Access M/J World History and Career Planning   (#7821024)

Version for Academic Year:

Course Standards

General Course Information and Notes

General Notes

The primary content for this course pertains to the world's earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents.

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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.

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.

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).

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 ELLs need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf.

Additional Instructional Resources: A.V.E. for Success Collaboration (http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139)

General Information

Course Number: 7821024
Course Path:
Abbreviated Title: ACCESS M/J WLDHIS&CP
Course Length: Multiple (M) - Course length can vary
Course Status: Course Approved
Grade Level(s): 6,7,8

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Math Models and Social Distancing:

Learn how math models can show why social distancing during a epidemic or pandemic is important in this interactive tutorial.

Type: Original Student Tutorial

Castles, Catapults and Data: Histograms Part 2:

Learn how to interpret histograms to analyze data, and help an inventor predict the range of a catapult in part 2 of this interactive tutorial series. More specifically, you'll learn to describe the shape and spread of data distributions.

Click HERE to open part 1.

Type: Original Student Tutorial

Moving MADness:

Learn how to calculate and interpret the Mean Absolute Deviation (MAD) of data sets in this travel-themed, interactive statistics tutorial. 

Type: Original Student Tutorial

What's for Lunch?:

Learn how writers and speakers create arguments by stating a claim and backing it up with reasons and evidence. In this interactive tutorial, you'll hear speeches from candidates for Student Council President and complete practice exercises.

Type: Original Student Tutorial

It Can Be a Zoo of Data!:

Discover how to calculate and interpret the mean, median, mode and range of data sets from the zoo in this interactive tutorial.

Type: Original Student Tutorial

Where Have All the Scrub-Jays Gone?:

Investigate the limiting factors of a Florida ecosystem and describe how these limiting factors affect one native population-the Florida Scrub-Jay.

Type: Original Student Tutorial

Yes or No to GMO?:

Learn what genetic engineering is and some of the applications of this technology. In this interactive tutorial, you’ll gain an understanding of some of the benefits and potential drawbacks of genetic engineering. Ultimately, you’ll be able to think critically about genetic engineering and write an argument describing your own perspective on its impacts.

Type: Original Student Tutorial

Analyzing the Declaration of Independence :

Learn how to analyze the ideas, complaints, and language found in the Declaration of Independence, one of the most important documents in the history of the United States with this interactive tutorial.

Type: Original Student Tutorial

Understanding the Preamble :

Analyze the Preamble to the U.S. Constitution - line by line, word by word. You'll be a Preamble expert by the end of this interactive tutorial!  

Type: Original Student Tutorial

Problem-Solving Tasks

Electoral College:

Students are given a context and a dotplot and are asked a number of questions regarding shape, center, and spread of the data.

Type: Problem-Solving Task

Buttons: Statistical Questions:

Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.

Type: Problem-Solving Task

Puppy Weights:

Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.

Type: Problem-Solving Task

Tutorials

Shapes of Distributions:

In this video, you will practice describing the shape of distributions as skewed left, skewed right, or symmetrical.

Type: Tutorial

Statistics Introduction: Mean, Median, and Mode:

The focus of this video is to help you understand the core concepts of arithmetic mean, median, and mode.

Type: Tutorial

Statistical questions:

Discover what makes a question a "statistical question"?

Type: Tutorial

Virtual Manipulatives

Box Plotter:

Users select a data set or enter their own data to generate a box plot.

Type: Virtual Manipulative

Histogram Tool:

This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.

Type: Virtual Manipulative

Exploring Mean and Median Using Box Plots:

Using an interactive applet, students can compare and contrast properties of measures of central tendency, specifically the influence of changes in data values on the mean and median. As students change the data values by dragging the red points to the left or right, the interactive figure dynamically adjusts the mean and median of the new data set.
(NCTM's Illuminations)

Type: Virtual Manipulative

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.