The following 20 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 1

Annotation: Although this response is related to the question, it shows only minimal knowledge. A few fragmented, vague ideas are included (encourages people to say what they think; help the government to know; justified…when it violet the federal law). (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows some understanding of the relationship between freedom of the press and government censorship. Accurate concepts are supported. Through an evaluation of when the government does have the right to withhold information (the information may anger the country; if the country was in a war, for example, the government would be wise not to release certain information; simple things like laws being debated or taxes being revised should not be held by the government) the student demonstrates some evidence of higher order thinking. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response shows understanding of the relationship between freedom of the press and government censorship. Concepts are accurate and well supported. By employing powerful examples of the consequences of press limitations (if the press was not free, people would have a skewed or biased opinion; they would only hear what the government wants them to hear, like in Soviet Russia or China) and of when such limitations might be justified (during the Vietnam war…pictures of the dead soldiers + coffins returning; caused an extreme decline in national support and morale), the student weighs the relative merits of each. Further higher order thinking is demonstrated in the evaluative conclusion (government control should only be used for protection) which is linked to overarching principles of government (popular sovereignty; people control the government, and therefore must know what is going on; vote with eyes that are not blurred with government lies). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response shows some understanding of the relationship between freedom of the press and government censorship. The student provides accurate, supported concepts (if America were in a war, information about secret attacks on the enemy, should not be released; witnesses for high profile cases are sometimes given new identities). Some evidence of higher order thinking is evidenced through analyzing the benefit a free press has on electing leaders (if a society becomes more aware, they can create valid stances on issues that could affect how they vote) and in the weighing of the competing interests of protecting sensitive information versus awareness of important current events.

Score for Sample Student Response #5: Rubric Score 2

Annotation: This response shows knowledge of the relationship between freedom of the press and government censorship. Several relevant concepts are provided (1^st amendment; benefits all people; traffic in the state; new gov't regulations; terror attack). A key idea is then completed (should be allowed to hide certain information just for public safety and welfare). (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #6: Rubric Score 1

Annotation: This response shows only minimal knowledge. A mixture of clear (because we have the right to speak freely) and vague (we can express our view points on information which would give the president or congress better thoughts) ideas is presented. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #7: Rubric Score 2

Annotation: This response shows knowledge of the relationship between freedom of the press and government censorship. A few key ideas are given (if secret government materials could be aired the goverment needs to step in and take that off the air; if people offended a person or group of people the goverment should be able to step in and protect the people offended).

Score for Sample Student Response #8: Rubric Score 4

Annotation: This response shows understanding of the inherent tension between freedom of the press and government censorship. Accurate concepts are well supported. Powerful evidence of higher order thinking is demonstrated throughout the response, as the delicate balance between the public's right to know and national security concerns is thoughtfully explored (free flow of ideas; the Pentagon Papers' leak; threats to our safety; the country needs to be unified; war on terror). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #9: Rubric Score 3

Annotation: This response shows some understanding of the relationship between freedom of the press and government censorship. Accurate and supported concepts are given. The student demonstrates some evidence of higher order thinking both in the discussion of the benefits of freedom of expression (how everybody gets their news…informs public about issues…influence opinions of the people…it shapes the way we think) and in the recognition that "there is also importance in individual rights."

Score for Sample Student Response #10: Rubric Score 1

Annotation: This response shows minimal knowledge of the question. The student presents several vague, incomplete ideas (can hear and publish things; may include something about the government). A misconception concerning the legality of possible government censorship (individual rights can't be taken by government) is also included.

Score for Sample Student Response #11: Rubric Score 2

Annotation: This response shows knowledge of the relationship between freedom of the press and government censorship. Some basic ideas are given (keeps you up to date; censorship is justified when information in the press is a threat to national security). (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #12: Rubric Score 4

Annotation: This response shows understanding of the relationship between freedom of the press and government censorship. Accurate and supported knowledge is interwoven into an analysis of the functions (demonstrate their beliefs; publish their political ideas; scientists share their findings; resources that people use to share information) and consequences of the press' freedom in the real world (has produced technological advances, social reform, and well-informed people that contribute to the growth of society). Additional higher order thinking is demonstrated in the recognition that sometimes these benefits must be curtailed (although freedom of expression is crucial to American democracy, it may be legally limited to protect other citizens) and that sometimes this is beneficial as well (ensure the integrity of the media). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #13: Rubric Score 1

Annotation: Although related to the question, this response shows only minimal knowledge. The student repeats the same vague information multiple times (find out things; what is happening in the world; want to know what is happening in the world so they know if they are safe or whats happening in the government). (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #14: Rubric Score 2

Annotation: This response shows knowledge of the relationship between freedom of the press and government censorship. Basic ideas are provided (they can hear the truth; report any news wanted; Sometimes…it is the government's responsibility to censor) with a little support (gives citizens more information; clear and present danger).

Score for Sample Student Response #15: Rubric Score 1

Annotation: This response shows only minimal knowledge of the question. Fragmented, general ideas are given (threat to the government; everyone should know what is happening in the country they live in; people can have a say).

Score for Sample Student Response #16: Rubric Score 3

Annotation: This response shows some understanding of the relationship between freedom of the press and government censorship. Concepts are accurate and supported. An appropriate example of an instance when censorship should not prevail (torture of prisoners in Abu Graub) is followed by a generalization about when such censorship should be permitted (sensitive information that would jeopardize the safety of the American people; all other information should be provided). Evidence of higher order thinking is demonstrated through analysis of why a free press is an important component of democracy (is supposed to represent the best wishes of its people; freedom of the press allows the voice of the individual to be heard).

Score for Sample Student Response #17: Rubric Score 4

Annotation: This response shows understanding of the fragile relationship between freedom of the press and government censorship. The student seamlessly integrates accurate, well supported concepts into a thorough examination of why freedom of the press is essential in a free society (in a democracy where the people essentially hold the power…the press makes it so people have continuous access to what the government is doing; people's rights are explicitly written out in the Constitution) and an analysis of the gray areas (protecting the greater good). (Compare to this Level 4 anchor paper.)

Score for Sample Student Response #18: Rubric Score 2

Annotation: This response shows knowledge of the relationship between freedom of the press and government censorship. Basic ideas are provided (in other countries, everything anti-government is censored; jusfied when the knowledge would help terrorists; people should know most things). A key idea is then completed (in America, anything can be said; ensure the public's safety). (Compare to this Level 2 anchor paper.)

Score for Sample Student Response #19: Rubric Score 3

Annotation: This response shows some understanding of the relationship between freedom of the press and government censorship. Concepts are accurate and supported. Some evidence of higher order thinking is demonstrated in the first paragraph through the use of cause-and-effect reasoning and analysis (society benefits from freedom of the press, because then everyone can know what is truthfully going on; without freedom…would have to print what the government wants you to hear; which means that not all of what was written down would be exactly what is going on). (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #20: Rubric Score 4

Annotation: This response shows understanding of the dynamic tension surrounding the issues of a free press and public safety. Using accurate and well supported concepts, the student not only insightfully analyzes the necessity for a free press (democracy without press is not democracy at all; truth might actually be gleaned from all the many opinions), but also acknowledges the equally valid need for occasional censorship by providing examples (The War of the Worlds resulted in mass panic; reports of the war in Iraq). After weighing and balancing this argument, a conclusion is reached about the relative merits of both freedom and censorship (democracy cannot work without free press, but the primary concern of government should be public welfare, which might sometimes include restrictions on the press). (Compare to this Level 4 anchor paper.)

Anchor Papers used in scoring