Certainly I can see a range of understanding for the "3 branches of government" standard. Can students apply the concept elsewhere? Are they able to analyze its purpose and effectiveness? Those would be at the "4" level. The curriculum standards are not really binary.
Soon afterward, of course, the thread veered toward compliance:
Again, it is an understandable presumption that "if it's not graded, they won't do it", but I appreciate the way this person chose their words. Teachers can "push for" growth and improvement in many ways, not just with letter grades.
At some point, work is too late. We have grading term deadlines, we move on to the next unit, and reality just has to rear its ugly head at some point. I've made individual allowances under certain circumstances, though.
This person deserves the final word, because they nailed it with no need to apologize for the length of this reply.