Anchor Papers ~ Government ~ Item 5


	Item 5 Anchor Papers

Read the excerpt below.

“[neither] students or teachers shed their constitutional rights of freedom of speech or expression at the school house gate.”
–Tinker v. Des Moines School District

Explain how the point of view expressed in the excerpt above could conflict with the functioning of a school.
Do you agree or disagree with the position taken in this excerpt? Explain.
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. Fragments of basic ideas are presented (express what they feel; everyone should be able to talk whenever), but the ideas are general and incomplete.
Score Level 1 Anchor Paper
This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas are provided (could offend someone; be threatening), the ideas are skeletal and incomplete.
Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas are presented (no one would learn anything; have to be some rules of respect; if no rules, classrooms would be chaos). The response is adequate for a score of "2."
Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas are presented (student may say something disrespectful; could cause problems; school is special environment) and provided with a little support (protect everyone's best interests).
Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas (guidelines to follow; school has the right; freedom of speech and expression should be regulated) are provided with a little support (can't use profanity; monitored).
Score Level 3 Anchor Paper
This response shows some understanding of freedom of speech in a school setting. Concepts are accurate and supported (curse words; could offend and cause chaos; express same ideas on accessories or clothing). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis, evaluation, and cause-and-effect reasoning (some type of limitations; still allow students and teachers to speak and express themselves freely; no one would be offended; peaceful environment).
Score Level 3 Anchor Paper
This response shows some understanding of freedom of speech in a school setting. Concepts are accurate and supported (could be opinionated and disrupt classes; armbands were not appropriate, but the kids insisted; kids won that case). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (shouldn't be taken to an extreme; draw the line at endangerment of other people).
Score Level 3 Anchor Paper
This response shows some understanding of freedom of speech in a school setting. Accurate concepts are supported (person who is exercising that right could get in trouble; Supreme Court ruled that students could wear the armbands as a form of symbolic speech). Appropriate application of analysis and evaluation (libel, slander, "fighting words," and other bad forms of speech; you keep your rights, but they are limited) shows some evidence of higher order thinking skills.
Score Level 4 Anchor Paper
This response shows understanding of freedom of speech in a school setting. Concepts (to maintain order and to provide a quality education, schools need to limit First Amendment rights; you are not allowed to curse or yell; you are not allowed to wear inappropriate clothing) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by extended and integrated application of analysis, evaluation, and cause-and-effect reasoning (cursing or yelling stops learning; limiting distractions is justified; students should be able to talk within reason, but some limitations on rights are necessary).
Score Level 4 Anchor Paper
This response shows understanding of freedom of speech in a school setting. Accurate concepts (could express view on racial discrimination or other hurtful subjects which might lead to bullying; wearing a t-shirt; if the view is against popular opinion, others might feel offended) are well supported. Application of extensive analysis and evaluation (one person's rights end where they interfere with someone else's; schools are "in loco parentis;" students and teachers should maintain their constitutional rights, but with limits) integrated with cause-and-effect reasoning (could lead to a disruption of classes; could endanger the well-being of everyone at school) provides powerful evidence of higher order thinking skills.

Anchor Papers ~ Government ~ Item 5

Read the excerpt below.

“[neither] students or teachers shed their constitutional rights of freedom of speech or expression at the school house gate.”
–Tinker v. Des Moines School District

Explain how the point of view expressed in the excerpt above could conflict with the functioning of a school.
Do you agree or disagree with the position taken in this excerpt? Explain.
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. Fragments of basic ideas are presented (express what they feel; everyone should be able to talk whenever), but the ideas are general and incomplete.

Score Level 1 Anchor Paper
This response is related to the question and shows only minimal knowledge. Although fragments of basic ideas are provided (could offend someone; be threatening), the ideas are skeletal and incomplete.

Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas are presented (no one would learn anything; have to be some rules of respect; if no rules, classrooms would be chaos). The response is adequate for a score of "2."

Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas are presented (student may say something disrespectful; could cause problems; school is special environment) and provided with a little support (protect everyone's best interests).

Score Level 2 Anchor Paper
This response shows knowledge of freedom of speech in a school setting. Basic ideas (guidelines to follow; school has the right; freedom of speech and expression should be regulated) are provided with a little support (can't use profanity; monitored).

Score Level 3 Anchor Paper

This response shows some understanding of freedom of speech in a school setting. Concepts are accurate and supported (curse words; could offend and cause chaos; express same ideas on accessories or clothing). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis, evaluation, and cause-and-effect reasoning (some type of limitations; still allow students and teachers to speak and express themselves freely; no one would be offended; peaceful environment).

Score Level 3 Anchor Paper

This response shows some understanding of freedom of speech in a school setting. Concepts are accurate and supported (could be opinionated and disrupt classes; armbands were not appropriate, but the kids insisted; kids won that case). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (shouldn't be taken to an extreme; draw the line at endangerment of other people).

Score Level 3 Anchor Paper

This response shows some understanding of freedom of speech in a school setting. Accurate concepts are supported (person who is exercising that right could get in trouble; Supreme Court ruled that students could wear the armbands as a form of symbolic speech). Appropriate application of analysis and evaluation (libel, slander, "fighting words," and other bad forms of speech; you keep your rights, but they are limited) shows some evidence of higher order thinking skills.

Score Level 4 Anchor Paper

This response shows understanding of freedom of speech in a school setting. Concepts (to maintain order and to provide a quality education, schools need to limit First Amendment rights; you are not allowed to curse or yell; you are not allowed to wear inappropriate clothing) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by extended and integrated application of analysis, evaluation, and cause-and-effect reasoning (cursing or yelling stops learning; limiting distractions is justified; students should be able to talk within reason, but some limitations on rights are necessary).

Score Level 4 Anchor Paper

This response shows understanding of freedom of speech in a school setting. Accurate concepts (could express view on racial discrimination or other hurtful subjects which might lead to bullying; wearing a t-shirt; if the view is against popular opinion, others might feel offended) are well supported. Application of extensive analysis and evaluation (one person's rights end where they interfere with someone else's; schools are "in loco parentis;" students and teachers should maintain their constitutional rights, but with limits) integrated with cause-and-effect reasoning (could lead to a disruption of classes; could endanger the well-being of everyone at school) provides powerful evidence of higher order thinking skills.