|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.|
Examples may include, but are not limited to, articles, editorials, journals, periodicals, reports, websites, videos, and podcasts.
|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Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.|
Examples of primary and secondary sources may be found on various websites such as the site for The Kinsey Collection.
|SS.8.A.1.6:|| Compare interpretations of key events and issues throughout American History.|
Examples may include, but are not limited to, historiography.
|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.|
This benchmark implies a study of the ways that economic, political, cultural, and religious competition between these Atlantic powers shaped early colonial America.
|SS.8.A.2.2:|| Compare the characteristics of the New England, Middle, and Southern colonies.|
Examples may include, but are not limited to, colonial governments, geographic influences, occupations, religion, education, settlement patterns, and social patterns.
|SS.8.A.2.3:|| Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources.|
Examples may include, but are not limited to, subsistence farming, cash crop farming, and maritime industries.
|SS.8.A.2.4:|| Identify the impact of key colonial figures on the economic, political, and social development of the colonies.|
Examples may include, but are not limited to, John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards, William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert.
|SS.8.A.2.5:|| Discuss the impact of colonial settlement on Native American populations.|
Examples may include, but are not limited to, war, disease, loss of land, westward displacement of tribes causing increased conflict between tribes, and dependence on trade for Western goods, including guns.
|SS.8.A.2.6:|| Examine the causes, course, and consequences of the French and Indian War.|
Examples may include, but are not limited to, ongoing conflict between France and England, territorial disputes, trade competition, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British debt.
|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.|
Examples may include, but are not limited to, Proclamation of 1763, Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, Quebec Act, and Coercive Acts.
|SS.8.A.3.2:|| Explain American colonial reaction to British policy from 1763 - 1774.|
Examples may include, but are not limited to, written protests, boycotts, unrest leading to the Boston Massacre, Boston Tea Party, First Continental Congress, Stamp Act Congress, Committees of Correspondence.
|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.|
Examples may also include, but are not limited to, Thomas Paine, John Jay, Peter Salem.
|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.|
Examples may include, but are not limited to, foreign alliances, freedmen, Native Americans, slaves, women, soldiers, Hessians.
|SS.8.A.3.5:|| Describe the influence of individuals on social and political developments during the Revolutionary era.|
Examples may include, but are not limited to, James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley.
|SS.8.A.3.6:|| Examine the causes, course, and consequences of the American Revolution.|
Examples may include, but are not limited to, Battles of Lexington and Concord, Common Sense, Second Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of Trenton, Olive Branch Petition, Declaration of Independence, winter at Valley Forge, Battles of Saratoga and Yorktown, Treaty of Paris.
|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.|
Examples may include, but are not limited to, Ethan Allen and the Green Mountain Boys, the Committees of Correspondence, Sons of Liberty, Daughters of Liberty, the Black Regiment (in churches), Patrick Henry, Patriots, Loyalists, individual colonial militias, and undecideds.
|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.|
Examples may include, but are not limited to, personal motivations, military experience, political influence, establishing Washington, D.C. as the nation's capital, rise of the party system, setting of precedents (e.g., the Cabinet), Farewell Address.
|SS.8.A.3.13:|| Explain major domestic and international economic, military, political, and socio-cultural events of John Adams's presidency.|
Examples may include, but aren ot limited to, XYZ Affairs, Alien and Sedition Acts, Land Act of 1800, the quasi-war, the Midnight Judges.
|SS.8.A.3.14:|| Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.|
Examples may include, but are not limited to, Election of 1800, birth of political parties, Marbury v. Madison, judicial review, Jefferson's First Inaugural Address, Judiciary Act of 1801, Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Hamilton and Burr conflict/duel, Embargo of 1807.
|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.|
Examples may include, but are not limited to, Treaty of Paris, British rule, Second Spanish Period.
|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.|
Examples may include, but are not limited to, abolitionist movement, Ft. Mose, Missouri Compromise, Bleeding Kansas, Kansas-Nebraska Act, Compromise of 1850.
|SS.8.A.4.3:|| Examine the experiences and perspectives of significant individuals and groups during this era of American History.|
Examples may include, but are not limited to, Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, women, Alexis de Tocqueville, political parties.
