Unsatisfactory

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Poor

2

Fair

3

Above Average

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Excellent

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Examine Article I, Sections 1, 7, and 8, of the U.S. Constitution.

The student incorrectly examines the Article I, Sections 1, 7, and 8, of the U.S. Constitution, providing no meaning.

The student correctly examines the meaning of only certain parts of Article I, Sections 1, 7, and 8, of the U.S. Constitution.

The student correctly examines Article I, Sections 1, 7, and 8, of the U.S. Constitution, providing its meaning.

The student correctly examines Article I, Sections 1, 7, and 8, of the U.S. Constitution and explains how the Constitution describes the role of Congress in the lawmaking process and places boundaries on Congress in lawmaking.

The student correctly examines Article I, Sections 1, 7, and 8, of the U.S. Constitution, explains how the Constitution describes the role of Congress in the lawmaking process and places boundaries on Congress in lawmaking, and discusses the advantages and disadvantages of the complex legislative process.

Describe the role of the U.S. Congress in American Government as set forth in the Constitution.

The student incorrectly describes the role of Congress and does not attempt to explain how the U.S. Constitution defines that role.

The student explains that the primary role of Congress is making laws but cannot explain how the U.S. Constitution defines that role.

The student describes the role of the U.S. Congress in American Government and explains that the Constitution places boundaries on Congress in lawmaking.

The student describes the role of the U.S. Congress in American Government and explains that the Constitution places boundaries on Congress in lawmaking and gives the House and Senate right to set their own “rules of proceedings.”

The student describes the role of the U.S. Congress in American Government, explains that the Constitution places boundaries on Congress in lawmaking and gives the House and Senate right to set their own “rules of proceedings,” and understands that over the years the House and Senate have created procedural rules that have shaped the legislative process.

Illustrate the process of a bill becoming a law.

The student cannot illustrate the process of a bill becoming a law.

The student attempts to illustrate the textbook process of a bill becoming a law, with a few mistakes.

The student correctly illustrates the textbook process of a bill becoming a law.

The student correctly illustrates the textbook process of a bill becoming a law and can explain each stage of the process.

The student correctly illustrates the textbook process of a bill becoming a law, can explain each stage of the process, and understands that the legislative process has changed throughout the years.

Explain why the Framers created a Congress with a House and a Senate and gave them different roles.

The student incorrectly explains why the Framers created a Congress with a House and a Senate and gave them different roles.

The student explains the different roles of the House and Senate but does not explain why the Framers gave them different roles.

The student explains why the Framers created a Congress with a House and a Senate and gave them different roles.

The student explains why the Framers created a Congress with a House and a Senate and gave them different roles and describes the roles of each chamber.

The student explains why the Framers created a Congress with a House and a Senate and gave them different roles, describes the two chambers of Congress, and explains how a bicameral legislative branch protects all U.S. citizens’ interests.

Explain the President’s role in the lawmaking process.

The student incorrectly describes the President’s role in the lawmaking process.

The student understands that Congress plays the primary role in creating laws but cannot explain the role of the President.

The student explains the President’s role in the lawmaking process.

The student explains the President’s role in the lawmaking process and discusses why the President was not given more power in creating laws.

The student explains the President’s role in the lawmaking process, discusses why the President was not given more power in creating laws, and explains why this system of checks and balances is important.

Define the term veto.

The student incorrectly defines the term veto .

The student understands that the term veto is associated with the legislative process but cannot define the term.

The student defines the term veto .

The student defines the term veto and explains how Congress can override a veto.

The student defines the term veto , explains how Congress can override a veto, and explains why the Framers wrote this system of checks and balances into the Constitution.

Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Explain how a bill becomes a law.

The student cannot explain how a bill becomes a law.

The student attempts to explain how a bill becomes a law, with few mistakes.

The student gives the textbook explanation of how a bill becomes a law.

The student gives the textbook explanation of how a bill becomes a law and describes how most bills are currently passed.

The student gives the textbook explanation of how a bill becomes a law, describes how most bills are currently passed, and describes the roles that Congressional committees play in the lawmaking process.

Explain how the Constitution defines the legislative process.

The student incorrectly explains how the Constitution defines the legislative process.

The student knows that the Constitution gives Congress the power to make laws, but is unable to explain how a bill becomes a law.

The student explains how the Constitution defines the legislative process.

The student explains how the Constitution defines the legislative process and discusses why the Framers designed the legislative process in the manner they did.

The student explains how the Constitution defines the legislative process, discusses why the Framers designed the legislative process in the manner they did, explains how the process has evolved, and discusses some common criticisms.

Explain whether you would or would not change the legislative branch (if you had the opportunity) and why.

The student does not clearly state whether or not he or she would or would not change the legislative branch.

The student states whether he or she would or would not change the legislative branch but does not explain why.

The student states whether he or she would or would not change the legislative branch and explains why.

The student states whether he or she would or would not change the legislative branch, explains why, and describes some criticisms that people have about the legislative process.

The student states whether he or she would or would not change the legislative branch, explains why, describes some criticisms that people have about the legislative process, and explains why the Framers designed the legislative process to be slow and deliberative.

Describe the role that Congressional committees play in the lawmaking process.

The student does not attempt to describe the role that Congressional committees play in the lawmaking process.

The student incorrectly describes the role that Congressional committees play in the lawmaking process.

The student understands that committees and subcommittees help determine the outcome of the lawmaking process by deciding which bills the full Congress will consider and by shaping the legislation upon which votes are finally cast.

The student understands that committees and subcommittees help determine the outcome of the lawmaking process by deciding which bills the full Congress will consider and by shaping the legislation upon which votes are finally cast, and explains how Members of Congress can influence legislation through their specific committee assignments.

The student understands that committees and subcommittees help determine the outcome of the lawmaking process by deciding which bills the full Congress will consider and by shaping the legislation upon which votes are finally cast; explains how Members of Congress can influence legislation through their specific committee assignments; and describes how representation on specific Congressional committees can be important to state or local community interests.

Describe the purposes, functions, and organization of Congressional committees.

The student incorrectly describes the purposes of Congressional committees.

The student describes the purposes of Congressional committees but does not describe the functions or organization of committees.

The student describes the purposes, functions, and organization of Congressional committees.

The student describes the purposes, functions, and organization of Congressional committees and describes the committee process of lawmaking.

The student describes the purposes, functions, and organization of Congressional committees; describes the committee process of lawmaking; and describes factors that affect each committee member's final vote.