|SS.912.A.1.1:|| Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. |
|SS.912.A.1.2:|| Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. |
|SS.912.A.1.3:|| Utilize timelines to identify the time sequence of historical data. |
|SS.912.A.1.4:|| Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past. |
|SS.912.A.1.5:|| Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. |
|SS.912.A.1.6:|| Use case studies to explore social, political, legal, and economic relationships in history. |
|SS.912.A.1.7:|| Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications. |
|SS.912.A.2.1:|| Review causes and consequences of the Civil War. |
|SS.912.A.2.2:|| Assess the influence of significant people or groups on Reconstruction. |
|SS.912.A.2.3:|| Describe the issues that divided Republicans during the early Reconstruction era. |
|SS.912.A.2.4:|| Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution. |
|SS.912.A.2.5:|| Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups. |
|SS.912.A.2.6:|| Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States. |
|SS.912.A.2.7:|| Review the Native American experience. |
|SS.912.A.3.2:|| Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century. |
|SS.912.A.3.4:|| Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy. |
|SS.912.A.3.5:|| Identify significant inventors of the Industrial Revolution including African Americans and women. |
|SS.912.A.3.6:|| Analyze changes that occurred as the United States shifted from agrarian to an industrial society. |
|SS.912.A.3.7:|| Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan). |
|SS.912.A.3.8:|| Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor). |
|SS.912.A.3.9:|| Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries. |
|SS.912.A.3.10:|| Review different economic and philosophic ideologies. |
|SS.912.A.3.11:|| Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries. |
|SS.912.A.3.12:|| Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life. |
|SS.912.A.3.13:|| Examine key events and peoples in Florida history as they relate to United States history. |
|SS.912.A.4.1:|| Analyze the major factors that drove United States imperialism. |
|SS.912.A.4.2:|| Explain the motives of the United States acquisition of the territories. |
|SS.912.A.4.3:|| Examine causes, course, and consequences of the Spanish American War. |
|SS.912.A.4.4:|| Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction. |
|SS.912.A.4.5:|| Examine causes, course, and consequences of United States involvement in World War I. |
|SS.912.A.4.6:|| Examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information). |
|SS.912.A.4.7:|| Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys). |
|SS.912.A.4.8:|| Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe. |
|SS.912.A.4.9:|| Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women and dissenters in the United States. |
|SS.912.A.4.10:|| Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations. |
|SS.912.A.4.11:|| Examine key events and peoples in Florida history as they relate to United States history. |
|SS.912.A.5.1:|| Discuss the economic outcomes of demobilization. |
|SS.912.A.5.2:|| Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare. |
|SS.912.A.5.3:|| Examine the impact of United States foreign economic policy during the 1920s. |
|SS.912.A.5.4:|| Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices. |
|SS.912.A.5.5:|| Describe efforts by the United States and other world powers to avoid future wars. |
|SS.912.A.5.6:|| Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s. |
|SS.912.A.5.7:|| Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women. |
|SS.912.A.5.8:|| Compare the views of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey relating to the African American experience. |
|SS.912.A.5.9:|| Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, anti-African American, anti-Catholic, anti-Jewish, anti-women, and anti-union ideas. |
|SS.912.A.5.10:|| Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. |
|SS.912.A.5.11:|| Examine causes, course, and consequences of the Great Depression and the New Deal. |
|SS.912.A.5.12:|| Examine key events and people in Florida history as they relate to United States history. |
|SS.912.CG.1.2:|| Explain the influence of Enlightenment ideas on the Declaration of Independence.|
- Students will identify grievances listed in the Declaration of Independence in terms of due process of law, individual rights, natural rights, popular sovereignty and social contract.
- Students will explain national sovereignty, natural law, self-evident truth, equality of all persons, due process of law, limited government, popular sovereignty, and unalienable rights of life, liberty and property as they relate to Enlightenment ideas in the Declaration of Independence.
- Students will recognize that national sovereignty, due process of law, natural law, self-evident truth, equality of all persons, limited government, popular sovereignty, and unalienable rights of life, liberty and property form the philosophical foundation of our government.
|SS.912.CG.1.3:|| Explain arguments presented in the Federalist Papers in support of ratifying the U.S. Constitution and a republican form of government.|
- Students will recognize that the Federalist Papers argued for a federal system of government, separation of powers and a representative form of government that is accountable to its citizens.
- Students will analyze Federalist and Anti-Federalist arguments concerning ratification of the U.S. Constitution and inclusion of a bill of rights.
|SS.912.CG.1.4:|| Analyze how the ideals and principles expressed in the founding documents shape America as a constitutional republic.|
- Students will differentiate among the documents and determine how each one was individually significant to the founding of the United States.
- Students will evaluate how the documents are connected to one another.
- Documents include, but are not limited to, the Declaration of Independence, Articles of Confederation, Federalist Papers (e.g., No. 10. No. 14, No. 31, No. 39, No. 51) and the U.S. Constitution.
- Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, James Madison, George Mason).
|SS.912.CG.1.5:|| Explain how the U.S. Constitution and its amendments uphold the following political principles: 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.|
- Students will explain how the structure and function of the U.S. government reflects these political principles.
