| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.K.C.1.1 (Archived) | Define and give examples of rules and laws, and why they are important. Remarks: Examples are standing in line at school and wearing a bike helmet. |
| (Archived) SS.K.C.1.2 (Archived) | Explain the purpose and necessity of rules and laws at home, school, and community.
Remarks: Examples are attending school and wearing a seat belt. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.K.C.2.1 (Archived) | Demonstrate the characteristics of being a good citizen.
Remarks: Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making. |
| (Archived) SS.K.C.2.2 (Archived) | Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen. |
| (Archived) SS.K.C.2.3 (Archived) | Describe fair ways for groups to make decisions.
Remarks: Examples are voting, taking turns, and coming to an agreement. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.1.C.1.1 (Archived) | Explain the purpose of rules and laws in the school and community. Remarks: Examples are keeping order and ensuring safety. |
| (Archived) SS.1.C.1.2 (Archived) | Give examples of people who have the power and authority to make and enforce rules and laws in the school and community. Remarks: Examples are principals, teachers, parents, government leaders, and police. |
| (Archived) SS.1.C.1.3 (Archived) | Give examples of the use of power without authority in the school and community. Remarks: Examples are bullying, stealing, and peer pressure. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.1.C.2.1 (Archived) | Explain the rights and responsibilities students have in the school community.
Remarks: Examples are not littering, coming to school on time, and having a safe learning environment. |
| (Archived) SS.1.C.2.2 (Archived) | Describe the characteristics of responsible citizenship in the school community. Remarks: Examples are follow rules, care about the environment, and respect others. |
| (Archived) SS.1.C.2.3 (Archived) | Identify ways students can participate in the betterment of their school and community.
Remarks: Examples are responsible decision making, classroom jobs, and school service projects. |
| (Archived) SS.1.C.2.4 (Archived) | Show respect and kindness to people and animals. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.1.C.3.1 (Archived) | Explain how decisions can be made or how conflicts might be resolved in fair and just ways. Remarks: Examples are talking about problems, role playing, listening, and sharing. |
| (Archived) SS.1.C.3.2 (Archived) | Recognize symbols and individuals that represent American constitutional democracy. Remarks: Examples are United States flag, Pledge of Allegiance, National Anthem, Statue of Liberty, bald eagle, George Washington, Abraham Lincoln, and the current President. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.2.C.1.1 (Archived) | Explain why people form governments. Remarks: Examples are create laws, provide services and structure, safety. |
| (Archived) SS.2.C.1.2 (Archived) | Explain the consequences of an absence of rules and laws. Remarks: Examples are lack of order and people get hurt. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.2.C.2.1 (Archived) | Identify what it means to be a United States citizen either by birth or by naturalization. |
| (Archived) SS.2.C.2.2 (Archived) | Define and apply the characteristics of responsible citizenship. Remarks: Examples are respect, responsibility, participation, self-reliance, patriotism, and honesty. |
| (Archived) SS.2.C.2.3 (Archived) | Explain why United States citizens have guaranteed rights and identify rights. Remarks: Examples are right to vote, freedom of speech, and freedom of religion. |
| (Archived) SS.2.C.2.4 (Archived) | Identify ways citizens can make a positive contribution in their community. Remarks: Examples are volunteering and recycling. |
| (Archived) SS.2.C.2.5 (Archived) | Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.2.C.3.1 (Archived) | Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. |
| (Archived) SS.2.C.3.2 (Archived) | Recognize symbols, individuals, events, and documents that represent the United States. Remarks: Examples are White House, Capitol, Supreme Court, Washington Monument, Statue of Liberty, Ellis Island, Liberty Bell, Constitution. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.3.C.1.1 (Archived) | Explain the purpose and need for government. Remarks: Examples are safety, organization, services, protection of rights. |
| (Archived) SS.3.C.1.2 (Archived) | Describe how government gains its power from the people. |
| (Archived) SS.3.C.1.3 (Archived) | Explain how government was established through a written Constitution. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.3.C.2.1 (Archived) | Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. Remarks: Examples are food drives, book drives, community, clean-up, voting. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.3.C.3.1 (Archived) | Identify the levels of government (local, state, federal). |
| (Archived) SS.3.C.3.2 (Archived) | Describe how government is organized at the local level. Remarks: Examples are executive branch - mayor; legislative branch - city commission; judicial branch - county and circuit courts. |
| (Archived) SS.3.C.3.3 (Archived) | Recognize that every state has a state constitution. |
| (Archived) SS.3.C.3.4 (Archived) | Recognize that the Constitution of the United States is the supreme law of the land. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.4.C.1.1 (Archived) | Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.4.C.2.1 (Archived) | Discuss public issues in Florida that impact the daily lives of its citizens. Remarks: (e.g., taxes, school accountability) |
| (Archived) SS.4.C.2.2 (Archived) | Identify ways citizens work together to influence government and help solve community and state problems. Remarks: Examples are voting, petitioning, conservation, recycling. |
| (Archived) SS.4.C.2.3 (Archived) | Explain the importance of public service, voting, and volunteerism. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.4.C.3.1 (Archived) | Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each. |
| (Archived) SS.4.C.3.2 (Archived) | Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.5.C.1.1 (Archived) | Explain how and why the United States government was created. |
