School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 2 Peoples Of The Nation And World

Expectation 2.1 The student will evaluate the interdependent relationship of United States politics and government to world affairs.

Indicator 2.1.1 The student will analyze economic, political, social issues and their affect on foreign policies of the United States.

Assessment Limits:

  • Policies of United States government that promote or fail to promote relationships with other countries include national defense (military), arms control, and security of other nations, trade, human rights, economic sanctions, and foreign aid.
  • Contemporary concerns which affect international relationships including: national security, economic well-being, the spread of democracy, developing nations, weapons of mass destruction, terrorism, and global economic conditions.

Brief Constructed Response (BCR) Item - Released in 2003

Foreign aid is an important part of United States foreign policy.
  • Describe types of foreign aid the United States provides to other countries.
  • Should the United States provide foreign aid to other countries? Explain why or why not.
  • Include details and examples to support your answer.
Write your answer in the box below.

The following 8 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Anchor Paper #1

image of student response

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas (food; doctors for medical needs) are presented, but the ideas are skeletal and incomplete.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response is related to the question and shows only minimal knowledge. Fragments of basic ideas (send over some supplies; if that were us I would want some help) are provided, but the ideas are general and incomplete.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of foreign aid. Basic ideas (militarily, economically, and socially, the U.S. has an obligation to help other countries and it is quite simply the ethically correct action to take) are given. The response is adequate for a score of "2."


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the effects of foreign aid. Basic ideas are presented (loans; food and clothes; humanitarian acts which this country is based upon; because the U.S. helped them when they were in need maybe they will help the U.S. in the future) and are provided with a little support (it also promotes peace).


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of foreign aid. Concepts are accurate and supported (send food in time of need or war; send troops over to assist our allies). Some evidence of higher order thinking skills is shown through appropriate application of analysis and effective use of relevant example (when the Berlin wall was built, and people were trapped in the Southeast part of Berlin the United States flew over and dropped large sums of food; we never know when we'll need aid given to us).


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the effects of foreign aid. Concepts are accurate and supported (economic, military and governmental aid; ultimately gaining allies for times when we are in need). Some evidence of higher order thinking skills is demonstrated through appropriate application of cause-and-effect reasoning (through foreign aid the U.S. can promote democracy; by spending money on foreign aid we hope that they will repay us by buying goods from us later on).


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of foreign aid. Accurate concepts (relief aid; help defend one country; aid to rid famine or disease) are well supported. Powerful evidence of higher order thinking skills is demonstrated by the integrated application of analysis and evaluation (not only does it make the U.S. look good, but it promotes peace in other countries {even if battle is involved}), extended cause-and-effect reasoning (with more allies comes more foreign/international trade; with trade, an economy can be boosted; it influences and encourages the flow of money around the world; from this, all countries can prosper), and effective use of relevant example (Kuwait; African countries).


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of foreign aid. Concepts are accurate and well supported (monetary aid; tariff reductions; debt relief; military intervention; morally right and economically prudent). Powerful evidence of higher order thinking skills is provided through integrated application of analysis and evaluation (tariff and debt reductions aim to stimulate economic growth; the goal of military intervention is usually to ensure peace; the United States should not restrict its humanitarian causes and human rights protection to its borders {but} must recognize the plight of the persecuted in {other} countries), cause-and-effect reasoning (economic action by stimulating foreign economies will reciprocate in benefits as trade will burgeon; imports and exports flow between the countries), and effective use of relevant examples (countries, such as Iraq, China, and Sierra Leone; helping Argentina's economy by reducing its enormous debt).


Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric (pdf)
Score 4

This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.

  • The application shows powerful evidence of higher order thinking skills.
  • Concepts are accurate and well supported.
  • There are no misconceptions.
  • The response is comprehensive.
Score 3

This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.

  • The application shows some evidence of higher order thinking skills.
  • Concepts are accurate and supported.
  • There are no interfering misconceptions.
  • The response may not develop all parts equally.
Score 2

This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.

  • The response includes some basic ideas.
  • The response provides little or no support.
  • There are minimal misconceptions.
Score 1

This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.

  • The response includes incomplete or fragmented ideas or knowledge.
  • There may be significant misconceptions.
Score 0

The response is completely incorrect or irrelevant. There may be no response.

Knowledge and Understanding indicate the degree to which the response reflects a grasp of the content, question, and/or problem presented in the stimulus. The response indicates mastery that progresses from knowledge to understanding.

Last Revised June 2001
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