- Students will differentiate between republicanism and democracy, and discuss how the United States reflects both.
- Students will describe compromises made during the Constitutional Convention (e.g., the Great Compromise, the Three-Fifths Compromise, the Electoral College).
|SS.912.CG.3.3:|| Analyze the structures, functions and processes of the legislative branch as described in Article I of the U.S. Constitution.|
- Students will explain why Article I of the U.S. Constitution established a bicameral legislative body and how the House of Representatives functions differently from the Senate.
- Students will identify the methods for determining the number of members in the House of Representatives and the Senate.
- Students will identify and describe the “enumerated powers” delegated to Congress (e.g., assess taxes, borrow money, declare war, make laws).
- Students will analyze the role of the legislative branch in terms of its relationship with the judicial and executive branch of the government.
- Students will describe constitutional amendments that changed the role of Congress from its original description in Article I of the U.S. Constitution (i.e., 10th, 14th, 16th, 17th and 27th Amendments).
|SS.912.CG.3.4:|| Analyze the structures, functions and processes of the executive branch as described in Article II of the U.S. Constitution.|
- Students will explain the qualifications one must have to seek the office of president and the process of presidential elections.
- Students will explain different presidential responsibilities outlined in Article II (e.g., receiving foreign heads of state, delivering the State of the Union address, carrying out faithful execution of the law).
- Students will examine the role of the executive branch in terms of its relationship with the judicial and legislative branches of the government.
- Students will describe constitutional amendments (i.e., 12th, 20th, 22nd and 25th) that have changed the role of the executive branch from its original description in Article II.
- Students will describe the impeachment process.
|SS.912.CG.3.5:|| Describe how independent regulatory agencies interact with the three branches of government and with citizens.|
- Students will identify independent regulatory agencies (e.g., Federal Communications Commission, Federal Election Commission, National Labor Relations Board) and explain their purpose and effect.
- Students will describe the advantages and disadvantages of delegating power to independent regulatory agencies.
|SS.912.CG.3.7:|| Analyze the structures, functions and processes of the judicial branch as described in Article III of the U.S. Constitution.|
- Students will examine the role of the judicial branch in terms of its relationship with the legislative and executive branches of the government.
- Students will describe the role of the Supreme Court and lesser federal courts.
- Students will explain what Article III says about judicial tenure, appointment and salaries.
- Students will describe the powers delegated to the courts by Article III including, but not limited to, treason, jurisdiction and trial by jury.
|SS.912.CG.3.12:|| Analyze the concept of federalism in the United States and its role in establishing the relationship between the state and national governments.|
- Students will identify examples of the powers reserved and shared among state and the national governments in the American federal system of government.
- Students will examine the role the Great Compromise had on the eventual establishment of a federal system of fifty equal states.
- Students will explain specific rights that are granted to the states in the language of the U.S. Constitution and its amendments (e.g., 10th Amendment, defense and extradition).
- Students will analyze how states have challenged the national government regarding states’ rights (e.g., Civil War, the New Deal, No Child Left Behind, Affordable Health Care Act, Civil Rights Movement).
|SS.912.G.1.1:|| Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. |
|SS.912.G.1.2:|| Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. |
|SS.912.G.1.3:|| Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. |
|SS.912.G.1.4:|| Analyze geographic information from a variety of sources including primary sources, atlases, computer, and digital sources, Geographic Information Systems (GIS), and a broad variety of maps. |
|SS.912.G.2.1:|| Identify the physical characteristics and the human characteristics that define and differentiate regions.|
|SS.912.G.2.2:|| Describe the factors and processes that contribute to the differences between developing and developed regions of the world. |
|SS.912.G.2.3:|| Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. |
|SS.912.G.4.1:|| Interpret population growth and other demographic data for any given place. |
|SS.912.G.4.2:|| Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. |
|SS.912.G.4.3:|| Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. |
|SS.912.G.4.7:|| Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. |
|SS.912.G.4.9:|| Use political maps to describe the change in boundaries and governments within continents over time. |
|SS.912.H.1.4:|| Explain philosophical beliefs as they relate to works in the arts. |
|SS.912.H.3.1:|| Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. |
|SS.912.H.3.2:|| Identify social, moral, ethical, religious, and legal issues arising from technological and scientific developments, and examine their influence on works of arts within a culture.
|SS.912.W.1.1:|| Use timelines to establish cause and effect relationships of historical events. |
|SS.912.W.1.2:|| Compare time measurement systems used by different cultures.
|SS.912.W.1.3:|| Interpret and evaluate primary and secondary sources. |
|SS.912.W.1.4:|| Explain how historians use historical inquiry and other sciences to understand the past. |
|SS.912.W.1.5:|| Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
|SS.912.W.1.6:|| Evaluate the role of history in shaping identity and character. |
|SS.912.W.4.11:|| Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. |
|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.912.C.2.4:|| Evaluate how public health policies and government regulations can influence health promotion and disease prevention. |