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 the interaction between individual rights and
the common good AND includes an analysis of how to advocate for your position.
Provide reason(s) for your position that include:
•
An analysis of how the Constitution promotes one specific ideal or principle
logically connected to your position on the issue.
•
An evaluation of how well the Constitution was upheld by a court case OR a
government policy related to your position on the issue.
•
A fair interpretation of a position on the issue that contrasts with your own.
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
2
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se 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
High School
Recommended
for 11
th
Grade
High School - Constitutional Issues CBA Rubric
(Recommended for 11
th
Grade
*
)
?----------------------------------------------------------------------------------------------PASSING
NOT PASSING --------------------------------------------------------------
GLE (EALR)
4 - Excellent
3 – Proficient
2 – Partial
1 - Minimal
A
1.4.1. Analyzes and evaluates
ways of influencing local, state, and
national governments to preserve
individual rights and promote the
common good. (11
th
Grade)
(EALR 1.4. Understands civic
involvement)
States a position on the issue that
•
Includes a proposal for balancing
individual rights and the common
good.
AND
•
Includes an analysis of how to
advocate for this position.
States a position on the issue that
•
Evaluates or considers the
interaction between individual
rights and the common good
AND
•
Includes an analysis of how to
advocate for this position.
States a position on the issue that
•
Evaluates or considers the
interaction between individual
rights and the common good
but does NOT Include an
analysis of how to advocate
for this position.
States a position on the issue
that addresses individual rights
OR the common good.
B
1.1.1. Analyzes and evaluates the
ways in which the US Constitution
and other fundamental documents
promote key ideals and principles.
(11
th
Grade)
(EALR 1.1. Understands key ideals
and principles…)
Provides reason(s) for the position
supported by evidence.
The evidence includes:
•
An analysis of how the Constitution
promotes two or more specific
ideals or principles logically
connected to the issue.
Provides reason(s) for the position
supported by evidence.
The evidence includes:
•
An analysis of how the
Constitution promotes one
specific ideal or principle logically
connected to the issue.
Provides reason(s) for the position
supported by evidence.
The evidence includes:
•
A reference to the
Constitution WITHOUT an
analysis of how the
Constitution logically
connects to the issue.
Provides reason(s) for the
position:
The evidence includes:
•
A reference to the
Constitution that is partial or
unclear.
C
1.1.2. Evaluates how well court
decisions and government policies
have upheld democratic ideals and
principles in the United States. (11
th
Grade)
(EALR 1.1. Understands key ideals
and principles…)
The evidence for the position includes:
•
A detailed evaluation of how well a
court case OR a government policy
upheld a constitutional principle
related to the issue, including:
•
A discussion of competing
viewpoints related to the case or
policy.
The evidence for the position includes:
•
An evaluation of how well a court
case OR a government policy
upheld a constitutional principle
related to the issue.
The evidence for the position
includes:
•
A description of a court case
or a government policy
WITHOUT an evaluation of
how it upheld constitutional
principles related to the issue.
The evidence for the position
includes:
•
A description of a court case
or a government policy that
is partial or unclear.
D
5.4.1. Evaluates and interprets
other points of view on an issue
within a paper or presentation.
(EALR 5.4. Creates a product…)
The evidence for the position includes:
•
A fair interpretation and a refutation
of a position on the issue that
contrasts with the student’s own.
The evidence for the position includes:
•
A fair interpretation of a position
on the issue that contrasts with
the student’s own.
The evidence for the position
includes:
•
A description of a position(s)
on the issue with no
evaluation.
The evidence for the position
includes:
•
A description of another
position on the issue that is
partial or unclear.
E
5.4.2. Creates strategies to avoid
plagiarism and respects intellectual
property when developing a paper or
presentation. (10th Grade)
(EALR 5.4. Creates a product…)
5.2.2 Evaluates the validity, reliability,
and credibility of sources while
researching an issue or event. (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 the source within the
paper, presentation, or
bibliography.
*
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.
** Please also refer to the document “Scoring Notes for Secondary Social Studies CBAs” when evaluating student work.
