Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Identify at least three ways the federal government impacts a student’s daily life.

The student identifies only one way the federal government impacts his or her life.

The student identifies only two ways the federal government impacts his or her daily life.

The student identifies at least three ways the federal government impacts his or her daily life.

The student identifies more than three ways the federal government impacts his or her daily life.

The student identifies more than three ways the federal government impacts his or her daily life and discusses why the Federal government is necessary.

Name at least three ways citizens can influence political leaders.

The student names only one way that citizens can influence political leaders.

The student names only two ways citizens can influence political leaders.

The student names three ways citizens can influence political leaders.

The student names more than three ways citizens can influence political leaders.

The student names more than three ways citizens can influence political leaders and cites an example of an individual who has influenced political leaders.

Identify the three branches of government and explain the functions of each branch.

The student identifies only one branch of government.

The student identifies only two branches of government and explains the functions of each.

The student identifies the three branches of government and explains the functions of each.

The student identifies the three branches of government, explains the functions of each branch, and describes how each branch affects his or her own life.

The student identifies the three branches of government, explains the functions of each branch, discusses the system of checks and balances, and describes how each branch affects his or her own life.

Unsatisfactory

1

Poor

2

Fair

3

Above Average

4

Excellent

5

Score

Describe at least one ethics rule of Congress.

The student lists a rule, but it is not an ethics rule of Congress.

The student discusses the conduct of Members of Congress but does not list an ethics rule.

The student describes one ethics rule of Congress.

The student describes more than one ethics rule of Congress.

The student describes more than one ethics rule of Congress and describes the actions that can be taken if a Member of Congress disobeys the rule.

Analyze Article I of the U.S. Constitution and explain why the Framers chose to organize the legislative branch in the manner they did.

The student is unable to summarize Article I of the U.S. Constitution.

The student is able to summarize Article I of the U.S. Constitution, but does not explain why the Framers wanted the legislative process to be slow and deliberative.

The student summarizes Article I of the U.S. Constitution and explains why the Framers wanted the legislative process to be slow and deliberative.

The student summarizes Article I of the U.S. Constitution, discusses why some people feel the legislative process is too long and complex, and explains why the Framers wanted the legislative process to be slow and deliberative.

The student summarizes Article I of the U.S. Constitution, discusses why some people feel the legislative process is too long and complex, explains why the Framers wanted the legislative process to be slow and deliberative, and explains how a long and complex legislative process ultimately serves the public good.

Respond to a specific criticism of Congress and explain the extent to which the criticized actions reflect characteristics of American democracy.

The student is unable to respond to a specific criticism of Congress or explain the extent to which the criticized actions reflect characteristics of American democracy.

The student responds to a specific criticism of Congress but does not explain the extent to which the criticized actions reflect characteristics of American democracy.

The student responds to a specific criticism of Congress and explains the extent to which the criticized actions reflect characteristics of American democracy.

The student describes a specific criticism of Congress, explains why he or she agrees or disagrees with the criticism, and explains the extent to which the criticized actions reflect characteristics of American democracy.

The student describes a specific criticism of Congress, explains why he or she agrees or disagrees with the criticism, describes why some people agree with this criticism, and explains the extent to which the criticized actions reflect characteristics of American democracy.

Identify at least five different groups that local representatives serve.

The student identifies only one group that local representatives serve.

The student identifies fewer than five different groups that local representatives serve.

The student identifies five groups that local representatives serve.

The student identifies more than five groups that local representatives serve.

The student identifies more than five groups that local representatives

serve and explains the issues that each group is interested in.

Examine Federalist Paper #10.

The student incorrectly summarizes Federalist Paper #10.

The student is able to state what Federalist Paper #10 is about but has a poor understanding of its key ideas and concepts.

The student summarizes the main ideas of Federalist Paper #10.

The student summarizes the main ideas of Federalist Paper #10 and discusses how it relates to current American politics.

The student summarizes the main ideas of Federalist Paper #10 and discusses how it relates to special interest groups and current American politics.

Describe the influence of interest groups in contemporary American politics.

The student incorrectly defines interest groups.

The student has a poor understanding of interest groups and does not describe the influence of interest groups in contemporary American politics.

The student defines interest groups and explains their purpose and functions.

The student defines interest groups, explains their purpose and functions, and names and describes some of the largest interest groups.

The student defines interest groups, explains their purpose and functions, names and describes some of the largest interest groups, and discusses whether he or she thinks interest groups have become too influential.