
	Item 41 Anchor Papers

HSA 2006 Government Item 41

CID: CID3c869489f9273e8cdded99bf8484eab7
itemNum: 41
initialLetter
itemType: ECR
itemAnswerKey: N/A
itemMaxScorePoints: 4
origNum: x

Study the table below and use it to answer the EXTENDED CONSTRUCTED RESPONSE that follows.

SELECTED MAJOR CIVIL RIGHTS LEGISLATION
Year	Legislation	Description
1963	Equal Pay Act	Forbids wage discrimination based on race, sex, color, religion, or national origin
1967	Age Discrimination in Employment Act	Prohibits discrimination against employees forty years of age and older
1972	Higher Education Act	Forbids discrimination on the basis of gender in universities and colleges that receive federal aid
1990	Americans with Disabilities Act	Forbids discrimination in employment, transportation, and public accommodations against people with physical or mental disabilities

Explain how these government actions protect the rights of citizens.
Explain how these actions have expanded the role of government.
Do you believe these government actions were effective? Explain why or why not.
Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

Score Level 1 Anchor Paper
Although this student gives some incomplete, general ideas (keeps everyones rights equal; keep those acts from being broken), this response shows only minimal knowledge.
Score Level 1 Anchor Paper
This response demonstrates only minimal knowledge. A few complete, but repetitive, ideas are presented (helping them to be equal with other citizens; letting every citizen to be able to participate; people of different races, religion, gender and etc. are allowed to go the sames places).
Score Level 2 Anchor Paper
This response shows knowledge of Civil Rights and government actions. However, while several complete ideas are given (making sure they have all their inailiable rights given to them in the constitution; providing many more jobs for the government officials; keep the rights of the people fair and equal), very little support is supplied for these concepts.
Score Level 2 Anchor Paper
This response demonstrates knowledge of Civil Rights legislation. Some key ideas are presented (all protect the rights of citizens; not protecting America, but protecting Americans) with a little support (public places have wheelchair enterences; businesses are hiring people with disabilities).
Score Level 3 Anchor Paper
This response shows some understanding of the connections between the 14^th Amendment and Civil Rights legislation. Concepts are accurate and supported, and the student demonstrates some evidence of higher order thinking by providing some analysis (government now also acts like a judge making sure everything is fair for every person; enforced the constitution).
Score Level 3 Anchor Paper
This response shows some understanding of the issues involved in Civil Rights legislation. The student provides accurate and supported concepts. Through the use of cause-and-effect analysis (as a result of these legislations…the groups of people protected by these laws now rely on the government; whenever someone is discriminated against for any of the reasons named by these government actions, there's a lawsuit), some evidence of higher order thinking skills is demonstrated.
Score Level 3 Anchor Paper
This response shows some understanding of the role of the government in Civil Rights legislation. Concepts are accurate and supported. The student demonstrates some evidence of higher order thinking skills through a discussion of this legislation's consequences (forces the government to be involved with more places of employment … also… education; this causes people to look to them for other things) and an appropriate example of a limitation of the acts (all they have to say if they don't like someone is we found someone more qualified) that supports the contention that the actions were not effective.
Score Level 4 Anchor Paper
This response shows understanding of the effectiveness and limitations of Civil Rights legislation. All the concepts are accurate, and evidence of higher order thinking is found throughout the response. By integrating knowledge of the various acts into a real life analysis of how they actually work, the student builds a powerful, well-supported argument for why such legislation has been largely ineffectual (because they offered little provision for enforcing the regulations that these laws established).

Anchor Papers ~ Government ~ Item 41

HSA 2006 Government Item 41

CID: CID3c869489f9273e8cdded99bf8484eab7
itemNum: 41
initialLetter
itemType: ECR
itemAnswerKey: N/A
itemMaxScorePoints: 4
origNum: x

Study the table below and use it to answer the EXTENDED CONSTRUCTED RESPONSE that follows.

SELECTED MAJOR CIVIL RIGHTS LEGISLATION
Year	Legislation	Description
1963	Equal Pay Act	Forbids wage discrimination based on race, sex, color, religion, or national origin
1967	Age Discrimination in Employment Act	Prohibits discrimination against employees forty years of age and older
1972	Higher Education Act	Forbids discrimination on the basis of gender in universities and colleges that receive federal aid
1990	Americans with Disabilities Act	Forbids discrimination in employment, transportation, and public accommodations against people with physical or mental disabilities

Explain how these government actions protect the rights of citizens.
Explain how these actions have expanded the role of government.
Do you believe these government actions were effective? Explain why or why not.
Include details and examples to support your answer.

Write your answer on the lines in your Answer Book.

Score Level 1 Anchor Paper
Although this student gives some incomplete, general ideas (keeps everyones rights equal; keep those acts from being broken), this response shows only minimal knowledge.

Score Level 1 Anchor Paper
This response demonstrates only minimal knowledge. A few complete, but repetitive, ideas are presented (helping them to be equal with other citizens; letting every citizen to be able to participate; people of different races, religion, gender and etc. are allowed to go the sames places).

Score Level 2 Anchor Paper
This response shows knowledge of Civil Rights and government actions. However, while several complete ideas are given (making sure they have all their inailiable rights given to them in the constitution; providing many more jobs for the government officials; keep the rights of the people fair and equal), very little support is supplied for these concepts.

Score Level 2 Anchor Paper
This response demonstrates knowledge of Civil Rights legislation. Some key ideas are presented (all protect the rights of citizens; not protecting America, but protecting Americans) with a little support (public places have wheelchair enterences; businesses are hiring people with disabilities).

Score Level 3 Anchor Paper
This response shows some understanding of the connections between the 14^th Amendment and Civil Rights legislation. Concepts are accurate and supported, and the student demonstrates some evidence of higher order thinking by providing some analysis (government now also acts like a judge making sure everything is fair for every person; enforced the constitution).

Score Level 3 Anchor Paper

This response shows some understanding of the issues involved in Civil Rights legislation. The student provides accurate and supported concepts. Through the use of cause-and-effect analysis (as a result of these legislations…the groups of people protected by these laws now rely on the government; whenever someone is discriminated against for any of the reasons named by these government actions, there's a lawsuit), some evidence of higher order thinking skills is demonstrated.

Score Level 3 Anchor Paper

This response shows some understanding of the role of the government in Civil Rights legislation. Concepts are accurate and supported. The student demonstrates some evidence of higher order thinking skills through a discussion of this legislation's consequences (forces the government to be involved with more places of employment … also… education; this causes people to look to them for other things) and an appropriate example of a limitation of the acts (all they have to say if they don't like someone is we found someone more qualified) that supports the contention that the actions were not effective.

Score Level 4 Anchor Paper

This response shows understanding of the effectiveness and limitations of Civil Rights legislation. All the concepts are accurate, and evidence of higher order thinking is found throughout the response. By integrating knowledge of the various acts into a real life analysis of how they actually work, the student builds a powerful, well-supported argument for why such legislation has been largely ineffectual (because they offered little provision for enforcing the regulations that these laws established).