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



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can
evaluate critique
Enlightenment ideas and how
they influenced the Founding
Fathers.
I can effectively identify and/or
evaluate the Enlightenment
ideas and how they influenced
the Founding Fathers.
With help, I can partially
identify the Enlightenment
ideas and how they influenced
the Founding Fathers.
Even with help, I struggle to
identify the Enlightenment
ideas and how they influenced
the Founding Fathers.
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
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
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
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
SOCIAL STUDIES TASK 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____________?
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
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
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
Even with help, I struggle to 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
TASK
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: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
Carta, English Bill of Rights, Mayflower
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
CIVICS BENCHMARK TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
Declaration of Independence, French and
Indian War, independence, individual
rights, representation, taxation
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
SOCIAL STUDIES TASK 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?
I can analyze and describe how
English policies and the colonists’
response led to the writing of the
Declaration of Independence.
I can describe how English
policies and the colonists’
response led to the writing of the
Declaration of Independence.
With help, I can identify and
partially describe how English
policies and the colonists’
response led to the writing of the
Declaration of Independence.
Even with help, I struggle to
identify and/or describe how
English policies and the colonists’
response led to the writing of the
Declaration of Independence.
STUDENT SUMMATIVE WRITING
TASK
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: Sequencing
Product: Flow Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
CIVICS BENCHMARK TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
assent, Declaration of Independence,
independence, individual rights, natural rights,
oppression, representation, self-evident,
tyranny
SAMPLE HIGHER ORDER QUESTIONS
STUDENT SCALE QUESTIONS



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?
SOCIAL STUDIES TASK 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____________?
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 analyze the ideas and
complaints set forth in the
Declaration of Independence.
3.0
I can explain the ideas and
complaints set forth in the
Declaration of Independence.
2.0
With help, I can identify and
partially explain the ideas and
complaints set forth in the
Declaration of Independence.
1.0
Even with help, I struggle to
identify and/or explain the ideas
and complaints set forth in the
Declaration of Independence
STUDENT SUMMATIVE WRITING
TASK
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: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
Articles of Confederation, Constitutional
Convention, debt, Shay’s Rebellion
SAMPLE HIGHER ORDER QUESTIONS


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?
SOCIAL STUDIES TASK 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
benchmark?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
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.
1.0
Even with help, I struggle to
identify how weaknesses of
the Article of Confederation
led to the writing of the
Constitution.
STUDENT SUMMATIVE WRITING TASK
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: Describing
Product: Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
Constitution, ordain, posterity,
Preamble
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.

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 TASK 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____________?
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 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.
1.0
Even with help, I struggle to
interpret the intentions of the
Preamble of the Constitution.
STUDENT SUMMATIVE WRITING TASK
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: Defining in Context
Product: Circle Map
Teaching and Learning Department, Lake County Schools
Content Limit:
 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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
checks and balances, Constitution,
constitutional government, separation of
powers
SAMPLE HIGHER ORDER QUESTIONS


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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can describe and analyze how the
Constitution limits governmental
power through separation of
powers and checks and balances.
I can describe how the Constitution
limits governmental power through
separation of powers and checks
and balances.
With help, I can describe how the
Constitution limits governmental
power through separation of
powers and checks and balances.
Even with help, I struggle to
describe how the Constitution
limits governmental power through
separation of powers and checks
and balances.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Analyzing Primary and Secondary
Sources
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ______________________.






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____________?
THINKING MAPS CORRELATION
Cognitive Process: Comparing and
Contrasting
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
powers and checks and balances.
Content Limits: None
Stimulus Attributes: Historical documents,
maps, graphs, charts, posters, photographs,
and political cartoons
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
Anti-federalists papers, Federalist
papers, separation of powers,
checks and balances
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.


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 AntiFederalists?

