CIVICS BENCHMARK CARD: SS.7.C.1.1 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu s view of separation of powers and John Locke s theories related to natural law and how Locke s social contract influenced the Founding Fathers. BENCHMARK KEY TERMS, PEOPLE, EVENTS, natural law, separation of powers, social contract, John Locke, Charles Montesquieu What role did the Enlightenment ideas How have I used concepts from this The student will: contribute to major decisions of the Identify and describe the Enlightenment ideas of Founding Fathers? How did the benchmark help me separation of powers, natural law, and social How would you compare and contrast contract. Where is my learning on the scale? the theories of Locke and Montesquieu? 4.0 I can evaluate critique Examine how Enlightenment ideas influenced the How did Enlightenment ideas impact Enlightenment ideas and how Founders beliefs about individual liberties and the Founding Fathers beliefs regarding they influenced the Founding government. Fathers. individual liberties? Evaluate the influence of Montesquieu s and 3.0 I can effectively identify and/or evaluate the Enlightenment Locke s ideas on the Founding Fathers. ideas and how they influenced the Founding Fathers. 2.0 With help, I can partially Items will not require students to match a identify the Enlightenment ideas and how they influenced particular Enlightenment philosopher with a the Founding Fathers. corresponding theory. identify the Enlightenment Stimulus Attributes: Historical documents, maps, ideas and how they influenced the Founding Fathers. graphs, charts, posters, photographs, and political SOCIAL STUDIES QUESTION STUDENT SUMMATIVE WRITING cartoons STEMS Task: Identifying Frame of Reference and Point of View What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause/Effect Product: Multi-Flow Map
CIVICS BENCHMARK CARD SS.7.C.1.2 STANDARD: -Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government. Common Sense, English Bill of Rights, limited monarchy, Magna Carta, Mayflower Compact, self-government, Thomas Paine How did earlier documents play a factor How have I used concepts from this The student will: in colonists perspective of government? Identify the important ideas contained in How did the benchmark help me What role did Thomas Paine play in the Magna Carta, English Bill of Rights, shaping early perceptions regarding Where is my learning on the scale? Mayflower Compact, and Common government s role? Sense. Why was establishing a governing body important among colonists? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can analyze the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government 3.0 I can explain the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government 2.0 With help, I can identify and partially explain the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government identify and/or explain the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map Evaluate the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the purposes of government. Items will not require students to address the origin of ideas in the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense. Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
CIVICS BENCHMARK CARD SS.7.C.1.3 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. Declaration of Independence, French and Indian War, independence, individual rights, representation, taxation How did the British need for revenue How have I used concepts from this The student will: correlate to its eroding relationship with Trace the causal relationships between the colonies? How did the benchmark help me English/British policies, English Why did English colonial policies provide Where is my learning on the scale? responses to colonial grievances, and the the motivation for independence among writing of the Declaration of colonists? Independence. How did the Declaration of Independence provide colonists justification for independence? SOCIAL STUDIES QUESTION STEMS Task: Problem Solving What is or was the problem? What is or was the impact or effect of the problem? What are or were some possible solutions to the problem? What solution is or was suggested and how effective is or was it? Task: Decision Making What is the problem/decision to be made? What options are available? What are the good points and bad points of each option? Which of these points is the most important? 4.0 I can analyze and describe how English policies and the colonists response led to the writing of the Declaration of Independence. 3.0 I can describe how English policies and the colonists response led to the writing of the Declaration of Independence. 2.0 With help, I can identify and partially describe how English policies and the colonists response led to the writing of the Declaration of Independence. identify and/or describe how English policies and the colonists response led to the writing of the Declaration of Independence. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Sequencing Product: Flow Map Recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that formed the basis of the American colonists desire for independence. Items will focus on the period from the French and Indian War (1754) to 1776. Specific acts and/or events may be referenced; however, items should not assess student knowledge of specific details of acts and/or events. Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
CIVICS BENCHMARK CARD SS.7.C.1.4 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. assent, Declaration of Independence, independence, individual rights, natural rights, oppression, representation, self-evident, tyranny How did the colonists provide support for How have I used concepts from this The student will: grievances outlined in the Declaration of Explain the concept of natural rights as How did the benchmark help me better Independence? expressed in the Declaration of Independence. understand? Why did English colonial policies provide Where is my learning on the scale? Identify the natural rights specifically expressed in the Declaration of Independence the motivation for independence among 4.0 I can analyze the ideas and colonists? complaints set forth in the Analyze the relationship between natural Declaration of Independence. rights and the role of government: 3.0 I can explain the ideas and o People are endowed by their Creator complaints set forth in the with certain unalienable rights Declaration of Independence. o Governments are instituted among 2.0 With help, I can identify and men to secure these rights partially explain the ideas and o Governments derive their just complaints set forth in the powers from the consent of Declaration of Independence. governed identify and/or explain the ideas o Whenever any form of government and complaints set forth in the becomes destructive of these ends, it SOCIAL STUDIES QUESTION STEMS Declaration of Independence STUDENT SUMMATIVE WRITING is the right of the people to alter or abolish it, and to institute new Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map government Recognize the connection between specific grievances in the Declaration of Independence and natural rights violations. Recognize colonial complaints as identified in the Declaration of Independence Items will examine the Declaration of Independence from the perspective of the colonists, not from the British perspective. Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
