|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.3.10:|| Review different economic and philosophic ideologies. |
|SS.912.A.7.11:|| Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East. |
|SS.912.A.7.12:|| Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century. |
|SS.912.A.7.14:|| Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns). |
|SS.912.A.7.15:|| Analyze the effects of foreign and domestic terrorism on the American people. |
|SS.912.A.7.16:|| Examine changes in immigration policy and attitudes toward immigration since 1950. |
|SS.912.CG.4.1:|| Analyze how liberty and economic freedom generate broad-based opportunity and prosperity in the United States.|
- Students will differentiate between government systems (e.g., autocracy, democracy, monarchy, oligarchy republic, theocracy).
- Students will differentiate between economic systems (e.g., capitalism, communism, mixed market, socialism).
- Students will analyze the disadvantages of authoritarian control over the economy (e.g., communism and socialism) in generating broad-based economic prosperity for their population.
|SS.912.CG.4.2:|| Explain how the United States uses foreign policy to influence other nations.|
- Students will explain how the policies of other nations influence U.S. policy and society.
- Students will identify agencies of the U.S. government that contribute to its foreign policy agenda (e.g., National Security Agency, Central Intelligence Agency).
- Students will explain the advantages and disadvantages of how nongovernmental organizations (NGOs) influence foreign policy (e.g., United States Agency for International Development, Red Cross, American Woman Suffrage Association, Amnesty International).
- Students will explain how U.S. trade policy influences its relationships with other nations (e.g., China, Saudi Arabia).
- Students will explain how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, Syria).
- Students will explain the U.S. response to international conflicts.
|SS.912.CG.4.3:|| Explain how U.S. foreign policy supports democratic principles and protects human rights around the world. |
- Students will explain how U.S. foreign policy aims to protect liberty around the world and describe how the founding documents support the extension of liberty to all mankind.
|SS.912.E.3.1:|| Demonstrate the impact of inflation on world economies. |
|SS.912.E.3.4:|| Assess the economic impact of negative and positive externalities on the international environment. |
|SS.912.E.3.5:|| Compare the current United States economy with other developed and developing nations. |
|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.4.4:|| Use geographic terms and tools to analyze case studies of issues in globalization. |
|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.1.1:|| Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created. |
|SS.912.H.1.2:|| Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. |
|SS.912.H.1.3:|| Relate works in the arts to various cultures. |
|SS.912.H.1.4:|| Explain philosophical beliefs as they relate to works in the arts. |
|SS.912.H.1.5:|| Examine artistic response to social issues and new ideas in various cultures. |
|SS.912.H.1.6:|| Analyze how current events are explained by artistic and cultural trends of the past. |
|SS.912.H.3.1:|| Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of 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.8.1:|| Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics.
|SS.912.W.8.2:|| Describe characteristics of the early Cold War. |
|SS.912.W.8.3:|| Summarize key developments in post-war China. |
|SS.912.W.8.4:|| Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East. |
|SS.912.W.8.5:|| Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. |
|SS.912.W.8.6:|| Explain the 20th century background for the establishment of the modern state of Israel in 1948, including the Zionist movement led by Theodor Herzl, and the ongoing military and political conflicts between Israel and the Arab-Muslim world. |
|SS.912.W.8.7:|| Compare post-war independence movements in African, Asian, and Caribbean countries. |
|SS.912.W.8.8:|| Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies. |
|SS.912.W.8.9:|| Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. |
|SS.912.W.8.10:|| Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades. |
|SS.912.W.9.1:|| Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. |
|SS.912.W.9.2:|| Describe the causes and effects of post-World War II economic and demographic changes. |
|SS.912.W.9.3:|| Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them. |
|SS.912.W.9.4:|| Describe the causes and effects of twentieth century nationalist conflicts. |
|SS.912.W.9.5:|| Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world. |
|SS.912.W.9.6:|| Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries. |
|SS.912.W.9.7:|| Describe the impact of and global response to international terrorism. |
|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. |
International Relations – The grade 9-12 International Relations course consists of the following content area strands: American History, World History, Geography, Humanities, Economics, and Civics and Government. The primary content emphasis for this course pertains to the study of the functions of the global community, the nature of the modern national state, national goals, and how nations communicate and negotiate to facilitate these goals. Content should include, but is not limited to, the origins of the nation-state system, the role of power politics in the nuclear age, factors that influence relations among nations, such as world population growth, food and other resources, environment, human rights, terrorism, cultural differences, world trade, and technology, ways in which governments conduct foreign policy, the role of international organizations in promoting world peace, the role of women and diverse cultural groups within and among nations, and career opportunities available in international relations.
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:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- 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