4.0
3.0
2.0
1.0
How have I used concepts from this benchmark?
How did the benchmark help me better understand
__________?
Where is my learning on the scale?
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
I can explain and compare the
viewpoints of the Federalist and the
Anti-Federalists regarding the
ratification of the constitution and bill of
rights
With help, I can explain the viewpoints
of the Federalist and the Anti-Federalists
regarding the ratification of the
constitution and bill of rights.
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
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: Comparing and Contrasting
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
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).
CIVICS BENCHMARK TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
Rule of law
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can explain and analyze the rule
of law and its influence on America
I can explain the rule of law and its
influence on America
With help, I can define the rule of
law.
Even with help, I struggle to define
the rule of law.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Analyzing Primary and Secondary
Sources
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ____________.






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____________?
THINKING MAPS CORRELATION
Cognitive Process: Defining in
Context
Product: Circle Map
Cognitive Process: Cause and Effect
Product: Multi-Flow Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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).
CIVICS BENCHMARK TASK 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,
SAMPLE ITEM
EVENTS, IDEAS, AND DOCUMENTS
Fourteenth Amendment, naturalized
citizen, alien, immigrant, law of blood,
law of soil, resident.
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.

How does the Fourteenth
Amendment guarantee citizenship?
How has the naturalization process
impact societal growth?


4.0
3.0
2.0
1.0
SOCIAL STUDIES TASK 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____________?
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can define the term citizen, describe
process of naturalization and evaluate its
impact.
I can define the term citizen and describe
process of naturalization.
With help, I can define the term citizen
and
describe
the
process
of
naturalization.
Even with help, I struggle to define the
term citizen and describe process of
naturalization.
STUDENT SUMMATIVE WRITING TASK
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: Defining in Context
Product: Circle Map
Cognitive Process: Sequencing
Product: Flow Chart
Teaching and Learning Department, Lake County Schools
Content Limit:
 Items will not require students to list the
steps of the naturalization process.
Stimulus Attributes: Items addressing the
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 TASK 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,
SAMPLE ITEM
EVENTS, IDEAS, AND DOCUMENTS
citizen, jury, obligation, duty, selective
service
SAMPLE HIGHER ORDER QUESTIONS

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?
STUDENT SCALE QUESTIONS
SOCIAL STUDIES TASK 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 SUMMATIVE WRITING TASK


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 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.
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: Seeing Relationships/ Analogies
Product: Bridge Map
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
obligations of citizens may use historical and
contemporary documents and other relevant
stimuli (e.g., maps, timelines, charts, graphs,
tables).
Teaching and Learning Department, Lake County Schools
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
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
STUDENT SCALE QUESTIONS
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.

When does individual actions
infringe upon others’ freedoms
under the Bill of Rights?
How does the Bill of Rights
contribute to a peaceful society?


4.0
3.0
2.0
1.0
SOCIAL STUDIES TASK 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____________?
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can evaluate how the Bill of Rights
influences actions and interactions and
provide examples and scenarios.
I can evaluate how the Bill of Rights
influences actions and interactions.
With help, I struggle to identify the
rights contained in the Bill of Rights
Even with help, I struggle to identify the
rights contained in the Bill of Rights.
STUDENT SUMMATIVE WRITING TASK
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: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
Content Limits:
 Items will not require students to
identify protected rights by specific
amendment numbers.
Stimulus Attributes: Items addressing the
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 TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
appellate process, ex post facto, habeas
corpus, independent judiciary, precedent,
privacy, summary judgment.
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
SOCIAL STUDIES TASK 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_______?
I can explain how and why the
Constitution safeguards and limits
individual rights and provide scenarios
to support my answer.
I can explain how and why the
Constitution safeguards and limits
individual rights
With help, I can explain how the
Constitution safeguards and limits
individual rights
Even with help, I struggle to explain
how the Constitution safeguards and
limits individual rights
TEST ITEM SPECIFICATION NOTES
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:

STUDENT SUMMATIVE WRITING TASK
Items will not require students to cite
specific court cases or specific
amendments to the U.S. Constitution.
After studying ___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because ___________.
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).
THINKING MAPS CORRELATION
Cognitive Process: Cause and Effect
Product: Multi-Flow
Teaching and Learning Department, Lake County Schools
CIVICS BENCHMARK TASK 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,
SAMPLE ITEM
EVENTS, IDEAS, AND DOCUMENTS
Political Party, Communist Party,
Democratic Party, Libertarian Party,
Republican Party, Socialist Party.
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.


