|SS.4.A.1.1:|| Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.|
Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.
|SS.4.A.1.2:|| Synthesize information related to Florida history through print and electronic media.|
Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc.
|SS.4.A.2.1:|| Compare Native American tribes in Florida.|
Examples may include, but are not limited to, Apalachee, Calusa, Tequesta, Timucua, Tocobaga.
|SS.4.A.3.1:|| Identify explorers who came to Florida and the motivations for their expeditions.|
Examples may include, but are not limited to, Ponce de Leon, Juan Garrido, Esteban Dorantes, Tristan deLuna, and an understanding that 2013 is the quincentennial of the founding of Florida.
|SS.4.A.3.2:|| Describe causes and effects of European colonization on the Native American tribes of Florida.|
Examples may include, but are not limited to, protection of ships, search for gold, glory of the mother country, disease, death, and spread of religion.
|SS.4.A.3.3:|| Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.|
Examples may include, but are not limited to, the 450th anniversary of the founding of St. Augustine in 2015 as the first continuous town in the United States, predating other colonial settlements.
|SS.4.A.3.4:|| Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
|SS.4.A.3.5:|| Identify the significance of Fort Mose as the first free African community in the United States.|
Examples may include, but are not limited to, the differences between Spanish and English treatment of enslavement.
|SS.4.A.3.6:|| Identify the effects of Spanish rule in Florida.|
Examples may include, but are not limited to, names of cities such as Pensacola, etc., agriculture, weapons, architecture, art, music, and food.
|SS.4.A.3.7:|| Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.
|SS.4.A.3.8:|| Explain how the Seminole tribe formed and the purpose for their migration. |
|SS.4.A.3.9:|| Explain how Florida (Adams-Onis Treaty) became a U.S. territory. |
|SS.4.A.3.10:|| Identify the causes and effects of the Seminole Wars.|
Examples may include, but are not limited to, Jackson's invasion of Florida (First Seminole War), without federal permission.
|SS.4.A.4.1:|| Explain the effects of technological advances on Florida.|
Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state.
|SS.4.A.4.2:|| Describe pioneer life in Florida.|
Examples may include, but are not limited to, the role of men, women, children, Florida Crackers, Black Seminoles.
|SS.4.A.5.1:|| Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War.|
Additional examples may also include, but are not limited to, Ft. Zachary Taylor, the plantation culture, the First Florida Cavalry.
|SS.4.A.5.2:|| Summarize challenges Floridians faced during Reconstruction.|
Examples may include, but are not limited to, sharecropping, segregation, and black participation in state and federal governments.
|SS.4.A.6.1:|| Describe the economic development of Florida's major industries.|
Examples of industries may include, but are not limited to, timber, citrus, cattle, tourism, phosphate, cigar, railroads, bridges, air conditioning, sponge, shrimping, and wrecking (pirating).
|SS.4.A.6.2:|| Summarize contributions immigrant groups made to Florida.|
Examples may include, but are not limited to, language, food, art, beliefs and practices, literature, education, and clothing.
|SS.4.A.6.3:|| Describe the contributions of significant individuals to Florida.|
Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings.
|SS.4.A.6.4:|| Describe effects of the Spanish American War on Florida.|
Examples may include, but are not limited to, cigar industry, temporary economic boom at Ft. Brooke due to Rough Riders, Cuban immigration.
|SS.4.A.7.1:|| Describe the causes and effects of the 1920's Florida land boom and bust.|
Examples may include, but are not limited to, land speculation.
|SS.4.A.7.2:|| Summarize challenges Floridians faced during the Great Depression.|
Examples may include, but are not limited to, the Labor Day hurricane of 1935 and the Mediterranean fruit fly.
|SS.4.A.7.3:|| Identify Florida's role in World War II.|
Examples may include, but are not limited to, warfare near Florida's shores and training bases in Florida (Miami, Tampa, Tallahassee, etc.), spying near the coast, Mosquito Fleet.
