CIVICS BENCHMARK TASK CARD SS.7.C.1.3 Demonstrate an understanding of the origins and purposes of government, law, and the American political system. STANDARD: Describe BENCHMARK: SS.7.C.1.3 how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SAMPLE ITEM BENCHMARK KEY TERMS, PEOPLE, EVENTS, IDEAS, AND DOCUMENTS Declaration of Independence, French and Indian War, independence, individual rights, representation, taxation SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES The student will: How did the British need for revenue How have I used concepts from this benchmark? correlate to its eroding relationship with Trace the causal relationships between How did the benchmark help me the colonies? English/British policies, English better understand __________? Why did English colonial policies provide responses to colonial grievances, and the is my learning on the scale? the motivation for independence among writing of the Declaration of colonists? Independence. How did the Declaration of Independence Recognize the underlying themes of provide colonists’ justification for English colonial policies concerning independence? 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 SOCIAL STUDIES TASK QUESTION STEMS STUDENT SUMMATIVE WRITING referenced; however, items should TASK not assess student knowledge of Task: Problem Solving After studying ___________, the evidence specific details of acts and/or events. What is or was the problem? from the lesson that helps me understand What is or was the impact or effect of the and answer the essential question is problem? ____________. This relates to the Stimulus Attributes: Historical What are or were some possible solutions to essential question because ____________. documents, maps, graphs, charts, posters, the problem? THINKING MAPS CORRELATION photographs, and political cartoons What solution is or was suggested and how Cognitive Process: Sequencing effective is or was it? Product: Flow Map 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?
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 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 have I used concepts from this benchmark? How did the benchmark help me better understand __________? is my learning on the scale? 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 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? 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? 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