IT STARTS WITH THE

SPECS: TEACHING THE

7TH GRADE CIVICS BENCHMARKS

DR. STEVE MASYADA, FLORIDA JOINT CENTER FOR

CITIZENSHIP

TODAY’S FOCUS

• REVIEW AND DISCUSS BENCHMARKS SS.7.C.1.8, SS.7.C.3.2, AND SS.7.C.3.5

• WHAT DO WE KNOW ABOUT THESE BENCHMARKS RIGHT NOW?

• ITEM SPECIFICATIONS: ISSUES AND CONCERNS

• BREAKING DOWN EACH BENCHMARK

• HOW ARE WE TEACHING THIS NOW?

• HOW CAN WE TEACH THIS? A LESSON PLAN EVALUATION

• ASSESSMENT AND THE ITEM SPECS

SS.7.C.1.8•EXPLAIN THE VIEWPOINTS OF THE FEDERALISTS AND

ANTI-FEDERALISTS REGARDING THE RATIFICATION OF THE CONSTITUTION AND INCLUSION OF A BILL OF RIGHTS.

•LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!

•REVIEW OF THE ITEM SPECIFICATIONS

•WHAT ARE KIDS SUPPOSED TO KNOW?

PERSPECTIVES AMONG ATTENDEES AT THE 1787 CONSTITUTIONAL CONVENTION

THREE DIMENSIONS:

A. RETAIN THE ARTICLES OF CONFEDERATION WITH SOME

MODIFICATION TO ADDRESS THE CONCERNS THAT WEAKENED THE

ARTICLES OF CONFEDERATION.

B. SUPPORT A RESTRUCTURING OF GOVERNMENT THAT WOULD

SHIFT POWER FROM THE STATES TO A SHARED POWER SYSTEM

BETWEEN THE NATIONAL AND STATE GOVERNMENTS.

C. SUPPORT RETURNING TO STATUS AS BRITISH SUBJECTS.

THE DOMINANT CONFLICT

THE DOMINANT CONFLICT AT THE CONVENTION WAS BETWEEN THE FEDERALISTS

(THOSE SUPPORTING A NEW FEDERAL SYSTEM) AND THE ANTI-FEDERALISTS

(THOSE WHO WANTED TO RETAIN THE STRUCTURE OF THE ARTICLES OF

CONFEDERATION).

ONE OF THE KEY DIMENSIONS OF CONFLICT WAS WHETHER THE NEW FEDERAL

CONSTITUTION SHOULD INCLUDE A LISTING OF RIGHTS THAT PROTECTED

INDIVIDUALS FROM GOVERNMENT ABUSE OF POWER. THE RESOLUTION OF THIS

CONFLICT WAS ACHIEVED WITH THE BILL OF RIGHTS.

KEY ARGUMENTS OPPOSING THE NEW FEDERAL CONSTITUTION

THE GROUP THAT OPPOSED THE NEW FEDERAL CONSTITUTION WAS CALLED THE

ANTI-FEDERALISTS, WHO BELIEVED:

THE CONSTITUTION GAVE TOO MUCH POWER TO THE NATIONAL GOVERNMENT AT

THE EXPENSE OF THE STATE GOVERNMENTS.

THE CONSTITUTION LACKED A SPECIFIC ENUMERATION OF RIGHTS WHICH WAS

NEEDED IN ORDER TO PROTECT THE PEOPLE FROM THE NATIONAL GOVERNMENT.

THE “NECESSARY AND PROPER” CLAUSE (ALSO CALLED THE “ELASTIC CLAUSE”)

GAVE TOO MUCH POWER TO CONGRESS.

THE ADDITION OF A BILL OF RIGHTS AS COMPROMISE

THE MOST EFFECTIVE ARGUMENT PRESENTED BY THE ANTI-FEDERALISTS WAS THE

LACK OF A SPECIFIC ENUMERATION OF RIGHTS. AMERICANS FEARED THAT THE

NEWLY FORMED AND EMPOWERED NATIONAL GOVERNMENT MIGHT WITHHOLD

THOSE RIGHTS.