CIVICS BENCHMARK CARD SS.7.C.1.5 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Articles of Confederation, Constitutional Convention, debt, Shay s Rebellion How did the Articles of Confederation How have I used concepts from this The student will: limit the role of the central Identify the weaknesses of the government? How did the benchmark help me better government under the Articles of understand? Why was the Articles of Confederation Where is my learning on the scale? Confederation ineffective in allowing the government to deal with national crisis? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can identify and analyze how weaknesses of the Article of Confederation led to the writing of the Constitution. 3.0 I can identify how weaknesses of the Article of Confederation led to the writing of the Constitution. 2.0 With help, I can identify partially how weaknesses of the Article of Confederation led to the writing of the Constitution. identify how weaknesses of the Article of Confederation led to the writing of the Constitution. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Describing Product: Bubble Map Items should focus on the significance of the context of the document, but should not require students to recall passages from the document. Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
CIVICS BENCHMARK CARD SS.7.C.1.6 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Constitution, ordain, posterity, Preamble SAMPLE HIGHER ORDER QUESTIONS What examples can you provide that illustrate intentions outlined in the Preamble? How are people significant to the operation of an effective government? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can interpret and analyze the intentions of the Preamble of the Constitution. 3.0 I can interpret the intentions of the Preamble of the Constitution. 2.0 With help, I can interpret the intentions of the Preamble of the Constitution. interpret the intentions of the Preamble of the Constitution. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Defining in Context Product: Circle Map TEST ITEM SPECIFICATION NOTES The student will: Explain how the Preamble serves as an introduction to the U.S. Constitution, establishing the goals and purposes of government. Identify the goals and purposes of government as set forth in the Preamble of the U.S. Constitution. Recognize that the intention of the phrase We the People means that government depends on the people for its power and exists to serve them. Items will be limited to addressing the intent of the Preamble, rather than interpretations throughout other periods in history. Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
CIVICS BENCHMARK CARD SS.7.C.1.7 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. checks and balances, Constitution, constitutional government, separation of powers What are some similarities and How have I used concepts from this The student will: differences in the two systems that limit Explain the concept of limited government power? How did the benchmark help me government as set forth in the U.S. How are people significant to the Constitution. Where is my learning on the scale? operation of an effective government? 4.0 I can describe and analyze how the Describe and distinguish between the Constitution limits governmental concepts of separation of powers and power through separation of checks and balances. powers and checks and balances. Analyze how government power is 3.0 I can describe how the Constitution limits governmental power through limited by separation of powers and/or separation of powers and checks checks and balances. and balances. 2.0 With help, I can describe how the Constitution limits governmental Recognize examples of separation of powers and checks and balances. power through separation of powers and checks and balances. Content Limits: None describe how the Constitution Stimulus Attributes: Historical documents, limits governmental power through separation of powers and checks maps, graphs, charts, posters, photographs, and balances. and political cartoons SOCIAL STUDIES QUESTION STEMS STUDENT SUMMATIVE WRITING Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Comparing and Contrasting Product: Double Bubble Map
CIVICS BENCHMARK CARD SS.7.C.1.8 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Anti-federalists papers, Federalist papers, separation of powers, checks and balances SAMPLE HIGHER ORDER QUESTIONS How did views on the Constitution similar and different among Federalists and Anti-Federalists? What would happen to society without a Bill of Rights based on Anti-Federalists views? How were conflicts regarding ratification resolved among Federalists and Anti- Federalists? SOCIAL STUDIES QUESTION STEMS Task: Identifying Frame of Reference and Point of View What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can explain, compare, and analyze the viewpoints of the Federalist and the Anti-Federalists regarding the ratification of the constitution and bill of rights 3.0 I can explain and compare the viewpoints of the Federalist and the Anti-Federalists regarding the ratification of the constitution and bill of rights 2.0 With help, I can explain the viewpoints of the Federalist and the Anti-Federalists regarding the ratification of the constitution and bill of rights. explain the viewpoints of the Federalist and the Anti-Federalists regarding the ratification of the constitution and bill of rights STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Comparing and Contrasting Product: Double Bubble Map TEST ITEM SPECIFICATION NOTES The student will: Identify the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution. Compare the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution. Recognize the Anti-Federalists reasons for the inclusion of a bill of rights in the U.S. Constitution. Items will not require students to identify Federalist and Anti-Federalist viewpoints on issues other than ratification of the U.S. Constitution. Stimulus Attributes: Items addressing viewpoints of Federalists and Anti-Federalists may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.1.9 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. Rule of law How does a society function without How have I used concepts from this The student will: laws? Distinguish between the characteristics of How did the benchmark help me Why is it significant to have safeguards in a society that operates under the rule of place against abusive power by the law and one that does not. Where is my learning on the scale? government? Assess the importance of the rule of law 4.0 I can explain and analyze the rule How are political, government, and legal of law and its influence on America in protecting citizens from arbitrary and systems held accountable to abiding to 3.0 I can explain the rule of law and its abusive uses of government power. laws? influence on America Evaluate the impact of the rule of law on 2.0 With help, I can define the rule of governmental officials and institutions law. define (accountability to the law, fair the rule of law. procedures, decisions based on the law, SOCIAL STUDIES QUESTION STEMS STUDENT SUMMATIVE WRITING consistent application, enforcement of the law, and transparency of institutions). Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Defining in Context Product: Circle Map Items will not require students to judge the appropriateness of specific laws. rule of law may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Cognitive Process: Cause and Effect Product: Multi-Flow Map
