M/J Civics (#2106010) 


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Course Standards

Name Description
SS.68.HE.1.1: Examine 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 describe the basic beliefs of Judaism and trace the origins and history of Jews in Europe.

Clarification 2: Students will analyze how antisemitism led to and contributed to the Holocaust.

Clarification 3: Students will identify examples of antisemitism (e.g., making mendacious, dehumanizing, demonizing or stereotypical allegations about Jews; demonizing Israel by using the symbols and images associated with classic antisemitism to characterize Israel or Israelis).

SS.7.CG.1.1: Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America’s constitutional republic.
Clarifications:

Clarification 1: Students will explain the influence of ancient Greece on America’s constitutional republic (e.g., civic participation, legislative bodies, polis, voting rights, written constitution).

Clarification 2: Students will explain the influence of ancient Rome on America’s constitutional republic (e.g., civic participation, republicanism, representative government, rule of law, separation of powers).

Clarification3: Students will compare and contrast the democratic principles of ancient Greece and ancient Rome with those of the United States.

Clarification 4: Students will explain how the Judeo-Christian ethical ideas of justice, individual worth, personal responsibility and the rule of law influenced America’s constitutional republic.

SS.7.CG.1.2: Trace the principles underlying America’s founding ideas on law and government.
Clarifications:

Clarification 1: Students will recognize principles contained in the founding documents (e.g., due process of law, equality of mankind, limited government, natural rights, the rule of law).

Clarification 2: Students will explain why religious liberty is a protected right.

SS.7.CG.1.3: Trace the impact that the Magna Carta, Mayflower Compact, English Bill of Rights and Thomas Paine’s Common Sense had on colonists’ views of government.
Clarifications:
Clarification 1: Students will identify the important ideas contained in the Magna Carta (e.g., due process of law, limitation of government power, right to justice, right to fair trial), Mayflower Compact (e.g., consent of the governed, self-government), English Bill of Rights (e.g., right to life, liberty and property; no taxation without representation; right to a speedy and fair jury trial; no excessive punishments) and Common Sense (representative self-government).
SS.7.CG.1.4: Analyze how Enlightenment ideas, including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and Locke’s social contract, influenced the Founding.
Clarifications:

Clarification 1: Students will identify and describe the Enlightenment ideas of separation of powers, natural law and social contract.

Clarification 2: Students will examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties and government.

Clarification 3: Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.

SS.7.CG.1.5: Describe how British policies and responses to colonial concerns led to the writing of the Declaration of Independence.
Clarifications:

Clarification 1: Students will trace the causal relationships between British policies, British responses to colonial grievances and the writing of the Declaration of Independence (e.g., Stamp Act, Quartering Act, Declaratory Act, Townshend Acts, Tea Act, Intolerable Acts).

Clarification 2: Students will recognize the underlying themes of British colonial policies concerning taxation, representation and individual rights that formed the basis of the American colonists’ desire for independence.

SS.7.CG.1.6: Analyze the ideas and grievances set forth in the Declaration of Independence.
Clarifications:

Clarification 1: Students will identify the unalienable rights specifically expressed in the Preamble of the Declaration of Independence (e.g., life, liberty and the pursuit of happiness).

Clarification 2: Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Clarification 3: Students will recognize natural rights, social contract, limited government and the right of resistance to tyrannical government.

Clarification 4: Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights; 2. Governments are instituted among men to secure these rights; 3. Governments derive their just powers from the consent of governed; and 4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it and to institute new government.

Clarification 5: Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights violations.

Clarification 6: Students will recognize colonial grievances identified in the Declaration of Independence (e.g., imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers and dissolving legislatures).

SS.7.CG.1.7: Explain how the weaknesses of the Articles of Confederation led to the writing of the U.S. Constitution.
Clarifications:
Clarification 1: Students will identify the weaknesses of the government under the Articles of Confederation (i.e., Congress had no power to tax, to regulate trade or to enforce its laws; the national government lacked a national court system [judicial branch] and central leadership [executive branch]; no national armed forces; and changes to the Articles required unanimous consent of the 13 states).
SS.7.CG.1.8: Explain the purpose of the Preamble to the U.S. Constitution.
Clarifications:

Clarification 1: Students will explain how the Preamble serves as an introduction to the U.S. Constitution (e.g., establishes the goals and purposes of government).

Clarification 2: Students will identify the goals and purposes of the national government as set forth in the Preamble to the U.S. Constitution (i.e., form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity).

Clarification 3: Students will recognize that the intention of the phrase “We the People” means that government depends on the people for its power and exists to serve them.

