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 only minimal knowledge. Fragments of a basic idea (write up a petition; all the people who oppose this) are given, but the fragments 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 (start a petition; form an assembly) are provided, these ideas are skeletal and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the ways citizens can try to get laws changed. Basic ideas (if we protested it would get across to many people; petitioning would get hundreds of names {to} show the city council how many people believe the law is unfair) are presented and provided with a little support (it would also get the attention of the news and media).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the ways citizens can try to get laws changed. Basic ideas (have everyone that is against the law sign the petition; show the mayor; protest; get as many people in the city as you can to back you up) are provided with a little support (the mayor will help you).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of the ways citizens can try to get laws changed. Concepts are accurate and supported (speaking face to face with the city officials to negotiate for better terms; holding a peaceful protest and rallying several people for the cause can let the official see how many people the law would affect). Some evidence of higher order thinking skills is demonstrated through appropriate application of analysis and evaluation (it would be harder for them to refuse on a more personal note) and cause-and-effect reasoning (if they see how many people care about this issue they would most likely reconsider).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the ways citizens can try to get laws changed. Concepts are accurate and supported (if enough people sign a petition it would show the government how many people actually oppose the law; directly contacting a government official to talk and present the other side to the government). Some evidence of higher order thinking skills is provided through the application of analysis (shows organization of the opposing body) and compare and contrast (direct contact cannot be ignored or dismissed like a letter).

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of the ways citizens can try to get laws changed. Accurate concepts are well-supported (form an interest group and petition; get media involved; protest). Powerful evidence of higher order thinking skills is provided through application of extended and integrated analysis and cause-and-effect reasoning (through the media a lot of people would become aware of the issue, as more people find out they might become more willing to participate in protest; protests would alert the government; since in a democracy the government is supposed to act under people's consent, the government would probably change).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of the ways citizens can try to get laws changed. Accurate concepts (petition and demonstration) are well supported and provide the basis for extended and integrated application of analysis (First Amendment; popular sovereignty) and cause-and-effect reasoning (if the majority thought the law was unjust there would be a good chance the government would listen to the people and get rid of the law; many people who see the demonstration may be inspired to also demonstrate or petition or hold assemblies to get rid of the law).

Additional Scored Student Responses