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?


4.0
3.0
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can identify and compare America’s
current political parties and their ideas
about government.
I can identify America’s current political
parties and their ideas about government.
With help, I can identify America’s
current political parties and their ideas
about government.
Even with help, I struggle to identify
America’s current political parties and
their ideas about government.
SOCIAL STUDIES TASK QUESTION
STEMS
STUDENT SUMMATIVE WRITING TASK
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.
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 ______________.
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).
2.0
1.0
THINKING MAPS CORRELATION
Cognitive Process: Compare and Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
Political office, platforms, political
ads
SAMPLE HIGHER ORDER
QUESTIONS

How does a candidate’s
qualifications and experience
influence people’s voting
decisions?
STUDENT SCALE QUESTIONS
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.


4.0
3.0
2.0
1.0
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can evaluate the requirements to run for
political office as well as analyze and
evaluate qualifications of candidates.
I can identify requirements to run for
political office and analyze qualifications of
candidates.
With help, I can identify the requirements to
run for political office
Even with help, I can identify the
requirements to run for political office
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: Comparing and
Contrasting
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
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 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:
government.
SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing
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


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.

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?


4.0
3.0
2.0
1.0
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can explain and evaluate methods used
to monitor and/or influence the
government
I can identify and explain methods used
to monitor and/or influence the
government
With help, I can identify methods used
to monitor and/or influence the
government.
Even with help, I struggle to identify
methods used to monitor and/or
influence the government
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 and Effect
Product: Multi-Flow Map
Cognitive Process: Seeing Relationship/
Analogies
Product: Bridge Map
Teaching and Learning Department, Lake County Schools
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).
CIVICS BENCHMARK
CIVICS BENCHMARK
ACCOUNTABILITY
TASK CARD
TASK
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).
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
bias, communication propaganda, symbolism
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can evaluate and analyze how
media and political
communications play a role in
active participation in society and
government.
I can analyze how media and
political communications play a
role in active participation in
society and government.
With help, I can analyze how
media and political
communications play a role in
active participation in society and
government.
Even with help, I struggle to
analyze how media and political
communications play a role in
active participation in society and
government.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Recognizing Propaganda
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because _______________.





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?
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
The student will:
 Use scenarios to identify bias,
symbolism, and propaganda.
 Evaluate how bias, symbolism, and
propaganda can impact public opinion.
Content Limit: 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 TASK 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
SAMPLE ITEM
alternative, public policy, resolve
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.

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
3.0
2.0
1.0
SOCIAL STUDIES TASK
QUESTION STEMS
Task: Problem-Solving/DecisionMaking

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?
How have I used concepts from this benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can research public policy
alternatives and analyze a state or
local problem to formulate a
resolution by developing course of
action
I can research public policy
alternatives and analyze a state or
local problem and develop course
of action.
With help, I can research public
policy alternatives and analyze a
state or local problem and develop
course of action.
Even with help, I struggle to
research public policy alternatives
and analyze a state or local
problem and develop course of
action.
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.
STUDENT SUMMATIVE WRITING TASK
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: Multi-Flow Map
Teaching and Learning Department, Lake County Schools
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
SAMPLE ITEM
IDEAS, AND DOCUMENTS
participation, perspective, public issue
SAMPLE HIGHER ORDER QUESTIONS


How do multiple perceptions shape
government policy and initiatives?
How does public opinion shape citizen
participation and activism?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can examine and analyze multiple
perspectives on public and current
issues.
I can examine multiple
perspectives on public and current
issues.
With help, I can examine multiple
perspectives on public and current
issues.
Even with help, I struggle examine
multiple perspectives on public and
current issues.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Identifying a Frame of Reference and
Point of View
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because __________.