| (Archived) SS.5.C.1.2 (Archived) | Define a constitution, and discuss its purposes. |
| (Archived) SS.5.C.1.3 (Archived) | Explain the definition and origin of rights. Remarks: Examples are John Locke's "state of nature" philosophy, natural rights: rights to life, liberty, property. |
| (Archived) SS.5.C.1.4 (Archived) | Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses. |
| (Archived) SS.5.C.1.5 (Archived) | Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. |
| (Archived) SS.5.C.1.6 (Archived) | Compare Federalist and Anti-Federalist views of government. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.5.C.2.1 (Archived) | Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution. |
| (Archived) SS.5.C.2.2 (Archived) | Compare forms of political participation in the colonial period to today. Remarks: Examples are who participated and how they participated. |
| (Archived) SS.5.C.2.3 (Archived) | Analyze how the Constitution has expanded voting rights from our nation's early history to today. |
| (Archived) SS.5.C.2.4 (Archived) | Evaluate the importance of civic responsibilities in American democracy. Remarks: Examples are respecting the law, voting, serving on a jury, paying taxes, keeping informed on public issues, protesting. |
| (Archived) SS.5.C.2.5 (Archived) | Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
Remarks: Examples are running for office, initiating changes in laws or public policy, working on political campaigns, working with others on civic issues. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.5.C.3.1 (Archived) | Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. |
| (Archived) SS.5.C.3.2 (Archived) | Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights. |
| (Archived) SS.5.C.3.3 (Archived) | Give examples of powers granted to the federal government and those reserved for the states. Remarks: Examples are coining money, declaring war, creating public schools, making traffic laws. |
| (Archived) SS.5.C.3.4 (Archived) | Describe the amendment process as defined in Article V of the Constitution and give examples. Remarks: Examples are the Bill of Rights and 26th Amendment. |
| (Archived) SS.5.C.3.5 (Archived) | Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. |
| (Archived) SS.5.C.3.6 (Archived) | Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling conflicts. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.6.C.1.1 (Archived) | Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy. Remarks: Examples are polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law. |
| (Archived) SS.6.C.1.2 (Archived) | Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty). |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.6.C.2.1 (Archived) | Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.7.C.1.1 (Archived) | Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 18-19. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.2 (Archived) | Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 20-21. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.3 (Archived) | Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 22-23. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.4 (Archived) | Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 24-25. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
|
| (Archived) SS.7.C.1.5 (Archived) | Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. Remarks: This benchmark is annually eavluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 26. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.6 (Archived) | Interpret the intentions of the Preamble of the Constitution. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 27. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.7 (Archived) | Describe how the Constitution limits the powers of government through separation of powers and checks and balances. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 28-29. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.8 (Archived) | Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 30. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.1.9 (Archived) | Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 31. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.7.C.2.1 (Archived) | Define the term "citizen," and identify legal means of becoming a United States citizen. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 32-33. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.2 (Archived) | Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 34-35. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.3 (Archived) | Experience the responsibilities of citizens at the local, state, or federal levels. Remarks: Examples are registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election. |
| (Archived) SS.7.C.2.4 (Archived) | Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 36-37. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.5 (Archived) | Distinguish how the Constitution safeguards and limits individual rights. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 38-39. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.6 (Archived) | Simulate the trial process and the role of juries in the administration of justice. |
| (Archived) SS.7.C.2.7 (Archived) | Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. |