THE LACK OF A BILL OF RIGHTS BECAME THE CENTERPIECE OF THE ANTI-

FEDERALISTS’ ARGUMENTS AGAINST THE NEW FEDERAL CONSTITUTION.

SS.7.C.3.2

•COMPARE PARLIAMENTARY, FEDERAL, CONFEDERAL, AND UNITARY SYSTEMS OF GOVERNMENT.

•LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!

•REVIEW OF THE ITEM SPECIFICATIONS

•WHAT ARE KIDS SUPPOSED TO KNOW?

COMPARING GOVERNMENT SYSTEMS: UNITARY AND FEDERAL

System of Government Definition The Role of the Citizen in Selecting Political Leaders

Unitary a system of government where almost all power is located with the central government   

None; in unitary systems, the head of the government comes to power through heredity/birth or military leadership.  

Federal A system of government where power is shared between a central government and states

Citizens elect legislators, executives and some judges through direct elections.

COMPARING GOVERNMENT SYSTEM: PARLIAMENTARY AND CONFEDERAL

System of Government Definition Role of the Citizen in Selecting Political Leaders

Parliamentary a system of government where power lies with the legislative body and the leader of the country is part of the legislature   

Citizens elect political leaders indirectly through political parties. In these types of elections, citizens express their party preference, and the party chooses who will represent that party in the government.

Confederal a system of government where power is located with the independent states and there is little power in the central government

Citizens elect legislators, executives and some judges through direct elections.

SYSTEMS OF GOVERNMENT SCENARIOSName of Nation

Symbol of Nation System Description

Argentina Argentina’s government has an elected president, National Congress and Supreme Court. Argentina also has provinces, or states, that have their own constitutions and executive, legislative, and judicial branches. The central government and provinces share power in Argentina.

European Union The European Union is a partnership between 27 European countries. Everything that happens between partner countries is based on treaties that are voluntarily agreed upon by all members.

SYSTEMS OF GOVERNMENT SCENARIOSName of Nation

Symbol of Nation System Description

New Zealand In New Zealand the government is centered around the legislature and prime minister. The prime minister is the leader of the political party that has the majority of seats in the legislature. All members of the prime minister’s Cabinet must be members of the legislature.

Japan Japan’s government is organized with a strong, central government, comprised of a legislative branch called the Diet and an executive branch led by a prime minister and ministers of state. In Japan there are 47 prefectures, or states, however the prefectures are not independent and rely on the central government for funding.

SS.7.C.3.5

•EXPLAIN THE CONSTITUTIONAL AMENDMENT PROCESS.

•LET’S SEE WHAT YOU KNOW! PLAY KAHOOT!

•REVIEW OF THE ITEM SPECIFICATIONS

•WHAT ARE KIDS SUPPOSED TO KNOW?

THE CONSTITUTIONAL AMENDMENT PROCESS

A LESSON PLAN EVALUATION• LET’S LOOK AT A SAMPLE LESSON!

• SPEND A FEW MINUTES WITH A LESSON.

• HOW DOES IT APPROACH THE BENCHMARK?

• WHAT STRENGTHS AND WEAKNESSES DO YOU SEE IN THE LESSON?

• HOW WOULD YOU ADAPT IT FOR YOUR CLASSROOM AND STUDENTS?

• HOW MIGHT IT BE MODIFIED TO MEET DISTRICT EXPECTATIONS?

• HOW DOES THE LESSON COMPARE TO HOW YOU ARE TEACHING BENCHMARK NOW?

HOW ABOUT ASSESSMENT?

“Are the parameters of the assessment

reasonably similar to the parameters of

the instruction?”

DEPTH OF KNOWLEDGELEVEL 1 RECALL

RECALL OF A FACT, INFORMATION, OR PROCEDURE.

LEVEL 2 SKILL/CONCEPT

USE INFORMATION OR CONCEPTUAL KNOWLEDGE, TWO OR MORE STEPS, ETC.

LEVEL 3 STRATEGIC THINKING

REQUIRES REASONING, DEVELOPING PLAN OR A SEQUENCE OF STEPS, SOME COMPLEXITY, MORE THAN ONE POSSIBLE ANSWER.

LEVEL 4 EXTENDED THINKING

REQUIRES AN INVESTIGATION, TIME TO THINK AND PROCESS MULTIPLE CONDITIONS OF THE PROBLEM.

17

Examples of Social Studies Activities Across Cognitive Complexity Levels

Low ComplexityModerate Complexity High Complexity

● Identify or recall common historical events, actions, personalities, or concepts

● Apply or infer cause and effect relationships

● Solve or predict the outcome of a problem

● Use a chart, table, diagram, graph, or image to recall or recognize information

● Identify outcomes of particular cause and effect relationships

● Generalize or draw conclusions when presented with historical information

● Identify characteristics of a particular group, place, or event

● Identify the significance of historical events, actions, personalities, or concepts

● Provide justification for events, actions, or issues in history

 ● Categorize historical people, places, events, or concepts

● Predict a long-term result, outcome, or change within society

● Determine the relationship between historical events, actions, personalities, or concepts

● Analyze how changes have influenced people or institutions

 ● Explain historical problems, patterns, or issues

● Recognize and explain historical misconceptions

  

● Analyze similarities and differences

Level 1 is the recognition or recall of information such as a fact, definition, term, or a simple procedure.

The student either knows or doesn’t know the answer. The answer does not involve critical thinking or analysis.

Low Complexity

• THE CARTOON BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY.

• WHAT IMPORTANT ISSUE IS THE CARTOON ADDRESSING?

a) THE IMPORTANCE OF CHILDCARE

b) THE RIGHT OF WOMEN TO SUFFRAGE

c) THE RIGHT OF WOMEN TO WORK

d) THE IMPORTANCE OF THE FATHER

IN THE CLASSROOM

MODERATE COMPLEXITY• LEVEL 2 INCLUDES THE ENGAGEMENT OF SOME MENTAL PROCESSING

BEYOND RECALLING OR REPRODUCING A RESPONSE.

• A LEVEL 2 ASSESSMENT ITEM REQUIRES STUDENTS TO MAKE SOME DECISIONS AS TO HOW TO APPROACH THE PROBLEM OR ACTIVITY, WHEREAS LEVEL 1 REQUIRES STUDENTS TO DEMONSTRATE A ROTE RESPONSE.

• OTHER LEVEL 2 ACTIVITIES INCLUDE MAKING OBSERVATIONS AND COLLECTING DATA; CLASSIFYING, ORGANIZING, AND COMPARING INFORMATION; AND IDENTIFYING CAUSE AND EFFECT RELATIONSHIPS.

THE PICTURE BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY.

• WHAT IMPACT DOES THE CARTOON SUGGEST FEMALE SUFFRAGE WILL HAVE ON THE UNITED STATES?

a) WOMEN SUFFRAGE WILL ALLOW MORE WOMEN TO WORK.

b) WOMEN SUFFRAGE WILL INCREASE THE SIZE OF FAMILIES.

c) WOMEN SUFFRAGE WILL HAVE A NEGATIVE IMPACT ON TRADITIONAL GENDER ROLES.

d) WOMEN SUFFRAGE WILL PROVIDE MORE MEN NEW OPPORTUNITIES IN THE HOME.

IN THE CLASSROOM

HIGH COMPLEXITY• LEVEL 3 REQUIRES REASONING, PLANNING, USING EVIDENCE, AND A HIGHER

LEVEL OF THINKING THAN THE PREVIOUS TWO LEVELS.

• ACTIVITIES THAT REQUIRE STUDENTS TO MAKE CONJECTURES OR PREDICTIONS ARE ALSO AT THIS LEVEL.

• THE COGNITIVE DEMANDS AT LEVEL 3 ARE COMPLEX AND ABSTRACT.

• LEVEL 3 ACTIVITIES INCLUDE DRAWING CONCLUSIONS FROM OBSERVATIONS; AND CITING EVIDENCE AND DEVELOPING A LOGICAL ARGUMENT FOR CONCEPTS.

THE CARTOON BELOW WAS PUBLISHED AROUND THE TURN OF THE 20TH CENTURY

• ACCORDING TO THE CARTOON, WHAT CONCLUSION CAN BE DRAWN CONCERNING FEMALE SUFFRAGE IN THE EARLY 20TH CENTURY?

a) IT WAS AN ISSUE THAT RAISED CONCERN OVER TRADITIONAL GENDER ROLES

b) IT WAS AN ISSUE THAT AMERICANS FELT COULD BE EASILY ADDRESSED

c) IT WAS AN ISSUE THAT IMPACTED ONLY A SMALL MINORITY OF CITIZENRY

d) IT WAS AN ISSUE THAT AMERICANS SAW AS UNWORTHY OF CONCERN OR DISCUSSION

IN THE CLASSROOM

WHAT ABOUT LEVEL 4? •HOW DO WE GET TO THE HIGHEST ORDERS OF THINKING IN OUR CLASSROOMS?

•EXAMPLES?

Who became commander of the

Continental Army in 1775?

A. Paul Revere

B. Benedict Arnold

C. Charles Cornwallis

D. George Washington

These are the times that try men's souls. The

summer soldier and the sunshine patriot will,

in this crisis, shrink from the service of their

country …

Who wrote these lines?

A. Thomas Jefferson

B. Samuel Adams

C. Thomas Paine

D. John Adams

How does cognitive complexity relate to item difficulty?

HIGHLIGHTS: HOW SHOULD YOU CONSTRUCT AN ITEM?

• READING GRADE LEVEL APPROPRIATE (EXCEPT FOR DISCIPLINE AREA TERMS OR CONCEPTS)

• ONLY ONE CORRECT ANSWER. AVOID OVERUSE OF MOST LIKELY OR BEST.

• TEST ITEMS USING THE WORD NOT SHOULD USE ALL CAPITAL LETTERS (NOT). AVOID OVERUSE.

• PLAUSIBILITY IN DISTRACTORS. AVOID CLUING IN DISTRACTOR OR STEM.

• PARALLELISM

• NONE OF THE ABOVE, ALL OF THE ABOVE, NOT HERE, NOT ENOUGH INFORMATION, CANNOT BE DETERMINED

LET’S DO IT TOGETHER• IN SMALL GROUPS OF 2 TO 3, CREATE ONE LOW COMPLEXITY ITEM OR ACTIVITY, AND

THEN TURN THAT LOW ITEM OR ACTIVITY TO MODERATE AND THEN TO HIGH COMPLEXITY FOR ONE OF THE THREE BENCHMARKS WE LOOKED AT TODAY. REMEMBER TO USE YOUR ITEM SPECIFICATIONS AND HANDOUT OF ACTIVITIES! POST

YOUR QUESTIONS ON THE GOOGLEDOC AT HTTP://BIT.LY/1EY88K3 • PEER REVIEW:

• PROVIDE FEEDBACK ON THE QUESTIONS THAT YOUR PEERS POSTED.

• REVISE ONE ITEM BASED ON FEEDBACK.

USEFUL RESOURCES• FLORIDA JOINT CENTER FOR CITIZENSHIP (FLORIDACITIZEN.ORG)

•DOE TUTORIAL SITE (HTTP://WWW.FLORIDASTUDENTS.ORG/#32|6|4504|0)

• ESCAMBIA REVIEW SITE (HTTP://WWW.ECSD-FL.SCHOOLLOOP.COM/CIVICS)

QUESTIONS? COMMENTS? JOYS? CONCERNS?