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?
THINKING MAPS CORRELATION
Cognitive Process: Compare and
Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
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 TASK 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,
SAMPLE ITEM
EVENTS, IDEAS, AND DOCUMENTS
absolute monarchy, direct democracy,
representative democracy, republic,
socialism, communism, monarchy,
oligarchy, autocracy
SAMPLE HIGHER ORDER
QUESTIONS
STUDENT SCALE QUESTIONS
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.


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?


4.0
3.0
2.0
1.0
SOCIAL STUDIES TASK 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?
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can compare and analyze different
forms of government.
I can compare different forms of
government.
With help, I can compare different forms
of government.
Even with help, I struggle to compare
different forms of government.
STUDENT SUMMATIVE WRITING TASK
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
Teaching and Learning Department, Lake County Schools
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).
CIVICS BENCHMARK 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, prime minister, unitary
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can compare and analyze
parliamentary, federal, confederal,
and unitary forms of government.
I can compare parliamentary,
federal, confederal, and unitary
forms of government.
With help, I can compare
parliamentary, federal, confederal,
and unitary forms of government.
Even with help, I struggle to
compare parliamentary, federal,
confederal, and unitary forms of
government.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Compare and Contrast
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ______________.





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?
THINKING MAPS CORRELATION
Cognitive Process: Compare and
Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
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
SAMPLE HIGHER ORDER QUESTIONS


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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can illustrate and analyze the
structure
and
function
of
government in the United States as
established in the Constitution.
I can illustrate the structure and
function of government in the
United States as established in the
Constitution.
With help, I can illustrate the
structure
and
function
of
government in the United States as
established in the Constitution.
Even with help, I struggle to
illustrate the structure and function
of government in the United States
as established in the Constitution.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Analyzing Primary and Secondary
Sources
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because _____________.






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____________?
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
concurrent powers, delegated powers, enumerated
powers, federalism, reserved powers, supremacy
clause,
SAMPLE HIGHER ORDER QUESTIONS

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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can identify and analyze the
relationship and division of powers
between the federal government
and state governments.
I can identify the relationship and
division of powers between the
federal government and state
governments.
With help, I can identify the
relationship and division of powers
between the federal government
and state governments.
Even with help, I struggle to
identify the relationship and
division of powers between the
federal government and state
governments.
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 _____________.
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
amendment, caucus, ratify
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can explain the constitutional
amendment process and its impact.
I can explain the constitutional
amendment process.
With help, I can
explain the
constitutional amendment process
Even with help, I struggle to
explain
the
constitutional
amendment process
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Sequencing
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ________________.




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?
THINKING MAPS CORRELATION
Cognitive Process: Sequencing
Product: Flow Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
constitutional amendment process may use
historical and contemporary documents and
other relevant stimuli (e.g., maps, timelines,
charts, graphs, tables).
CIVICS BENCHMARK TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
civil disobedience, economic freedom, forced
internment, property rights
SAMPLE HIGHER ORDER QUESTIONS


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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can evaluate and analyze
constitutional rights and their
impact on individuals and society.
I can evaluate constitutional rights
and their impact on individuals and
society.
With help, I can
evaluate
constitutional rights and their
impact on individuals and society.
Even with help, I struggle to
evaluate constitutional rights and
their impact on individuals and
society.
SOCIAL STUDIES QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Supporting a Position/Identifying Frame
of Reference or Point of View
Supporting a Position
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ___________.





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?
THINKING MAPS CORRELATION
Cognitive Process: Cause and Effect
Product: Multi Flow Map
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?
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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:
 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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
Civil Rights Acts of 1964, Civil Rights Act of
1968, Equal Rights Amendment, states’ rights,
Voting Rights Act of 1965
SAMPLE HIGHER ORDER QUESTIONS
STUDENT SCALE QUESTIONS
TEST ITEM SPECIFICATION NOTES


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.