SS.7.CG.1.9: Describe how the U.S. Constitution limits the powers of government through separation of powers, checks and balances, individual rights, rule of law and due process of law.
Clarifications:

Clarification 1: Students will explain the concept of limited government in the U.S. Constitution.

Clarification 2: Students will describe and distinguish between separation of powers and checks and balances.

Clarification 3: Students will analyze how government power is limited by separation of powers and/or checks and balances.

Clarification 4: Students will recognize examples of separation of powers and checks and balances.

Clarification 5: Students will recognize the influence of the U.S. Constitution on the development of other governments.

SS.7.CG.1.10: Compare the viewpoints of the Federalists and the Anti-Federalists regarding ratification of the U.S. Constitution and including a bill of rights.
Clarifications:

Clarification 1: Students will identify the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution.

Clarification 2: Students will recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.

SS.7.CG.1.11: Define the rule of law and recognize its influence on the development of legal, political and governmental systems in the United States.
Clarifications:

Clarification 1: Students will compare and contrast the characteristics of a society that operates under the rule of law and one that does not.

Clarification 2: Students will assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power.

Clarification 3: Students will analyze the meaning and importance of due process in the United States legal system.

Clarification 4: Students will evaluate the impact of the rule of law on governmental officials and institutions (e.g., accountability to the law, consistent application and enforcement of the law, decisions based on the law, fair procedures, transparency of institutions).

SS.7.CG.2.1: Define the term “citizen,” and explain the constitutional means of becoming a U.S. citizen.
Clarifications:

Clarification 1: Students will define citizenship as stated in the 14th Amendment.

Clarification 2: Students will explain the process of becoming a naturalized citizen.

Clarification 3: Students will define permanent residency and explain its role in obtaining citizenship.

Clarification 4: Students will examine the impact of the naturalization process on society, government and the political process.

SS.7.CG.2.2: Differentiate between obligations and responsibilities of U.S. citizenship, and evaluate their impact on society.
Clarifications:

Clarification 1: Students will distinguish between an obligation or duty and a responsibility as it relates to citizenship. Responsibilities may include, but are not limited to, voting, attending civic meetings, petitioning government and running for office.

Clarification 2: Students will recognize the concept of the common good as a reason for fulfilling the obligations and responsibilities of citizenship.

Clarification 3: Students will evaluate the obligations and responsibilities of citizens as they relate to active participation in society and government.

Clarification 4: Students will use scenarios to assess specific obligations of citizens.

Clarification 5: Students will identify the consequences or predict the outcome on society if citizens do not fulfill their obligations and responsibilities.

SS.7.CG.2.3: Identify and apply the rights contained in the Bill of Rights and other amendments to the U.S. Constitution.
Clarifications:

Clarification 1: Students will recognize that the Bill of Rights comprises the first ten amendments to the U.S. Constitution.

Clarification 2: Students will recognize the five freedoms protected by the First Amendment.

Clarification 3: Students will evaluate how the Bill of Rights and other amendments (e.g., 13th, 14th, 15th, 19th, 24th, 26th) influence individual actions and social interactions.

Clarification 4: Students will use scenarios to identify rights protected by the Bill of Rights.

Clarification 5: Students will use scenarios to recognize violations of the Bill of Rights or other constitutional amendments.

SS.7.CG.2.4: Explain how the U.S. Constitution and the Bill of Rights safeguard individual rights.
Clarifications:

Clarification 1: Students will recognize that rights are protected but some rights are limited (e.g., property rights, civil disobedience).

Clarification 2: Students will examine rationales for government-imposed limitations on individual rights (e.g., forced internment in wartime, limitations on speech, rationing during wartime, suspension of habeas corpus).

Clarification 3: Students will use scenarios to examine the impact of limiting individual rights.

Clarification 4: Students will examine the role of the judicial branch of government in protecting individual rights and freedoms.

SS.7.CG.2.5: Describe the trial process and the role of juries in the administration of justice at the state and federal levels.
Clarifications:

Clarification 1: Students will examine the significance of juries in the American legal system.

Clarification 2: Students will explain types of jury trials, how juries are selected and why jury trials are important.

SS.7.CG.2.6: Examine the election and voting process at the local, state and national levels.
Clarifications:

Clarification 1: Students will explain how elections and voting impact citizens at the local, state and national levels.

Clarification 2: Students will explain the origins of the Republican and Democratic political parties and evaluate their roles in shaping public policy.

