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. Although fragments of a basic idea are provided (live off of imports and exports; how we survive), 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. Fragments of basic ideas (if the U.S. needed that country’s resources and they needed ours; provides an alliance) are given, but the ideas are skeletal and incomplete.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of trade with non-democratic nations. A basic idea is presented (to make sure they do not turn against the U.S.; maintain peace; they may reconsider fighting us) and provided with a little support (maybe influence them into being democratic).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of trade with non-democratic nations. A basic idea (if we need something and it isn’t a natural resource of the U.S. or any other democratic country, we just have to get it from another country, no matter what form of government) is provided with a little support (maybe sway them towards a democracy).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of trade with non-democratic nations. Concepts are accurate and supported (the U.S. needs to respect different forms of government; maintain a good relationship with them; we need resources and goods; will not be possible to obtain everything we [need] through trade with only countries that have a democratic form of government; encourage them to switch to a democratic form). Some evidence of higher order thinking skills is demonstrated through the application of cause-and effect reasoning (by completely withdrawing from countries without Democratic governments, we would seriously harm their economies and form many enemies).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of trade with non-democratic nations. Accurate and supported concepts are given (may provide a good market for American goods or the country may export certain items to the U.S. which we cannot make here). Some evidence of higher order thinking skills is provided through appropriate use of relevant example (China; middle eastern countries) and application of analysis and cause-and-effect reasoning (good markets for the U.S. which help to keep the economy strong; China… provides a large market because its population is so large; the U.S. needs the oil to function).

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of trade with non-democratic nations. Concepts are accurate and well supported ([trade] is an integral part of our economy; we have no choice but to continue trade with countries that are undemocratic). Powerful evidence of higher order thinking skills is demonstrated by extended application of analysis and evaluation integrated with effective use of relevant examples (China is the world’s largest country and the world’s second largest population center; our companies would be losing possible business from the world’s largest market, and we would lose the ability to use everyday goods that are shipped from China; we get most of our oil from Saudi Arabia, which is a monarchy, and Venezuela, which could be reasonably argued has transformed itself into a military state).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of trade with non-democratic nations. Well- supported and accurate concepts are given (we need what they are exporting; those other countries have sovereignty over themselves). Effective use of relevant examples (Iran; China), extended application of analysis and evaluation (we maintain trade with them… because we need the oil that they provide; we are not the rulers, nor the policemen, of the world; the freedom to choose to have any kind of government they please; our world is growing more and more interdependent), and integrated cause-and-effect reasoning (we would likely just end up hurting ourselves; if, for example, we were to stop trade with China, we would lose a source of cheap labor, causing prices of manufactured goods to skyrocket) demonstrate powerful evidence of higher order thinking skills.

Additional Scored Student Responses