Civic Engagement Final Assessment

Students learn how citizens advocate for their rights and others’ rights, practice their
responsibilities, and influence governmental actions.
Students will be able to identify which level of government is appropriate for various
policies and demonstrate their ability to appropriately engage with that level of
government. Through research on a current civic topic, students will
become informed citizens who effectively critique information sources and then apply
their learning by writing a civic action plan that
could be implemented to address the issue.

Directions:
Identify a proposal that you generally agree with, contained in one of the political parties’ platforms
and addressing an issue (immigration, health care, education, or taxes). As an adviser to the party,
draft a policy brief describing the proposal and:
1. Explain the proposal and, using evidence from your research, describe its factual basis.
2. Address possible arguments made against the proposal, and identify interest groups that
may raise these arguments.
3. Describe the process by which the proposal may become law, including necessary legislative,
executive and judicial branch actions.
4. Taking into consideration the current political environment (including which party controls
the presidency and each house of Congress), assess the likelihood that the proposal could
become law during the next two years.

ISSUES

Climate Change
Gun Violence
Corruption in Government
Poverty
Homelessness
Racism
Xenophobia
Immigration Rights
Technology/Social Media
Privacy
Post College “Preparedness”
The Wealth Gap
Fake News
Ignoring Facts
LGBTQ+ Rights
Women’s Rights
Resource Shortages
Drugs
Police Brutality
The Economy
Population
The Education System
Mental Health
Foriegn Policy
Civil Rights
Apathy (not caring)
Cost of Education
Student Loan Debt
Automation of Jobs
White Supremacy
Access to Clean Water
Others...

Put all of the above information in a slide show, digital brochure or video presentation.
Make sure to insert graphics, graphs, tables and a short video clip for enhancement.

Scoring Rubric

Met Expectations No
Exceeded Approached Partially Met
(Performance Sco
Expectations Expectations Expectations
Indicators)

I analyze a public I analyze a public I describe the public I include a brief

policy proposal, policy proposal, policy proposal with description of the
including a detailed including a detailed limited factual proposal, but do not
description of the description of the background with yet address potential
factual background factual background some discussion about counterclaims or I
and potential and potential potential dismiss the
counterclaims, as well counterclaims. counterclaims that counterclaims.
as an insightful may or may not
description of the I explain in detail the include authentic I include a surface-
motivations of the processes by which it evidentiary support level description of
interest groups may be implemented, for those the process by which
Analysis of the involved. including the levels counterclaims. the proposal may be
Public Policy and branches of implemented.
Proposal I explain in detail government involved, I generally explain the
multiple processes by as well as the specific processes by which it
which it may be roles that individuals may be implemented.
implemented, and groups might play.
including the levels
and branches of
government involved,
as well as roles of
individuals and
groups, and identify
the most effective civic
process.

Complexity and I create a clearly I create a well- I create a well- I create a product
Organization organized product organized product organized product addressing the basic
addressing all aspects addressing all aspects addressing most aspects of the prompt,
of the prompt from of the prompt, which aspects of the prompt, which is supported by
various perspectives, develops the topic which develops the some textual evidence,
which develops the with the most topic with some but does not yet
topic with the details significant details and details, and is demonstrate a logical
and evidence from is supported by supported by evidence organizational
 multiple texts evidence from from multiple texts. structure.
including an multiple texts
evaluation of the representing various
credibility of sources. perspectives.

I synthesize I interpret and analyze I comprehend primary I engage with primary

information from primary and and secondary sources and secondary sources
primary and secondary sources to by reading, writing by reading, writing or
secondary sources by assess source and speaking to speaking to define
reading, writing and credibility and determine source source credibility and
speaking to assess accuracy by credibility and to identify point of
Evidentiary source credibility and identifying point of accuracy and identify view, purpose and/or
Support accuracy by view, purpose and point of view, purpose context to summarize
identifying point of context to objectively and context to central ideas or
view, purpose and summarize central objectively summarize information.
context to objectively ideas or information. central ideas or
summarize central information.
ideas or information.

Student worksheets for printing to follow.

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