CIVICS BENCHMARK TASK CARD: SS.7.C.1.1 … and Learning Department, Lake County Schools CIVICS...

Teaching and Learning Department, Lake County Schools

CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS SAMPLE ITEM

natural law, separation of powers, social

contract, John Locke, Charles Montesquieu

SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES

What role did the Enlightenment ideas

contribute to major decisions of the

Founding Fathers?

How would you compare and contrast

the theories of Locke and Montesquieu?

How did Enlightenment ideas impact

the Founding Fathers’ beliefs regarding

individual liberties?

How have I used concepts from this

benchmark?

How did the benchmark help me

better understand __________?

Where is my learning on the scale? 4.0 I can evaluate critique

Enlightenment ideas and how they influenced the Founding

Fathers.

3.0 I can effectively identify and/or evaluate the Enlightenment

ideas and how they influenced

the Founding Fathers.

2.0 With help, I can partially identify the Enlightenment

ideas and how they influenced

the Founding Fathers.

1.0 Even with help, I struggle to

identify the Enlightenment

ideas and how they influenced the Founding Fathers.

The student will:

Identify and describe the Enlightenment ideas of

separation of powers, natural law, and social

contract.

Examine how Enlightenment ideas influenced the

Founders’ beliefs about individual liberties and

government.

Evaluate the influence of Montesquieu’s and

Locke’s ideas on the Founding Fathers.

Content Limit:

Items will not require students to match a

particular Enlightenment philosopher with a

corresponding theory.

Stimulus Attributes: Historical documents, maps,

graphs, charts, posters, photographs, and political

cartoons 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 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 ______________.

THINKING MAPS CORRELATION

Cognitive Process: Cause/Effect

Product: Multi-Flow Map


CIVICS BENCHMARK TASK 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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,

IDEAS, AND DOCUMENTS SAMPLE ITEM

Common Sense, English Bill of Rights,

limited monarchy, Magna Carta, Mayflower

Compact, self-government, Thomas Paine


How did earlier documents play a factor

in colonists’ perspective of government?

What role did Thomas Paine play in

shaping early perceptions regarding

government’s role?

Why was establishing a governing body

important among colonists?


benchmark?



Where is my learning on the scale?

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




government

2.0 With help, I can identify and partially

explain the impact the Magna Carta,

English Bill of Rights, Mayflower



government

1.0 Even with help, I struggle to identify

and/or explain the impact the Magna




government

The student will: Identify the important ideas contained in

the Magna Carta, English Bill of Rights,

Mayflower Compact, and Common

Sense.

Evaluate the impact that the Magna


Compact, and Common Sense had on the

purposes of government.

Content Limit: 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

SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING

TASK

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




BENCHMARK: SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the

Declaration of Independence. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


Declaration of Independence, French and

Indian War, independence, individual

rights, representation, taxation


How did the British need for revenue

correlate to its eroding relationship with

the colonies?

Why did English colonial policies provide

the motivation for independence among

colonists?

How did the Declaration of Independence

provide colonists’ justification for

independence?


benchmark?




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’


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.

1.0 Even with help, I struggle to identify and/or describe how

English policies and the colonists’


The student will: Trace the causal relationships between

English/British policies, English

responses to colonial grievances, and the

writing of the Declaration of

Independence.

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.

Content Limit: 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


TASK

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?




____________. This relates to the

essential question because ____________.


Cognitive Process: Sequencing

Product: Flow Map




BENCHMARK: SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration

of Independence. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


assent, Declaration of Independence,

independence, individual rights, natural rights,

oppression, representation, self-evident,

tyranny


How did the colonists provide support for

grievances outlined in the Declaration of

Independence?

Why did English colonial policies provide

the motivation for independence among

colonists?


benchmark?

How did the benchmark help me better

understand __________?


4.0 I can analyze the ideas and

complaints set forth in the


3.0 I can explain the ideas and



2.0 With help, I can identify and partially explain the ideas and




identify and/or explain the ideas

and complaints set forth in the Declaration of Independence

The student will:

Explain the concept of natural rights as

expressed in the Declaration of Independence.

