate and supported (with the right to petition the government you can get many points and ideas across that may not otherwise be heard; without freedom of speech the government could just throw you in jail because you were speaking against it). Some evidence of higher order thinking skills is demonstrated through the application of analysis, evaluation, and cause-and-effect reasoning (you can argue with the government and get them to see your way of thinking so that you can get some more rights; this in the long run will make the government stronger because then the citizens will help put their insight and views into play; this freedom grants a lot of power to the citizen).

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Accurate concepts are supported (freedom of speech does not mean just verbally speaking but implies expression also; freedom of religion should be guaranteed because sometimes the only thing people have to hold onto during troubled times is their beliefs). Appropriate application of cause-and-effect reasoning (without {freedom of speech} a country is keeping itself from new ideas; people need to be guaranteed this right because speaking one's mind - no matter how critical - can bring new ideas, intelligence and changes) and analysis and evaluations (they can bring many things such as hope, change, and new ideas that will benefit the country) show some evidence of higher order thinking skills.

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Accurate concepts are supported (the freedom to choose our religion or not choose one at all prevents a multitude of conflicts; freedom of speech is the only way to ensure that everyone can not only have an opinion but make it known). Appropriate application of analysis (religion causes {many} conflicts in the world today) and cause-and-effect reasoning (without a free exchange of ideas human intelligence is stifled and there is a resulting lack of innovation; an inevitable growth of resistance to not being able to express opinion {which} can lead to conflicts or even an overthrow of the government) show some evidence of higher order thinking skills.

Score for Anchor Paper #9: Rubric Score 4

Annotation: This response shows understanding of the importance of rights contained in the First Amendment. Concepts (freedom of the press lets people know what's going on; freedom of speech gives people the right to criticize the government without having to worry about being taken off to jail) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by integrated application of effective and relevant historical knowledge (Thomas Jefferson said he would rather live in a country with newspapers and no government than in a country with government and no newspapers), analysis and evaluation (the government would be able to do whatever they want if it was not for the freedom of the press to put them in check by finding out about illegal activities that would hurt the people; it gives society a chance to change because a controlled press would tell people how to behave and live their lives), and cause-and-effect reasoning (the press educates people about their leaders so they can choose who it is they want to lead them; it lets the election process work by letting each candidate speak his/her mind without limitations; freedom of speech creates a better relationship between the people and the government).

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response shows understanding of the importance of rights contained in the First Amendment. Accurate concepts (the right to petition the government gives the people a large role in the government; if people cannot express dissent towards the new government it will become set in its ways and difficult to change) are well supported. Application of extensive analysis and evaluation (the people hold a large chunk of governmental power {which} will help to keep democracy in place and aid in preventing the government from evolving into an authoritarian form; censoring criticism is an authoritarian principle; freedom of speech works together with the freedom to petition the government to create a peaceful system where the government can improve itself based on the criticism and ideas of the sovereign people; it encourages people to show initiative and be an active citizen), integrated with cause-and-effect reasoning (the right to petition will let the government know what the people want {so} the government can work toward the goals of the people {and} the people will then be satisfied and the threat of revolution will be diminished), demonstrates powerful evidence of higher order thinking skills.

Additional Scored Student Responses