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 a basic idea (cannot appoint judges without the consent of Congress; appointing judges that he knows Congress will approve of) are presented, but the idea is 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 (checks and balances; three branches; limited terms in office; pocket vetoing) are provided, the ideas are general and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the limits on presidential power. Basic ideas (our government is divided into executive, legislative, and judicial branches and one is no more powerful than the other; vetoed bill can still become a law) 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 the limits on presidential power. Basic ideas (Congress can override the veto; the title alone can sway some opinions; explain and justify their reasoning) are presented and provided with a little support (the president can speak to the public and influence them to agree).

Score for Anchor Paper #5: Rubric Score 2

Annotation: This response shows knowledge of the limits on presidential power. Basic ideas (both the Congress and the Supreme Court hold some power over the president; the president has some power over them as well) are provided with a little support (the Senate must approve these appointments; bills can be deemed unconstitutional; Congress can override the veto; the president will most likely pick judges that have similar viewpoints to his own).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the limits on presidential power. Accurate concepts are supported (legislative and judicial branches limit the actions of the executive). Appropriate application of analysis (president has best access to television and can speak to public to win them over; congress will not want to lose re-election so if the president's approval ratings are very high they will be afraid to fight him) and effective use of relevant examples (U.S. v. Nixon, President Bush after 9-11) provide some evidence of higher order thinking skills.

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of the limits on presidential power. Concepts are accurate and supported (checks and balances; only Congress can declare war; the President has to send his ideas for reform through many people; an Executive Order has the same force as a law). Some evidence of higher order thinking skills is provided through the application of an effective and relevant historical example (during World War II President Roosevelt imposed an Executive Order on Japanese-Americans [which] forced them to live in internment camps).

Score for Anchor Paper #8: Rubric Score 3

Annotation: This response shows some understanding of the limits on presidential power. Accurate concepts are supported (Congress may overrule his veto; checks and balances was created for keeping one branch from becoming too powerful; the President can support those from his party during elections; meet with representatives of Congress to compromise on issues). Appropriate application of analysis (the President's support has some influence on voters), cause-and-effect reasoning (in turn the President's party may have control of Congress; this would benefit the President because when it came time to pass laws he would share many of the same views as the lawmakers), and evaluation (less conflict when creating and passing laws; occur faster) show some evidence of higher order thinking skills.

Score for Anchor Paper #9: Rubric Score 4

Annotation: This response shows understanding of the limits on presidential power. Concepts (Congress can impeach the President or override his veto; the judiciary can rule an action unconstitutional; executive orders; appointing heads of agencies and the Supreme Court; popular support) are accurate and well supported. Powerful evidence of higher order thinking skills is demonstrated by integrated application of analysis and evaluation (more effective in the long term because Supreme Court Justices will still be working even at the end of your term and will continue to uphold your ideas; there can be some surprises when relying on others), effective and relevant historical knowledge (Eisenhower and Judge Earl Warren), and cause-and-effect reasoning (the president is the best known politician and by appealing to the public he can gain enough support).

Score for Anchor Paper #10: Rubric Score 4

Annotation: This response shows understanding of the limits on presidential power. Accurate concepts (he cannot pass laws; he cannot decide whether a law is constitutional; he cannot commit crimes; he cannot ratify treaties; he cannot appoint justices or advisors without specific consent from Congress) are well supported. Application of extensive analysis and evaluation (it's very difficult to get the required 2/3 majority to pass a vetoed law; Congress has to give in sometime; executive orders are the most effective because there are hardly any checks and balances; through executive order a president can pardon someone of a crime without consent from anyone; create new federal regulations for businesses; anything any of his executive branch divisions can do and more), effective use of relevant historical example (President Johnson frequently used the executive order to ban discrimination and begin affirmative action), and cause-and-effect reasoning (Johnson's executive orders created greater racial equality in the country) demonstrate powerful evidence of higher order thinking skills.

Additional Scored Student Responses