| (Archived) SS.7.C.2.8 (Archived) | Identify America's current political parties, and illustrate their ideas about government. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 40. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.9 (Archived) | Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 41-42. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.10 (Archived) | Examine the impact of media, individuals, and interest groups on monitoring and influencing government. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 43. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.11 (Archived) | Analyze media and political communications (bias, symbolism, propaganda). Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 44-45. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.12 (Archived) | 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. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 46-47. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.13 (Archived) | Examine multiple perspectives on public and current issues. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 48-49. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.2.14 (Archived) | Conduct a service project to further the public good. Remarks: The project can be at the school, community, state, national, or international level. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.7.C.3.1 (Archived) | Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 50. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.2 (Archived) | Compare parliamentary, federal, confederal, and unitary systems of government. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 51-52. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.3 (Archived) | Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 53-54. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.4 (Archived) | Identify the relationship and division of powers between the federal government and state governments. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 55. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.5 (Archived) | Explain the Constitutional amendment process. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 56. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.6 (Archived) | Evaluate Constitutional rights and their impact on individuals and society. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 57. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.7 (Archived) | Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 58-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.8 (Archived) | Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 60-61. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.9 (Archived) | Illustrate the law making process at the local, state, and federal levels. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 60-61. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.10 (Archived) | Identify sources and types (civil, criminal, constitutional, military) of law. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 62. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.11 (Archived) | Diagram the levels, functions, and powers of courts at the state and federal levels. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 63-64. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.12 (Archived) | Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications page 65. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.13 (Archived) | Compare the constitutions of the United States and Florida. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 66-67. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.3.14 (Archived) | Differentiate between local, state, and federal governments' obligations and services. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 68-69. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.7.C.4.1 (Archived) | Differentiate concepts related to United States domestic and foreign policy. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 70-71. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.4.2 (Archived) | Recognize government and citizen participation in international organizations. Remarks: Examples are United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice. This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 72-73. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| (Archived) SS.7.C.4.3 (Archived) | Describe examples of how the United States has dealt with international conflicts. Remarks: This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 74-75. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.8.C.1.1 (Archived) | Identify the constitutional provisions for establishing citizenship. |
| (Archived) SS.8.C.1.2 (Archived) | Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists. |
| (Archived) SS.8.C.1.3 (Archived) | Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. |
| (Archived) SS.8.C.1.4 (Archived) | Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. |
| (Archived) SS.8.C.1.5 (Archived) | Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today. |
| (Archived) SS.8.C.1.6 (Archived) | Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.8.C.2.1 (Archived) | Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.912.C.1.1 (Archived) | Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. |
| (Archived) SS.912.C.1.2 (Archived) | Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. |
| (Archived) SS.912.C.1.3 (Archived) | Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy. |
| (Archived) SS.912.C.1.4 (Archived) | Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights. |
| (Archived) SS.912.C.1.5 (Archived) | Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.912.C.2.1 (Archived) | Evaluate the constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and non-citizens. |
| (Archived) SS.912.C.2.2 (Archived) | Evaluate the importance of political participation and civic participation. |
| (Archived) SS.912.C.2.3 (Archived) | Experience the responsibilities of citizens at the local, state, or federal levels. Remarks: Examples are registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election. |
| (Archived) SS.912.C.2.4 (Archived) | Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. |
| (Archived) SS.912.C.2.5 (Archived) | Conduct a service project to further the public good. Remarks: Examples are school, community, state, national, international. |
| (Archived) SS.912.C.2.6 (Archived) | Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. |
| (Archived) SS.912.C.2.7 (Archived) | Explain why rights have limits and are not absolute. Remarks: Examples are speech, search and seizure, religion, gun possession. |
| (Archived) SS.912.C.2.8 (Archived) | Analyze the impact of citizen participation as a means of achieving political and social change. Remarks: Examples are e-mail campaigns, boycotts, blogs, podcasts, protests, demonstrations, letters to editors. |
| (Archived) SS.912.C.2.9 (Archived) | Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. Remarks: Examples are Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965. |
| (Archived) SS.912.C.2.10 (Archived) | Monitor current public issues in Florida.