Clarification 3: Students will explain how free and fair elections promote trust in democratic institutions and preserve the republic.

SS.7.CG.2.7: Identify the constitutional qualifications required to hold state and national office.
Clarifications:
Clarification 1: Students will recognize the qualifications to seek election to local and state political offices.
SS.7.CG.2.8: Examine the impact of media, individuals, and interest groups on monitoring and influencing government.
Clarifications:

Clarification 1: Students will identify methods used by the media to monitor and hold government accountable (e.g., acting as a watchdog, freedom of the press as contained in the 1st Amendment).

Clarification 2: Students will identify methods used by individuals to monitor, hold accountable and influence the government (e.g., attending civic meetings, peacefully protesting, petitioning government, running for office, voting).

Clarification 3: Students will identify methods used by interest groups to monitor and influence government.

SS.7.CG.2.9: Analyze media and political communications and identify examples of bias, symbolism and propaganda.
Clarifications:

Clarification 1: Students will use scenarios to identify bias, symbolism and propaganda.

Clarification 2: Students will evaluate how bias, symbolism and propaganda can impact public opinion.

SS.7.CG.2.10: Explain the process for citizens to address a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue and determining a course of action.
Clarifications:

Clarification 1: Students will identify the appropriate level of government to resolve specific problems.

Clarification 2: Students will identify appropriate government agencies to address local or state problems.

Clarification 3: Students will analyze public policy alternatives to resolve local and state problems.

SS.7.CG.3.1: Analyze the advantages of the United States’ constitutional republic over other forms of government in safeguarding liberty, freedom and a representative government.
Clarifications:

Clarification 1: Students will apply their understanding of various forms of government (e.g., republic, democracy, monarchy, oligarchy, theocracy, autocracy).

Clarification 2: Students will identify different forms of government based on their political philosophy or organizational structure.

Clarification 3: Students will analyze scenarios describing various forms of government.

Clarification 4: Students will explain how the application of checks and balances, consent of the governed, democracy, due process of law, federalism, individual rights, limited government, representative government, republicanism, rule of law and separation of powers distinguishes the United States’ constitutional republic from authoritarian and totalitarian nations.

SS.7.CG.3.2: Explain the advantages of a federal system of government over other systems in balancing local sovereignty with national unity and protecting against authoritarianism.
Clarifications:

Clarification 1: Students will apply their understanding of federal, confederal and unitary systems of government.

Clarification 2: Students will compare the organizational structures of systems of government.

Clarification 3: Students will recognize examples of these systems of government.

Clarification 4: Students will analyze scenarios describing various systems of government.

SS.7.CG.3.3: Describe the structure and function of the three branches of government established in the U.S. Constitution.
Clarifications:

Clarification 1: Students will recognize the structure of the legislative, executive and judicial branches.

Clarification 2: Students will compare the roles and responsibilities of the three branches of the national government.

Clarification 3: Students will identify the general powers described in Articles I, II and III of the U.S. Constitution.

SS.7.CG.3.4: Explain the relationship between state and national governments as written in Article IV of the U.S. Constitution and the 10th Amendment.
Clarifications:

Clarification 1: Students will describe the system of federalism as established by the U.S. Constitution.

Clarification 2: Students will analyze how federalism limits government power.

Clarification 3: Students will compare concurrent powers, enumerated powers, reserved powers and delegated powers as they relate to state and national governments.

SS.7.CG.3.5: Explain the amendment process outlined in Article V of the U.S. Constitution.
Clarifications:

Clarification 1: Students will recognize the methods used to propose and ratify amendments to the U.S. Constitution.

Clarification 2: Students will identify the correct sequence of each amendment process.

Clarification 3: Students will identify the importance of a formal amendment process.

Clarification 4: Students will recognize the significance of the difficulty of amending the U.S. Constitution.

SS.7.CG.3.6: Analyze how the 13th, 14th, 15th, 19th, 24th and 26th Amendments broadened participation in the political process.
Clarifications:

Clarification 1: Students will recognize how these amendments expanded civil rights to African Americans, women and young people.

Clarification 2: Students will evaluate the impact these amendments have had on American society.

Clarification 3: Students will examine how these amendments increased participation in the political process.

SS.7.CG.3.7: Explain the structure, functions and processes of the legislative branch of government.
Clarifications:

Clarification 1: Students will examine the processes of the legislative branch (e.g., how a bill becomes a law, appointment confirmation, committee selection).

Clarification 2: Students will compare local, state and national lawmakers (e.g., city/county commissioners/council members; state legislators [representatives and senators]; and U.S. Congressmen/Congresswomen [representatives and senators]).

