Course Standards
Aligned clusters:MAFS.6.SP.1 Summarize and describe distributions.
| Name | Description |
| SS.8.A.1.1: | Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. |
| SS.8.A.1.2: | Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. |
| SS.8.A.1.3: | Analyze current events relevant to American History topics through a variety of electronic and print media resources. |
| SS.8.A.1.4: | Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. |
| SS.8.A.1.5: | Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. |
| SS.8.A.1.6: | Compare interpretations of key events and issues throughout American History. |
| SS.8.A.1.7: | View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. |
| SS.8.A.2.1: | Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. |
| SS.8.A.2.2: | Compare the characteristics of the New England, Middle, and Southern colonies. |
| SS.8.A.2.3: | Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. |
| SS.8.A.2.4: | Identify the impact of key colonial figures on the economic, political, and social development of the colonies. |
| SS.8.A.2.5: | Discuss the impact of colonial settlement on Native American populations. |
| SS.8.A.2.6: | Examine the causes, course, and consequences of the French and Indian War. |
| SS.8.A.2.7: | Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America. |
| SS.8.A.3.1: | Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 - 1774. |
| SS.8.A.3.2: | Explain American colonial reaction to British policy from 1763 - 1774. |
| SS.8.A.3.3: | Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. |
| SS.8.A.3.4: | Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. |
| SS.8.A.3.5: | Describe the influence of individuals on social and political developments during the Revolutionary era. |
| SS.8.A.3.6: | Examine the causes, course, and consequences of the American Revolution. |
| SS.8.A.3.7: | Examine the structure, content, and consequences of the Declaration of Independence. |
| SS.8.A.3.8: | Examine individuals and groups that affected political and social motivations during the American Revolution. |
| SS.8.A.3.9: | Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention. |
| SS.8.A.3.10: | Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, Electoral College, state vs. federal power, empowering a president). |
| SS.8.A.3.11: | Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution. |
| SS.8.A.3.12: | Examine the influences of George Washington's presidency in the formation of the new nation. |
| SS.8.A.3.13: | Explain major domestic and international economic, military, political, and socio-cultural events of John Adams's presidency. |
| SS.8.A.3.14: | Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency. |
| SS.8.A.3.15: | Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class). |
| SS.8.A.3.16: | Examine key events in Florida history as each impacts this era of American history. |
| SS.8.A.4.1: | Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase). |
| SS.8.A.4.2: | Describe the debate surrounding the spread of slavery into western territories and Florida. |
| SS.8.A.4.3: | Examine the experiences and perspectives of significant individuals and groups during this era of American History. |
| SS.8.A.4.4: | Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations. |
| SS.8.A.4.5: | Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy. |
| SS.8.A.4.6: | Identify technological improvements (inventions/inventors) that contributed to industrial growth. |
| SS.8.A.4.7: | Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry. |
| SS.8.A.4.8: | Describe the influence of individuals on social and political developments of this era in American History. |
| SS.8.A.4.9: | Analyze the causes, course and consequences of the Second Great Awakening on social reform movements. |
| SS.8.A.4.10: | Analyze the impact of technological advancements on the agricultural economy and slave labor. |
| SS.8.A.4.11: | Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system. |
| SS.8.A.4.12: | Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory. |
| SS.8.A.4.13: | Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history. |
| SS.8.A.4.14: | Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments). |
| SS.8.A.4.15: | Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history. |
| SS.8.A.4.16: | Identify key ideas and influences of Jacksonian democracy. |
| SS.8.A.4.17: | Examine key events and peoples in Florida history as each impacts this era of American history. |
| SS.8.A.4.18: | Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period. |
| SS.8.A.5.1: | Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate). |
| SS.8.A.5.2: | Analyze the role of slavery in the development of sectional conflict. |
| SS.8.A.5.3: | Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency. |
| SS.8.A.5.4: | Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War. |
| SS.8.A.5.5: | Compare Union and Confederate strengths and weaknesses. |
| SS.8.A.5.6: | Compare significant Civil War battles and events and their effects on civilian populations. |
| SS.8.A.5.7: | Examine key events and peoples in Florida history as each impacts this era of American history. |
| SS.8.A.5.8: | Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson's impeachment, Civil Rights Act of 1866, the 13th, 14th, and 15th Amendments, opposition of Southern whites to Reconstruction, accomplishments and failures of Radical Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan). |
| SS.8.E.1.1: | Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects. |
| SS.8.E.2.1: | Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy. |
