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Civics End-of-Course (EOC) Review Camps. Civics EOC 30% of the student's final course grade & 100 Points towards “School Grade” What does this mean? If.

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Presentation on theme: "Civics End-of-Course (EOC) Review Camps. Civics EOC 30% of the student's final course grade & 100 Points towards “School Grade” What does this mean? If."— Presentation transcript:

1 Civics End-of-Course (EOC) Review Camps

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

3 Florida, Civics, Proposed Blueprint Reporting Category Benchmarks Percent of Items Number of Items 1. Origins and Purposes of Law and Government 1025%10 Benchmarks SS.7.C.1.1SS.7.C.1.6 SS.7.C.1.2SS.7.C.1.7 SS.7.C.1.3SS.7.C.1.8 SS.7.C.1.4SS.7.C.1.9 SS.7.C.1.5SS.7.C Roles, Rights, and Responsibilities of Citizens 725%10 Benchmarks SS.7.C.2.1SS.7.C.2.5 SS.7.C.2.2SS.7.C.3.6 SS.7.C.3.7 SS.7.C.2.4SS.7.C Government Policies and Political Processes 925%10 Benchmarks SS.7.C.2.8SS.7.C.2.13 SS.7.C.2.9SS.7.C.4.1 SS.7.C.2.10SS.7.C.4.2 SS.7.C.2.11SS.7.C.4.3 SS.7.C Organization and Function of Government 925%10 Benchmarks SS.7.C.3.1SS.7.C.3.8 SS.7.C.3.2 SS.7.C.3.3SS.7.C.3.11 SS.7.C.3.4SS.7.C.3.13 SS.7.C.3.5SS.7.C.3.14 Totals

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

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 Review Camps In-house Review Camps There are 4 weeks of review allocated in the pacing guides, one week per reporting categories. Speak to Test Chair to find out exact date of the EOC, thus plan for the Review. Review Camps should begin 1 st week of April. March 19 th 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)

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

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10 continued…Review Camps Resources to use: Gateway Book: 1.Review Cards 2.Concept Maps 3. Practice Items at the end of each chapter

11 Concept Maps

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.

13 Summarization, Reinforcement and Resources for Different Learning Styles 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 EVIDENCE I have is that in the box, it says that if all power is in one place, NO liberty or freedom exists. The REASON that this evidence supports the answer is that separation of powers is a key part of the Constitution which divides power among the 3 branches of government.

17 MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer C-E-R: Claim, Evidence, Reasoning 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. Teacher or Student Feedback: Choice I is incorrect- Federalism refers to shared powers between levels of government- local, state, federal.

18 Use primary source documents from online Book: 1. McGraw-Hill : 2.Flocabulary 3.Schmoop Use Data from MYA to differentiate Form Groups of 4-5, discuss different models that will work for your particular school and/or situation.


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