Remarks: Examples are On-line Sunshine, media, e-mails to government officials, political text messaging. |
| (Archived) SS.912.C.2.11 (Archived) | Analyze public policy solutions or courses of action to resolve a local, state, or federal issue. |
| (Archived) SS.912.C.2.12 (Archived) | Explain the changing roles of television, radio, press, and Internet in political communication. |
| (Archived) SS.912.C.2.13 (Archived) | Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal. Remarks: Examples are political cartoons, propaganda, campaign advertisements, political speeches, electronic bumper stickers, blogs, media. |
| (Archived) SS.912.C.2.14 (Archived) | Evaluate the processes and results of an election at the state or federal level. |
| (Archived) SS.912.C.2.15 (Archived) | Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. |
| (Archived) SS.912.C.2.16 (Archived) | Analyze trends in voter turnout. Remarks: Examples are youth voter turnout, issue-based voting. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.912.C.3.1 (Archived) | Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights. |
| (Archived) SS.912.C.3.2 (Archived) | Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government. |
| (Archived) SS.912.C.3.3 (Archived) | Analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution. |
| (Archived) SS.912.C.3.4 (Archived) | Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution. |
| (Archived) SS.912.C.3.5 (Archived) | Identify the impact of independent regulatory agencies in the federal bureaucracy. Remarks: Examples are Federal Reserve, Food and Drug Administration, Federal Communications Commission. |
| (Archived) SS.912.C.3.6 (Archived) | Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution. |
| (Archived) SS.912.C.3.7 (Archived) | Describe the role of judicial review in American constitutional government. |
| (Archived) SS.912.C.3.8 (Archived) | Compare the role of judges on the state and federal level with other elected officials. Remarks: Examples are decisions based on the law vs. will of the majority. |
| (Archived) SS.912.C.3.9 (Archived) | Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them. |
| (Archived) SS.912.C.3.10 (Archived) | Evaluate the significance and outcomes of landmark Supreme Court cases. Remarks: Examples are Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, Roe v. Wade, Bush v. Gore, Texas v. Johnson, Mapp v. Ohio, McCulloch v. Maryland, District of Columbia v. Heller. |
| (Archived) SS.912.C.3.11 (Archived) | Contrast how the Constitution safeguards and limits individual rights. |
| (Archived) SS.912.C.3.12 (Archived) | Simulate the judicial decision-making process in interpreting law at the state and federal level. |
| (Archived) SS.912.C.3.13 (Archived) | Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Remarks: Examples are education, transportation, crime prevention, funding of services. |
| (Archived) SS.912.C.3.14 (Archived) | Examine constitutional powers (expressed, implied, concurrent, reserved). |
| (Archived) SS.912.C.3.15 (Archived) | Examine how power and responsibility are distributed, shared, and limited by the Constitution. |
| BENCHMARK CODE | BENCHMARK |
| (Archived) SS.912.C.4.1 (Archived) | Explain how the world's nations are governed differently. |
| (Archived) SS.912.C.4.2 (Archived) | Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society. |
| (Archived) SS.912.C.4.3 (Archived) | Assess human rights policies of the United States and other countries. |
| (Archived) SS.912.C.4.4 (Archived) | Compare indicators of democratization in multiple countries. |
This report was generated by CPALMS - www.cpalms.org