|SS.4.A.8.1:|| Identify Florida's role in the Civil Rights Movement.|
Examples may include, but are not limited to, Tallahassee Bus Boycotts, civil disobedience, and the legacy of early civil rights pioneers, Harry T. and Harriette V. Moore.
|SS.4.A.8.2:|| Describe how and why immigration impacts Florida today. |
|SS.4.A.8.3:|| Describe the effect of the United States space program on Florida's economy and growth. |
|SS.4.A.8.4:|| Explain how tourism affects Florida's economy and growth. |
|SS.4.A.9.1:|| Utilize timelines to sequence key events in Florida history.
|SS.4.C.1.1:|| Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government.
|SS.4.C.2.1:|| Discuss public issues in Florida that impact the daily lives of its citizens.|
(e.g., taxes, school accountability)
|SS.4.C.2.2:|| Identify ways citizens work together to influence government and help solve community and state problems.|
Examples are voting, petitioning, conservation, recycling.
|SS.4.C.2.3:|| Explain the importance of public service, voting, and volunteerism. |
|SS.4.C.3.1:|| Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each.
|SS.4.C.3.2:|| Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). |
|SS.4.E.1.1:|| Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor.
|SS.4.E.1.2:|| Explain Florida's role in the national and international economy and conditions that attract businesses to the state.|
Examples are tourism, agriculture, phosphate, space industry.
|SS.4.G.1.1:|| Identify physical features of Florida.|
Examples are bodies of water, location, landforms.
|SS.4.G.1.2:|| Locate and label cultural features on a Florida map.|
Examples are state capitals, major cities, tourist attractions.
|SS.4.G.1.3:|| Explain how weather impacts Florida.|
Examples are hurricanes, thunderstorms, drought, mild climate.
|SS.4.G.1.4:|| Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
|LAFS.4.RI.1.1:|| Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
|LAFS.4.RI.1.2:|| Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
|LAFS.4.RI.1.3:|| Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |
|LAFS.4.RI.2.4:|| Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
|LAFS.4.RI.2.5:|| Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |
|LAFS.4.RI.2.6:|| Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |
|LAFS.4.RI.3.7:|| Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
|LAFS.4.RI.3.8:|| Explain how an author uses reasons and evidence to support particular points in a text. |
|LAFS.4.RI.3.9:|| Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
|LAFS.4.RI.4.10:|| By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
|LAFS.4.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
|LAFS.4.SL.1.2:|| Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
|LAFS.4.SL.1.3:|| Identify the reasons and evidence a speaker provides to support particular points. |
|LAFS.4.SL.2.4:|| Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
|LAFS.4.W.1.1:|| Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
- Provide reasons that are supported by facts and details.
- Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
- Provide a concluding statement or section related to the opinion presented.
|LAFS.4.W.1.2:|| Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
|LAFS.4.W.1.3:|| Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use dialogue and description to develop experiences and events or show the responses of characters to situations.
- Use a variety of transitional words and phrases to manage the sequence of events.
- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
|LAFS.4.W.2.4:|| Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
|LAFS.4.W.2.5:|| With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
|LAFS.4.W.2.6:|| With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. |
|LAFS.4.W.3.7:|| Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
|LAFS.4.W.3.8:|| Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. |
|LAFS.4.W.3.9:|| Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
- Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
|LAFS.4.W.4.10:|| Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
|MAFS.4.MD.2.4:|| Make a line plot to display a data set of measurements in fractions of
a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction
of fractions by using information presented in line plots. For example,
from a line plot find and interpret the difference in length between the
longest and shortest specimens in an insect collection.|
Standard Relation to Course: Supporting
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
|MAFS.K12.MP.5.1:|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|ELD.K12.ELL.SS.1:|| English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. |
|HE.4.C.2.4:|| Recognize types of school rules and community laws that promote health and disease prevention.|
Helmet law, clean indoor-air laws, and speed limits.