Criteria

1. Written qualifications
for Presidents of the
US
2. Unwritten
qualifications for
President of the US
SSCG Standard 13

Exceeds (6 pts)
Student demonstrates a
comprehensive understanding
of the written (must be 35,
U.S. born) and unwritten
qualifications (typically white
male, protestant) for President
of the US. Information is
embedded into the President
for Hire Website.
Student demonstrates a
comprehensive understanding
of nomination and election
process for the President
including primary elections,
party conventions, and the
electoral college.
Student demonstrates a
comprehensive understanding
of the electoral college and
uses an actual electoral college
map to show their mastery of
the electoral process.
Information is embedded into
the President for Hire
Website.

Meets (3 pts)
Student demonstrates a partial
understanding of the written
(must be 35, U.S. born) OR
unwritten qualifications
(typically white male,
protestant) for President of the
US. Information is NOT
effectively embedded into the
President for Hire Website.
Student demonstrates a partial
understanding of nomination
and election process for the
President including primary
elections, party conventions,
OR the electoral college.
Student demonstrates a partial
understanding of the electoral
college. Student does NOT
use an actual electoral college
map to show their mastery of
the electoral process.
Information is NOT effectively
embedded into the President
for Hire Website.

Analyze the roles of

the office of the
President: President of
the United States;
include Commanderin-Chief of the Armed
Forces, chief
executive, chief
agenda setter,
representative of the
nation, chief of state,
foreign policy leader,
and party leader.
2. Student will
hypothesize which of
the roles of the office
of the President is the
most important.
Students must justify
their answers.
SSCG Standard 12

Student demonstrates a
comprehensive understanding
of the roles of the office of the
President. Student explains:
Commander-in-Chief of the
Armed Forces, chief executive,
chief agenda setter,
representative of the nation,
chief of state, foreign policy
leader, and party leader.
Student develops an elaborate
hypothesis as to which of the
roles of the office of the
President is the most
important. Students justify
their answers with research.
Information is embedded into
the President for Hire
Website.

Student demonstrates a partial

understanding of the roles of
the office of the President.
Student explains some of the
following: Commander-inChief of the Armed Forces,
chief executive, chief agenda
setter, representative of the
nation, chief of state, foreign
policy leader, OR party leader.
Student develops a hypothesis
as to which of the roles of the
office of the President is the
most important. Students DO
NOT justify their answers with
research.
Information is NOT
EFFECTIVELY embedded into
the President for Hire
Website.

1.

Student demonstrates a
comprehensive understanding
of the political geography of
Presidential elections. Student
justifications explain and
rationalize their predications.
Student demonstrates a
comprehensive understanding
history of the office of
President of the United States.
Student justifications explain
and rationalize their
hypothesis.

Student demonstrates a partial

understanding of the political
geography of Presidential
elections. Student
justifications DO NOT explain
and rationalize their
predications.
Student demonstrates a partial
understanding of the history of
the office of President of the
United States. Student
justifications DO NOT explain
and rationalize their

1.

Nomination and
election process for
President
2. Explanation of the
electoral college
(including map)
SSCG Standard 8B

1.

2.

Prediction as to which
states are the most
likely to produce the
next Presidential
candidate (5).
Students must justify
their answers.
Students will
hypothesize which
U.S. President has the
strongest claim to
being the finest
President of the

Does Not Meet (0 pts)

Student DOES NOT
demonstrate an understanding
of the written (must be 35,
U.S. born) OR unwritten
qualifications (typically white
male, protestant) for President
of the US. Information is NOT
embedded into the President
for Hire Website.
Student DOES NOT
demonstrate an understanding
of nomination and election
process for the President
including primary elections,
party conventions, OR the
electoral college.
Student DOES NOT
demonstrate an understanding
of the electoral college.
Student does NOT use an
actual electoral college map to
show their mastery of the
electoral process.
Information is NOT embedded
into the President for Hire
Website.
Student DOES NOT
demonstrate an understanding
of roles of the office of the
President. Student DOES
NOT EXPLAIN the following:
Commander-in-Chief of the
Armed Forces, chief executive,
chief agenda setter,
representative of the nation,
chief of state, foreign policy
leader, OR party leader.
Student DOES NOT develop a
hypothesis as to which of the
roles of the office of the
President is the most
important. Students DO NOT
justify their answers with
research.
Information is NOT embedded
into the President for Hire
Website.
Student DOES NOT
demonstrate any understanding
of the political geography of
Presidential elections. Student
justifications DO NOT explain
and rationalize their
predications.
Student DOES NOT
demonstrate any understanding
of the history of the office of
President of the United States.
Student justifications DO NOT
explain and rationalize their

United States.
Students will justify
and must be able to
defend their choice.
SSCG Standard 8

Information is embedded into

the President for Hire
Website.

hypothesis.
Information is NOT
EFFECTIVELY embedded into
the President for Hire
Website.

hypothesis.
Information is NOT embedded
into the President for Hire
Website.

1.

Student demonstrates a
comprehensive understanding
of campaign finance. Student
educates potential candidates
about campaign finance and
campaign advertising.
Information is embedded into
the President for Hire
Website.

Student demonstrates a partial

understanding of campaign
finance. Student attempts but
does not successfully educate
potential candidates about
campaign finance and
campaign advertising.
Information is NOT
EFFECTIVELY embedded into
the President for Hire
Website.
Student demonstrates a partial
understanding of the evolution
of the Executive Branch.
Student justification is
incomplete.
Information is NOT
EFFECTIVELY embedded into
the President for Hire
Website.

Student DOES NOT

demonstrate an understanding
of campaign finance. Student
DOES NOT educate potential
candidates about campaign
finance and campaign
advertising.
Information is NOT embedded
into the President for Hire
Website.

President for Hire Website is

well organized or visually
appealing or thoughtful
Most links work.

President for Hire Website is

NOT well organized, visually
appealing, thoughtful, and
comprehensive.
Most links do NOT links work.

Students will add a

page devoted to
campaign finance.
Students will educate
potential candidates
regarding how they
can raise funds and
use advertising to win
the nomination and
election.
SSCG8
1. Students will
create a page
dedicated to the
evolution of the
Executive Branch.
Students must be able
to explain and
rationalize their
answers.
SSCG12
President for Hire
Websites are visually
appealing and
informative

Student demonstrates a
comprehensive understanding
of the evolution of the
Executive Branch. Student
justification is thoughtful,
thorough, and supported by
evidence.
Information is embedded into
the President for Hire
Website.
President for Hire Website is
well organized, visually
appealing, thoughtful, and
comprehensive.
All links work.

Student DOES NOT

demonstrates an understanding
of the evolution of the
Executive Branch. Student
DOES NOT attempt
justification.
Information is NOT embedded
into the President for Hire
Website.