The following 8 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 minimal knowledge. The student provides a few vague fragments of ideas (people can do or hear; anything that they want to) and a relevant concept (benefit of free speech).

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows minimal knowledge. A couple of fragmented ideas are provided (you need to control your fun in public places; some people can get really outrageous).

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the issues surrounding public parks demonstration guidelines. The student provides some basic ideas (some citizens can lose control and get out of hand…to the point where their enfrenging on someone else's rights; want equality and for everyone to speak thier own mind and opinion, but you also want order).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the effect demonstration guidelines might have on individual freedom. Some basic ideas are given (talking about freedom of assembly; limits to how you can hold your demonstration; obtain a permit; up to the city if they can even hold it). A key idea is then completed (city does not want any violent problems; since the people do not have complete power the city must step in).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of the issues involved in setting guidelines for public parks demonstrations. Accurate concepts are supported (limiting the right to assembly and free speech; if people want to protest some government action they can assemble and spread their opinions to influence others). The student then uses an appropriate historical example to evaluate how limits to free speech and assembly could affect society (Civil Rights movement and Dr. King's speech affected our government and gave everyone basic rights of life; if limitations were set such speeches may not have happened).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the issues surrounding public parks demonstration guidelines. Concepts are accurate and supported (the first Amendment guarantees…the right to peacefully assemble; if cities can now set guidelines for how, when, and where you protest, the first Amendment is made obsolete). By analyzing how demonstrations, by their very nature, can affect citizens' safety (when people get together to protest…they are usually mad about something; one thing will lead to another, and you have a riot on your hands; if you look at civil rights marches from the 60's, many end in bloodshed), this student demonstrates some evidence of higher order thinking.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of the issues surrounding public parks demonstration guidelines. Correct and well supported concepts are given (affect on individual freedoms; assembly is granted in the 1^st Amendment; freedom to assembly is not denied, only limited). Powerful evidence of higher order thinking is evidenced through the weighing of competing interests (allows people to demonstrate, but…also ensures that the demonstration is safe for both participants and bystanders) and the application of an appropriate Supreme Court decision (Schenk v. U.S. allows the government to limit…in the face of clear and present danger; unrestricted demonstrations…creates a high probability of danger).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of the issues surrounding public parks demonstration guidelines. Accurate concepts are provided (it put limits on the rights of free speech and peaceable assembly; will protect the rights of those not in the demonstration). Using cause-and-effect reasoning, as illustrated in the example of farmers demonstrating in Washington, D.C. (if the city did not put restrictions on which roads…, many people would be late for work, kids would be stuck in traffic; assembly would cease to be peaceable; farmers must be disbanded), the student shows powerful evidence of higher order thinking. Further analysis is given through the weighing of competing interests (the farmers' right to demonstrate would infringe on the city people's rights to travel the state roads).

Additional Scored Student Responses