|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.|
Examples may include, but are not limited to, roads, canals, bridges, steamboats, railroads.
|SS.8.A.4.6:|| Identify technological improvements (inventions/inventors) that contributed to industrial growth.|
Examples may include, but are not limited to, Fitch/steamboat, Slater/textile mill machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial lubrication, Fulton/commercial steamboat, Lowell/ mechanized cotton mill, Isaac Singer/sewing machine.
|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.|
Examples may include, but are not limited to, Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, Harriet Tubman.
|SS.8.A.4.9:|| Analyze the causes, course and consequences of the Second Great Awakening on social reform movements.|
Examples may include, but are not limited to, abolition, women's rights, temperance, education, prison and mental health reform, Charles Grandison Finney, the Beecher family.
|SS.8.A.4.10:|| Analyze the impact of technological advancements on the agricultural economy and slave labor.|
Examples may include, but are not limited to, cotton gin, steel plow, rapid growth of slave trade.
|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 , Gibbons v. Odgen , Cherokee Nation v. Georgia , and Worcester v. Georgia ) 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.|
Examples may include, but are not limited to, political participation, political parties, constitutional government, spoils system, National Bank veto, Maysville Road veto, tariff battles, Indian Removal Act, nullification crisis.
|SS.8.A.4.17:|| Examine key events and peoples in Florida history as each impacts this era of American history.|
Examples may include, but are not limited to, Andrew Jackson's military expeditions to end Indian uprisings, developing relationships between the Seminole and runaway slaves, Adams-Onis Treaty, Florida becoming a United States territory, combining former East and West Floridas, establishing first state capital, Florida's constitution, Florida's admittance to the Union as 27th state.
|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.|
Examples may include, but are not limited to, Osceola, white settlers, U.S. troops, Black Seminoles, southern plantation and slave owners, Seminole Wars, Treaty of Moultrie Creek, Seminole relocation, Chief Billy Bowlegs, Florida Crackers.
|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.|
Examples may include, but are not limited to, Abolition Movement, Nat Turner's Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom's Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper's Ferry, Underground Railroad, Presidential Election of 1860, Southern secession.
|SS.8.A.5.3:|| Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency.|
Examples may include, but are not limited to, sectionalism, states' rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.
|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.|
Examples may include, but are not limited to, technology, resources, alliances, geography, military leaders-Lincoln, Davis, Grant, Lee, Jackson, Sherman.
|SS.8.A.5.6:|| Compare significant Civil War battles and events and their effects on civilian populations.|
Examples may include, but are not limited to, Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation Proclamation, Sherman's March, Lee's surrender at Appomattox.
|SS.8.A.5.7:|| Examine key events and peoples in Florida history as each impacts this era of American history.|
Examples may include, but are not limited to, slavery, influential planters, Florida's secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, Battle at Natural Bridge.
|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.C.1.1:|| Identify the constitutional provisions for establishing citizenship. |
|SS.8.C.1.2:|| Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists. |
|SS.8.C.1.3:|| Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. |
|SS.8.C.1.4:|| Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. |
|SS.8.C.1.5:|| Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today. |
|SS.8.C.1.6:|| Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. |
|SS.8.C.2.1:|| Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction. |
|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.
Examples areTriangular Trade, colonial development - New England, Middle, and Southern colonies - Revolutionary War, Manifest Destiny, compromises over slavery issues, the Civil War, Reconstruction.
|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.|
Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, compromises over slavery.
|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.|
Examples are triangular trade routes and regional exchange of resources.
|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.
Examples of physical elements are climate, terrain, resources.
Examples of human elements are religion, government, economy, language, demography.
|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.|
Examples are cataclysmic natural disasters, shipwrecks.
|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.|
Examples are deforestation, urbanization, agriculture.
|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.|
Examples are maps, graphs, tables.
|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.
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.
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.
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.
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.
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.
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.
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.|
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.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
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.|
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.|
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.|
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.8.C.2.4:|| Critique school and public health policies that influence health promotion and disease prevention.|
Speed-limit laws, immunization requirements, universal precautions, zero tolerance, report bullying, and cell phone/texting laws.
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.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
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
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:
Kinsey Collection: http://www.thekinseycollection.com/the-kinsey-collection-on-itunes-u/