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?
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 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.
1.0
Even with help, I struggle to
evaluate the impact of the 13th,
14th, 15th, 19th, 24th, and 26th
amendments on participation of
minority groups in the American
political process.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Compare and Contrast
After studying _________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ___________.





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?
THINKING MAPS CORRELATION
Cognitive Process: Compare and
Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
Content Limit:
 Items will not require students to recall
rights by specific amendment number.
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
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
SAMPLE HIGHER ORDER QUESTIONS


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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can analyze and illustrate the
structure, functions, and processes
of the legislative, executive, and
judicial branches.
I can analyze the structure,
functions, and processes of the
legislative, executive, and judicial
branches.
With help, I can analyze the
structure, functions, and processes
of the legislative, executive, and
judicial branches.
Even with help, I struggle to
analyze the structure, functions,
and processes of the legislative,
executive, and judicial branches.
SOCIAL STUDIES TASK QUESTION STEMS
STUDENT SUMMATIVE WRITING
TASK
Task: Compare and Contrast
After studying ___________, the
evidence from the lesson that helps me
understand and answer the essential
question is ____________. This
relates to the essential question
because ___________________.





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?
THINKING MAPS CORRELATION
Cognitive Process: Compare and
Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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:
 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.
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
SAMPLE ITEM
IDEAS, AND DOCUMENTS
civil law, common law, constitutional law,
criminal law, juvenile law, military law,
statutory law
SAMPLE HIGHER ORDER QUESTIONS


How have historical law codes impacted
Western society?
What are the similarities and differences
between civil, criminal, constitutional,
and/or military law?
SOCIAL STUDIES TASK 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
benchmark?
 How did the benchmark help me
better understand __________?
 Where is my learning on the scale?
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.
1.0
Even with help, I struggle to
identify sources and types of
law.
STUDENT SUMMATIVE WRITING
TASK
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: Defining in
Context
Product: Circle Map
Cognitive Process: Compare and Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
sources and types of law may use historical
and contemporary documents and other
relevant stimuli (e.g., maps, timelines, charts,
graphs, tables).
CIVICS BENCHMARK TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
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
SAMPLE HIGHER ORDER QUESTIONS


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?
SOCIAL STUDIES TASK 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
benchmark?
 How did the benchmark help me
better understand __________?
 Where is my learning on the scale?
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
levels, functions, and powers of
the courts at the state and
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.
1.0
Even with help, I struggle to
diagram and evaluate the
levels, functions, and powers of
the courts at the state and
federal levels. .
STUDENT SUMMATIVE WRITING
TASK
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
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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.
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
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
SAMPLE HIGHER ORDER QUESTIONS



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?
SOCIAL STUDIES TASK 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
benchmark?
 How did the benchmark help me
better understand __________?
 Where is my learning on the scale?
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.
1.0
Even with help, I struggle to
analyze the significance and
outcomes of landmark Supreme
Court cases.
STUDENT SUMMATIVE WRITING
TASK
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: Multi-Flow Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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:
 Items will not require students to recall
specific details of any U.S. Supreme
Court case.
Stimulus Attributes: Items addressing the
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 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


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.

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?


4.0
3.0
2.0
1.0
SOCIAL STUDIES TASK 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?
How have I used concepts from this
benchmark?
How did the benchmark help me better
understand __________?
Where is my learning on the scale?
I can compare and analyze US and
Florida Constitutions.
I can compare US and Florida
Constitutions.
With help, I can compare US and Florida
Constitutions.
Even with help, I struggle to compare
US and Florida Constitutions.
STUDENT SUMMATIVE WRITING TASK
After studying ___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because________________.
Content Limit:
 Items will not require students to identify
constitutional language with particular
sections.
THINKING MAPS CORRELATION
Stimulus Attributes: Items 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).
Cognitive Process: Compare and Contrast
Product: Double Bubble Map
Teaching and Learning Department, Lake County Schools
CIVICS BENCHMARK TASK 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, IDEAS, AND DOCUMENTS
SAMPLE ITEM
concurrent power, expressed/enumerated
power, reserved power,
SAMPLE HIGHER ORDER QUESTIONS



