Unsatisfactory

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Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Explain what it means to be civically involved.

The student attempts to explain what it means to be civically involved, but is unable to do so.

The student understands that the term "civics" is related to government but cannot explain what it means to be civically involved.

The student understands that people who are civically involved take time to participate in government and try to help shape the future of their community.

The student understands that people who are civically involved take time to participate in government and try to help shape the future of their community. The student understands that civic involvement takes on many forms, ranging from public/private partnerships, service on City boards and commissions, volunteering on behalf of City programs and services, and addressing the City Council on issues of them you or their neighbors.

The student understands that people who are civically involved take time to participate in government and try to help shape the future of their community. The student understands that civic involvement takes on many forms, ranging from public/private partnerships, service on City boards and commissions, volunteering on behalf of City programs and services, and addressing the City Council on issues of them you or their neighbors. The student gives examples of people who are civically involved.

Identify at least five different types of civic activities.

The student identifies only one or two civic activities, such as voting, writing letters to legislators, volunteering, or attending community forums.

The student identifies three to four civic activities, such as voting, writing letters to legislators, volunteering, or attending community forums.

The student identifies at least five different types of civic activities, such as voting, writing letters to legislators, volunteering, or attending community forums.

The student identifies at least five different types of civic activities, such as voting, writing letters to legislators, volunteering, or attending community forums. The student describes each activity in depth.

The student identifies at least five different types of civic activities, such as voting, writing letters to legislators, volunteering, or attending community forums. The student describes each activity in depth and explains how each activity benefits the local community, state, or nation.

Explain which civic activities they are most likely to participate in and why.

The student describes activities that he or she is likely to participate in, but not all of them are civics related.

The student identifies activities which he or she is most likely to participate in but does not explain why.

The student identifies civic activities that he or she is most likely to participate in and explains why he or she is most likely to participate in these activities.

The student identifies civic activities that he or she is most likely to participate in and explains why he or she is most likely to participate in these activities. The student describes each activity in depth and explains why he or she would not participate in other activities.

The student identifies civic activities that he or she is most likely to participate in and explains why he or she is most likely to participate in these activities. The student describes each activity in depth and explains how each activity benefits the local community, state, or nation. The student explains why he or she would not participate in other activities.

Examine different news sources and identify how many times minorities are featured.

The student looks through a newspaper and watches the nightly news but does not identify the number of times minorities were featured.

The student describes one news story about a minority, but does not identify the number of times minorities were featured in the news.

The student thoroughly examines print and television news sources and explains how many times minorities were featured.

The student thoroughly examines print and television news sources and explains how many times minorities were featured. The student states why the minorities were featured.

The student thoroughly examines print and television news sources and explains how many times minorities were featured. The student states why the minorities were featured and explains whether he or she thinks minorities were sufficiently represented in the news.

Describe how the language and tone in news stories affect their impressions and opinions about minorities.

The student looks through a newspaper and watches the nightly news but does not describe how the language and tone in the news stories affected his or her impressions and opinions about minorities.

The student describes the language and tone newspapers and television stations used, but does not explain how the language and tone in the news stories affected his or her impressions and opinions about minorities.

The student thoroughly examines print and television news sources and describes how the language and tone in news stories affect their impressions and opinions about minorities.

The student thoroughly examines print and television news sources and describes how the language and tone in news stories affect their impressions and opinions about minorities. The student cites specific examples of how the language and tone in the stories affected their impressions and opinions about minorities.

The student thoroughly examines print and television news sources and describes how the language and tone in news stories affect their impressions and opinions about minorities. The student cites specific examples of how the language and tone in the stories affected their impressions and opinions about minorities and discusses the impact the media has on people's opinions about minorities.

Explain how the media inadvertently discourages minorities from participating in civic activities.

The student describes a minority that was recently featured in the news but does not explain how the media inadvertently discourages minorities from participating in civic activities.

The student describes several examples of minorities featured in the news but does not explain how the media inadvertently discourages minorities from participating in civic activities.

The student gives specific examples of how the media inadvertently discourages minorities from participating in civic activities.

The student gives specific examples of how the media inadvertently discourages minorities from participating in civic activities. The student discusses how the media influences public opinion.

The student gives specific examples of how the media inadvertently discourages minorities from participating in civic activities. The student discusses how the media influences public opinion and explains ways the media can encourage minorities to participate in civic activities.

Describe what would encourage you to become civically involved.

The student identifies one or two civic activities but does not explain what would encourage him or her to become civically involved.

The student discusses what it means to be civically involved, but does not explain what would encourage him or her to become civically involved.

The student explains what would encourage him or her to become civically involved.

The student explains what would encourage him or her to become civically involved and discusses why these things would encourage him or her to become involved.

The student explains what would encourage him or her to become civically involved and discusses why these things would encourage him or her to become involved. The student describes ways that youth and minorities could be encouraged to become civically involved.

Identify qualities that would make a person a good civic mentor.

The student identifies only one quality that would make a person a good civic mentor, such as the person votes, volunteers, and stays informed about current issues.

The student identifies only two qualities that would make a person a good civic mentor, such as the person votes, volunteers, and stays informed about current issues.

The student identifies at least three qualities that would make a person a good civic mentor, such as the person votes, volunteers, and stays informed about current issues.