Clarification 3: Students will compare and contrast the lawmaking process at the local, state and national levels.

SS.7.CG.3.8: Explain the structure, functions and processes of the executive branch of government.
Clarifications:

Clarification 1: Students will examine the processes of the executive branch (e.g., executive order, veto, appointments).

Clarification 2: Students will compare and contrast executive authority at the local, state and national levels.

Clarification 3: Students will explain the function of administrative agencies (e.g., advise, make regulations, enforce law and regulations).

SS.7.CG.3.9: Explain the structure, functions and processes of the judicial branch of government.
Clarifications:

Clarification 1: Students will examine the processes of the judicial branch (e.g., judicial review, court order, writ of certiorari, summary judgment).

Clarification 2: Students will distinguish between the structure, functions and powers of courts at the state and federal levels.

Clarification 3: Students will recognize that the powers and jurisdiction of the state and federal courts are derived from their respective constitutions.

Clarification 4: Students will compare the trial and appellate processes.

SS.7.CG.3.10: Identify sources and types of law.
Clarifications:

Clarification 1: Students will explain how historical codes of law influenced the United States.

Clarification 2: Students will recognize natural, constitutional, statutory, case and common law as sources of law. state problems.

Clarification 3: Students will compare civil, criminal, constitutional and/or military types of law.

SS.7.CG.3.11: Analyze the effects of landmark Supreme Court decisions on law, liberty and the interpretation of the U.S. Constitution.
Clarifications:

Clarification 1: Students will recognize landmark Supreme Court cases (e.g., Marbury v. Madison; Dred Scott v. Sandford; Plessy v. Ferguson; Brown v. Board of Education; Gideon v. Wainwright; Miranda v. Arizona; In re Gault; United States v. Nixon; Hazelwood v. Kuhlmeier).

Clarification 2: Students will use primary sources to assess the significance of each U.S. Supreme Court case.

Clarification 3: Students will evaluate the impact of each case on society.

Clarification 4: Students will recognize constitutional principles and individual rights in relevant U.S. Supreme Court decisions.

SS.7.CG.3.12: Compare the U.S. and Florida constitutions.
Clarifications:

Clarification 1: Students will identify the purposes of a constitution (e.g., provides a framework for government, limits government authority, protects individual rights of the people).

Clarification 2: Students will recognize the basic outline of the U.S. and Florida Constitutions (e.g., both have preambles, articles and amendments).

Clarification 3: Students will compare the amendment process of the U.S. and Florida Constitutions.

Clarification 4: Students will recognize the U.S. Constitution as the supreme law of the land.

SS.7.CG.3.13: Explain government obligations to its citizens and the services provided at the local, state and national levels.
Clarifications:

Clarification 1: Students will describe and classify specific services provided by local, state and national governments.

Clarification 2: Students will compare the powers and obligations of local, state and national governments.

SS.7.CG.3.14: Explain the purpose and function of the Electoral College in electing the President of the United States.
Clarifications:
Clarification 1: Students will explain the origin of the Electoral College and the changes made to it by the 12th Amendment.
SS.7.CG.3.15: Analyze the advantages of capitalism and the free market in the United States over government-controlled economic systems (e.g., socialism and communism) in regard to economic freedom and raising the standard of living for citizens.
Clarifications:

Clarification 1: Students will evaluate various economic systems (e.g., capitalism, communism, socialism).

Clarification 2: Students will compare the economic prosperity and opportunity of current nations.

SS.7.CG.4.1: Explain the relationship between U.S. foreign and domestic policy.
Clarifications:

Clarification 1: Students will recognize the difference between domestic and foreign policy.

Clarification 2: Students will identify issues that relate to U.S. domestic and foreign policy.

Clarification 3: Students will define “national interest” and identify the means available to the national government to pursue the United States’ national interest.

SS.7.CG.4.2: Describe the United States’ and citizen participation in international organizations.
Clarifications:

Clarification 1: Students will identify major international organizations in which government plays a role (e.g., North Atlantic Treaty Organization, United Nations, International Court of Justice, World Trade Organization).

Clarification 2: Students will discuss the advantages and disadvantages of U.S. membership in international organizations.

SS.7.CG.4.3: Describe examples of the United States’ actions and reactions in international conflicts.
Clarifications:

Clarification 1: Students will identify specific examples of and the reasons for United States’ involvement in international conflicts.

Clarification 2: Students will analyze primary source documents pertaining to international incidents to determine the course of action taken by the United States.

