Transcript Civics End-of-Course (EOC) Review Camps
Civics End-of-Course (EOC) Review Camps
Civics EOC
30% of the student's final course grade
& 100 Points towards “School Grade” What does this mean? If your school has, for example 60% student proficiency (scoring a 3, 4, or 5), your school earns 60 out of 100 points
Florida, Civics, Proposed Blueprint Reporting Category 1. Origins and Purposes of Law and Government SS.7.C.1.1
SS.7.C.1.2
SS.7.C.1.3
SS.7.C.1.4
Benchmarks SS.7.C.1.6
SS.7.C.1.7
SS.7.C.1.8
SS.7.C.1.9
SS.7.C.1.5
SS.7.C.3.10
2. Roles, Rights, and Responsibilities of Citizens Benchmarks SS.7.C.2.1
SS.7.C.2.2
SS.7.C.2.5
SS.7.C.3.6
SS.7.C.2.4
SS.7.C.3.7
SS.7.C.3.12
3. Government Policies and Political Processes SS.7.C.2.8
SS.7.C.2.9
SS.7.C.2.10
SS.7.C.2.11
Benchmarks SS.7.C.2.13
SS.7.C.4.1
SS.7.C.4.2
SS.7.C.4.3
SS.7.C.2.12
4. Organization and Function of Government SS.7.C.3.1
SS.7.C.3.2
Benchmarks SS.7.C.3.8
SS.7.C.3.3
SS.7.C.3.4
SS.7.C.3.5
Totals SS.7.C.3.11
SS.7.C.3.13
SS.7.C.3.14
Benchmarks 10
7
9 9
35
Percent of Items 25% 25% 25% 25% 100 Number of Items 10 10 10 10 40
Tested Benchmark Also being assessed
• • • • • • • • • • SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.
SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.
SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. 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.
SS.7.C.2.14 Conduct a service project to further the public good.
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 law making process at the local, state, and federal levels.
Benchmarks Assessed
Proposed B
lueprint
• 35 benchmarks being assessed.
• 5 additional benchmarks under the
Also being assessed:
2.3, 2.6, 2.7, 2.14 and 3.9
• In conclusion ALL Benchmarks need to be taught!.
What is the Plan?
• Read the benchmarks and know them. • Focus on the wording of each benchmark.
• Read and review carefully the benchmark clarifications and content limits for each and every benchmark • Use best practices. • Obtain great resources for your classroom!
• Invest in professional development and proven materials(Gateway Book, Escambia County resources, FLREA wheel, iCivics and others) • Don’t become too reliant on a textbook.
Review Camps
• • • • • • • •
In-house Review Camps
There are 4 weeks of review allocated in the pacing guides, one week per reporting categories.
Speak to Test Chair to find out exact date of the EOC, thus plan for the Review.
Review Camps should begin 1 st week of April. March 19 th should be done with ALL the Benchmarks is the date we Speak to your administration about offering after school review sessions.
If funds are an issue, work with administration to offer review sessions during school hours.
This is ideal on dates when other grade levels are being tested. Create multiple review sessions throughout school. Work with other teachers in your department (Collaborative planning)
Using the Gateway Book as the main source for reviewing or creating Review Camps.
:
Historical Background--Origins to 1787
:
US Constitution & Branches of the Federal Government
:
Legal System
:
Bill of Rights & Court Cases
:
Local & State Governments and Federalism
:
Citizenship
:
Participation in Government
:
Public Policy & Decision-Making
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Types of Governments
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Foreign Policy
continued…Review Camps
• •
Resources to use: Gateway Book: 1. Review Cards 2. Concept Maps 3. Practice Items at the end of each chapter
Concept Maps
*Concept Maps Students should study the concept map to see how different information in the chapters are related. Then they can try to draw the concept map on their own from memory, or fill in a blank concept map provided by the teacher. Students can also use the concept map to prepare for each unit test and for self-monitoring. Students should review those items on the map they cannot recall, or ask their teacher for additional help.
Summarization, Reinforcement and Resources for Different Learning Styles
Review Cards at the End of Each Chapter
Practice Items based on the EOC Specifications
Other Resources to use
• • • • • • Escambia County: Focus on CER: Claim Evidence Reasoning.
What the student question; CLAIMS is the answer to a given What EVIDENCE the student can provide to support said claim; and What REASONING the student can provide to support that the claim and evidence are accurate.
C-E-R: Claim, Evidence, Reasoning This practice is essential for correcting MISINFORMATION and strengthening analytical skills.
MYA- Post Assessment Item Analysis SAMPLE: Correct Answer
C-E-R: Claim, Evidence, Reasoning
I CLAIM that F Separation of Powers- is the correct answer.
The EVIDENCE I have is that in the box, it says that if all power is in one place, NO liberty or freedom exists.
The REASON that this evidence supports the answer is that separation of powers is a key part of the Constitution which divides power among the 3 branches of government .
MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer
C-E-R: Claim, Evidence, Reasoning
The EVIDENCE I have is that in the box, it mentions all 3 branches of government legislative, executive, judicial.
I CLAIM that choice I Federalism- is the correct answer.
The REASON Teacher or Student Feedback: Choice I is incorrect Federalism refers to shared powers between levels of government local, state, that federal.
this evidence supports the answer is that Federalism refers to the three branches of government.