| SS.8.E.2.2: | Explain the economic impact of government policies. |
| SS.8.E.2.3: | Assess the role of Africans and other minority groups in the economic development of the United States. |
| SS.8.E.3.1: | Evaluate domestic and international interdependence. |
| SS.8.G.1.1: | Use maps to explain physical and cultural attributes of major regions throughout American history. |
| SS.8.G.1.2: | Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. |
| SS.8.G.2.1: | Identify the physical elements and the human elements that define and differentiate regions as relevant to American history. |
| SS.8.G.2.2: | Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. |
| SS.8.G.2.3: | Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. |
| SS.8.G.3.1: | Locate and describe in geographic terms the major ecosystems of the United States. |
| SS.8.G.3.2: | Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time. |
| SS.8.G.4.1: | Interpret population growth and other demographic data for any given place in the United States throughout its history. |
| SS.8.G.4.2: | Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. |
| SS.8.G.4.3: | Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. |
| SS.8.G.4.4: | Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. |
| SS.8.G.4.5: | Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. |
| SS.8.G.4.6: | Use political maps to describe changes in boundaries and governance throughout American history. |
| SS.8.G.5.1: | Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States. |
| SS.8.G.5.2: | Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history. |
| SS.8.G.6.1: | Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history. |
| SS.8.G.6.2: | Illustrate places and events in U.S. history through the use of narratives and graphic representations. |
| LAFS.68.RH.1.1 (Archived Standard): | Cite specific textual evidence to support analysis of primary and secondary sources. |
| LAFS.68.RH.1.2 (Archived Standard): | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
| LAFS.68.RH.1.3 (Archived Standard): | Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
| LAFS.68.RH.2.4 (Archived Standard): | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
| LAFS.68.RH.2.5 (Archived Standard): | Describe how a text presents information (e.g., sequentially, comparatively, causally). |
| LAFS.68.RH.2.6 (Archived Standard): | Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). |
| LAFS.68.RH.3.7 (Archived Standard): | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |
| LAFS.68.RH.3.8 (Archived Standard): | Distinguish among fact, opinion, and reasoned judgment in a text. |
| LAFS.68.RH.3.9 (Archived Standard): | Analyze the relationship between a primary and secondary source on the same topic. |
| LAFS.68.WHST.1.1 (Archived Standard): | Write arguments focused on discipline-specific content.
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| LAFS.68.WHST.1.2 (Archived Standard): | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
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| LAFS.68.WHST.2.4 (Archived Standard): | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| LAFS.68.WHST.2.5 (Archived Standard): | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |
| LAFS.68.WHST.2.6 (Archived Standard): | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. |
| LAFS.68.WHST.3.7 (Archived Standard): | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
| LAFS.68.WHST.3.8 (Archived Standard): | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
| LAFS.68.WHST.3.9 (Archived Standard): | Draw evidence from informational texts to support analysis reflection, and research. |
| LAFS.68.WHST.4.10 (Archived Standard): | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
| LAFS.8.SL.1.1 (Archived Standard): | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
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| LAFS.8.SL.1.2 (Archived Standard): | Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. |
| LAFS.8.SL.1.3 (Archived Standard): | Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. |
| LAFS.8.SL.2.4 (Archived Standard): | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
| (Archived) SS.8.C.1.1 (Archived Standard): | Identify the constitutional provisions for establishing citizenship. |
| (Archived) SS.8.C.1.2 (Archived Standard): | Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists. |
| (Archived) SS.8.C.1.3 (Archived Standard): | Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. |
| (Archived) SS.8.C.1.4 (Archived Standard): | Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. |
| (Archived) SS.8.C.1.5 (Archived Standard): | Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today. |
| (Archived) SS.8.C.1.6 (Archived Standard): | Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. |
| (Archived) SS.8.C.2.1 (Archived Standard): | Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction. |
| MAFS.K12.MP.1.1 (Archived Standard): | Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. |
| MAFS.K12.MP.3.1 (Archived Standard): | Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. |
| MAFS.K12.MP.5.1 (Archived Standard): | Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. |
| MAFS.K12.MP.6.1 (Archived Standard): | Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| ELD.K12.ELL.SS.1: | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. |
| HE.8.C.2.4 (Archived Standard): | Critique school and public health policies that influence health promotion and disease prevention. |
General Course Information and Notes
GENERAL NOTES
Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.
Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.
