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
Percent of
Reporting Category
Items
Benchmarks
1. Origins and Purposes of Law and Government
Benchmarks
SS.7.C.1.1
SS.7.C.1.6
SS.7.C.1.2
SS.7.C.1.7
SS.7.C.1.3
SS.7.C.1.8
SS.7.C.1.4
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.2.5
SS.7.C.2.2
SS.7.C.3.6
SS.7.C.3.7
SS.7.C.2.4
SS.7.C.3.12
3. Government Policies and Political Processes
Benchmarks
SS.7.C.2.8
SS.7.C.2.13
SS.7.C.2.9
SS.7.C.4.1
SS.7.C.2.10
SS.7.C.4.2
SS.7.C.2.11
SS.7.C.4.3
SS.7.C.2.12
4. Organization and Function of Government
Benchmarks
SS.7.C.3.1
SS.7.C.3.8
SS.7.C.3.2
SS.7.C.3.3
SS.7.C.3.11
SS.7.C.3.4
SS.7.C.3.13
SS.7.C.3.5
SS.7.C.3.14
Totals
Number
of Items
10
25%
10
7
25%
10
9
25%
10
9
25%
10
35
100
40
Tested Benchmark
Also being assessed
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•
•
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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 Blueprint
• 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
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•
•
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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 1st week of April. March 19th is the date we
should be done with ALL the Benchmarks
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
:
Types of Governments
: 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 CLAIMS is the answer to a given
question;
• 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 FSeparation 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
I CLAIM that
choice IFederalism- is
the correct
answer.
The EVIDENCE I
have is that in the
box, it mentions all 3
branches of
governmentlegislative, executive,
judicial.
Teacher or
Student
Feedback:
Choice I is
incorrectFederalism
refers to
shared powers
between levels
of
governmentlocal, state,
federal.
The REASON that
this evidence supports
the answer is that
Federalism refers to the
three branches of
government.
Use primary source documents from
online Book:
1. McGraw-Hill :
2. Flocabulary
3. Schmoop
Use Data from MYA to differentiate
Form Groups of 4-5 , discuss different
models that will work for your
particular school and/or situation.