CIVICS BENCHMARK CARD SS.7.C.2.1 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.1 Define the term citizen, and identify legal means of becoming a U.S. citizen. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Fourteenth Amendment, naturalized citizen, alien, immigrant, law of blood, law of soil, resident. SAMPLE HIGHER ORDER QUESTIONS How does the Fourteenth Amendment guarantee citizenship? How has the naturalization process impact societal growth? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can define the term citizen, describe process of naturalization and evaluate its impact. 3.0 I can define the term citizen and describe process of naturalization. 2.0 With help, I can define the term citizen and describe the process of naturalization. define the term citizen and describe process of naturalization. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Defining in Context Product: Circle Map Cognitive Process: Sequencing Product: Flow Chart TEST ITEM SPECIFICATION NOTES The student will: Define citizenship as stated in the Fourteenth Amendment. Describe the process of becoming a naturalized citizen. Evaluate the impact of the naturalization process on society, government, or the political process. Items will not require students to list the steps of the naturalization process. process of becoming a U.S. citizen may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.2 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. Also assesses: SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. SS.7.C.2.14 Conduct a service project to further the public good. BENCHMARK KEY TERMS, PEOPLE, EVENTS, citizen, jury, obligation, duty, selective service In what ways are citizens obligated to How have I used concepts from this The student will: participate in the all aspects of the How did the benchmark help me better understand Distinguish between an obligation or democratic process?? duty and a responsibility as it relates to Where is my learning on the scale? How do service learning projects impact citizenship. Responsibilities may young people s development as active citizens in society? include, but are not limited to, voting, attending civic meetings, petitioning How can lack of civil involvement be a detriment to society as a whole? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can explain the obligations citizens have in our society and evaluate the impact. 3.0 I can identify and explain the obligations citizens have in our society. 2.0 With help, I can identify the obligations citizens have in our society. identify the obligations citizens have in our society. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Seeing Relationships/ Analogies Product: Bridge Map government, and running for office. Recognize the concept of the common good as a rationale for fulfilling the obligations and/or responsibilities of citizenship. Evaluate the obligations and/or responsibilities of citizens as they relate to active participation in society and government. Examine the significant contributions of citizens to a democratic society. Use scenarios to assess specific obligations of citizens. Identify the consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities. Evaluate the impact of civic participation on society, government, or the political process. Content Limits: Items will not require specific content knowledge of events with local significance. Items will not require students to make judgments about ranking the responsibilities of citizens. obligations of citizens may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.4 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Bill of Rights, cruel and unusual punishment, double jeopardy, due process, eminent domain, equal protection under the law, pleading the fifth, right to bear arms, right to legal counsel, search and seizure, suffrage, trial by jury, unenumerated rights (Ninth Amendment). SAMPLE HIGHER ORDER QUESTIONS When does individual actions infringe upon others freedoms under the Bill of Rights? How does the Bill of Rights contribute to a peaceful society? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can evaluate how the Bill of Rights influences actions and interactions and provide examples and scenarios. 3.0 I can evaluate how the Bill of Rights influences actions and interactions. 2.0 With help, I struggle to identify the rights contained in the Bill of Rights identify the rights contained in the Bill of Rights. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map TEST ITEM SPECIFICATION NOTES The student will: Recognize that the Bill of Rights comprises the first ten amendments to the U.S. Constitution. Recognize the five freedoms protected by the First Amendment. Evaluate how the Bill of Rights influences individual actions and social interactions. Use scenarios to identify rights protected by the Bill of Rights. Use scenarios to recognize violations of the Bill of Rights or other constitutional amendments. Content Limits: Items will not require students to identify protected rights by specific amendment numbers. rights in the Bill of Rights may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.5 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. BENCHMARK KEY TERMS, PEOPLE, EVENTS, appellate process, ex post facto, habeas corpus, independent judiciary, precedent, privacy, summary judgment. Why is it necessary for government How have I used concepts from this The student will: to limit individual freedoms? Recognize that rights are protected, but How did the benchmark help me better How does the judicial branch aid in are not unlimited. understand? protecting individual rights? Examine rationales for limiting Where is my learning on the scale? What role does the Constitution play individual rights. 4.0 I can explain how and why the in controlling social behavior? Constitution safeguards and limits Use scenarios to examine the impact of individual rights and provide scenarios limits on individual rights on social to support my answer. behavior. 