Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Discuss the essential ideas of American government that are expressed in the Declaration of Independence and United States Constitution.

The student is unable to discuss the essential ideas of American government that are expressed in the Declaration of Independence and United States Constitution.

The student discusses the essential ideas of American government that are expressed in the Declaration of Independence or United States Constitution, but not both.

The student discusses the essential ideas of American government that are expressed in the Declaration of Independence and United States Constitution.

The student discusses the essential ideas of American government that are expressed in the Declaration of Independence and United States Constitution and describes how our current government upholds these ideas.

The student discusses the essential ideas of American government that are expressed in the Declaration of Independence and United States Constitution, describes how our current government upholds these ideas, and explains what citizens can do to protect the freedoms and rights guaranteed in the Constitution.

Explain why citizen participation is important in a representative democracy, providing at least three reasons to do so.

The student names only one reason why it is important to participate in government.

The student names only two reasons why it is important to participate in government.

The student names at least three reasons why it is important to participate in government.

The student names more than three reasons why it is important to participate in government.

The student names more than three reasons why it is important to participate in government and explains some consequences of not participating.

Identify their representatives.

The student is unable to identify his or her representatives.

The student identifies only some of his or her representatives.

The student identifies all of his or her representatives.

The student identifies all of his or her representatives and knows if they are a U.S. Senator, a U.S. Representative, or a state legislator.

The student identifies all of his or her representatives, knows if they are a U.S. Senator, a U.S. Representative, or a state legislator, and can explain how to contact them.

Explain why it is important for citizens to communicate with their representatives.

The student is unable to explain why it is important for citizens to communicate with their representatives.

The student explains how to contact their representatives but does not explain why it is important.

The student explains why it is important for citizens to communicate with their representatives.

The student explains why it is important for citizens to communicate with their representatives and explains how to contact their representatives.

The student explains why it is important for citizens to communicate with their representatives, explains how to contact their representatives, and describes various ways you can communicate with representatives.

Describe at least three ways citizens can effectively communicate with their legislator.

The student is unable to describe how citizens can effectively communicate with their legislator.

The student describes only two ways citizens can effectively communicate with their legislator.

The student describes three ways citizens can effectively communicate with their legislator.

The student describes more than three ways citizens can effectively communicate with their legislator.

The student describes more than three ways citizens can effectively communicate with their legislator and explains why some forms of communication are more effective than others.

Describe the qualities of a person who is civically engaged.

The student is unable to describe the qualities of a person who is civically engaged.

The student names someone who is civically engaged but does not describe the qualities of a person who is civically engaged.

The student describes the qualities of a person who is civically engaged.

The student describes the qualities of a person who is civically engaged and describes someone who is civically engaged.

The student describes the qualities of a person who is civically engaged, describes someone who is civically engaged, and explains why it is important to be civically engaged.

Explain how young people can become involved with government, providing at least three ways to do so.

The student is unable to explain how young people can become involved with government.

The student describes less than three ways young people can become involved with government.

The student describes three ways young people can become involved with government.

The student describes more than three ways young people can become involved with government.

The student describes more than three ways young people can become involved with government and identifies ways that he or she can become involved.

Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

List at least three different things citizens can do to influence government.

The student is unable to list things citizens can do to influence government.

The student lists less than three things citizens can do to influence government.

The student lists three things citizens can do to influence government.

The student lists more than three things citizens can do to influence government.

The student lists more than three things citizens can do to influence government and explains the various ways they can participate at each level of government.

Explain why it is important to vote.

The student names only one reason why it is important to vote.

The student names only two reasons why it is important to vote.

The student names three reasons why it is important to vote.

The student names more than three reasons why it is important to vote.

The student names more than three reasons why it is important to vote and explains some of the consequences of not voting.

Describe the effectiveness of letter writing.

The student is unable to describe the effectiveness of letter writing.

The student explains how to find the address of his or her representatives but does not describe the effectiveness of letter writing.

The student describes the effectiveness of letter writing.

The student describes the effectiveness of letter writing and describes some "Dos" and "Don'ts" of letter writing.

The student describes the effectiveness of letter writing, describes some "Dos" and "Don'ts" of letter writing, and cites an example of someone who has influenced a legislator through letter writing.

Explain citizens' right to protest.

The student is unable to explain citizens' right to protest.

The student discusses citizens' rights but does not specifically explain citizens' right to protest.

The student explains citizens' right to protest.

The student explains citizens' right to protest and describes some possible consequences of protesting.

The student explains citizens' right to protest, describes some possible consequences of protesting, and describes someone who exercised their right to protest.

Define the term citizen.

The student is unable to define the term citizen.

The student explains why he or she is or is not a citizen but does not define the term citizen.

The student defines the term citizen.

The student defines the term citizen and describes some of the rights guaranteed to U.S. citizens.

The student defines the term citizen, describes some of the rights guaranteed to U.S. citizens, and lists some responsibilities of U.S. citizens.

Generate a list of the qualities, duties, and responsibilities of a good citizen.

The student is unable to generate a list of the qualities, duties, and responsibilities of a good citizen.

The student defines the term citizen but does not generate a list of the qualities, duties, and responsibilities of a good citizen.

The student names three qualities, duties, and responsibilities of a good citizen.

The student names more than three qualities, duties, and responsibilities of a good citizen.

The student names more than three qualities, duties, and responsibilities of a good citizen and describes someone whom they think is a good citizen.

List at least three different ways citizens can stay informed about current issues.

The student is unable to list ways citizens can stay informed about current issues.

The student lists less than three different ways citizens can stay informed about current issues.

The student lists three different ways citizens can stay informed about current issues.

The student lists more than three different ways citizens can stay informed about current issues.

The student lists more than three different ways citizens can stay informed about current issues and discusses the difference between the various news sources.

Explain why it is important to examine news from multiple sources.

The student is unable to explain why it is important to examine news from multiple sources.

The student lists different sources of news but does not explain why it is important to examine news from multiple sources.

The student explains why it is important to examine news from multiple sources.

The student discusses the difference between the various news sources and explains why it is important to examine news from multiple sources.

The student discusses the difference between the various news sources, explains why it is important to examine news from multiple sources, and explains which news source he or she prefers and why.