1. Civics End-of-Course (EOC) Review Camps
The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers.

2. Civics EOC & 30% of the student's final course grade
100 Points towards “School Grade”
What does this mean? If your school has, for example 60% student proficiency (scoring a 3, 4, or 5), your school earns 60 out of 100 points
The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers.

3. Florida, Civics, Proposed Blueprint
Reporting Category
Benchmarks
Percent of Items
Number of Items
1. Origins and Purposes of Law and Government 10
25%
SS.7.C.1.1
SS.7.C.1.6
SS.7.C.1.2
SS.7.C.1.7
SS.7.C.1.3
SS.7.C.1.8
SS.7.C.1.4
SS.7.C.1.9
SS.7.C.1.5
SS.7.C.3.10
2. Roles, Rights, and Responsibilities of Citizens 7
SS.7.C.2.1
SS.7.C.2.5
SS.7.C.2.2
SS.7.C.3.6
SS.7.C.3.7
SS.7.C.2.4
SS.7.C.3.12
3. Government Policies and Political Processes 9
SS.7.C.2.8
SS.7.C.2.13
SS.7.C.2.9
SS.7.C.4.1
SS.7.C.2.10
SS.7.C.4.2
SS.7.C.2.11
SS.7.C.4.3
SS.7.C.2.12
4. Organization and Function of Government
SS.7.C.3.1
SS.7.C.3.8
SS.7.C.3.2
SS.7.C.3.3
SS.7.C.3.11
SS.7.C.3.4
SS.7.C.3.13
SS.7.C.3.5
SS.7.C.3.14
Totals 35
100 40

4. Tested Benchmark Also being assessed
SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.
SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.
 SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.
SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.
SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action.
SS.7.C.2.14 Conduct a service project to further the public good.
SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.
SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels.

5. Benchmarks Assessed Proposed Blueprint
35 benchmarks being assessed.
5 additional benchmarks under the Also being assessed: 2.3, 2.6, 2.7, 2.14 and 3.9
In conclusion ALL Benchmarks need to be taught!.

6. What is the Plan? Read the benchmarks and know them.
Focus on the wording of each benchmark.
Read and review carefully the benchmark clarifications and content limits for each and every benchmark
Use best practices.
Obtain great resources for your classroom!
Invest in professional development and proven materials(Gateway Book, Escambia County resources, FLREA wheel, iCivics and others)
Don’t become too reliant on a textbook.

7. In-house Review Camps Review Camps
There are 4 weeks of review allocated in the pacing guides, one week per reporting categories.
Speak to Test Chair to find out exact date of the EOC, thus plan for the Review.
Review Camps should begin 1st week of April. March 19th is the date we should be done with ALL the Benchmarks
Speak to your administration about offering after school review sessions.
If funds are an issue, work with administration to offer review sessions during school hours.
This is ideal on dates when other grade levels are being tested.
Create multiple review sessions throughout school.
Work with other teachers in your department (Collaborative planning)
These benchmark clarifications also are reflected in the content portion of the pacing guides.

8. Using the Gateway Book as the main source for reviewing or creating Review Camps.

9. Organization of the Book
Chapters 1-3:
Historical Background--Origins to 1787
Chapters 4-7:
US Constitution & Branches of the Federal Government
Chapters 7-10: Legal System
Chapters 9-10: Bill of Rights & Court Cases
Chapter 11: Local & State Governments and Federalism
Preface & Chapter 12: Citizenship
Chapters 12-15: Participation in Government
Chapters 15-17: Public Policy & Decision-Making
Chapter 16:
Types of Governments
Chapter 17: Foreign Policy
Preliminary—skills
Metacognitive approach

10. continued…Review Camps
Resources to use:
Gateway Book:
Review Cards
Concept Maps
3. Practice Items at the end of each chapter

11. Concept Maps Concept map—non-linguistic representation
Emphasizes concepts and relationships
Can be used in many ways

12. Concept Maps
Students should study the concept map to see how different information in the chapters are related. Then they can try to draw the concept map on their own from memory, or fill in a blank concept map provided by the teacher. Students can also use the concept map to prepare for each unit test and for self-monitoring. Students should review those items on the map they cannot recall, or ask their teacher for additional help.
Emphasize the importance of World History teachers’ role in assisting student in preparing for the EOC Exam in U.S. History; not only from a content perspective (e.g., imperialism to modern history) but also from a skills perspective (e.g, analyzing primary source documents).

13. Review Cards at the End of Each Chapter
Summarization, Reinforcement and Resources for Different Learning Styles
Study cards can be used in many ways
Review Cards at the End of Each Chapter

14. Practice Items based on the EOC Specifications

15. Other Resources to use
Escambia County: Focus on CER: Claim Evidence Reasoning.
What the student CLAIMS is the answer to a given question;
What EVIDENCE the student can provide to support said claim; and
What REASONING the student can provide to support that the claim and evidence are accurate.
C-E-R: Claim, Evidence, Reasoning
This practice is essential for correcting MISINFORMATION and strengthening analytical skills.

16. MYA- Post Assessment Item Analysis SAMPLE: Correct Answer
C-E-R: Claim, Evidence, Reasoning
I CLAIM that F-
Separation of Powers- is the correct answer.
The REASON that this evidence supports the answer is that separation of powers is a key part of the Constitution which divides power among the 3 branches of government.
The EVIDENCE I have is that in the box, it says that if all power is in one place, NO liberty or freedom exists.

17. MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer
C-E-R: Claim, Evidence, Reasoning
Teacher or Student Feedback: Choice I is incorrect- Federalism refers to shared powers between levels of government- local, state, federal.
I CLAIM that choice I-
Federalism- is the correct answer.
The EVIDENCE I have is that in the box, it mentions all 3 branches of government- legislative, executive, judicial.
The REASON that this evidence supports the answer is that Federalism refers to the three branches of government.

18. Use primary source documents from online Book:
McGraw-Hill :
Flocabulary
Schmoop
Use Data from MYA to differentiate
Form Groups of 4-5 , discuss different models that will work for your particular school and/or situation.