Digital Technologies - The digital curriculum required by Section 1003.4203 (3), Florida Statutes, has been integrated into this course. Listed below are the competencies that must be met to satisfy the requirements of (Section 1003.4203 (3), Florida Statutes):
Web Technologies
01.0 Demonstrate proficiency planning an effective website.
01.01 Create a site map and associated wireframes for a website.
01.02 Develop an effective site map for a website.
01.03 Create page layout wireframes for a website.
02.0 Demonstrate an understanding of webpage construction, operation, and function.
02.01 Categorize websites according to their purpose and domain.
02.02 Identify elements of a webpage.
02.03 Define basic HTML terminology.
02.04 Critique the aesthetic and functional operation of sample websites.
03.0 Apply the principles of design in the preparation of a webpage.
03.01 Apply best practices in visual design (e.g., color schemes, fonts, navigation methods, pagination).
03.02 Explain the key concepts of meeting client needs.
03.03 Apply the principles of Human Computer Interface (HCI) to design and develop an effective look and feel for a website.
03.04 Design and create a webpage for optimal display in multiple browsers.
03.05 Create an appropriate directory structure, naming convention protocol, and file organization for a website.
04.0 Demonstrate proficiency in using a GUI editor, web design, or web animation software for web page design.
04.01 Create and apply style sheets for consistent website design.
04.02 Create and edit images and photographs for Web pages using digital imaging software (e.g., ImageReady in Photoshop).
04.03 Demonstrate knowledge of image formats related to photos and graphics on the Internet (e.g. Graphic: TIFF, BMP, EPS, Web: JPEG, GIF, PNG, et al).
04.04 Save and export a photograph to the Web in the format best for image quality and file size.
04.05 Build, optimize, edit, and test web pages for publication.
04.06 Demonstrate an understanding of network and web implementation issues (e.g., bandwidth, compression, streaming).
04.07 Compare and contrast various methods by which information may be accessed on the Internet/Intranet (e.g., FTP, telnet, browser).
04.08 Demonstrate an understanding of file encryption methods (e.g., secure server, unsecured server).
05.0 Demonstrate proficiency using web development tools and techniques to enhance a website's interactivity, appeal, or performance.
05.01 Compare and contrast writing HTML using a text editor versus using a Graphical User Interface (GUI) editor.
05.02 Design and create an effective web page template.
05.03 Create attractive, engaging, and efficient web pages using a GUI editor.
05.04 Insert audio files into a Web page.
05.05 Create, edit and integrate video files into a Web page.
05.06 Create, edit and integrate animation files into a Web page.
05.07 Use Dynamic HTML (DHTML) to enhance webpage interactivity.
05.08 Create webpages using basic HTML tags (e.g., links, lists, character styles, text alignment, tables).
06.0 Prepare a website for launch.
06.01 Evaluate a website for basic usability and accessibility issues.
06.02 List the steps that are necessary to determine when a website is ready to launch.
06.03 Develop a User Testing Plan that includes validating the operation of all navigation, display, and media functions and features.
06.04 Demonstrate the ability to organize and execute a user testing of a website.
06.05 Use File Transfer Protocol (FTP) to publish all website files to the Internet.
06.06 Monitor website performance metrics (e.g., visitor count, downloads, et al) using host-based information tools.
Special Notes:
Additional content that may be contained in the NAEP Grade 8 United States History assessment includes material from all time periods on the following topics:
- Change and Continuity in American Democracy: Ideas, Institutions, Events, Key Figures, and Controversies
- The Gathering and Interactions of Peoples, Cultures, and Ideas
- Economic and Technological Changes and Their Relationship to Society, Ideas, and the Environment
- The Changing Role of America in the World
The NAEP frameworks for United States History may be accessed at http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/historyframework.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).
Literacy Standards in Social Studies
Secondary social studies courses include reading standards for literacy in history/social studies 6-12, and writing standards for literacy in history/social studies, science, and technical subjects 6-12. This course also includes speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf
Additional Instructional Resources:
Kinsey Collection: http://www.thekinseycollection.com/the-kinsey-collection-on-itunes-u/
General Information
| Course Number: 2100035 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Social Studies > SubSubject: American and Western Hemispheric Histories > |
| Abbreviated Title: M/J USHIST & DIGTECH | |
Course Attributes:
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| Course Level: 2 | |
| Course Status: Terminated | |
| Grade Level(s): 6,7,8 | |
Educator Certifications
| History (Grades 6-12) |
| Social Science (Grades 5-9) |
| Social Science (Grades 6-12) |