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 basic ideas are given (more people to vote; to protest), the 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. The student provides skeletal and incomplete fragments of basic ideas (increase Social Security; state parks).

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of why larger population groups have more influence on government policy. Several correct goals (retirement plans; Medicare; Social Security benefits; pediatric medical attention; juvenile justice) and a complete key idea (tend to have more influence on government policy because American government is based on majority rule) are supplied.

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of why larger population groups have more influence on government policy. The student provides many correct goals (laws on drug and alcohol use; driving privileges; labor laws; Social Security; Medicare; retirement funds) and a complete key idea (government is run by the citizens, and if a large group wants something to benefit them, then government policy would change for them). Although a comparison of larger and smaller groups is attempted, more information/detail is needed to demonstrate evidence of higher order thinking.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of why larger population groups have more influence on government policy. Concepts are accurate and supported (build more schools; protect the environment; set up heath care facilities). Some evidence of higher order thinking is demonstrated through the recognition of a governmental principle (majority rule with minority rights) and the use of cause-and-effect reasoning (taking more drastic action than a smaller body; start large protests and get more media coverage; getting the word out faster; if a large body of people are unhappy, there could be major consequences).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of why larger population groups have more influence on government policy. Several correct goals are supplied (more Social Security; better health care; schools and college costs). Some evidence of higher order thinking is demonstrated through an analysis of the political system’s methodology (more representatives in the House; more likely to listen to you). The student also provides an appropriate analogy (if you had $100 to donate...).

Score for Anchor Paper #7: Rubric Score 3

Annotation: This response shows some understanding of why larger population groups have more influence on government policy. Many goals are cited (college funds; childcare; public school improvement; more facilities and activities for youth; drug and alcohol education and rehabilitation; Medicare). Some evidence of higher order thinking is demonstrated through an analysis of the way democracy works (role of government is to meet the needs of its constituents, and, since it cannot cater to all needs, would probably do most to meet the needs of a larger portion of the population).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response shows understanding of why larger population groups have more influence on government policy. The student provides several correct goals (school buildings; nursing homes; parks). Powerful evidence of higher order thinking is demonstrated through cause-and-effect reasoning (if the government spends some of its budget benefiting the majority, they are more likely to obtain favor; ultimately votes) and extended analysis of the political system (leads to ‘pork barrel’ politics; the power of the purse string often equals political power in our system).

Additional Scored Student Responses