Identify the natural rights specifically

expressed in the Declaration of Independence

Analyze the relationship between natural

rights and the role of government:

o People are endowed by their Creator

with certain unalienable rights

o Governments are instituted among

men to secure these rights

o Governments derive their just

powers from the consent of

governed

o Whenever any form of government

becomes destructive of these ends, it

is the right of the people to alter or

abolish it, and to institute new

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

Content Limit:

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


TASK

Task: Analyzing Primary and Secondary

Sources




idea that ______?




source?


source?







question because ____________________.



Product: Tree Map




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,


Articles of Confederation, Constitutional

Convention, debt, Shay’s Rebellion


How did the Articles of Confederation

limit the role of the central

government?

Why was the Articles of

Confederation ineffective in allowing

the government to deal with national

crisis?


benchmark?




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.

The student will:

Identify the weaknesses of the

government under the Articles of

Confederation

Content Limit:

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

SOCIAL STUDIES TASK QUESTION

STEMS

STUDENT SUMMATIVE WRITING TASK


Sources

Based on all information given, how

does each part add to the idea that

_____?

How do ___and ____suggest the

central idea that ______?



Is this a primary source or a

secondary source?


source?







question because ___________________.


Cognitive Process: Describing

Product: Bubble Map




BENCHMARK: SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. BENCHMARK KEY TERMS, PEOPLE,


Constitution, ordain, posterity,

Preamble

SAMPLE HIGHER ORDER

QUESTIONS

STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES

What examples can you provide

that illustrate intentions outlined

in the Preamble?

How are people significant to the

operation of an effective

government?


benchmark?




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.

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.

Content Limit:

Items will be limited to addressing the

intent of the Preamble, rather than

interpretations throughout other periods in

history.





STEMS



Secondary Sources

Based on all information given,

how does each part add to the

idea that _____?



According to the information

given about___, explain

________?


secondary source?

What is the main idea presented

in the source?




from the lesson that helps me understand and

answer the essential question is


question because ____________________.


Cognitive Process: Defining in Context

Product: Circle Map




BENCHMARK: SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and

checks and balances. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


checks and balances, Constitution,

constitutional government, separation of

powers


What are some similarities and

differences in the two systems that limit

government power?

How are people significant to the

operation of an effective government?


benchmark?




4.0 I can describe and analyze how the

Constitution limits governmental power through separation of

powers and checks and balances.

3.0 I can describe how the Constitution limits governmental power through

separation of powers and checks

and balances.

2.0 With help, I can describe how the Constitution limits governmental

power through separation of



describe how the Constitution

limits governmental power through

separation of powers and checks

and balances.

The student will:

Explain the concept of limited

government as set forth in the U.S.

Constitution.

Describe and distinguish between the

concepts of separation of powers and

checks and balances.

Analyze how government power is

limited by separation of powers and/or

checks and balances.

Recognize examples of separation of


Content Limits: None





TASK


Sources




idea that ______?




source?


source?




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




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,


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?

How have I used concepts from this benchmark?

How did the benchmark help me better understand

__________?


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.

1.0 Even with help, I struggle to explain the

viewpoints of the Federalist and the Anti-Federalists regarding the

ratification of the constitution and bill of

rights

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.

Content Limit:

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).

SOCIAL STUDIES TASK

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?

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




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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


Rule of law


How does a society function without

laws?

Why is it significant to have safeguards in

place against abusive power by the

government?

How are political, government, and legal

systems held accountable to abiding to

laws?


benchmark?




4.0 I can explain and analyze the rule of law and its influence on America

3.0 I can explain the rule of law and its

influence on America

2.0 With help, I can define the rule of law.

1.0 Even with help, I struggle to define

the rule of law.

The student will:

Distinguish between the characteristics of

a society that operates under the rule of

law and one that does not.

