Access World History (#7921027) 


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Course Standards

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SS.912.G.1.1: Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.
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SS.912.G.1.AP.1: Design maps to explain physical and cultural attributes of major world regions.

SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.
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SS.912.G.1.AP.2: Using the Six Essential Elements, describe any given place.

SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
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SS.912.G.1.AP.3: Utilize units of measurement and scale to solve simple locational problems using maps and globes.

SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.

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SS.912.G.2.AP.1: Identify physical and human characteristics that define and differentiate regions.

SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world.
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SS.912.G.2.AP.2: Recognize the factors and processes that contribute to the differences between developing and developed regions of the world.

SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.
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SS.912.G.2.AP.3: Use geographic terms and tools to identify regional issues in different parts of the world that have critical economic, physical, or political ramifications in case studies.

SS.912.G.4.1: Interpret population growth and other demographic data for any given place.
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SS.912.G.4.AP.1: Compare the changes in population growth and other demographic data for selected places.

SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.
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SS.912.G.4.AP.2: Use geographic terms and tools to describe the push/pull factors contributing to human migration.

SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.
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SS.912.G.4.AP.3: Use geographic terms and tools to examine effects of migration on the place of origin and destination, including border areas.

SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.
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SS.912.G.4.AP.7: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world.

SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time.
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SS.912.G.4.AP.9: Use political maps to identify changes in boundaries or governments within a continent.

SS.912.H.1.3: Relate works in the arts to various cultures.
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SS.912.H.1.AP.3: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and the Middle Eastern.

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.
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SS.912.H.3.AP.1: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.

SS.912.HE.1.1: Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945.
Clarifications:
Clarification 1: Students will explain why the Holocaust is history’s most extreme example of antisemitism.
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SS.912.HE.1.AP.1: Recognize the Holocaust is history’s most extreme example of antisemitism, persecution, and murder on the European Jews by Nazi Germany and its collaborators between 1933 and 1945.

SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events.
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SS.912.W.1.AP.1: Use a timeline to identify the cause-and-effect relationships of historical events.

SS.912.W.1.2: Compare time measurement systems used by different cultures.
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SS.912.W.1.AP.2: Identify terms of time sequence such as decade, century, and era.

SS.912.W.1.3: Interpret and evaluate primary and secondary sources.
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SS.912.W.1.AP.3: Examine and describe information in primary and secondary sources.

SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.
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SS.912.W.1.AP.4: Identify how historians use historical inquiry and related sciences to understand the past.

SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
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SS.912.W.1.AP.5: Compare differences in interpretations of historians about events

SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
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SS.912.W.1.AP.6: Identify the role of history in shaping the identity of culture and character.

SS.912.W.2.1: Locate the extent of Byzantine territory at the height of the empire.
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SS.912.W.2.AP.1: Locate the extent of Byzantine territory at the height of the empire

SS.912.W.2.2: Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion.
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SS.912.W.2.AP.2: Describe the impact of Constantine the Great’s establishment of Constantinople and Christianity as a legal religion.

SS.912.W.2.3: Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.
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SS.912.W.2.AP.3: Compare the impact of the old Roman Empire on the continuation of the newly formed Byzantine Empire.

SS.912.W.2.4: Identify key figures associated with the Byzantine Empire.
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SS.912.W.2.AP.4: Identify key figures associated with the Byzantine Empire.

SS.912.W.2.5: Explain the contributions of the Byzantine Empire.
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SS.912.W.2.AP.5: Identify the major influences of the Byzantine Empire on the development of Western Civilizations such as Justinian’s Code.

SS.912.W.2.6: Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome.
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SS.912.W.2.AP.6: Identify the effects of the Great Christian Schism.

SS.912.W.2.7: Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire.
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SS.912.W.2.AP.7: Identify the causes of the decline of the Byzantine Empire.

SS.912.W.2.8: Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent.
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SS.912.W.2.AP.8: Describe the rise of the Ottoman Turks, and the conquest of Constantinople in 1453.

