1. Civics and U.S. History End-of-Course (EOC) Review Camps

2. Civics and U.S. History 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. 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, Reading Like a Historian, CER and others) Don’t become too reliant on a textbook.

4. Review Camps In-house Review Camps for Civics and U.S. History Civics: There are 4 weeks of review allocated in the pacing guides, one week per reporting category. US History: There are 3 weeks of review allocated in the pacing guides, one week per reporting category Speak to Test Chair to find out exact date of the EOC so you can plan for the Review. Review Camps should take place a few days before the test. 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)

5. continued…Review Camps Resources to use: Gateway Book: 1.Review Cards 2.Concept Maps Full Maps Guided Maps (best for Review) Blank Maps 3. Practice MC items at the end of each chapter **If you don’t have the Gateway book use the Tic Tac Toe resources in Module 3 of Civics or U.S. History.Tic Tac Toe resources

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

7. Concept Maps

8. *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.

9. Summarization, Reinforcement and Resources for Different Learning Styles Review Cards at the End of Each Chapter

10. Practice Items based on the EOC Specifications

11. Model A 4 days, 2 blocks of review sessions per day (2 hr. 40 min.) Targeted “bubble” students Targeted ALL benchmarks Students rotated through teachers (7 teachers/7 sessions going on at same time) Each teacher assigned 2 benchmarks to review – use Escambia practice questions, Gateway review cards and blank concept maps, and an activity Final day (day 4) – culminating activity in afternoon, wrap up activity ( Auditorium)

12. Model B 3 days All students invited to attend for one full day Targeted ALL benchmarks Each teacher responsible for reviewing 2 benchmarks in ~50 minutes Teachers rotated through rooms, while students remained in the same room all day, even during lunch

13. Model C One full day, selected students Targeted 3 or 4 benchmarks (three lowest Benchmark of School) Students assigned to one of two classrooms, and one teacher facilitated one classroom review session all day Used Gateway materials (review cards and concept maps), Escambia practice questions, online videos Students did activities and worked in groups Break for lunch with school providing incentives (pizza lunch, cookies)

14. Evaluating these models Questions to consider… What are the pros / cons of each model? What will work for your school? What won’t work for your school? What changes would you make to adapt the model(s) to your school’s needs?

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: 1.McGraw-Hill 2.Library of Congress 3.National Archives 4.SHEG Reading Like a Historian lesson plans 5.Escambia 6.Flocabulary 7.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.

19. I’m so glad my school had a Review Camp!