Assess the importance of the rule of law

in protecting citizens from arbitrary and

abusive uses of government power.

Evaluate the impact of the rule of law on

governmental officials and institutions

(accountability to the law, fair

procedures, decisions based on the law,

consistent application, enforcement of the

law, and transparency of institutions).

Content Limit:

Items will not require students to judge

the appropriateness of specific laws.

Stimulus Attributes: Items addressing the

rule of law may use historical and

contemporary documents and other relevant

stimuli (e.g., maps, timelines, charts, graphs,

tables).


TASK


Sources




idea that ______?




source?


source?

What information supports the conclusion

that____________?






because ____________. THINKING MAPS CORRELATION

Cognitive Process: Defining in

Context

Product: Circle Map

Cognitive Process: Cause and Effect




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,


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?


benchmark?




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.

1.0 Even with help, I struggle to define the

term citizen and describe process of

naturalization.

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.

Content Limit:

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).


STEMS



Secondary Sources



_____?






secondary source?

What is the main idea presented in

the source?







question because _________________.


Cognitive Process: Defining in Context

Product: Circle Map


Product: Flow Chart



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,


citizen, jury, obligation, duty, selective

service


In what ways are citizens obligated to

participate in the all aspects of the

democratic process?

How do service learning projects impact

young people’s development as active

citizens in society?

How can lack of civil involvement be a

detriment to society as a whole?

How have I used concepts from this benchmark? How did the benchmark help me better understand

__________?


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.

1.0 Even with help, I struggle to identify the

obligations citizens have in our society.

The student will:

Distinguish between an obligation or

duty and a responsibility as it relates to

citizenship. Responsibilities may

include, but are not limited to, voting,

attending civic meetings, petitioning

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



tables).


STEMS



Sources




idea that ______?




source?


source?


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: Seeing Relationships/ Analogies

Product: Bridge Map



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,


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?


benchmark?




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

1.0 Even with help, I struggle to identify the

rights contained in the Bill of Rights.

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).


STEMS



Secondary Sources



______?






secondary source?


the source?





answer the essential question is __________.


because__________.



Product: Tree Map



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,


appellate process, ex post facto, habeas

corpus, independent judiciary, precedent,

privacy, summary judgment.


Why is it necessary for government

to limit individual freedoms?

How does the judicial branch aid in

protecting individual rights?

What role does the Constitution play

in controlling social behavior?


benchmark?




4.0 I can explain how and why the

Constitution safeguards and limits individual rights and provide scenarios

to support my answer.

3.0 I can explain how and why the

Constitution safeguards and limits individual rights

2.0 With help, I can explain how the

Constitution safeguards and limits individual rights

1.0 Even with help, I struggle to explain

how the Constitution safeguards and limits individual rights

The student will:

Recognize that rights are protected, but

are not unlimited.

Examine rationales for limiting

individual rights.

Use scenarios to examine the impact of

limits on individual rights on social

behavior.

Examine the role of the judicial branch

of government in protecting individual

rights.

Content Limits:

Items will not require students to cite

specific court cases or specific

amendments to the U.S. Constitution.


constitutional safeguards and limitations may

use historical and contemporary documents

and other relevant stimuli (e.g., maps,

timelines, charts, graphs, tables).


STEMS



Secondary Sources


does each part add to the idea

that_____?






secondary source?


the source?


conclusion that_______?





question because ___________.



Product: Multi-Flow





BENCHMARK: SS.7.C.2.8 Identify America’s current political parties, and illustrate their ideas about government. BENCHMARK KEY TERMS, PEOPLE,


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?


benchmark?




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.


America’s current political parties and their ideas about government.

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:


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





STEMS







person’s position on the topic or

issue is?


frame of reference?


reference influence his or her

position or beliefs?





question because ______________.


Cognitive Process: Compare and Contrast





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,


Political office, platforms, political

ads

SAMPLE HIGHER ORDER

QUESTIONS


How does a candidate’s

qualifications and experience

influence people’s voting

decisions?


benchmark?