SS.912.W.2.9: Analyze the impact of the collapse of the Western Roman Empire on Europe.
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SS.912.W.2.AP.9: Explain the impact of the collapse of the Western Roman Empire on Europe.

SS.912.W.2.10: Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization.
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SS.912.W.2.AP.10: Identify the social rankings in medieval society and the role feudalism played in Western Civilization.

SS.912.W.2.11: Describe the rise and achievements of significant rulers in medieval Europe.
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SS.912.W.2.AP.11: Identify the achievements under the leadership of significant rulers.

SS.912.W.2.12: Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power.
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SS.912.W.2.AP.12: Recognize ways Christian monasteries and convents helped the people through education, charity, and agriculture.

SS.912.W.2.13: Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe.
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SS.912.W.2.AP.13a: Recognize how Western civilization was influenced by Greco-Roman civilization.
SS.912.W.2.AP.13b: Recognize how cultural unity within Europe was impacted by Judeo-Christian influence.

SS.912.W.2.14: Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe.
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SS.912.W.2.AP.14: Recognize difficulties experienced by Western Europe in the 1300s, such as the Great Famine, Black Death, and the Hundred Years War.

SS.912.W.2.15: Determine the factors that contributed to the growth of a modern economy.
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SS.912.W.2.AP.15: Recognize how the modern economy developed, such as from the growth of the early banking system, advancements in agriculture, the rise of the merchant class, and the growth of towns and cities.

SS.912.W.2.16: Trace the growth and development of a national identity in the countries of England, France, and Spain.
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SS.912.W.2.AP.16: Identify the characteristics and development of national identity in England, France, and Spain.

SS.912.W.2.17: Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe.
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SS.912.W.2.AP.17: Recognize figures, such as Thomas Aquinas and Roger Bacon, and achievements, such as the advancement of education and law, of the medieval period in Western Europe.

SS.912.W.2.18: Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures.
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SS.912.W.2.AP.18a: Recognize that developments in medieval English history established legal principles, such as English Common law, the Magna Carta, and habeas corpus.
SS.912.W.2.AP.18b: Identify the influence of medieval legal principles on the development of modern democratic institutions.

SS.912.W.2.19: Describe the impact of Japan's physiography on its economic and political development.
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SS.912.W.2.AP.19: Identify physical features of Japan that impacted its development.

SS.912.W.2.20: Summarize the major cultural, economic, political, and religious developments in medieval Japan.
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SS.912.W.2.AP.20: Identify major developments in medieval Japan, such as the influence of the religions, feudal system, government, and military.

SS.912.W.2.21: Compare Japanese feudalism with Western European feudalism during the Middle Ages.
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SS.912.W.2.AP.21: Compare Japanese feudalism with Western European feudalism during the Middle Ages.

SS.912.W.2.22: Describe Japan's cultural and economic relationship to China and Korea.
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SS.912.W.2.AP.22: Identify an example of Japan's cultural and economic relationship to China and Korea.

SS.912.W.3.1: Discuss significant people and beliefs associated with Islam.
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SS.912.W.3.AP.1: Identify significant people and beliefs associated with Islam, such as Muhammad, Islamic law, and the relationship between government and religion.

SS.912.W.3.2: Compare the major beliefs and principles of Judaism, Christianity, and Islam.
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SS.912.W.3.AP.2: Compare the major beliefs and principles of Judaism, Christianity, and Islam.

SS.912.W.3.3: Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.
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SS.912.W.3.AP.3: Recognize effects of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula, such as the Crusades, the capture of Jerusalem, and conversion of the Mongols to Islam.

SS.912.W.3.4: Describe the expansion of Islam into India and the relationship between Muslims and Hindus.
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SS.912.W.3.AP.4: Identify factors that led to the expansion of Islam into India, such as traders, missionary activities, invasions, and the introduction of the Islamic faith to Hindus in India.

