STANDARD: Demonstrate an understanding of the origins and purposes ofgovernment, law, and the American political system.
BENCHMARK: SS.7.C.1.1Recognize how Enlightenment ideas includingMontesquieu’s view of separation of powers and John Locke’stheories related to natural law and how Locke’s social contractinfluenced 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 ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- What role did the Enlightenment ideas contribute to major decisions of the Founding Fathers?
- How would you compare and contrast the theories of Locke and Montesquieu?
- How did Enlightenment ideas impact the Founding Fathers’ beliefs regarding individual liberties?
How did the benchmark help me better understand ______?
Where is my learning on the scale?
4.0 / I can evaluate critique Enlightenment ideas and how they influenced the Founding Fathers.
3.0 / I can effectively identify and/or evaluate the Enlightenment ideas and how they influenced the Founding Fathers.
2.0 / With help, I can partially identify the Enlightenment ideas and how they influenced the Founding Fathers.
1.0 / Even with help, I struggle to identify the Enlightenment ideas and how they influenced the Founding Fathers.
/ The student will:
- Identify and describe the Enlightenment ideas of separation of powers, natural law, and social contract.
- Examine how Enlightenment ideas influenced the
government.
- Evaluate the influence of Montesquieu’s and Locke’sideas on the Founding Fathers.
- Items will not require students to match a particular Enlightenment philosopher with a corresponding theory.
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?
THINKING MAPS CORRELATION
Cognitive Process: Cause/Effect
Product: Multi-Flow Map
CIVICS BENCHMARK ACCOUNTABILITY 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 CommonSense 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 ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- 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?
How did the benchmark help me better understand ______?
Where is my learning on the scale?
4.0 / I can analyze the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine’s Common Sense had on colonists’ views of government
3.0 / I can explain the impact the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine’s Common Sense had on colonists’ views of government
2.0 / 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
1.0 / 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
/ 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.
- Items will not require students to address the origin of ideas in the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense.
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______?
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
CIVICS BENCHMARK ACCOUNTABILITY 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 tocolonial concerns led to the writing of the Declaration ofIndependence.
BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS / SAMPLE ITEM
Declaration of Independence, French and Indian War, independence, individual rights, representation, taxation /
SAMPLE HIGHER ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- 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?
How did the benchmark help me better understand ______?
Where is my learning on the scale?
4.0 / I can analyze and describe how English policies and the colonists’ response led to the writing of the Declaration of Independence.
3.0 / I can describe how English policies and the colonists’ response led to the writing of the Declaration of Independence.
2.0 / With help, I can identify and partially describe how English policies and the colonists’ response led to the writing of the Declaration of Independence.
1.0 / Even with help, I struggle to identify and/or describe how English policies and the colonists’ response led to the writing of the Declaration of Independence.
/ 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 forindependence.
- 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.
SOCIAL STUDIES TASK QUESTION STEMS / STUDENT SUMMATIVE WRITING TASK
Task: Problem Solving
- What is or was the problem?
- What is or was the impact or effect of the problem?
- What are or were some possible solutions to the problem?
- What solution is or was suggested and how effective is or was it?
- 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?
THINKING MAPS CORRELATION
Cognitive Process: Sequencing
Product: Flow Map
CIVICS BENCHMARK ACCOUNTABILITY 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 thegovernment) and complaints set forth in the Declaration ofIndependence.
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 ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- 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?
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 ideasand complaints set forth in the Declaration of Independence.
2.0 / With help, I can identify and partially explain the ideasand complaints set forth in the Declaration of Independence.
1.0 / Even with help, I struggle to identify and/or explain the ideasand complaints set forth in the Declaration of Independence
/ The student will:
- Explain the concept of natural rights as expressed in the Declaration of Independence.
- Identify the natural rights specifically expressed in the Declaration of Independence
- Analyze the relationship between natural rights and the role of government:
- People are endowed by their Creator with certain unalienable rights
- Governments are instituted among men to secure these rights
- Governments derive their just powers from the consent of governed
- 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
- Items will examine the Declaration of Independence from the perspective of the colonists, not from the British perspective.
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______?
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
CIVICS BENCHMARK ACCOUNTABILITY 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.1.5Identify how the weaknesses of the Articles ofConfederation 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 ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- 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?
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.
/ The student will:
- Identify the weaknesses of the government under the Articles of Confederation
- Items should focus on the significance of the context of the document, but should not require students to recall passages from the document.
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______?
THINKING MAPS CORRELATION
Cognitive Process: Describing
Product: Bubble Map
CIVICS BENCHMARK ACCOUNTABILITY 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.1.6Interpret the intentions of the Preamble of the Constitution.
BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS / SAMPLE ITEM
Constitution, ordain, posterity, Preamble /
SAMPLE HIGHER ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- What examples can you provide that illustrate intentions outlined in the Preamble?
- How are people significant to the operation of an effective government?
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.
/ 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.
- Items will be limited to addressing the intent of the Preamble, rather than interpretations throughout other periods in history.
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______?
THINKING MAPS CORRELATION
Cognitive Process: Defining in Context
Product: Circle Map
CIVICS BENCHMARK ACCOUNTABILITY 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 powersof government through separation of powers and checks andbalances.
BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS / SAMPLE ITEM
checks and balances, Constitution, constitutional government, separation of powers /
SAMPLE HIGHER ORDERQUESTIONS / STUDENT SCALE QUESTIONS / TEST ITEM SPECIFICATION NOTES
- 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?
How did the benchmark help me better understand ______?
Where is my learning on the scale?
4.0 / I can describe and analyze how the Constitution limits governmental power through separation of powers and checks and balances.
3.0 / I can describe how the Constitution limits governmental power through separation of powers and checks and balances.
2.0 / With help, I can describe how the Constitution limits governmental power through separation of powers and checks and balances.
1.0 / Even with help, I struggle to describe how the Constitution limits governmental power through separation of powers and checks and balances.
/ The student will:
- Explain the concept of limited government as set forthin the U.S. Constitution.
- Describe and distinguish between the concepts ofseparation of powers and checks and balances.
- Analyze how government power is limited by separationof powers and/or checks and balances.
- Recognize examples of separation of powersand checks and balances.
Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons
SOCIAL STUDIES TASK QUESTION STEMS / STUDENT SUMMATIVE WRITING TASK
Task: Analyzing Primary and Secondary Sources
- Based on all information given, how does each part add to the idea that _____?
- How do ___and ____suggest the central idea that ______?
- According to the information given about___, explain ______?
- Is this a primary source or a secondary source?
- What is the main idea presented in the source?
- What information supports the conclusion that______?