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

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.


candidates for political office may use historical

and contemporary documents and other relevant


tables).

SOCIAL STUDIES TASK

QUESTION STEMS







person’s position on the topic or

issue is?


frame of reference?








question because _______________.


Cognitive Process: Comparing and

Contrasting





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,


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?


benchmark?




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.


methods used to monitor and/or influence the government

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.


impact of the media, individuals, and interest

groups may use historical and contemporary




STEMS





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?








question because ________________.




Cognitive Process: Seeing Relationship/

Analogies

Product: Bridge Map


CIVICS BENCHMARK ACCOUNTABILITY TASK CARD SS.7.C.2.11


government, and the political system. BENCHMARK: SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). BENCHMARK KEY TERMS, PEOPLE, EVENTS,


bias, communication propaganda, symbolism


How does propaganda influence public

opinion during political campaigns or

initiatives?

What role do bias and symbolism play in

determining public opinion regarding

political issues?

How has propaganda played a role in

significant historical events?


benchmark?




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.

The student will:

Use scenarios to identify bias,

symbolism, and propaganda.

Evaluate how bias, symbolism, and

propaganda can impact public opinion.

Content Limit: None


media and political communications may use





TASK

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?






because _______________.



Product: Tree Map





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

SAMPLE ITEM

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?





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.

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.

Content Limit:

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




SOCIAL STUDIES TASK

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?

After studying ___________, the evidence from

the lesson that helps me understand and answer

the essential question is ____________. This


because________.





CIVICS BENCHMARK TASK CARD SS.7.C.13



BENCHMARK: SS.7.C.2.13 Examine multiple perspectives on public and current issues. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


participation, perspective, public issue


How do multiple perceptions shape

government policy and initiatives?

How does public opinion shape citizen

participation and activism?


benchmark?




4.0 I can examine and analyze multiple

perspectives on public and current

issues.

3.0 I can examine multiple


issues.

2.0 With help, I can examine multiple


issues.

1.0 Even with help, I struggle examine multiple perspectives on public and

current issues.

The student will:

Identify groups that influence public

perspectives.

Use scenarios to understand the reaction

or perspective of different groups.

Examine how multiple perspectives shape

participation in the political process.

Content Limit:

Items will not ask students to make value

judgments concerning public and current

issues.


perspectives on public and current issues may





TASK

Task: Identifying a Frame of Reference and

Point of View

What is or was the topic or issue?



what the person’s position on the topic or

issue is?


reference?

How did this person’s frame of reference

influence his or her position or beliefs?






because __________.


Cognitive Process: Compare and

Contrast




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,


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?


benchmark?




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.

1.0 Even with help, I struggle to compare

different forms of government.

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.

Content Limit:


specific countries by a form of

government.


evaluate the efficacy of different forms

of government.


comparisons of different forms of

government may use historical and



tables).


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?



answer the essential question is __________.


because____________.







BENCHMARK: SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


confederal, federal, governor, parliamentary,

president, prime minister, unitary


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?


benchmark?




4.0 I can compare and analyze

parliamentary, federal, confederal,

and unitary forms of government.

3.0 I can compare parliamentary, federal, confederal, and unitary

forms of government.

2.0 With help, I can compare parliamentary, federal, confederal,

and unitary forms of government.


compare parliamentary, federal, confederal, and unitary forms of

government.

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 these systems of government.


comparisons of various systems of




tables).


TASK




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?






because ______________.



Contrast





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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


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

shared power among the three branches of

government?

How does the Constitution safeguard

against any one branch becoming too

powerful?


benchmark?




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.

The student will:

Students will recognize the structure of

the legislative, executive, and judicial

branches.

Students will compare the roles and

responsibilities of the three branches of

the federal government.

Students will identify the general powers

described in Articles I, II, and III of the

U.S. Constitution.

Content Limit:

Items will not include comparison of U.S.

government to other forms of

government.


structure and function of the three branches of




tables).


TASK


Sources




idea that ______?




source?


source?


that____________?






because _____________.