SS.912.W.3.5: Describe the achievements, contributions, and key figures associated with the Islamic Golden Age.
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SS.912.W.3.AP.5: Recognize achievements, contributions, and key figures associated with the Islamic Golden Age, such as in medicine (Avicenna), mathematics, and philosophy (Averroes).

SS.912.W.3.6: Describe key economic, political, and social developments in Islamic history.
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SS.912.W.3.AP.6: Recognize key developments in Islamic history, such as the form of government (caliphate), the formation of different religious groups, Sunni and Shi'a, and the importance of slave trade.

SS.912.W.3.7: Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century.
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SS.912.W.3.AP.7: Recognize effects of the European response to Islamic expansion, such as the Crusades and Reconquista.

SS.912.W.3.8: Identify important figures associated with the Crusades.
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SS.912.W.3.AP.8: Identify important figures associated with the Crusades.

SS.912.W.3.9: Trace the growth of major sub-Saharan African kingdoms and empires.
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SS.912.W.3.AP.9: Identify the growth of sub-Saharan African kingdoms and empires, such as Ghana, Mali, or Songhai.

SS.912.W.3.10: Identify key significant economic, political, and social characteristics of Ghana.
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SS.912.W.3.AP.10: Recognize significant characteristics of Ghana, such as salt and gold trade, matrilineal inheritance, rise of Islam, and slavery.

SS.912.W.3.11: Identify key figures and significant economic, political, and social characteristics associated with Mali.
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SS.912.W.3.AP.11: Recognize significant characteristics of Mali, such as Mansa Musa, gold mining, salt trade, and slavery.

SS.912.W.3.12: Identify key figures and significant economic, political, and social characteristics associated with Songhai.
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SS.912.W.3.AP.12: Identify characteristics associated with Songhai, such as gold, salt trade, Sankore University, and provincial political structure.

SS.912.W.3.13: Compare economic, political, and social developments in East, West, and South Africa.
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SS.912.W.3.AP.13: Recognize economic, political, and social developments in East, West, and South Africa.

SS.912.W.3.14: Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai.
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SS.912.W.3.AP.14: Recognize factors that led to the fall of the empires of Ghana, Mali, and Songhai, such as disruption of trade and internal political struggles.

SS.912.W.3.15: Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations.
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SS.912.W.3.AP.15: Identify legacies, such as religion, astronomy, and architecture, of the Olmec, Zapotec, and Chavin on later civilizations.

SS.912.W.3.16: Locate major civilizations of Mesoamerica and Andean South America.
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SS.912.W.3.AP.16: Recognize major civilizations of Mesoamerica and Andean South America, such as the Maya, Aztec, and Inca.

SS.912.W.3.17: Describe the roles of people in the Maya, Inca, and Aztec societies.
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SS.912.W.3.AP.17: Recognize the roles of people, such as class structures, family life, warfare, religious beliefs and practices, and slavery in Maya, Inca, and Aztec societies.

SS.912.W.3.18: Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America.
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SS.912.W.3.AP.18: Recognize common characteristics of the major civilizations of Meso and South America, such as agriculture, architecture, astronomy, mathematics, and government.

SS.912.W.3.19: Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.
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SS.912.W.3.AP.19: Identify the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.

SS.912.W.4.1: Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice).
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SS.912.W.4.AP.1: Recognize that Italian city-states, such as Florence, Milan, Naples, Venice, had ideal locations on the Italian peninsula that made them grow wealthy through trade and cultural diversity.

SS.912.W.4.2: Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European).
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SS.912.W.4.AP.2: Recognize an influence of architectural, artistic, and literary development of Renaissance Italy.

SS.912.W.4.3: Identify the major artistic, literary, and technological contributions of individuals during the Renaissance.
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SS.912.W.4.AP.3: Recognize the artistic, literary and technological contributions during the Renaissance of artists, such as da Vinci and Michelangelo; of writers, such as Petrarch and Shakespeare; and of inventors, such as Gutenberg.

