CIVICS BENCHMARK ACCOUNTABILITY TASK CARD SS.7.C.2.8 STANDARD: Evaluate the 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 ideas about government. BENCHMARK KEY PEOPLE, EVENTS, IDEAS, AND DOCUMENTS SAMPLE ITEM Political Party, Communist Party, Democratic Party, Libertarian Party, Republican Party, Socialist Party. SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES How does political ideology impact peoples’ perceptions social issues and trends? How are the two major political parties alike and different? How do people’s attitudes regarding political parties impact parties and independent candidates? How have I used concepts from this benchmark? How did the benchmark help me better understand __________? Where is my learning on the scale? 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. Stimulus Attributes: Items addressing the United States’ current political parties may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING TASK Task: Identifying Frame of Reference and Point of View What is or was the person’s position on the 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 ______________. THINKING MAPS CORRELATION Cognitive Process: Compare and Contrast Product: Double Bubble Map trial
CIVICS BENCHMARK ACCOUNTABILITY TASK 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, IDEAS, AND DOCUMENTS SAMPLE ITEM lobbying, lobbyist, political action committee, special interest, watchdog SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES 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? How have I used concepts from this benchmark? How did the benchmark help me better understand __________? Where is my learning on the scale? 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. Content Limit: Items should only focus on the significant methods used involving media, interest groups, and individuals that have influenced the government. Stimulus Attributes: Items addressing the 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). SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING TASK Task: Identifying Frame of Reference and Point of View What is or was the person’s position on the 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 ________________. THINKING MAPS CORRELATION Cognitive Process: Cause and Effect Product: Map Cognitive Process: Seeing Relationship/ Analogies Product: Bridge Map
CIVICS BENCHMARK ACCOUNTABILITY TASK CARD SS.7.C.3.1d Point of View of Reference public and current issues. STANDARD: Demonstrate an understanding of the principles, functions, and organization of government. BENCHMARK: SS.7.C.3.1 Compare different of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). BENCHMARK KEY PEOPLE, EVENTS, IDEAS, AND DOCUMENTS SAMPLE ITEM absolute monarchy, direct democracy, representative democracy, republic, socialism, communism, monarchy, oligarchy, autocracy SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES 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? How have I used concepts from this benchmark? How did the benchmark help me better understand __________? Where is my learning on the scale? The student will: Students will identify different 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. Content Limit: 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). SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING TASK 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____________. THINKING MAPS CORRELATION Cognitive Process: Compare and Contrast Product: Double Bubble Map
CIVICS BENCHMARK ACCOUNTABILITY TASK 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. BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS SAMPLE ITEM confederal, federal, governor, parliamentary, president, minister, unitary SAMPLE HIGHER ORDER QUESTIONS STUDENT QUESTIONS TEST ITEM SPECIFICATION NOTES What is the difference between a governor and president? How do the organizational structures of systems of government function? How are federal, confederal, and unitary systems similar and different from one another? How have I used concepts from this benchmark? How did the benchmark help me better understand __________? Where is my learning on the scale? The student will: Students will define parliamentary, federal, confederal, and unitary systems of government. Students will compare the organizational structures of systems of government. Students will recognize examples of these systems of government. Students will analyze scenarios describing various systems of government. Content Limit: Items will not ask students to name the system of government for countries other than the United States. Item will not ask students to identify the origins of 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). SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING TASK Task: Compare and Contrast How are ___ and ____ similar? How does the comparison between and ___ help to illustrate ? What do ___ and ___ have in common? sentence gives the best description of how ____ and ____ deal with ______? How are ____ and ___ different? studying ___________, the evidence from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________. THINKING MAPS CORRELATION Cognitive Process: Compare and Contrast Product: Double Bubble Map
CIVICS BENCHMARK ACCOUNTABILITY TASK 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, IDEAS, AND DOCUMENTS SAMPLE ITEM amendments, articles, Florida Declaration of Rights, preamble SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES 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? How have I used concepts from this benchmark? How did the benchmark help me better understand __________? Where is my learning on the scale? 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 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. Content Limit: Items will not require students to identify constitutional language with particular sections. Stimulus Attributes: addressing the 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). SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING TASK 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________________. THINKING MAPS CORRELATION Cognitive Process: Compare and Contrast Product: Double Bubble Map