Product: Tree Map




BENCHMARK: SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state

governments. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


concurrent powers, delegated powers, enumerated

powers, federalism, reserved powers, supremacy

clause,


How are the federal and state governments

similar in how power is divided?

Why is division of power in government

necessary?

How does the division of powers between the

federal and state governments ensure that

government does not abuse its authority?


benchmark?




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.

The student will:

Define the system of federalism.

Analyze how federalism limits

government power.

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.

Content Limit:

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





TASK


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?


that____________?






because _____________.



Product: Tree Map




BENCHMARK: SS.7.C.3.5 Explain the constitutional amendment process. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


amendment, caucus, ratify


How do states play a role in the

constitutional amendment process?

What scenarios might create delays in

amending the Constitution?

Why is amending the Constitution

sometimes a long process?


benchmark?




4.0 I can explain the constitutional

amendment process and its impact.

3.0 I can explain the constitutional

amendment process.

2.0 With help, I can explain the

constitutional amendment process


explain the constitutional amendment process

The student will:

Recognize the methods used to propose

and ratify amendments to the U.S.

Constitution.

Identify the correct sequence of each

amendment process.

Identify the importance of a formal

amendment process.

Recognize the significance of the

difficulty of formally amending the U.S.

Constitution.

Content Limit:

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





TASK

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?






because ________________.



Product: Flow Map




BENCHMARK: SS.7.C.3.6 Evaluate constitutional rights and their impact on individuals and society. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


civil disobedience, economic freedom, forced

internment, property rights


How does the relationship between

individual rights and social, political,

and economic systems impact

everyday life?

How does the government manage its

responsibility to restrict and/or

uphold individual constitutional

rights?


benchmark?




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.

1.0 Even with help, I struggle to evaluate constitutional rights and

their impact on individuals and

society.

The student will:

Recognize how individual rights shape

involvement in the social, political, and

economic systems.

Recognize how the social, political, and

economic systems in the United States are

dependent upon individual rights.

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.

Content Limit:


specific events in history.


characteristics of a specific economic

system.


constitutional rights and their impacts may use




SOCIAL STUDIES QUESTION STEMS STUDENT SUMMATIVE WRITING

TASK

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 the person’s position on the topic or

issue is?


reference?

How did this person’s frame of reference

influence his or her position or beliefs?






because ___________.



Product: Multi Flow Map




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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


Civil Rights Acts of 1964, Civil Rights Act of

1968, Equal Rights Amendment, states’ rights,

Voting Rights Act of 1965


How has the 14th

amendment expanded

due process to minority groups?

How did the 13th

, 14th

, and 15th

amendments impact participation in the

political process?

Why was the 19th

amendment significant

in redefining political participation for

women?

Why is the 24th

amendment significant in

ensuring political involvement for citizens

as registered voters?

How was the political process expanded

to young adults?



understand __________? Where is my learning on the scale?

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.

The student will:

Recognize the rights outlined in these

amendments.

Evaluate the impact these amendments

have had on various social movements.

Analyze historical scenarios to examine

how these amendments have affected

participation in the political processes.

Recognize how the amendments were

developed to address previous civil rights

violations.

Content Limit:


rights by specific amendment number.


impacts of the Thirteenth, Fourteenth,

Fifteenth, Nineteenth, Twenty-fourth, and

Twenty-sixth Amendments may use historical



graphs, tables).


TASK






common?




After studying _________, the





because ___________.



Contrast





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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


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

statues aligned with federals acts and

statues?

How are the local, state, and federal

lawmaking processes similar and

different?


benchmark?




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.

The student will:

Examine the processes of the legislative,

executive, and judicial branches of

government.

Compare local, state, and federal

lawmakers and U.S.

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.

Content Limit:


specific individual names related to the

three branches of government at any

level.


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



graphs, tables).


TASK














because ___________________.



Contrast





BENCHMARK: SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


civil law, common law, constitutional law,

criminal law, juvenile law, military law,

statutory law


How have historical law codes impacted

Western society?