SS.912.W.4.4: Identify characteristics of Renaissance humanism in works of art.
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SS.912.W.4.AP.4: Identify characteristics of Renaissance humanism in literature and the arts.

SS.912.W.4.5: Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution.
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SS.912.W.4.AP.5: Recognize new ideas developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, the scientific method, and the microscope.

SS.912.W.4.6: Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods.
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SS.912.W.4.AP.6: Recognize how scientific theories and methods of the Scientific Revolution challenged the beliefs of the early classical and medieval periods.

SS.912.W.4.7: Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers.
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SS.912.W.4.AP.7: Recognize the impact of the Roman Catholic reformers, such as Erasmus, Wycliffe, or Huss.

SS.912.W.4.8: Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe.
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SS.912.W.4.AP.8: Recognize the effect of the Protestant religious reforms of Luther, Calvin, and Henry VIII.

SS.912.W.4.9: Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation.
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SS.912.W.4.AP.9: Recognize the reforms that were enacted by the Roman Catholic Church during the Catholic Counter Reformation.

SS.912.W.4.10: Identify the major contributions of individuals associated with the Scientific Revolution.
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SS.912.W.4.AP.10: Identify the major contributions of individuals associated with the Scientific Revolution.

SS.912.W.4.11: Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors.
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SS.912.W.4.AP.11a: Recognize causes that led to the Age of Exploration, such as the need for new routes and goods to trade.
SS.912.W.4.AP.11b: Identify the major voyages and sponsors within the Age of Exploration.

SS.912.W.4.12: Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.
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SS.912.W.4.AP.12: Recognize impacts of the Columbian Exchange, such as the exchange of agricultural goods, diseases, and ideas between Europe, Africa, and the Americas.

SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.
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SS.912.W.4.AP.13: Recognize ways the economic and political systems of Portugal, Spain, the Netherlands, France, and England were used in the Americas.

SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.
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SS.912.W.4.AP.14: Recognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.

SS.912.W.4.15: Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.
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SS.912.W.4.AP.15: Identify the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.

SS.912.W.5.1: Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia.
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SS.912.W.5.AP.1: Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia.

SS.912.W.5.2: Identify major causes of the Enlightenment.
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SS.912.W.5.AP.2: Compare influences of the Enlightenment, such as the Renaissance, Scientific Revolution, and Reformation.

SS.912.W.5.3: Summarize the major ideas of Enlightenment philosophers.
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SS.912.W.5.AP.3: Recognize major ideas of Enlightenment philosophers, such as the importance of a government and natural rights.

SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world.
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SS.912.W.5.AP.4: Identify ways the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics and religious freedom.

SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions.
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SS.912.W.5.AP.5: Identify how the Enlightenment impacted the American and French Revolutions.

SS.912.W.5.6: Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.
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SS.912.W.5.AP.6: Recognize effects of the French Revolution, including the rise and rule of Napoleon.

SS.912.W.5.7: Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture.
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SS.912.W.5.AP.7: Describe the causes and effects of 19th Century Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture.

SS.912.W.6.1: Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan.
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SS.912.W.6.AP.1: Recognize the agricultural and technological innovations that led to industrialization in Western Europe, the United States, and Japan.

SS.912.W.6.2: Summarize the social and economic effects of the Industrial Revolution.
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SS.912.W.6.AP.2: Recognize the social and economic effects of the Industrial Revolution, such as increased productivity, the rise of the middle class, and the conditions faced by workers.

SS.912.W.6.3: Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx.
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SS.912.W.6.AP.3: Compare the major differences between the philosophies of Adam Smith, Robert Owen, and Karl Marx, capitalism and communism.

SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America.
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SS.912.W.6.AP.4: Recognize effects of reform movements during the 19th and early 20th century, such as abolition of slavery in the British Empire, expansion of women’s rights, and labor laws.

SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany.
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SS.912.W.6.AP.5: Recognize the causes, key events, and effects of the unification of Italy and Germany.

