|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Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.|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.C.1.1:|| Identify the constitutional provisions for establishing citizenship. |
|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.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.
|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. |
- Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
- Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
- Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from and supports the argument presented.
|LAFS.68.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Establish and maintain a formal style and objective tone.
- Provide a concluding statement or section that follows from and supports the information or explanation presented.
|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.
- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
|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. |
|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.6.C.2.4:|| Investigate school and public health policies that influence health promotion and disease prevention.|
Fitness reports for students, school zone speeding laws, school district wellness policies, and helmet laws.
M/J Florida - The social studies curriculum for this course consists of the following content area strands: American History, Geography, Economics, Civics and Government. The primary content for this course pertains to the usage of geographic concepts, tools, and skills to understand the universal issues which impact the state of Florida. A framework of physical, historical, cultural, political, and economic geography will be used to focus on issues common to the local community, the state, the nation, and internationally. Content should include, but not be limited to the use of renewable and nonrenewable resources, land appropriation, urban growth and the developing rural areas, demographics, migration, allocating public and private resources, economy and industry, public, private and government services, and the growth of international trade. Students will study methods of historical inquiry and primary and secondary historical documents.
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.
This course is one of the courses of a three year sequence in the Connections, Challenges, and Choices program. M/J Geography; Asia, Oceania and Africa (2123030), and M/J Florida: Challenges and Choices (2103050) complete the sequence.
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