The following 7 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 shows minimal knowledge. A few general, unsupported fragments of ideas are provided (fair trial; criminal may have a little too much freedom).

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response shows minimal knowledge. The student provides a few acceptable, but fragmented, ideas (the right to be read their rights; made it a law that suspects had to be read their rights; accused can’t say they didn’t know what their rights were).

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows knowledge of due process. Basic ideas are provided (right to not incriminate his/herself; they have to be read to you; show that we are equal; suspect may be guilty but it can’t be proven). A key idea is then completed (they will get out of jail and could possibly do another crime).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows knowledge of due process. The student provides a number of basic ideas (right to not selfincriminate; getting a illegal confession that was later found unuseable; once they are told their right if they confess to a crime the{y} can be held to that in court; if the police mess-up…it will be unuseable in court and they can get off for a crime they did commit).

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows some understanding of the functioning of due process rights in our court system. Accurate, supported concepts are provided (ensuring equal protection under the law; every accused person has the right to a trial and a defense; acused have gained the right to know their rights…ensuring fairness and equality). Some evidence of higher order thinking is shown in the analysis of the disadvantages (accused have more of a chance to hide or coverup evidence; the legal knowledge to be noncooperative with officers) and advantages (right of the accused to act in their defense; protects against the overpowering of the government) and in the recognition that the protection of the freedom of the citizens is “the sole reason for the adoption of the Bill of Rights.”

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response shows some understanding of due process rights. Concepts are accurate and supported (convicting and incarserating a criminal is a lengthy and complicated process; accused…informed of their rights). Some evidence of higher order thinking is demonstrated through weighing and balancing the advantages and disadvantages of strengthening the rights of the accused (very difficult to wrongly convict someone; discourages people of wrongly accusing each other; if a criminal is clever enough, he can evade the system; criminals remain on the street…because it is so difficult to convict; lawyers and judges can use loopholes…regardless of whether the client is guilty or innocent).

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response shows understanding of due process rights. Interwoven throughout are accurate, well supported concepts. Powerful evidence of higher order thinking is demonstrated in the thorough and insightful analysis of due process rights and their manifestation in our court system. The examination of how the strengthening of due process affects different perspectives (for the accused…protects presumption of innocence; if you are the law enforcer… makes it harder to bring the criminal to justice) shows extended analysis of the government principles involved.