SS.912.W.6.6: Analyze the causes and effects of imperialism.
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SS.912.W.6.AP.6: Recognize the cause and effects of imperialism, such as social and religious impact on Indigenous peoples, expansion of political and economic control of other countries, and perceived superiority of Western ways.

SS.912.W.6.7: Identify major events in China during the 19th and early 20th centuries related to imperialism.
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SS.912.W.6.AP.7: Recognize major events in China, such as the Western incursions and the nationalist revolution and formation of the Republic of China.

SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.
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SS.912.W.7.AP.1: Recognize major causes of World War I, such as imperialism, nationalism, and militarism, and the formation of European alliances.

SS.912.W.7.2: Describe the changing nature of warfare during World War I.
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SS.912.W.7.AP.2: Describe the changing nature of warfare during World War I, such as the use of new weapons and strategies and increased destruction of the land and human life.

SS.912.W.7.3: Summarize significant effects of World War I.
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SS.912.W.7.AP.3: Recognize the important effects of World War I, such as the breakup of empires into separate countries and the Treaty of Versailles.

SS.912.W.7.4: Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression.
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SS.912.W.7.AP.4: Identify effects of the German economic crisis of the 1920s and global depression of the 1930s, such as closing of businesses and banks, loss of jobs, poverty, and how governments responded.

SS.912.W.7.5: Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.
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SS.912.W.7.AP.5: Recognize why authoritarian governments came to power in the Soviet Union, Italy, Germany, and Spain and identify the main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.

SS.912.W.7.6: Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories.
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SS.912.W.7.AP.6: Recognize that the Soviet Union and Nazi Germany used mass terror and restriction of individual rights in order to control their people.

SS.912.W.7.7: Trace the causes and key events related to World War II.
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SS.912.W.7.AP.7: Recognize the causes of World War II and the major events in the war, such as rise of totalitarian governments, conquest of countries in Europe, the Japanese invasion of China; and the bombing of Pearl Harbor, the Battle of Midway; and the D-Day invasion.

SS.912.W.7.8: Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of antisemitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.
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SS.912.W.7.AP.8: Recognize major effects of the Holocaust (1933-1945), including the Nazi dehumanization of Jews and other victims, long tradition of antisemitism, and 19th century ideas about race and nation.

SS.912.W.7.9: Identify the wartime strategy and post-war plans of the Allied leaders.
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SS.912.W.7.AP.9: Recognize the wartime strategies and post-war plans that were developed by the Allied leaders, such as Churchill, Roosevelt, and Stalin

SS.912.W.7.10: Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan.
Related Access Points
Name Description
SS.912.W.7.AP.10: Recognize that President Truman’s decision to drop the atomic bombs on Japan ended the war but led to the beginning of the nuclear arms race.

SS.912.W.7.11: Describe the effects of World War II.
Related Access Points
Name Description
SS.912.W.7.AP.11: Recognize effects of World War II, such as death of soldiers and civilians, destruction of land and property, and creation of the United Nations.

SS.912.W.8.1: Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.
Related Access Points
Name Description
SS.912.W.8.AP.1: Recognize that the countries of NATO aligned with the United States and countries in the Warsaw Pact aligned with the Soviet Union after World War II.

SS.912.W.8.2: Describe characteristics of the early Cold War.
Related Access Points
Name Description
SS.912.W.8.AP.2: Identify characteristics of the early Cold War, such as the Truman Doctrine, Marshall Plan, NATO, and the Iron Curtain.

SS.912.W.8.3: Summarize key developments in post-war China.
Related Access Points
Name Description
SS.912.W.8.AP.3: Recognize that China became a world power after the communists defeated the nationalists in the Chinese Civil War.

SS.912.W.8.4: Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East.
Related Access Points
Name Description
SS.912.W.8.AP.4: Identify effects of the arms race, such as increased weapons and armies in Africa, Asia, Latin America, and the Middle East.