What are the similarities and differences

between civil, criminal, constitutional,

and/or military law?


benchmark?




4.0 I can identify and analyze

sources and types of law.

3.0 I can identify sources and types

of law.

2.0 With help, I can identify

sources and types of law.


identify sources and types of

law.

The student will:

Use examples of historical law codes to

identify how laws originated and

developed in Western society.

Recognize constitutional, statutory, case

and common law as sources of law.

Compare civil, criminal, constitutional,

and/or military law.

Content Limit:

Items will not require specific recall of

historical law codes.


sources and types of law may use historical



graphs, tables).


TASK














because ___________.


Cognitive Process: Defining in

Context

Product: Circle Map





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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


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

the function and efficiency of juries in the

American legal system?

How are state and federal courts similar

and different?


benchmark?




4.0 I can diagram and evaluate the

levels, functions, and powers of

the courts at the state and

federal levels.

3.0 I can diagram and evaluate the



federal levels.

2.0 With help, I can diagram and

evaluate the levels, functions,

and powers of the courts at the

state and federal levels.


diagram and evaluate the



federal levels. .

The student will:

Distinguish between the levels, functions,

and powers of courts at the state and

federal levels.

Recognize that the powers and

jurisdiction of the state and federal courts

are derived from their respective

constitutions.

Compare appellate and trial processes.

Examine the significance of the role of

juries in the American legal system.

Content Limit:

Items referring to state courts will be

limited to those within the state of

Florida.


levels, functions, and powers of courts may





TASK














because _____________.



Contrast





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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


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

justice one of the most significant actions

by a President?

How has freedom of speech been

protected by the US Supreme Court for

juveniles?

How has public education been impacted

by US Supreme Court decisions?


benchmark?




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.

The student will:

Use primary sources to assess the

significance of these U.S. Supreme Court

cases.

Evaluate how these U.S. Supreme Court

cases have had an impact on society.

Recognize and/or apply constitutional

principles and/or rights in relation to the

relevant U.S. Supreme Court decisions.

Content Limit:


specific details of any U.S. Supreme

Court case.


significance and outcomes of landmark U.S.

Supreme Court cases may use historical and



tables).


TASK


Sources




that ______?


explain ________?




that____________?






because __________.






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,


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?


benchmark?




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.

1.0 Even with help, I struggle to compare

US and Florida Constitutions.

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.

Content Limit:


constitutional language with particular

sections.


comparison of the constitutions of the United

States and Florida may use historical and



tables).


STEMS







common?

Which sentence gives the best

description of how ____ and ____ deal

with ______?






question because________________.







BENCHMARK: SS.7.C.3.14 Differentiate between local, state, and federal governments’ obligations and services. BENCHMARK KEY TERMS, PEOPLE,


concurrent power, expressed/enumerated

power, reserved power,


Why is it necessary for government to

provide services in society?

Why are government services provided

at different levels of government?

How are the obligations and powers of

each level of government similar and

different?


benchmark?




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.

The student will:

Evaluate scenarios in order to determine

which level of government provides

specific services.

Classify government services according

to level of government in order to

evaluate the role that each plays in their

lives.

Compare the obligations/powers of

governments at each level.

Compare the reserved, concurrent,

expressed/enumerated powers of

government.

Content Limit:

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





STEMS

STUDENT SUMMATIVE WRITING

TASK






common?

Which sentence gives the best description of

how ____ and ____ deal with ______?





question is ____________. This relates to

the essential question because________.



Contrast




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. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


alliances, allies, ambassadors, diplomacy,

diplomats, doctrine, domestic affairs,

embassies, foreign affairs, international

relations, Secretary of State, treaty


How does US domestic and foreign policy

impact life for Americans?

Why are US domestic and foreign policies

significant to foreign affairs?


benchmark?




4.0 I can differentiate and analyze

concepts related to US

domestic and foreign policy.