Clarification 3: Students will identify the different methods used by the United States to deal with international conflict (e.g., diplomacy, espionage, humanitarian efforts, peacekeeping operations, sanctions, war).

SS.7.E.1.1: Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation.
SS.7.E.1.2: Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and disadvantages of using credit.
SS.7.E.1.3: Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the United States.
SS.7.E.1.4: Discuss the function of financial institutions in the development of a market economy.
SS.7.E.1.5: Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy.
SS.7.E.1.6: Compare the national budget process to the personal budget process.
SS.7.E.2.1: Explain how federal, state, and local taxes support the economy as a function of the United States government.
SS.7.E.2.2: Describe the banking system in the United States and its impact on the money supply.
SS.7.E.2.3: Identify and describe United States laws and regulations adopted to promote economic competition.
SS.7.E.2.4: Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit.
SS.7.E.2.5: Explain how economic institutions impact the national economy.
SS.7.E.3.1: Explain how international trade requires a system for exchanging currency between and among nations.
SS.7.E.3.2: Assess how the changing value of currency affects trade of goods and services between nations.
SS.7.E.3.3: Compare and contrast a single resource economy with a diversified economy.
SS.7.E.3.4: Compare and contrast the standard of living in various countries today to that of the United States using gross domestic product (GDP) per capita as an indicator.
SS.7.G.1.1: Locate the fifty states and their capital cities in addition to the nation's capital on a map.
SS.7.G.1.2: Locate on a world map the territories and protectorates of the United States of America.
SS.7.G.1.3: Interpret maps to identify geopolitical divisions and boundaries of places in North America.
SS.7.G.2.1: Locate major cultural landmarks that are emblematic of the United States.
SS.7.G.2.2: Locate major physical landmarks that are emblematic of the United States.
SS.7.G.2.3: Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.7.G.2.4: Describe current major cultural regions of North America.
SS.7.G.3.1: Use maps to describe the location, abundance, and variety of natural resources in North America.
SS.7.G.4.1: Use geographic terms and tools to explain cultural diffusion throughout North America.
SS.7.G.4.2: Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.
SS.7.G.5.1: Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community.
SS.7.G.6.1: Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States.
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.7.P.8.2 (Archived Standard): Articulate a position on a health-related issue and support it with accurate health information.



General Course Information and Notes

VERSION DESCRIPTION

Civic education is essential in the development of informed citizenry who are equipped to participate in civic life and preserve a government of the people, by the people, and for the people. The Civics and Government (CG) standards in this class were revised in 2021 as a result of the House Bill (2019) civics standards review and reflect the following priorities for K-12 Civics and Government teaching and learning in Florida schools.  

  •  Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
  •  Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
  • Students have a sense of civic pride and participate regularly in all levels of government. 
  • Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

GENERAL NOTES

The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civic education instruction.

Special Notes:

Additional content that may be included in the Grade 8 NAEP Civics assessment includes:

  • Distinctive characteristics of American society
  • Unity/diversity in American society
  • Civil society: nongovernmental associations, groups
  • Nation-states
  • Interaction among nation-states
  • Major governmental, nongovernmental international organizations

The NAEP frameworks for Civics may be accessed at http://www.nagb.org/publications/frameworks/civicsframework.pdf

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).

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

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: 2106010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Social Studies > SubSubject: Political Sciences >
Abbreviated Title: M/J CIVICS
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

Middle Grades Integrated Curriculum (Middle Grades 5-9)
Political Science (Grades 6-12)
Social Science (Grades 5-9)
History (Grades 6-12)
Social Science (Grades 6-12)
Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)


State Adopted Instructional Materials

Civics Alive! Foundations and Functions
Diane Hart - Teachers' Curriculum Insitute - 1 - 2023
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Civics and Government (Florida M/J Social Studies)
Marsh, et al - Gallopade International, Inc. - 1st Edition - 2023
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Civics, Florida Edition
Richard G. Boehm, Ph.D.; Gary E. Clayton, Ph.D.; Nafees M. Khan, Ph.D.; Peter Levine, Ph.D.; Emily M. Schell, Ed.D. - McGraw Hill LLC - 1 - 2024
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Florida Civics Interactive
Strachan, J. Cherie and Fine, Terri Susan - Savvas Learning Company LLC - 1 - 2024
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Gateway to American Civics and Government
Mark Jarrett and Robert Yahng - Florida Transformative Education - First - 2022
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National Geographic Civics Florida Edition
National Geographic Learning - Cengage Learning - 1st - 2024
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There are more than 1544 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22192