All clarifications stated, whether general or specific to Algebra I, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

All clarifications stated, whether general or specific to Algebra I Honors, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

All clarifications stated, whether general or specific to Algebra I-B, are expectations for instruction of that benchmark. Please note that all clarifications that address Algebra 1 also should be addressed within Algebra 1-B.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

All clarifications stated, whether general or specific to Probability and Statistics Honors, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

• Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
• Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
• Students have a sense of civic pride and participate regularly in all levels of government. 
• Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

This course must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States.

• Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
• Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
• Students have a sense of civic pride and participate regularly in all levels of government. 
• Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

This course must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States.

• Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
• Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
• Students have a sense of civic pride and participate regularly in all levels of government. 
• Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

This course must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States.

• Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
• Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
• Students have a sense of civic pride and participate regularly in all levels of government. 
• Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

This course must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States.

The purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the state academic standards (SAS) and standards taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, a holistic view of knowledge, intercultural awareness, embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.  Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).

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: {{AzureStorageLink}}/uploads/docs/standards/eld/ss.pdf.

Additional Resources:

A.V.E. for Success Collection is provided by the Florida Association of School Administrators:  http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139.  Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.

The purpose of this Pre-IB course is to prepare students for the International Baccalaureate Diploma Programme (DP). As such, this course will provide academic rigor and relevance through a comprehensive curriculum based on the state academic standards (SAS) and standards taught with reference to the unique facets of the IB. These facets include interrelatedness of subject areas, a holistic view of knowledge, intercultural awareness, embracing international issues, and communication as fundamental to learning. Instructional design must provide students with values and opportunities that enable them to develop respect for others and an appreciation of similarities and differences. Learning how to learn and how to critically evaluate information is as important as the content of the disciplines themselves.

Special Notes: Additional content that may be contained in the NAEP Grade 12 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/assests/documents/publications/frameworks/hsitoryframework.pdf.

Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.  Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).

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: {{AzureStorageLink}}/uploads/docs/standards/eld/ss.pdf.

Additional Instructional Resources:

Kinsey Collection:  http://www.thekinseycollection.com/the-kinsey-collection-on-itunes-u/

A.V.E. for Success Collection: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139 

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

In Algebra 1, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables.

All clarifications stated, whether general or specific to Algebra I, are expectations for instruction of that benchmark.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

All clarifications stated, whether general or specific to Algebra I-B, are expectations for instruction of that benchmark. Please note that all clarifications that address Algebra 1 also should be addressed within Algebra 1-B.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Special Notes: Credit Recovery courses are credit bearing courses with specific content requirements defined by state academic standards (SAS). Students enrolled in a Credit Recovery course must have previously attempted the corresponding course (and/or End-of-Course assessment) since the course requirements for the Credit Recovery course is exactly the same as the previously attempted corresponding course. For example, Geometry (1206310) and Geometry for Credit Recovery (1206315) have identical content requirements. It is important to note that Credit Recovery courses are not bound by Section 1003.436(1)(a), Florida Statutes, requiring a minimum of 135 hours of bona fide instruction (120 hours in a school/district implementing block scheduling) in a designed course of study that contains student performance standards, since the students have previously attempted successful completion of the corresponding course. Additionally, Credit Recovery courses should ONLY be used for credit recovery, grade forgiveness, or remediation for students needing to prepare for an End-of-Course assessment retake.

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

• Students study primary source documents to understand the philosophical underpinnings of the American Republic and the root cause of American exceptionalism. 
• Students compare the success of the United States and the success or failure of other nations’ governing philosophies to evaluate their past, present and likely future effects. 
• Students have a sense of civic pride and participate regularly in all levels of government. 
• Students reflect upon United States civic history, so they understand their rights and responsibilities as citizens, including the process of advocating properly with government officials. 

This course must include a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy essential to the founding principles of the United States.

The Humane Letters 1 –History course has content strands of Geography, Civics and Government, and History.   Goal of the course is understanding the foundational principles of the American Republic and the structures and frameworks of government that supports the constitutional republic.  It will explore the philosophical ideas around the function of the state, civil society, political movements, and ideologies as well as comparative forms of government.  Additionally, the course pertains to the study of government institutions and political processes and their historical impact on American society. Content should include philosophical influences of the American Founders, the fundamental ideas and events that shaped the founding of the United States, the functions and purpose of government, the function of the state, the constitutional framework, federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making process.

Students study European history from the Late Middle Ages to the end of World War Two, with a special focus placed on political and societal change. Within the scope of this course, these changes are explored through the study of works of history, political philosophy, and imaginative literature. Political and societal changes include, but are not limited to, the historical development and theoretical justification of modern constitutional government. Additionally, students will explore questions concerning the basis of property rights, the birth and growth of modern ideologies in the 19th and 20th centuries, and the causes and effects of revolution. Recommended texts for this course include, but are not limited to: Locke’s Second Treatise of Government and Rousseau’s Discourse on Inequality.

Standards-based course content for each time period should include, but not be limited to:

Late Middle Ages: Understand how the Black Death, the Hundred Years’ War, and tensions within the Medieval Church led to ruptures in medieval society that paved the way for the Renaissance.

The Renaissance: Determine how the Renaissance period opened the door for humanistic thinking, more nationalized monarchies, and open calls for social/political reform. Special emphasis may be placed the writings of Machiavelli, Castiglione and Mirandola.

The Reformation: Recognize the central tenets of the Reformation and the Counter-Reformation, noting especially the diverse beliefs among Protestant groups and the social/political impact of the movement.

The Age of Religious Wars: Examine the violent nature of confessional wars across Europe in the 16th and 17th centuries, noting especially the gradual shift toward considerations of domestic and international society adopted by the politiques.

European State Consolidation (English Constitutionalism and French Absolutism): Analyze the means by which England and France consolidated political power in the hands of the state, noting especially the political theory behind Constitutionalism and Absolutism. Examine the intricacies of the English Civil War, the legacy of Oliver Cromwell, the significance of the Glorious Revolution, and counterexample of Louis XIV’s absolutism.

Scientific Revolution: Discuss the ideas associated with major thinkers of the 16th and 17th centuries who emphasized empiricism and a new philosophy of science. Explain why this new epistemology was “revolutionary” and was poised to supplant more traditional means of knowing.

18th–Century Thought and Life: Recognize the most salient aspects of the Old Regime, noting the social, political, economic, and intellectual tensions that existed therein that paved the way towards the French Revolution. Careful attention is given to the Enlightenment, including its major thinkers and their calls for reform of religion, politics and society.

The French Revolution and the Modern Nation-State: Discuss the political, intellectual, industrial, and societal themes that lead to the French Revolution and its aftermath. Recognize the common themes in the definition and formation of modern European nation-states.

19th-Centuray Thought, Politics, and Culture: Investigate the many new threads which are woven together to create the aspirations, ambitions, and tensions which set the stage for the World Wars.

The World Wars: Recognize historical facts about WWI and WWII.  Analyze the origins of these wars.  Discuss the relationship between the end of WWI and the beginning of WWII.  Examine how WWII created the early conditions of the Cold War and modernity more generally.