3.0 I can differentiate concepts

related to US domestic and

foreign policy.

2.0 With help, I can differentiate

concepts related to US

domestic and foreign policy.


differentiate concepts related to

US domestic and foreign

policy.

The student will:

Students will recognize the difference

between domestic and foreign policy.

Students will identify issues that relate to

U.S. domestic and foreign policy.

Students will analyze the domestic

implications of U.S. domestic and foreign

policy.

Students will identify the goals and

objectives of U.S. domestic and foreign

policy.

Students will recognize the role of the

U.S. State Department in foreign affairs.

Content Limit:


details of any specific domestic or foreign

policies.


differences between U.S. domestic and

foreign policies may use historical and



tables).


TASK






Which sentence gives the best description of

how ____ and ____ deal with ______?







because ________________.



Contrast





policy. BENCHMARK: SS.7.C.4.2 Recognize government and citizen participation in international organizations. BENCHMARK KEY TERMS, PEOPLE,


Non-Governmental

Organizations/International Non-

Governmental Organizations

(NGO/INGO), North American Free

Trade Agreement (NAFTA),

North Atlantic Treaty Organization

(NATO), International Red

Cross/Red Crescent, United Nations

(UN), United Nations Children’s

Fund (UNICEF), World Court, World

Trade Organization (WTO)


How significant is American

involvement with international

organizations?

How has international organizations

played a significant role in global

interdependence?


benchmark?




4.0 I can recognize and evaluate government and citizen participation in international

organizations.

3.0 I can recognize government and citizen

participation in international organizations.

2.0 With help, I can recognize government

and citizen participation in international organizations.

1.0 Even with help, I struggle to recognize

government and citizen participation in international organizations.

The student will:

Students will identify major international

organizations in which government plays

a role.

Students will recognize that international

organizations may be located in the

United States.

Students will describe ways that

individual citizens and government

can seek participation in international

organizations.

Students will examine the ways that

government and individuals may

support international organizations.

Content Limit:


any specific policies related to domestic

or international organizations.


evaluate the efficacy of any specific

domestic or international organization.


government and citizen participation in

international organizations may use historical



graphs, tables).


STEMS


Task: Identifying Frame of Reference

and Point of View


What is or was the organization’s

position on the topic or issue? How

do you know what the organization’s

position on the topic or issue is?

What is or was this organization’s

frame of reference?








question because________________.



Product: Bubble Map




policy. BENCHMARK: SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts. BENCHMARK KEY TERMS, PEOPLE, EVENTS,


Bay of Pigs, Cuban Missile Crisis, Gulf Wars I

and II, Iran Hostage Crisis, Korean War,

terrorism, Vietnam War, World War I, World

War II.


How has the United States played a role in

resolving international conflicts?

What motivations existed for the United

States to engage in international conflicts?


benchmark?




4.0 I can describe and analyze

examples of how the United States

has dealt with international

conflicts.

3.0 I can describe examples of how the United States has dealt with

international conflicts.

2.0 With help, I can describe examples of how the United States has dealt

with international conflicts.

1.0 Even with help, I struggle to describe examples of how the

United States has dealt with


The student will:

Students will identify specific examples

of international conflicts in which the

United States has been involved.

Students will identify the reasons for the

United States becoming involved in past


Students will analyze primary source

documents pertaining to international

incidents to determine the course of

action taken by the United States.

Students will identify the different

methods used by the United States to deal

with international conflicts.

Content Limit:

Items will not require students to evaluate

the efficacy of any decision made by the

United States.

Items will not require students to evaluate

the consequences of U.S. involvement in

any international conflict.

Items are not limited to identified war,

but also include humanitarian efforts,

peacekeeping operations, conflict

resolution, etc.


United States’ role in international conflicts

may use historical and contemporary




TASK


Sources




that ______?


explain ________?




that____________?






because _______________.



Product: Bubble Map

CIVICS BENCHMARK TASK CARD: SS.7.C.1.1 … and Learning Department, Lake County Schools CIVICS...

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