SS.912.W.8.5: Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.
Related Access Points
Name Description
SS.912.W.8.AP.5: Recognize factors that led to the fall of communism in the Soviet Union and Eastern Europe, such as the arms race and resistance by the citizens within the countries.

SS.912.W.8.6: Explain the 20th century background for the establishment of the modern state of Israel in 1948, including the Zionist movement led by Theodor Herzl, and the ongoing military and political conflicts between Israel and the Arab-Muslim world.
Related Access Points
Name Description
SS.912.W.8.AP.6: Recognize a reason why Israel became a country and characteristics of conflicts between Israel and the Arab world including the Zionist movement led by Theodor Herzl, and the ongoing military and political conflicts.

SS.912.W.8.7: Compare post-war independence movements in African, Asian, and Caribbean countries.
Related Access Points
Name Description
SS.912.W.8.AP.7: Identify post-war independence movements in African, Asian, or Caribbean colonies.

SS.912.W.8.8: Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies.
Related Access Points
Name Description
SS.912.W.8.AP.8: Recognize the goals of nationalist leaders, such as Mahatma Ghandi, Fidel Castro, and Gamal Abdel Nasser, in the post-war era.

SS.912.W.8.9: Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America.
Related Access Points
Name Description
SS.912.W.8.AP.9: Identify the successes and failures of the democratic reformation in Africa, Asia, the Caribbean, and Latin America.

SS.912.W.8.10: Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades.
Related Access Points
Name Description
SS.912.W.8.AP.10: Recognize impacts of religious fundamentalism and other factors in the Middle East, such as the Iranian Revolution, armed warriors (Mujahideen) in Afghanistan, and the Persian Gulf War in the last half of the 20th century.

SS.912.W.9.1: Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life.
Related Access Points
Name Description
SS.912.W.9.AP.1: Recognize major scientific figures and breakthroughs of the 20th century, important discoveries, and their impact on everyday life.

SS.912.W.9.2: Describe the causes and effects of post-World War II economic and demographic changes.
Related Access Points
Name Description
SS.912.W.9.AP.2: Recognize effects of post-World War II economic changes, such as medical and technological advances, increased consumption, and rise in expectations for standards of living.

SS.912.W.9.3: Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them.
Related Access Points
Name Description
SS.912.W.9.AP.3a: Recognize that governmental policies and economic, religious, and other cultural factors have contributed to acts of discrimination, ethnic cleansing, or genocide in Cambodia, the Balkans, Rwanda and Darfur.
SS.912.W.9.AP.3b: Describe governmental and non-governmental responses to mass national genocide in Cambodia, the Balkans, Rwanda and Darfur.

SS.912.W.9.4: Describe the causes and effects of twentieth century nationalist conflicts.
Related Access Points
Name Description
SS.912.W.9.AP.4: Describe the causes and effects of twentieth century nationalist conflicts.

SS.912.W.9.5: Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world.
Related Access Points
Name Description
SS.912.W.9.AP.5: Identify the impacts of pandemics within developing countries.

SS.912.W.9.6: Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.
Related Access Points
Name Description
SS.912.W.9.AP.6a: Recognize ways nations participate in global trade and trade agreements with other countries including trade blocs such as European Union and NAFTA.
SS.912.W.9.AP.6b: Recognize the impact of increased globalization in the 20th and 21st centuries.

SS.912.W.9.7: Describe the impact of and global response to international terrorism.
Related Access Points
Name Description
SS.912.W.9.AP.7: Recognize the impact and response to threats of international terrorism.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
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.
HE.912.C.2.4 (Archived Standard): Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
Related Access Points
Name Description
HE.912.C.2.In.d: Describe how public-health policies and government regulations can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Su.d: Identify ways school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Pa.d: Recognize ways selected school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and assessing health status.




General Course Information and Notes

VERSION DESCRIPTION

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 


GENERAL NOTES

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.

Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.


General Information

Course Number: 7921027 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS WORLD HISTORY
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: World History



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus History (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
History (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus History (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
History (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Social Science (Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
History (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 1347 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22602