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. Fragments of basic ideas (women's right to vote; take part in other things) are presented, but the ideas are 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 are provided (joined blacks and whites in the same schools; same bathrooms; same water fountains; same jobs), the fragments are skeletal and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of actions the federal government has taken to prevent discrimination. Basic ideas (Title 9; girls and boys sports deserve to be equally funded; girls sports aren't nearly as big but it does open lots of doors for the female gender) 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 actions the federal government has taken to prevent discrimination. Basic ideas (desegregation of schools; both races with equal treatment at the same school) are presented and provided with a little support. (Brown v. Board of Education ruled 'separate but equal' was not constitutional.)

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response shows knowledge of actions the federal government has taken to prevent discrimination. Basic ideas (the government tries to regulate gender ethnicity and race in the workplace; affirmative action, if two equally qualified people interview for a job; the company would be more racially integrated) are provided with a little support (it gives people of different races and sexes equal chances).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of actions the federal government has taken to prevent discrimination. Concepts are accurate and supported (the Civil Rights Act of 1964 banned discrimination on the basis of race, ethnicity, and other areas; provided minorities with legal backing in their quest for equality of opportunity). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis (areas that are beyond one's control) and cause-and-effect reasoning (it has led to integration and diversity which makes our nation stronger).

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of actions the federal government has taken to prevent discrimination. Concepts are accurate and supported (the First Amendment's ban on government sponsored religious activity doesn't allow promotion of religions during school; this respects others' rights to freedom of religion). Some evidence of higher order thinking skills is provided through application of analysis (controversy and disruption are likely if there were no set rules about religion in certian schools; people would be able to do many things in school that may not be acceptable to some people) and cause-and-effect reasoning (that could cause violence and many problems throughout the school).

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response shows some understanding of actions the federal government has taken to prevent discrimination. Accurate concepts are supported (in the Bakke case the Supreme Court modified affirmative action; ruled quotas were unconstitutional). Appropriate application of analysis (quotas were set up to make up for the effects of past discrimination; schools, work, and other places would set up a certain percentage for minorities or women; Bakke claimed it was reverse discrimination and won) shows some evidence of higher order thinking skills.

Score for Anchor Paper #9: Rubric Score 4

Annotation: This response shows understanding of actions the federal government has taken to prevent discrimination. Concepts (limit school prayer; people of different religions could feel discriminated against by school-led prayer; separation of church and state) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by integrated application of relevant knowledge of Supreme Court case law (Engel v. Vitale), analysis and evaluation (stopped the promotion of one religion over another; without school-led prayer children of different religions do not feel excluded or snubbed), and cause-and-effect reasoning (teachers and students could treat children of minority religions differently, and all students should be treated the same so they all get an equal education).

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response shows understanding of actions the federal government has taken to prevent discrimination. Accurate concepts (affirmative action is steps taken to prevent negative effects of past discrimination; quotas were set up) are well supported. Application of extensive analysis and evaluation (a number of slots kept open for minorities and women; although the policy was established with good intentions, I do not think quotas are effective; qualifications based on race or gender), integrated with cause-and-effect reasoning (as a result of the quotas, more minorities and women got into universities and got job positions and promotions; these places became more diverse; the policy of quotas causes reverse discrimination), and relevant knowledge of Supreme Court case law (the Bakke case) provide powerful evidence of higher order thinking skills.

Additional Scored Student Responses