3.0 I can explain how and why the Constitution safeguards and limits Examine the role of the judicial branch individual rights of government in protecting individual 2.0 With help, I can explain how the rights. Constitution safeguards and limits individual rights Content Limits: explain how the Constitution safeguards and Items will not require students to cite limits individual rights specific court cases or specific SOCIAL STUDIES QUESTION STUDENT SUMMATIVE WRITING amendments to the U.S. Constitution. STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause and Effect Product: Multi-Flow Stimulus Attributes: Items addressing constitutional safeguards and limitations may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.8 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.8 Identify America s current political parties, and illustrate their ideas about government. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Political Party, Communist Party, Democratic Party, Libertarian Party, Republican Party, Socialist Party. SAMPLE HIGHER ORDER QUESTIONS How does political ideology impact peoples perceptions about social issues and trends? How are the two major political parties alike and different? How do people s attitudes regarding political parties impact third parties and independent candidates? SOCIAL STUDIES QUESTION STEMS Task: Identifying Frame of Reference and Point of View What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can identify and compare America s current political parties and their ideas about government. 3.0 I can identify America s current political parties and their ideas about government. 2.0 With help, I can identify America s current political parties and their ideas about government. identify America s current political parties and their ideas about government. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map TEST ITEM SPECIFICATION NOTES The student will: Compare current political parties ideas about government. Evaluate the impact political parties have on society, government, or the political system. Content Limits: Items will not require students to identify specific individuals associated with political parties. Items will not ask students to evaluate the efficacy of any specific political party. United States current political parties may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.9 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.9 Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. Also assesses: SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. BENCHMARK KEY TERMS, PEOPLE, EVENTS, Political office, platforms, political ads SAMPLE HIGHER ORDER QUESTIONS How does a candidate s qualifications and experience influence people s voting decisions? SOCIAL STUDIES QUESTION STEMS Task: Identifying Frame of Reference and Point of View What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can evaluate the requirements to run for political office as well as analyze and evaluate qualifications of candidates. 3.0 I can identify requirements to run for political office and analyze qualifications of candidates. 2.0 With help, I can identify the requirements to run for political office 1.0 Even with help, I can identify the requirements to run for political office STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Comparing and Contrasting Product: Double Bubble Map TEST ITEM SPECIFICATION NOTES The student will: Identify the constitutional requirements to run for federal political office. Recognize the requirements to run for state and local political offices. Analyze and/or evaluate the qualifications of candidates for public office based on their experience, platforms, debates, and political advertisements. Content Limits: Items will not require students to recall the qualifications of specific candidates. Stimulus Attributes: Items addressing candidates for political office may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.10 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government. BENCHMARK KEY TERMS, PEOPLE, EVENTS, lobbying, lobbyist, political action committee, special interest, watchdog SAMPLE HIGHER ORDER QUESTIONS Why has social media made a significant impact on influencing government decisions on controversial issues? What role does lobbying play in developing political agendas? How does this impact society? SOCIAL STUDIES QUESTION STEMS Task: Identifying Frame of Reference and Point of View What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can explain and evaluate methods used to monitor and/or influence the government 3.0 I can identify and explain methods used to monitor and/or influence the government 2.0 With help, I can identify methods used to monitor and/or influence the government. identify methods used to monitor and/or influence the government STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause and Effect Product: Multi-Flow Map Cognitive Process: Seeing Relationship/ Analogies Product: Bridge Map TEST ITEM SPECIFICATION NOTES The student will: Students will identify the methods used by interest groups to monitor and/or influence the government. Students will identify the methods used by the media to monitor and/or influence the government. Students will evaluate the impact of media, individuals, and interest groups on the government. Students will identify and evaluate methods of influencing and/or monitoring government. Items should only focus on the significant methods used involving media, interest groups, and individuals that have influenced the government. impact of the media, individuals, and interest groups may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CIVICS BENCHMARK ACCOUNTABILITY CARD SS.7.C.2.11 CARD SS.7.C.2.11 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). bias, communication propaganda, symbolism How does propaganda influence public How have I used concepts from this The student will: opinion during political campaigns or Use scenarios to identify bias, initiatives? How did the benchmark help me symbolism, and propaganda. What role do bias and symbolism play in Evaluate how bias, symbolism, and Where is my learning on the scale? determining public opinion regarding propaganda can impact public opinion. political issues? How has propaganda played a role in significant historical events? SOCIAL STUDIES QUESTION STEMS Task: Recognizing Propaganda What are some examples of exaggerated information in this document, advertisement, etc.? Is there any information that is left out, but should be included? What are some examples of the use of emotional appeals? Who created this and for what purpose? Is this passage, article, slogan, and/or advertisement effective? 4.0 I can evaluate and analyze how media and political communications play a role in active participation in society and government. 3.0 I can analyze how media and political communications play a role in active participation in society and government. 2.0 With help, I can analyze how media and political communications play a role in active participation in society and government. analyze how media and political communications play a role in active participation in society and government. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map None Stimulus Attributes: Items addressing media and political communications may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.2.12 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action. BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS alternative, public policy, resolve SAMPLE HIGHER ORDER QUESTIONS How does community advocacy play a role in resolving issues in the community in comparison to how government might resolve it? What has accounted for the recent success of grass root organizations to address major issues? SOCIAL STUDIES QUESTION STEMS Task: Problem-Solving/Decision- Making What is or was the problem? What is or was the impact or effect of the problem? What are or were some possible solutions to the problem? What solution is or was suggested and how effective is or was it? What is the problem/decision to be made? What options are available? What are the good points and bad points of each option? Which of these points is the most important? Which option is the best? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can research public policy alternatives and analyze a state or local problem to formulate a resolution by developing course of action 3.0 I can research public policy alternatives and analyze a state or local problem and develop course of action. 2.0 With help, I can research public policy alternatives and analyze a state or local problem and develop course of action. research public policy alternatives and analyze a state or local problem and develop course of action. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause and Effect Product: Multi-Flow Map TEST ITEM SPECIFICATION NOTES The student will: Identify the appropriate level of government to resolve specific problems. Identify appropriate government agencies to address state or local problems. Analyze public policy alternatives to resolve state and local problems. Compare public policy solutions and private community service solutions. Items will not ask students to evaluate the effectiveness of a specific public agency. Items will not require students to recall specific policies within any agency. Items will not require students to have intricate knowledge of the vast number of governmental agencies. Stimulus Attributes: Items addressing plans to resolve state or local problems may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.13 STANDARD: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. BENCHMARK: SS.7.C.2.13 Examine multiple perspectives on public and current issues. participation, perspective, public issue How do multiple perceptions shape How have I used concepts from this The student will: government policy and initiatives? Identify groups that influence public How did the benchmark help me How does public opinion shape citizen perspectives. participation and activism? Use scenarios to understand the reaction Where is my learning on the scale? or perspective of different groups. 4.0 I can examine and analyze multiple perspectives on public and current Examine how multiple perspectives shape issues. participation in the political process. 3.0 I can examine multiple perspectives on public and current issues. 2.0 With help, I can examine multiple Items will not ask students to make value perspectives on public and current issues. 1.0 Even with help, I struggle examine judgments concerning public and current issues. multiple perspectives on public and current issues. SOCIAL STUDIES QUESTION STEMS STUDENT SUMMATIVE WRITING Task: Identifying a Frame of Reference and Point of View What is or was the topic or issue? What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map Stimulus Attributes: Items addressing perspectives on public and current issues may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.1 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). BENCHMARK KEY TERMS, PEOPLE, EVENTS, absolute monarchy, direct democracy, representative democracy, republic, socialism, communism, monarchy, oligarchy, autocracy SAMPLE HIGHER ORDER QUESTIONS What is the difference between a direct democracy and a representation democracy? What is the difference between Communism and Socialism? How does an oligarchy conflict with democratic principles? SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate _? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can compare and analyze different forms of government. 3.0 I can compare different forms of government. 2.0 With help, I can compare different forms of government. compare different forms of government. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map TEST ITEM SPECIFICATION NOTES The student will: Students will identify different forms of government based on its political philosophy or organizational structure. Students will analyze scenarios describing various forms of government. Students will apply their understanding of the definitions of the various forms of government. Items will not require students to identify specific countries by a form of government. Items will not require students to evaluate the efficacy of different forms of government. Stimulus Attributes: Items addressing comparisons of different forms of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.2 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. confederal, federal, governor, parliamentary, president, prime minister, unitary What is the difference between a governor How have I used concepts from this The student will: and president? Students will define parliamentary, How did the benchmark help me How do the organizational structures of federal, confederal, and unitary systems systems of government function? of government. Where is my learning on the scale? How are federal, confederal, and unitary Students will compare the organizational 4.0 I can compare and analyze systems similar and different from one parliamentary, federal, confederal, structures of systems of government. another? and unitary forms of government. Students will recognize examples of these 3.0 I can compare parliamentary, systems of government. federal, confederal, and unitary forms of government. Students will analyze scenarios 2.0 With help, I can compare describing various systems of parliamentary, federal, confederal, government. and unitary forms of government. compare parliamentary, federal, confederal, and unitary forms of Items will not ask students to name the SOCIAL STUDIES QUESTION STEMS government. STUDENT SUMMATIVE WRITING system of government for countries other than the United States. Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map Item will not ask students to identify the origins of these systems of government. Stimulus Attributes: Items addressing comparisons of various systems of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.3 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. articles, approval of presidential appointments, armed forces, coin and print money, concurrent powers, declare war, delegated powers, elastic clause, enumerated powers, executive foreign relations, impeachment, implied powers, judicial, legislature, naturalization laws, necessary and proper, regulation of immigration, regulation of trade How does the Constitution establish How have I used concepts from this The student will: shared power among the three branches of Students will recognize the structure of government? How did the benchmark help me the legislative, executive, and judicial How does the Constitution safeguard branches. Where is my learning on the scale? against any one branch becoming too Students will compare the roles and powerful? responsibilities of the three branches of SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can illustrate and analyze the structure and function of government in the United States as established in the Constitution. 3.0 I can illustrate the structure and function of government in the United States as established in the Constitution. 2.0 With help, I can illustrate the structure and function of government in the United States as established in the Constitution. illustrate the structure and function of government in the United States as established in the Constitution. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map the federal government. Students will identify the general powers described in Articles I, II, and III of the U.S. Constitution. Items will not include comparison of U.S. government to other forms of government. structure and function of the three branches of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.4 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. concurrent powers, delegated powers, enumerated powers, federalism, reserved powers, supremacy clause, How are the federal and state governments How have I used concepts from this The student will: similar in how power is divided? Define the system of federalism. Why is division of power in government How did the benchmark help me Analyze how federalism limits necessary? government power. How does the division of powers between the Where is my learning on the scale? federal and state governments ensure that government does not abuse its authority? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can identify and analyze the relationship and division of powers between the federal government and state governments. 3.0 I can identify the relationship and division of powers between the federal government and state governments. 2.0 With help, I can identify the relationship and division of powers between the federal government and state governments. identify the relationship and division of powers between the federal government and state governments. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Classifying Product: Tree Map Compare concurrent powers, enumerated powers, reserved powers, and delegated powers as they relate to state and federal government. Analyze the issues related to the Tenth Amendment of the U.S. Constitution. Items will not ask students to evaluate the efficacy of the Tenth Amendment. relationship and division of powers between the federal and state governments may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.5 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.5 Explain the constitutional amendment process. amendment, caucus, ratify How do states play a role in the How have I used concepts from this The student will: constitutional amendment process? Recognize the methods used to propose How did the benchmark help me What scenarios might create delays in and ratify amendments to the U.S. amending the Constitution? Constitution. Where is my learning on the scale? Why is amending the Constitution Identify the correct sequence of each 4.0 I can explain the constitutional sometimes a long process? amendment process and its impact. amendment process. 3.0 I can explain the constitutional Identify the importance of a formal amendment process. amendment process. 2.0 With help, I can explain the constitutional amendment process Recognize the significance of the difficulty of formally amending the U.S. explain the constitutional Constitution. amendment process SOCIAL STUDIES QUESTION STEMS STUDENT SUMMATIVE WRITING Task: Sequencing What are the main steps? In what order should the steps be placed? What shapes should be used for the flowchart? In what direction should the arrows on the flowchart go? After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Sequencing Product: Flow Map Items will not ask students to recall content of specific amendments. Items will not require students to be familiar with the historical context of any amendment. constitutional amendment process may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.6 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.6 Evaluate constitutional rights and their impact on individuals and society. civil disobedience, economic freedom, forced internment, property rights How does the relationship between How have I used concepts from this The student will: individual rights and social, political, Recognize how individual rights shape and economic systems impact How did the benchmark help me involvement in the social, political, and everyday life? economic systems. Where is my learning on the scale? How does the government manage its Recognize how the social, political, and responsibility to restrict and/or uphold individual constitutional economic systems in the United States are dependent upon individual rights. rights? SOCIAL STUDIES QUESTION STEMS Task: Supporting a Position/Identifying Frame of Reference or Point of View Supporting a Position What is your position on this issue/article/political candidate, etc.? What are three reasons you feel this way? What are some arguments you might make if someone disagrees with your position? What evidence do you have to support your position? How can you best sum up your position in a concluding statement? Identifying Frame of Reference or Point of View What is or was the topic or issue? What is or was the person s position on the topic or issue? How do you know what the person s position on the topic or issue is? What is or was this person s frame of reference? How did this person s frame of reference influence his or her position or beliefs? 4.0 I can evaluate and analyze constitutional rights and their impact on individuals and society. 3.0 I can evaluate constitutional rights and their impact on individuals and society. 2.0 With help, I can evaluate constitutional rights and their impact on individuals and society. evaluate constitutional rights and their impact on individuals and society. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause and Effect Product: Multi Flow Map Use scenarios to recognize and/or evaluate options for exercising constitutional rights. Evaluate the impact of the government upholding and/or restricting individual constitutional rights. Items will not require students to recall specific events in history. Items will not require students to identify characteristics of a specific economic system. Stimulus Attributes: Items addressing constitutional rights and their impacts may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.7 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. Civil Rights Acts of 1964, Civil Rights Act of 1968, Equal Rights Amendment, states rights, Voting Rights Act of 1965 How has the 14 th amendment expanded How have I used concepts from this The student will: due process to minority groups? Recognize the rights outlined in these How did the 13 th, 14 th, and 15 th How did the benchmark help me better understand? amendments. amendments impact participation in the political process? Where is my learning on the scale? Evaluate the impact these amendments have had on various social movements. Why was the 19 th amendment significant in redefining political participation for women? Analyze historical scenarios to examine how these amendments have affected participation in the political processes. Why is the 24 th amendment significant in ensuring political involvement for citizens as registered voters? How was the political process expanded to young adults? SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? 4.0 I can analyze and evaluate the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. 3.0 I can evaluate the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. 2.0 With help, I can evaluate the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. evaluate the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map Recognize how the amendments were developed to address previous civil rights violations. Items will not require students to recall rights by specific amendment number. impacts of the Thirteenth, Fourteenth, Fifteenth, Nineteenth, Twenty-fourth, and Twenty-sixth Amendments may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.8 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.9 Illustrate the lawmaking process at the local, state, and federal levels. appointment, appointment confirmation, cabinet, Chief Justice, committees (standing, special, conference), executive order, court order, impeach judicial order, majority leader, majority vote, mayor, minority leader, pardon, President pro tempore of the Senate, presidential appointment, school boards, Speaker of the House, special interest group, summary judgment, writ of certiorari How are local and state ordinances and How have I used concepts from this The student will: statues aligned with federals acts and Examine the processes of the legislative, statues? How did the benchmark help me executive, and judicial branches of How are the local, state, and federal government. Where is my learning on the scale? lawmaking processes similar and Compare local, state, and federal different? lawmakers and U.S. SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? 4.0 I can analyze and illustrate the structure, functions, and processes of the legislative, executive, and judicial branches. 3.0 I can analyze the structure, functions, and processes of the legislative, executive, and judicial branches. 2.0 With help, I can analyze the structure, functions, and processes of the legislative, executive, and judicial branches. analyze the structure, functions, and processes of the legislative, executive, and judicial branches. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map congressmen/congresswomen. Distinguish among ordinances, statutes, and acts on the local, state, and federal levels. Compare and contrast the lawmaking process at the local, state, and federal levels. Items will not require students to recall specific individual names related to the three branches of government at any level. Items will not require students to recall the content of specific legislation, executive actions, or court proceedings. Items will not include any specific city/county ordinances. Items will not include any state processes other than those of Florida. structure, functions, and processes of the three branches of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.10 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. civil law, common law, constitutional law, criminal law, juvenile law, military law, statutory law How have historical law codes impacted How have I used concepts from this The student will: Western society? Use examples of historical law codes to How did the benchmark help me What are the similarities and differences identify how laws originated and between civil, criminal, constitutional, developed in Western society. Where is my learning on the scale? and/or military law? Recognize constitutional, statutory, case 4.0 I can identify and analyze sources and types of law. and common law as sources of law. 3.0 I can identify sources and types Compare civil, criminal, constitutional, of law. and/or military law. 2.0 With help, I can identify sources and types of law. identify sources and types of law. Items will not require specific recall of historical law codes. SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Defining in Context Product: Circle Map sources and types of law may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Cognitive Process: Compare and Contrast Product: Double Bubble Map
CIVICS BENCHMARK CARD SS.7.C.3.11 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels. Also Assesses: SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice. appeal, appellate court, circuit courts, county courts, District Court of Appeals, Florida Supreme Court, judge, judicial review, jurisdiction, justice, U.S. Circuit Court of Appeals, U.S. District Courts, U.S. Supreme Court, trial court Why is citizen participation significant in How have I used concepts from this The student will: the function and efficiency of juries in the Distinguish between the levels, functions, American legal system? How did the benchmark help me and powers of courts at the state and How are state and federal courts similar federal levels. Where is my learning on the scale? and different? Recognize that the powers and 4.0 I can diagram and evaluate the levels, functions, and powers of jurisdiction of the state and federal courts the courts at the state and are derived from their respective federal levels. constitutions. 3.0 I can diagram and evaluate the Compare appellate and trial processes. levels, functions, and powers of Examine the significance of the role of the courts at the state and juries in the American legal system. federal levels. 2.0 With help, I can diagram and evaluate the levels, functions, and powers of the courts at the Items referring to state courts will be state and federal levels. limited to those within the state of Florida. diagram and evaluate the levels, functions, and powers of the courts at the state and federal levels.. SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map levels, functions, and powers of courts may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.12 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore. Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, District of Columbia v. Heller, juvenile rights, Miranda v. Arizona, In re Gault, rights of the accused, segregation, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, Bush v. Gore Why is the selection of a Supreme Court How have I used concepts from this The student will: justice one of the most significant actions Use primary sources to assess the by a President? How did the benchmark help me significance of these U.S. Supreme Court How has freedom of speech been cases. Where is my learning on the scale? protected by the US Supreme Court for Evaluate how these U.S. Supreme Court juveniles? cases have had an impact on society. How has public education been impacted by US Supreme Court decisions? SOCIAL STUDIES QUESTION STEMS Task: Analyzing Primary and Secondary Sources Based on all information given, how does each part add to the idea that? How do and suggest the central idea that? According to the information given about, explain? Is this a primary source or a secondary source? What is the main idea presented in the source? What information supports the conclusion that? 4.0 I can evaluate and analyze the significance and outcomes of landmark Supreme Court cases. 3.0 I can analyze the significance and outcomes of landmark Supreme Court cases. 2.0 With help, I can analyze the significance and outcomes of landmark Supreme Court cases. analyze the significance and outcomes of landmark Supreme Court cases. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Cause and Effect Product: Multi-Flow Map Recognize and/or apply constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions. Items will not require students to recall specific details of any U.S. Supreme Court case. significance and outcomes of landmark U.S. Supreme Court cases may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.13 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.13 Compare the constitutions of the United States and Florida. BENCHMARK KEY TERMS, PEOPLE, EVENTS, amendments, articles, Florida Declaration of Rights, preamble SAMPLE HIGHER ORDER QUESTIONS How are the US and Florida Constitutions similar and different? Why is it significant that the US Constitution is the supreme law of the land? SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate _? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? STUDENT SCALE QUESTIONS How have I used concepts from this How did the benchmark help me better understand? Where is my learning on the scale? 4.0 I can compare and analyze US and Florida Constitutions. 3.0 I can compare US and Florida Constitutions. 2.0 With help, I can compare US and Florida Constitutions. compare US and Florida Constitutions. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map TEST ITEM SPECIFICATION NOTES The student will: Identify the purposes of a constitution (provides a framework for government, limits government authority, protects the rights of the people). Recognize the basic outline of the U.S. and Florida constitutions (both have articles, amendments, and preambles). Compare the amendment process of the U.S. and Florida constitutions. Recognize the U.S. Constitution as the supreme law of the land. Items will not require students to identify constitutional language with particular sections. comparison of the constitutions of the United States and Florida may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.3.14 STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.14 Differentiate between local, state, and federal governments obligations and services. BENCHMARK KEY TERMS, PEOPLE, EVENTS, concurrent power, expressed/enumerated power, reserved power, Why is it necessary for government to How have I used concepts from this The student will: provide services in society? Evaluate scenarios in order to determine How did the benchmark help me better Why are government services provided which level of government provides understand? at different levels of government? specific services. Where is my learning on the scale? How are the obligations and powers of Classify government services according each level of government similar and different? to level of government in order to evaluate the role that each plays in their SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate _? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? 4.0 I can differentiate and evaluate between local, state, and federal governments obligations and services. 3.0 I can differentiate between local, state, and federal governments obligations and services. 2.0 With help, I can differentiate between local, state, and federal governments obligations and services. differentiate between local, state, and federal governments obligations and services. STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map lives. Compare the obligations/powers of governments at each level. Compare the reserved, concurrent, expressed/enumerated powers of government. Items will not include recall information regarding specific agencies or government officials. Items will not include specific powers listed in local charters. Items may focus on the enumerated powers as listed in the U.S. Constitution (Article I, Section 8). differences between local, state, and federal governmental obligations and services may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).
CIVICS BENCHMARK CARD SS.7.C.4.1 STANDARD: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of U.S. foreign policy. BENCHMARK: SS.7.C.4.1 Differentiate concepts related to U.S. domestic and foreign policy. alliances, allies, ambassadors, diplomacy, diplomats, doctrine, domestic affairs, embassies, foreign affairs, international relations, Secretary of State, treaty How does US domestic and foreign policy How have I used concepts from this The student will: impact life for Americans? Students will recognize the difference How did the benchmark help me Why are US domestic and foreign policies between domestic and foreign policy. significant to foreign affairs? Students will identify issues that relate to Where is my learning on the scale? U.S. domestic and foreign policy. 4.0 I can differentiate and analyze concepts related to US Students will analyze the domestic domestic and foreign policy. implications of U.S. domestic and foreign 3.0 I can differentiate concepts policy. related to US domestic and foreign policy. Students will identify the goals and objectives of U.S. domestic and foreign 2.0 With help, I can differentiate policy. concepts related to US Students will recognize the role of the domestic and foreign policy. U.S. State Department in foreign affairs. differentiate concepts related to US domestic and foreign policy. SOCIAL STUDIES QUESTION STEMS Task: Compare and Contrast How are and similar? How does the comparison between and help to illustrate _? What do and have in common? Which sentence gives the best description of how and deal with? How are and different? STUDENT SUMMATIVE WRITING After studying, the evidence from the lesson that helps me understand and answer the essential question is. This relates to the essential question because. Cognitive Process: Compare and Contrast Product: Double Bubble Map Items will not require students to recall details of any specific domestic or foreign policies. differences between U.S. domestic and foreign policies may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables).