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Course Alignment Examples
|Standards (125)||Alignment Evidence|
|SS.7.C.2.1:||Define the term "citizen," and identify legal means of becoming a United States citizen.||Where the standard (benchmark) is taught: Semester 1, Quarter 1. Unit Title: Obligations and Responsibilities of a United States Citizen.
How the standard (benchmark) is taught: Word Web of the word Citizen after students take the lesson pretest. Carousel Activity: Number students 1-4 and assign the group [1, 2, 3, or 4] to one of four flipchart stations positioned around the room – KNOWLEDGE, SKILLS, ATTITUDES, and ACTIONS. Students complete Carousel and then do group reports and consensus on what the most valuable identifiers for each station were explaining why. Add relevant terms to vocabulary journals.
How mastery of the standard (benchmark) is assessed: Pre and post test asking students to define the term "citizen" and identify the legal means of becoming a United States citizen.
|SS.7.C.2.4:||Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.||Where the standard (benchmark) is taught: Semester 1, Quarter 2. Unit Title: Community and Individual Rights.
How the standard (benchmark) is taught: 20 minute direct instruction that provides highlights from chapter 6 of the civics book. Students will play “Do I Have the Right” from icivics.org. Students will engage in a Bill of Rights reciprocal teaching activity in which students will be placed in group of 4. Each student will have a turn to play the role of teacher for one of the Amendments 2-9 (two turns each). Amendment 10 will be modeled by teacher at the start of the activity.
How mastery of the standard (benchmark) is assessed: Bill of Rights multiple choice and short answer assessment.
|SS.7.C.2.11:||Analyze media and political communications (bias, symbolism, propaganda).||Where the standard (benchmark) is taught: Semester 1, Quarter 2. Unit Title: The Election Process.
How the standard (benchmark) is taught: Students complete a prereading assignment in chapter 3 of the civics text and a chunking assignment for the reading. Students will review various primary sources from floridacitizen.org looking for bias within the primary sources and explain the bias in 3-5 sentences. Add relevant terms to vocabulary journals.
How mastery of the standard (benchmark) is assessed: Students will create their own propaganda poster for an assigned POV (Pro “junkfood” in the snack machines vs. Anti-“junkfood”). Students will be scored on rubric.