Constitutional Issues 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 the issue that considers both individual rights and the common good.
    Provide background on your position by describing
    •
    what the issue is
    •
    who is involved in the issue
    •
    why this issue is important.
    Provide reasons for your position that include:
    •
    An explanation of how a constitutional principle logically supports your position on
    the issue.
    •
    An explanation of how one additional piece of credible information logically
    supports your position on the issue.
    Make explicit references within the paper or presentation to three or more credible
    sources that provide relevant information AND cite sources within the paper,
    presentation, or bibliography.
    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).
    Office of Superintendent of Public Instruction – July 2008
    Middle School
    Recommended
    for 8
    th
    Grade
    Middle School - Constitutional Issues CBA Rubric
    (Recommended for 8
    th
    Grade*)
    Å
    ----------------------------------------------------------------------------------------------PASSING
    NOT PASSING --------------------------------------------------------------
    Æ
    GLE (EALR)
    4 – Excellent
    3 – Proficient
    2 - Partial
    1 - Minimal
    1.4.1. Analyzes how a position
    on an issue attempts to balance
    individual rights and the common
    good. (8
    th
    Grade)
    (EALR 1.4. Understands civic
    involvement)
    1.1.1. Understands key ideals
    and principles outlined in the
    Declaration of
    Independence… and the U.S.
    Constitution… (8
    th
    Grade)
    (EALR 1.1. Understands key
    ideals and principles…)
    Takes a position on the issue that
    •
    Considers both individual
    rights and the common good.
    AND
    •
    Includes a call to action*.
    Takes a position on the issue that
    •
    Considers both individual
    rights and the common good.
    Takes a position on the issue that
    •
    Considers EITHER individual
    rights OR the common good.
    OR
    •
    Includes a call to action.
    Takes a position on the issue
    that
    •
    Does NOT consider either
    individual rights or the
    common good.
    Provides background on the issue
    by describing:
    •
    what the issue is
    •
    who is involved in the issue
    •
    why this issue is important by
    relating it to a key ideal or
    constitutional principle.
    Provides background on the issue
    by describing:
    •
    what the issue is
    •
    who is involved in the issue
    •
    why this issue is important.
    Provides background on the issue by
    describing
    two
    of the following:
    •
    what the issue is
    •
    who is involved in the issue
    •
    why this issue is important.
    Provides background on the
    issue by describing
    one
    of the
    following:
    •
    what the issue is
    •
    who is involved in the issue
    •
    why this issue is important.
    1.1.2. Evaluates… how key
    ideals and constitutional
    principles set forth in
    fundamental documents relate to
    public issues. (8
    th
    Grade)
    (EALR 1.1. Understands key
    ideals and principles…)
    5.4.1. Uses sources within the
    body of the work to support
    positions in a paper or
    presentation. (8
    th
    Grade)
    (EALR 5.4. Creates a product…)
    Provides reason(s) for the position
    supported by evidence.
    The evidence includes:
    •
    An explanation of how a
    constitutional principle
    logically supports the position
    on the issue.
    AND
    •
    An explanation of how
    two or
    more
    additional pieces of
    credible information logically
    support the position on the
    issue.
    Provides reason(s) for the position
    supported by evidence.
    The evidence includes:
    •
    An explanation of how a
    constitutional principle
    logically supports the position
    on the issue.
    AND
    •
    An explanation of how
    one
    additional piece of credible
    information logically supports
    the position on the issue.
    Provides reason(s) for the position
    supported by evidence.
    The evidence includes:
    •
    An explanation of how a
    constitutional principle logically
    supports the position on the
    issue without any additional
    supporting information.
    OR
    •
    An explanation of how credible
    information logically supports the
    position on the issue without
    explaining how a constitutional
    principle supports the position.
    Provides reason(s) for the
    position without any supporting
    evidence.
    5.4.2. Uses appropriate format to
    cite sources within an essay. (8
    th
    Grade)
    (EALR 5.4. Creates a product…)
    5.2.2. Evaluates the logic of
    positions in primary and
    secondary sources to interpret
    an issue or historical event. (8
    th
    Grade)
    (EALR 5.2. Uses inquiry-based
    research.)
    •
    Makes explicit references
    within the paper or
    presentation to
    four or more
    credible sources that provide
    relevant information.
    •
    Cites sources within the
    paper, presentation, or
    bibliography.
    •
    Makes explicit references
    within the paper or
    presentation to
    three
    credible
    sources that provide relevant
    information.
    •
    Cites sources within the
    paper, presentation, or
    bibliography.
    •
    Makes explicit references within
    the paper or presentation to
    two
    credible sources that provide
    relevant information.
    •
    Cites sources within the paper,
    presentation, or bibliography.
    •
    Makes explicit references
    within the paper or
    presentation to
    one
    credible
    source that provides
    relevant information.
    •
    Cites sources within the
    paper, presentation, or
    bibliography.
    * If a student chooses a historical issue to analyze, she/he can include “an analysis of how this issue helps understand current issues” rather than “a call
    to action.”
    ** OSPI recommends that this CBA be used at the 8
    th
    grade level and thus, the GLEs included in the rubric are for that grade. However, if the CBA is
    used at another grade level (i.e., the 7
    th
    ), the GLEs may need to change to match the appropriate content (e.g., state constitution v. federal constitution in
    1.1.1).
    *** Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.

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