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?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
SOCIAL STUDIES TASK 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?
I can differentiate and evaluate
between local, state, and federal
governments’ obligations and services.
I can differentiate between local, state,
and federal governments’ obligations
and services.
With help, I can differentiate between
local, state, and federal governments’
obligations and services.
Even with help, I struggle to
differentiate between local, state, and
federal governments’ obligations and
services.
STUDENT SUMMATIVE WRITING
TASK
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
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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).
Stimulus Attributes: Items addressing the
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 TASK 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.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
alliances, allies, ambassadors, diplomacy,
diplomats, doctrine, domestic affairs,
embassies, foreign affairs, international
relations, Secretary of State, treaty
SAMPLE HIGHER ORDER QUESTIONS


How does US domestic and foreign policy
impact life for Americans?
Why are US domestic and foreign policies
significant to foreign affairs?
SOCIAL STUDIES TASK 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
benchmark?
 How did the benchmark help me
better understand __________?
 Where is my learning on the scale?
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.
1.0
Even with help, I struggle to
differentiate concepts related to
US domestic and foreign
policy.
STUDENT SUMMATIVE WRITING
TASK
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
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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:
 Items will not require students to recall
details of any specific domestic or foreign
policies.
Stimulus Attributes: Items addressing the
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).
CIVICS BENCHMARK TASK CARD SS.7.C.4.2
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.4.2 Recognize government and citizen participation in international organizations.
BENCHMARK KEY TERMS, PEOPLE,
EVENTS, IDEAS, AND DOCUMENTS
SAMPLE ITEM
Non-Governmental
Organizations/International NonGovernmental 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)
SAMPLE HIGHER ORDER QUESTIONS


How significant is American
involvement with international
organizations?
How has international organizations
played a significant role in global
interdependence?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can recognize and evaluate government
and citizen participation in international
organizations.
I can recognize government and citizen
participation in international
organizations.
With help, I can recognize government
and citizen participation in international
organizations.
Even with help, I struggle to recognize
government and citizen participation in
international organizations.
SOCIAL STUDIES TASK QUESTION
STEMS
STUDENT SUMMATIVE WRITING TASK
Task: Identifying Frame of Reference
and Point of View
 What is or was the topic or issue?
 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?
 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: Describing
Product: Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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:
 Items will not require students to recall
any specific policies related to domestic
or international organizations.
 Items will not require students to
evaluate the efficacy of any specific
domestic or international organization.
Stimulus Attributes: Items addressing
government and citizen participation in
international organizations may use historical
and contemporary documents and other
relevant stimuli (e.g., maps, timelines, charts,
graphs, tables).
CIVICS BENCHMARK TASK CARD SS.7.C.4.3
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.4.3 Describe examples of how the United States has dealt with international conflicts.
BENCHMARK KEY TERMS, PEOPLE, EVENTS,
IDEAS, AND DOCUMENTS
SAMPLE ITEM
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.
SAMPLE HIGHER ORDER QUESTIONS


How has the United States played a role in
resolving international conflicts?
What motivations existed for the United
States to engage in international conflicts?
STUDENT SCALE QUESTIONS
 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
3.0
2.0
1.0
I can describe and analyze
examples of how the United States
has dealt with international
conflicts.
I can describe examples of how the
United States has dealt with
international conflicts.
With help, I can describe examples
of how the United States has dealt
with international conflicts.
Even with help, I struggle to
describe examples of how the
United States has dealt with
international conflicts.
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 _______________.
THINKING MAPS CORRELATION
Cognitive Process: Describing
Product: Bubble Map
Teaching and Learning Department, Lake County Schools
TEST ITEM SPECIFICATION NOTES
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
international conflicts.
 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.
Stimulus Attributes: Items addressing the
United States’ role in international conflicts
may use historical and contemporary
documents and other relevant stimuli (e.g.,
maps, timelines, charts, graphs, tables).