You Decide CBA
    Citizens in a democracy have the right and responsibility to make informed decisions. You will
    make an informed decision on a public issue after researching and discussing different
    perspectives on this issue.
    Directions to Students
    1
    In a cohesive paper or presentation
    2
    , you will:
    State a position on a public issue.
    Provide background on the issue by explaining two stakeholders’ positions on this
    issue.
    Include an explanation of how EITHER a right OR the common good relates to the
    position on the issue.
    List two sources including the title, author, type of source, and date of each source.
    1
    This directions page guides students towards the “proficient” level (level “3”) for this CBA. To help students reach “excellent” (level “4),
    please refer to the rubric or, if available, the graphic organizer.
    2
    Students may do a paper or presentation in response to the CBA provided that for either format, there is documentation of this response
    that someone outside their classroom could easily understand and review using the rubric (e.g., a videotaped presentation, an electronic
    written document).
    Elementary
    School
    Recommended
    for 5
    th
    Grade
    Elementary – You Decide CBA Rubric
    (Recommended for 5
    th
    Grade
    *
    )
    Å
    ------------------------------------------------------------------------------PASSING
    NOT PASSING --------------------------------------------------------------
    Æ
    GLE (EALR)
    4 - Excellent
    3 – Proficient
    2 - Partial
    1 - Minimal
    5.4.1. Researches multiple perspectives to
    take a position on a public or historical
    issue in a paper or presentation. (5
    th
    Grade)
    (EALR 5.4. Creates a product…)
    5.3.1. Engages others in discussions that
    attempt to clarify and address multiple
    viewpoints on public issues based on
    democratic ideals.
    (EALR 5.3 Deliberates public issues.)
    States a position on a public issue
    and concludes with a call to
    action***.
    States a position on a public
    issue.
    States a position on a public
    issue that is unclear.
    Provides reasons for a
    possible position but does not
    state a position.
    Provides background on the issue
    by explaining**:
    •
    Three or more
    stakeholders’
    positions on this issue.
    Provides background on the
    issue by explaining**:
    •
    Two
    stakeholders’
    positions on this issue.
    Provides background on the
    issue by explaining**:
    •
    One
    stakeholder’s position
    on this issue.
    Provides background on the
    issue without explaining any
    stakeholder’s position on the
    issue.
    1.1.2. Evaluates how a public issue is
    related to constitutional rights and the
    common good. (5
    th
    Grade)
    (EALR 1.1. Understands key ideals and
    principles…)
    1.4.1. Understands that civic participation
    involves being informed about how public
    issues are related to rights and
    responsibilities. (5
    th
    Grade)
    (EALR 1.4. Understands civic involvement)
    Provides reason(s) for the position
    supported by evidence.
    The evidence includes:
    •
    An explanation of how a right
    relates to the position on the
    issue.
    AND
    •
    An explanation of how the
    common good relates to the
    position on the issue.
    Provides reason(s) for the
    position supported by evidence.
    The evidence includes:
    •
    An explanation of how a
    right relates to the position
    on the issue.
    OR
    •
    An explanation of how the
    common good relates to
    the position on the issue.
    •
    Provides reason(s) for the
    position with supporting
    evidence but WITHOUT
    relating the position to a
    right or the common good.
    Provides reason(s) for the
    position without any
    supporting evidence.
    5.4.2. Prepares a list of resources
    including the title, author, type of source,
    date published, and publisher for each
    source and arranges the sources
    alphabetically. (5
    th
    Grade)
    (EALR 5.4. Creates a product…)
    Lists
    three
    sources including the
    title, author, type of source, and
    date of each source.
    Lists
    two
    sources including the
    title, author, type of source, and
    date of each source.
    Lists
    one
    source including the
    title, author, type of source, and
    date of the source.
    Lists source(s) but does not
    include the title, author, type
    of source, and date of the
    source for any of them.
    *
    OSPI recommends that this CBA be used at a particular grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is used at
    another grade level within the grade band (3-5, 6-8, or 9-12), the GLEs may need to change to match the appropriate content.
    ** For the purposes of this rubric, “explaining” requires students to provide specific details AND commentary for each stakeholder’s position.
    *** If a student chooses a historical issue to analyze, she/he can include “a discussion of how this issue helps understand current issues” rather than “a call to
    action.”

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