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 basic ideas are presented (Congress, the President, and the Supreme Court check on each other to ensure one of them doesn't gain too much power; takes long), but these ideas 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 are provided (if Congress passes a law, the president can veto it; someone else has the power to change it; if it's a good law and a few people don't like it, it ruins it for everyone), the ideas are general and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of the principles of checks and balances. Key ideas are given (three branches of government use separated powers to check each other; Congress has the power to pass a law, the president has the power to sign or veto that law, and the Supreme Court can declare that law unconstitutional) and provided with a little support (this protects the public's right against illegal or arbitrary acts).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of the principles of checks and balances. Key ideas (three branches of government are limited in power by another branch's actions; judicial branch is exercising its check on both the legislative and executive branches; to reduce the amount of power they have and so they can't abuse their powers; more power to the people of the country) are provided with a little support (protect their right to criticize; certain political groups are not fond of others).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of the principles of check and balances. Concepts are accurate and supported (president is checking up on the legislature; the citizen is checking up on the executive and legislative branches; judicial branch is checking up on both; everyone's rights are protected). Some evidence of higher order thinking skills is provided through appropriate application of analysis and evaluation (government is improved; three branches that check and balance power; everyone's interests count; have it take longer and have good solid laws) and comparison and contrast (in a monarchy, the king gives a decree, and it is carried out instantly; in our type of government, it takes much longer).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of the principles of checks and balances. Accurate concepts are supported (a law is not put into action; it needs to be approved and signed by the President; the Supreme Court is checking on both; certain branches might have more power than the others; slows down the legislative process). Appropriate application of analysis (makes sure that unnecessary laws do not get passed; if a law benefits the majority of citizens, but one person has a problem with it, they can argue the case in the courts) and the weighing of competing interests (more concerned with the quality of a law rather than how quickly a bad law can be passed) show evidence of higher order thinking skills.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of the principles of checks and balances. Concepts are accurate and well supported (that law was checked by the judicial branch; each of the three branches check one another; it takes a really long time to pass legislation and an even longer time to reverse it). Powerful evidence of higher order thinking skills is demonstrated through the application of extended analysis of the process by which a bill becomes a law, integrated evaluation (can be bad when a national emergency requires quick action; quick decisions can be faulty), and comparison and contrast (a monarchy or dictatorship, with one decision-maker, can make laws faster than we do, but our system is set up so no one can have that much power; rather have the security of knowing that our laws are well thought out and constitutional than have every bill passed quickly).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of the principles of checks and balances. Accurate concepts are well supported (executive branch has the power to sign or veto a law which checks the legislative branch; Supreme Court can rule laws unconstitutional; president or a Supreme Court justice is impeached). Extended application of comprehensive analysis and evaluation (judicial branch has only minimal checks; a justice has no obligation to do what the president says and is in for life; nine people can invalidate a law approved by the president and more than 300 representatives; one person can affect the rights of millions; ironically, our Founders tried to prevent one person from too much power; do what is right rather than what is popular at the time) and effective use of relevant examples (President Truman; school segregation) provide powerful evidence of higher order thinking skills. Compare to Sample Student Response #8.

Additional Scored Student Responses