Court Procedures Intern (#2106400) 


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The course was/will be terminated at the end of School Year 2020 - 2021

Course Standards

Aligned Clusters:

MAFS.912.S-ID.1: Summarize, represent and interpret data on a single count or measurement variable.
MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Name Description
LAFS.910.RH.1.1 (Archived Standard): Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
LAFS.910.RH.1.2 (Archived Standard): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LAFS.910.RH.1.3 (Archived Standard): Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
LAFS.910.RH.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
LAFS.910.RH.2.5 (Archived Standard): Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
LAFS.910.RH.2.6 (Archived Standard): Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
LAFS.910.RH.3.7 (Archived Standard): Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
LAFS.910.RH.3.8 (Archived Standard): Assess the extent to which the reasoning and evidence in a text support the author’s claims.
LAFS.910.RH.3.9 (Archived Standard): Compare and contrast treatments of the same topic in several primary and secondary sources.
LAFS.910.RH.4.10 (Archived Standard): By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
LAFS.910.SL.1.1 (Archived Standard): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.2 (Archived Standard): Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LAFS.910.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.910.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
LAFS.910.WHST.2.4 (Archived Standard): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.5 (Archived Standard): Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.6 (Archived Standard): Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.3.7 (Archived Standard): Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.8 (Archived Standard): Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.9 (Archived Standard): Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.4.10 (Archived Standard): Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
(Archived) SS.912.C.2.9 (Archived Standard): Identify the expansion of civil rights and liberties by examining the principles contained in primary documents.
(Archived) SS.912.C.2.10 (Archived Standard): Monitor current public issues in Florida.
(Archived) SS.912.C.2.11 (Archived Standard): Analyze public policy solutions or courses of action to resolve a local, state, or federal issue.
(Archived) SS.912.C.2.13 (Archived Standard): Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.
(Archived) SS.912.C.3.13 (Archived Standard): Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
MAFS.K12.MP.1.1 (Archived Standard):

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1 (Archived Standard):

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1 (Archived Standard): Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
MAFS.K12.MP.6.1 (Archived Standard):

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
PE.912.L.3.3: Identify a variety of activities that promote effective stress management.
PE.912.M.1.5: Apply strategies for self improvement based on individual strengths and needs.
SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.
SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
HE.912.C.1.2 (Archived Standard): Interpret the significance of interrelationships in mental/emotional, physical, and social health.
HE.912.C.2.3 (Archived Standard): Assess how the school and community can affect personal health practice and behaviors.



General Course Information and Notes

GENERAL NOTES

General Notes: The purpose of this course is to further refine and apply technical skills and competencies for leadership within law-related professional areas.
The content should include, but not be limited to, the following:

  • more intensive study of law-related career options
  • written and oral communication skills
  • higher level thinking skills
  • interpersonal relationship skills
  • factors affecting job performance
  • in-depth research study
  • theories of executive
  • knowledge of professional organizations and their impact
  • career planning

Mathematics Benchmark Guidance – Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Literacy Standards in Social Studies
Secondary social studies courses include reading standards for literacy in history/social studies 6-12, and writing standards for literacy in history/social studies, science, and technical subjects 6-12. This course also includes speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf


General Information

Course Number: 2106400 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Social Studies > SubSubject: Political Sciences >
Abbreviated Title: COURT PROCED INTERN
Number of Credits: Half credit (.5)
Course Attributes:
  • External Course Description
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: Terminated
Grade Level(s): 9,10,11,12



Educator Certifications

Political Science (Grades 6-12)
Social Science (Grades 6-12)
Law (Secondary Grades 7-12)


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