The student identifies at least three qualities that would make a person a good civic mentor, such as the person votes, volunteers, and stays informed about current issues. The student explains why these qualities would make a person a good civic mentor.

The student identifies at least three qualities that would make a person a good civic mentor, such as the person votes, volunteers, and stays informed about current issues. The student explains why these qualities would make a person a good civic mentor and gives examples of people with these qualities.

Select one person to be their civic mentor.

The student identifies one person but does not explain why he or she would be a good civic mentor.

The student identifies one person but only describes one characteristic about that person and that characteristic is not necessarily relate to civic involvement.

The student selects one person to be his or her civic mentor and explains why that person was chosen.

The student selects one person to be his or her civic mentor and explains why that person was chosen. The student describes how the civic mentor will help him or her become a better citizen.

The student selects one person to be his or her civic mentor and explains why that person was chosen. The student describes how the civic mentor will help him or her become a better citizen and begins to develop a plan for becoming civically involved.

Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Examine founding-era documents and find examples of the core values that allow for diverse opinions in our country and protect the minority.

The student only describes one idea from a founding-era document.

The student describes the content of some founding-era documents but does not give specific examples of core values that allow for diverse opinions in our country and protect the minority.

The student examines founding-era documents, and finds examples of the core values that allow for diverse opinions in our country and protect the minority, such as popular sovereignty, republic or representative government, federalism, common good and individual rights.

The student examines founding-era documents, and finds examples of the core values that allow for diverse opinions in our country and protect the minority, such as popular sovereignty, republic or representative government, federalism, common good and individual rights. The student explains why it is important for all Americans to make a common commitment to these values and what might happen if such a commitment were not made.

The student examines founding-era documents, and finds examples of the core values that allow for diverse opinions in our country and protect the minority, such as popular sovereignty, republic or representative government, federalism, common good and individual rights. The student explains why it is important for all Americans to make a common commitment to these values and what might happen if such a commitment were not made. The student provides real-life examples of fundamental principles and values of American political and civic life.

Describe responsibilities that accompany the rights guaranteed in the U.S. Constitution.

The student describes how an individual may participate in a civic activity but does not describe responsibilities that accompany the rights guaranteed in the U.S. Constitution.

The student some rights but does not identify responsibilities that accompany these rights.

The student describes the rights guaranteed to citizens in the constitution and identifies at least three responsibilities that accompany these rights.

The student describes the rights guaranteed to citizens in the constitution and identifies four or more responsibilities that accompany these rights.

The student describes the rights guaranteed to citizens in the constitution and identifies four or more responsibilities that accompany these rights. The student discusses why it is important for all citizens to fulfill these responsibilities.

Explain why it is important for all citizens to participate in civic activities.

The student provides only one example of how citizens can participate in civic activities but does not explain hwy it is important for citizens to participate in these activities.

The student provides several examples of how citizens can participate in civic activities but does not explain why it is important for citizens to participate in these activities.

The student explains why it is important for all citizens to participate in civic activities.

The student explains why it is important for all citizens to participate in civic activities and gives examples of different types of civic activities.

The student explains why it is important for all citizens to participate in civic activities and gives examples of different types of civic activities. The student discusses the consequences of having disengaged citizens.

Identify ways they can become civically involved.

The student identifies only one way to become civically involved.

The student identifies two ways to become civically involved.

The student identifies at least three ways to become civically involved.

The student identifies four or more ways to become civically involved and describes the benefits of youth participating in these activities.

The student identifies four or more ways to become civically involved and describes the benefits of youth participating in these activities. The student explains which of these activities he or she is most likely to be involved with and why.

Compare the demographics of the United States to the make-up of Congress.

The student briefly discusses the diversity that exists in the United States.

The student describes the demographics of the United States or the make-up of Congress but not both.

The student compares and contrasts the demographics of the United States to the make-up of Congress.

The student compares and contrasts the demographics of the United States to the make-up of Congress. The discusses whether he or she thinks Congress is sufficiently representative.

The student compares and contrasts the demographics of the United States to the make-up of Congress. The discusses whether he or she thinks Congress is sufficiently representative and cites possible reasons why the number of women and minorities is disproportionate to the number of women and minorities living in the United States.

Describe the value of having different backgrounds, genders, and races among Members of Congress.

The student knows that Congress has some women and minority Members but does not describe the value of having different backgrounds, genders, and races among Members of Congress.

The student briefly describes the make-up of Congress but does not describe the value of having different backgrounds, genders, and races among Members of Congress.

The student describes the value of having different backgrounds, genders, and races among Members of Congress.

The student describes the value and challenges of having different backgrounds, genders, and races among Members of Congress.

The student describes the value and challenges of having different backgrounds, genders, and races among Members of Congress. The student discusses whether Congress is sufficiently representative.

Explain why they think Congress is or is not sufficiently representative.

The student identifies one or more minority Members of Congress but does not describe the make-up or explain why he or she thinks Congress is or is not sufficiently representative.

The student describes the make-up of Congress but does not explain why he or she thinks Congress is or is not sufficiently representative.

The student explains why he or she thinks Congress is or is not sufficiently representative.

The student explains why he or she thinks Congress is or is not sufficiently representative and gives specific reasons for having that viewpoint.

The student explains why he or she thinks Congress is or is not sufficiently representative and gives specific reasons for having that viewpoint. The student discusses the value of having a diverse Congress.