The following 15 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (anyone should be able to believe and have faith in whatever they choose; we wouldn't be people or human if we weren't allowed to voice our opinion) are provided. A little support also is given (they define a person and allow us to be who we are and not what someone else wants us to be). Compare to Anchor Paper #5.

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of a basic idea (you should have the right to say what you want; no one should tell you can't talk) are presented, but the fragments are general and incomplete. Compare to Anchor Paper #2.

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of the importance of rights contained in the First Amendment. Accurate concepts (it is inhumane to prohibit critiques of the government or to ban certain ideas; because everyone has their own opinion they will invariably also have their own opinion in what they believe) are well supported. Powerful evidence of higher order thinking skills is demonstrated through insightful and integrated application of analysis, evaluation, cause-and-effect reasoning (if speech was regulated all creativity would die {and} a new country needs to grow and expand in technology; the only way technology can be furthered is through the creation of new ideas; it would be impossible to suppress these opinions without an incredible amount of dissent; not only to further creativity but to keep the citizens happy; to force a whole population to believe in one thing would be ridiculous as it would suppress true faith in those beliefs {rather than} further them because the faith would be forced; of course any freedom can not be absolute) and effective use of relevant example (sacrifice; Afghanistan).

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Accurate concepts (freedom of speech allows citizens to speak what they want without punishment; the right to petition the government allows citizens of the country to speak out against the government when they feel its doing something wrong) are supported. Some evidence of higher order thinking skills is provided through appropriate application of comparison and contrast (in a dictatorship if you speak against your ruler you could get shot; both of these powers help prevent the rise of a dictatorship) and analysis and evaluation (if a group of people think the government is gaining too much power or passing a law they think is wrong or unfair they can make a petition against it and protest; this is a good freedom because it keeps the government in line and helps hold together a good democracy; the people can get rid of the government and have it replaced with a better one). Compare to Anchor Paper #7.

Score for Sample Student Response #5: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. A fragment of a basic idea is presented (citizens should have a say in what goes on in their countries), but the idea is skeletal and incomplete.

Score for Sample Student Response #6: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Accurate concepts (if people disagree with you they have a right to say something about it in a peaceful and productive manner; you should allow people to worship whatever they wish as long as it doesn't cause physical aggression) are supported. Some evidence of higher order thinking skills is provided through appropriate application of cause-and-effect reasoning (it will boost the morale of your country; to make your people happy and to keep you from getting a lot of headaches) and evaluation (to take that away from them would be heartless and cruel).

Score for Sample Student Response #7: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas are presented (freedom of religion will let people have different cultural backgrounds; the right to petition the government will allow the government to hear what their citizens are saying).

Score for Sample Student Response #8: Rubric Score 4

Annotation: This response shows understanding of the importance of rights contained in the First Amendment. Accurate concepts are well supported (to some people religion is the most important factor in their lives; if freedom of religion is not included that country will lose its people; with a petition you could get the opinions of others in action to change the law). The extended application of analysis and evaluation (the most important things to think about when creating the government is the favor and rights of its citizens, what the people think is the most important issue; a person's religious beliefs reflect on them and the culture; the most important thing when creating a government is what the people want or ask for) and cause-and-effect reasoning (if your own citizens cannot practice their religion that can destroy their culture and ideas; if the people are not allowed to have a say in their own country more than likely that country's population will drop) provide powerful evidence of higher order thinking skills.

Score for Sample Student Response #9: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Concepts are accurate and supported (a government cannot tell its citizens what to think and believe; a right to voice their opinions). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis (even people whose religion is the majority will want this Amendment in case someone comes into power who forces them to violate their beliefs; of course one must prevent libel and slander) and cause-and-effect reasoning (freedom of speech and expression will make the citizens feel much more comfortable with their country). Compare to Anchor Paper #8.

Score for Sample Student Response #10: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas are presented (people can do what they want; we can talk the way we want to), but the ideas are general and incomplete.

Score for Sample Student Response #11: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (we have the right to speak our opinions against others so they can make it better; they have the right to print newspapers so we will be able to tell what is going on in our world) are provided with a little support (help each other out).

Score for Sample Student Response #12: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Although a misconception is present (the right to peaceable means you can have as much peace and be as free as you want), a fragment of a relevant basic idea is provided (the right to say whatever you want). However, that idea is skeletal and incomplete.

Score for Sample Student Response #13: Rubric Score 3

Annotation: This response shows some understanding of the importance of rights contained in the First Amendment. Concepts are accurate and supported (religion plays a major role in the lives of many and people want to have the right to practice their religious beliefs in any way they see fit; freedom of speech means that you can say what you have to say, as long as you follow certain guidelines, without being arrested for it). Some evidence of higher learning skills is provided through appropriate application of analysis (if you establish one religion it will basically cause hate and caos; people want to be different; freedom of speech allows a person to share their opinion and be an individual).

Score for Sample Student Response #14: Rubric Score 2

Annotation: This response shows knowledge of the importance of rights contained in the First Amendment. Basic ideas (freedom of speech allows you to express yourself and no one can do anything; I don't want to be forced into a religion I don't want to be a part of) are provided with a little support (you can wear stuff also without hassle). Compare to Anchor Paper #5.

Score for Sample Student Response #15: Rubric Score 4

Annotation: This response shows understanding of the importance of rights contained in the First Amendment. Concepts are accurate and well supported (without freedom of religion there would be religious persecution and people wouldn't be allowed to choose what religion they want to be; without freedom of speech we would never be allowed to speak ill about our government and we'd all be like robots). The integrated application of cause-and-effect reasoning (if people were not free to believe in what they wanted they would be unhappy and most likely break away; if England had allowed freedom of religion and made persecution illegal the Pilgrims would have never left), analysis and evaluation (it is with freedom of speech that many of our great changes came forth in America; Martin Luther King Jr. raised awareness about how very few rights were given to African- Americans; women would not have the right to vote today if they had held their tongues; it is with freedom of speech that mistakes and errors are fixed), and effective use of relevant historical examples (the Pilgrims; Martin Luther King Jr.; women's rights) provide powerful evidence of higher order thinking skills.

Anchor Papers used in scoring